Pupil SPAG Card 1. Terminology for pupils. I Can Date Word

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1 Pupil SPAG Card 1 1 I know about regular plural noun endings s or es and what they mean (for example, dog, dogs; wish, wishes) 2 I know the regular endings that can be added to verbs (e.g. helping, helped, helper) 3 I know how un changes the meaning of verbs and adjectives ( for example, unkind, or undoing, untie the boat) 4 I know how words can join to make sentences 5 I know about joining words and how to join sentence parts using and 6 I can order sentences to form short narratives 7 I can write using finger spaces 8 I am beginning to use capital letters, full stops, question marks and exclamation marks 9 I can use capital letters for names and for I 10 I understand these words: 11 letter, capital letter 12 word, singular, plural 13 sentence 14 punctuation, full stop, question mark, exclamation mark

2 Pupil SPAG Card 2 1 I know about making nouns using endings such as ness, er and by joining words together [for example, whiteboard, superman] 2 I know about making adjectives using endings such as ful, less 3 I know how the endings er, est in adjectives and the ending ly in adverbs 4 I know about using when, if, that, because and about using or, and, but 5 I know about using noun phrases for description and detail [for example, the blue butterfly, plain flour, the man in the moon] 6 I know the difference between a statement, question, exclamation or command 7 I choose and use correctly, present tense and past tense in my writing 8 I can use verbs in the present and past tense to describe on-going actions [for example, she is drumming, he was shouting] 9 I can use capital letters, full stops, question marks and exclamation marks to show sentences 10 I can use commas correctly in a list 11 I can use apostrophes to mark where letters are missing in spelling and to show when things belong to one person [for example, the girl s name] 12 noun, noun phrase 13 statement, question, exclamation, command 14 compound, suffix 15 adjective, adverb, verb 16 tense (past, present) 17 apostrophe, comma

3 Pupil SPAG Card 3 1 I can make nouns using a range of prefixes [for example super, anti, auto ] 2 I know when to use a or an depending on whether the next word begins with a consonant or a vowel [for example, a rock, an open box] 3 I know how some common words belong to word families and that this links their spelling and meaning [for example, solve, solution, solver, dissolve, insoluble] 4 I can use conjunctions for time, place and cause [for example, when, before, after, while, so, because] 5 I can use adverbs for time, place and cause [for example, then, next, soon, therefore] 6 I can use prepositions for time, place and cause [for example, before, after, during, in, because of] 7 I am beginning to use paragraphs as a way to group my writing 8 I can use headings and sub-headings to improve my presentation 9 I can use the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play] 10 I am starting to use inverted commas to punctuate direct speech preposition conjunction 13 word family, prefix 14 clause, subordinate clause 15 direct speech 16 consonant, consonant letter vowel, vowel letter 17 inverted commas (or speech marks )

4 Pupil SPAG Card 4 1 I know the difference between plural and possessive s 2 I know Standard English forms for verbs instead of local spoken forms [for example, we were instead of we was, or I did instead of I done] 3 I can add detail to phrases by using extra adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair) 4 I can use fronted adverbials (Place the adverbial before the verb) [for example, Later that day, I heard the bad news.] 5 I can use paragraphs to organise ideas around a theme 6 I can choose appropriate pronouns or nouns within and across sentences to Help with connections and avoid repetition 7 I can use inverted commas and other punctuation to show direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, Sit down! ] 8 I can use apostrophes to mark plural possession [for example, the girl s name, the girls names] 9 I can use of commas after fronted adverbials (where the adverbial has been written before the verb) 10 determiner 11 pronoun, possessive pronoun 12 adverbial

5 Pupil SPAG Card 5 1 I can change nouns or adjectives into verbs using suffixes [for example, ate; ise; -ify] 2 I know about and can use verb prefixes [for example, dis, de, mis, over and re ] 3 I know about and can use relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun 4 I can indicate degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will, must] 5 I can use devices to build connections within a paragraph [for example, then, after that, this, firstly] 6 I can link ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for example, secondly] or tense choices [for example, he had seen her before] 7 I can use brackets, dashes or commas to indicate parenthesis 8 I can use commas to clarify meaning or avoid ambiguity 9 modal verb, relative pronoun 10 relative clause 11 parenthesis, bracket, dash 12 cohesion, ambiguity

6 Pupil SPAG Card 6 1 I know the difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing [for example, find out discover; ask for request; go in enter] 2 I know how words are related by meaning as synonyms and antonyms [for example, big, large, little]. 3 I can use the passive to affect the presentation of information in a sentence [for example, I broke the window in the greenhouse / The window in the greenhouse was broken (by me)]. 4 I know the difference between structures of informal speech and structures for formal speech and writing [for example, the use of question tags: He s your friend, isn t he?, or the use of subjunctive forms such as If I were / Were they to come in some very formal writing and speech] 5 I can link ideas across paragraphs using a wider range of devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis 6 I can use and identify layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text] 7 I can use the semi-colon, colon and dash to mark the boundary between independent clauses [for example, It s raining; I m fed up] 8 I can use the colon to introduce a list and use semi-colons within lists 9 I can punctuate with bullet points to list information 10 I know how hyphens can be used to avoid ambiguity [for example, man eating shark /man-eating shark, or recover / re-cover] 11 subject, object 12 active, passive 13 synonym, antonym 14 ellipsis, hyphen, colon, semi-colon, bullet points

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