Welcome to the TEACH Trust Grammar and Punctuation Workshop ~ Key Stage 2

Size: px
Start display at page:

Download "Welcome to the TEACH Trust Grammar and Punctuation Workshop ~ Key Stage 2"

Transcription

1 Welcome to the TEACH Trust Grammar and Punctuation Workshop ~ Key Stage 2 Whilst you are waiting, please have a little go at the warm up quiz on your tables..!!

2 1. What is grammar and punctuation? 2. What should my child already know? 3. What is my child being taught? 4. How will they be tested? 5. Brushing up on skills.

3 BY THE START OF YEAR THREE, THIS IS WHAT THEY HAVE ALREADY BEEN TAUGHT. Year 2: Detail of content to be introduced (statutory requirement) Word Formation of nouns using suffixes such as ness, er and by compounding [for example, whiteboard, superman] Formation of adjectives using suffixes such as ful, less (A fuller list of suffixes can be found on page 57 in the year 2 spelling section in English Appendix 1) Use of the suffixes er, est in adjectives and the use of ly in Standard English to turn adjectives into adverbs Sentence Subordination (using when, if, that, because) and co-ordination (using or, and, but) Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon] Text How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command Correct choice and consistent use of present tense and past tense throughout writing Use of the progressive form of verbs in the present and past tense to mark actions in progress [for example, she is drumming, he was shouting] Punctuation Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences Commas to separate items in a list Terminology for pupils Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl s name] noun, noun phrase statement, question, exclamation, command compound, suffix adjective, adverb, verb

4 WHAT YOUR CHILD WILL LEARN IN YEAR 3 Year 3: Detail of content to be introduced (statutory requirement) Word Formation of nouns using a range of prefixes [for example super, anti, auto ] Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box] Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble] Sentence Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of] Text Introduction to paragraphs as a way to group related material Headings and sub-headings to aid presentation Use of 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] Punctuation Terminology for pupils Introduction to inverted commas to punctuate direct speech preposition, conjunction word family, prefix clause, subordinate clause direct speech consonant, consonant letter vowel, vowel letter inverted commas (or speech marks )

5 WHAT YOUR CHILD WILL LEARN IN YEAR 4 Year 4: Detail of content to be introduced (statutory requirement) Word The grammatical difference between plural and possessive s Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done] Sentence Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair) Fronted adverbials [for example, Later that day, I heard the bad news.] Text Use of paragraphs to organise ideas around a theme Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition Punctuation Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, Sit down! ] Apostrophes to mark plural possession [for example, the girl s name, the girls names] Use of commas after fronted adverbials Terminology for pupils determiner pronoun, possessive pronoun adverbial

6 WHAT YOUR CHILD WILL LEARN IN YEAR 5 Year 5: Detail of content to be introduced (statutory requirement) Word Converting nouns or adjectives into verbs using suffixes [for example, ate; ise; ify] Verb prefixes [for example, dis, de, mis, over and re ] Sentence Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will, must] Text Devices to build cohesion within a paragraph [for example, then, after that, this, firstly] Linking 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] Punctuation Brackets, dashes or commas to indicate parenthesis Use of commas to clarify meaning or avoid ambiguity Terminology for pupils modal verb, relative pronoun relative clause parenthesis, bracket, dash cohesion, ambiguity

7 WHAT YOUR CHILD WILL LEARN IN YEAR 6 Year 6: Detail of content to be introduced (statutory requirement) Word 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] How words are related by meaning as synonyms and antonyms [for example, big, large, little]. Sentence Use of the passive to affect the presentation of information in a sentence [for example, I broke the window in the greenhouse versus The window in the greenhouse was broken (by me)]. The difference between structures typical of informal speech and structures appropriate 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 or Were they to come in some very formal writing and speech] Text Linking ideas across paragraphs using a wider range of cohesive 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 Layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text] Punctuation Use of the semi-colon, colon and dash to mark the boundary between independent clauses [for example, It s raining; I m fed up] Use of the colon to introduce a list and use of semi-colons within lists Punctuation of bullet points to list information How hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover] Terminology for pupils subject, object active, passive synonym, antonym ellipsis, hyphen, colon, semi-colon, bullet points

8 The Key Stage Two Test Introduced in 2013 at Key Stage 2 but different for 2016 to reflect the new, harder curriculum. Two sections spelling - and grammar, punctuation and vocab. Paper one grammar, punctuation and vocab questions: (50 marks) 45 minutes to complete. Paper two spelling: 20 words 20 marks. At KS2, it has to be administered on the same day for all schools nationally Tuesday 10 th May The tests are sent away and marked externally at KS2. They are reported formally to parents at KS2 for Year 6. Take five mins to have a browse through it see what the expectations are for the end of KS2.

9 Let s go!!

10 We know more than we thought 1. The old man jumped quickly over the rusty fence. 2. He jumped over it. Where are the nouns what is their job? Where are the adjectives what is their job? Where is the verb what is its job? Where is the adverb what is its job? Where are the pronouns what is their job Where is the preposition what is its job? And the is a? Is subject, verb, object the typical order of a sentence in English? Julia Strong & Pie Corbett -

11 1. The old man jumped quickly over the rusty fence. 2. He jumped over it. (subject) (verb) (object) nouns name the things talked about adjectives describe the nouns verbs say what the action is adverbs describe the verb pronouns stand in the place of a noun prepositions tell you the position of the action determiners pin down the noun precisely Typical sentence order in English is subject (carries out action), verb, object (action is done to it).

12 We know more than we thought the old man bright red across the road Which is the noun phrase? Which is the adjectival phrase? Which is the prepositional phrase? Now turn the noun phrase into an extended noun phrase!

13 Determiners What is their function? Where are they positioned? 1. I saw his dog eat six sandwiches. 2. I saw your dog eat several sandwiches. 3. That dog ate those sandwiches. 4. Some dogs like eating a few sandwiches. 5. I like this dog better than that one.

14 Determiners I have just seen the dog. I have just seen a dog. Which one is definite and which one is indefinite?

15 Determiner OR pronoun Y4 Discuss which of the underlined words below are determiners and which are pronouns. How would you explain the difference to your child? 1. Put that box over there. 2. Put that over there. 3. That box is his. 4. That is his.

16 Verbs doing and being words Infinitive Past Present Future To go He went He goes He will go To come He came He comes He will come To say He said He says He will say To look He looked He looks He will look To have He had He has He will have To be He was He is He will be To jump He jumped He jumps He will jump Massive new emphasis on types of verb tenses in new curriculum.

17 Tense The tense of a verb indicates the time at which an action takes place whether in the present or the past. With the help of a few auxiliaries it can tell you whether it is planned to happen in the future or whether it is likely to happen at all. Tense in all its possible forms in English is best understood in context via reading.

18 PRESENT PERFECT TENSE Y3 The PRESENT PERFECT TENSE is formed with a present tense form of "to have" plus the past participle of the verb. This tense indicates either that an action was completed (finished or "perfected") at some point in the past or that the action extends to the present. E.g. I have walked two miles already [but I'm still walking]. I have run the London Marathon [successfully in the past]. The critics have praised the film Muppets Christmas Carol since it came out [and they continue to do so].

19 PRESENT PERFECT TENSE Y3 There is a big difference in meaning between: He has gone out to play. He went out to play.

20 STANDARD ENGLISH Y4 Ensuring children use Standard English forms for verb inflections instead of local spoken forms. It is a national dialect, which usually appears in print and media and which is taught in schools. It may vary from children s local dialect. E.g. We were going to see Santa instead of We was going to see Santa. I did it instead of I done it.

21 MODAL VERBS Y5 Tense: The Is it really going to happen game? I would have ice cream if I could but there isn t any so I will have chocolate instead. Through shared discussion, based on wider reading, draw out from the children the difference the modal verbs would, could, might, can and will make to the meaning of sentences and whether the action is definitely going to happen, may possibly happen or just has the potential to happen.

22 Simple and progressive present and past tense introduced in Y2 The simple past eg: I ran; I danced; I ate The past progressive eg: I was running, I was dancing; I was eating These parallel the two basic forms of the present tense. The simple present eg: I run; I dance; I eat The present progressive eg: I am running, I am dancing; I am eating etc. The progressive tenses usually suggest that the activity is in progress, taking place over a limited period.

23 Simple and progressive present and past tense Y6 SATs question

24 The Subjunctive Year 6 The subjunctive The subjunctive is very important in some languages, eg French, Polish, Turkish and Latin but it is dying out and somewhat archaic in English. There are three types of subjunctive in English The hypothetical subjunctive (the were subjunctive): If I were to do that again, I would try harder. The mandatory subjunctive (the bossy subjunctive): We require that he return the money immediately The formulaic subjunctive (for certain set phrases) God save the Queen! Pie Corbett & Julia Strong -

25 Hypothetical: The Subjunctive If I were Prime Minister, I would order that all Daleks should be melted down. Mandatory: The Minister requires that each teacher accept the new curriculum without question. How does it sound like it should be said?

26 The Subjunctive

27 PASSIVE AND ACTIVE Y6 Using a passive voice allows the writer to affect the presentation of information in a sentence. It can, but doesn t always, hide the subject. I broke the plate. (Active you know who did it it starts with the subject.) The plate got broken. (Passive the subject (or do-er) is hidden. It starts with the object.) The plate got broken by me. (Still passive still starts with the object even though you know who did it.)

28 PASSIVE AND ACTIVE Y6 How and why do children use this? - To make their writing more stylish and effective to the reader. E.g. The door opened and the icy breeze flooded through me. I took a deep breath it was only Dad! This doesn t work with Dad opened the door

29 Adverbs and adverbial phrases Adverbs add to the verb how, when and where. He ate slowly. (adverb) He ate very late at night. (adverbial phrase) He ate on the ship s deck. (adverbial phrase)

30 Fronted adverbials (Year 4) Adverbials at the start of sentences: At the end of the lane, Bob paused. Last Friday, Bob was happy. After eating his meal, Bob slept. Carefully, he crept home.

31 What is the difference between a clause and a phrase? Later that day, Jeff came into school with his new dog. Jeff came into school with his new dog, later that day. Running out of breath, Jeff came into school with his new dog. Jeff came into school with his new dog, running out of breath.

32 Different types of sentences Simple sentence (a single main clause a subject and a complete verb) It rained on Sunday. Compound sentence (2 or more main clauses joined by coordinating conjunctions: eg and, but, so) It rained on Sunday but it was sunny on Monday. Complex sentences (a main clause with one or more subordinate clauses not making sense on their own often introduced by subordinating conjunctions: eg if, when, because, although, until, since) Although it rained, we still enjoyed the walk. Minor sentences (no verb) Rain!

33 Which one isn t a simple sentence? 1. A big dog chased me. 2. A big dog chased me all the way down the long lane to the shops at the end of the village. 3. A big dog chased me all the way down the long lane to the shops at the end of the village and I sought refuge in the Spar.

34 Are they all compound sentences? 1. I am happy and I m feeling relaxed. 2. I like coffee but I don t like tea. 3. I can get up enthusiastically and run for miles in the mornings or I can fall asleep again, just like that.

35 How do you know these are all complex sentences? 1. Although I am happy, I am tired. 2. It was raining when we went out. 3. You ll hurt yourself if you re not careful. 4. Because it was bitterly cold, the weather was unpleasant. 5. Where are the biscuits that I bought this morning? 6. Feeling enthusiastic, she decided to walk.

36 Relative Clauses Year 5 1a. John, who was feeling angry, began shouting. 1b. John, since he was very angry, began shouting. 1c. John, feeling very angry, began shouting. 3a. The biscuits, which were scrumptious, have all disappeared. 3b. The biscuits, because they were scrumptious, all disappeared. 3c. The biscuits, being scrumptious, all disappeared.

37 Complex sentence game The parents were excited to be here, despite feeling like there were back at school. Bob, who had never watched EastEnders before, fell asleep. Thinking that she had never seen so many deals, Amanda carried on searching on the Amazon website.

38 Conjunctions need to make sense The cart stopped. The hobbit got down. after but as as soon as because while before although whenever when so then

39 Punctuation for Key Stage Two Year Three: Full stops Capital letters, incl names and I Question marks Exclamation marks Apostrophes Commas for items in a list Inverted commas for direct speech

40 Punctuation for Key Stage Two Year Four: All of Year Three, plus: Inverted commas for direct speech and other correct speech punctuation Apostrophes showing plural possession Commas after fronted adverbials

41 Punctuation for Key Stage Two Year Five: All of Year Four, plus: Brackets Dashes Commas for parenthesis Commas to avoid ambiguity

42 Punctuation for Key Stage Two Year Six: All of Year Five, plus: Semi-colons all uses Colons all uses Dashes Bullet points Hyphens

43 Punctuation for Key Stage Two Further training for parents on accurate use of all this KS2 punctuation will take place, led by Mr Wilson on: Thursday 7 th January pm Canford Heath Junior School hall

44 ANY QUESTIONS!!?? Please quickly complete the evaluation before you leave. Thank you for coming!

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

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

More information

Year 1: Detail of content to be introduced (statutory requirement) Word

Year 1: Detail of content to be introduced (statutory requirement) Word Year 1: Detail of content to be introduced (statutory requirement) Regular plural noun suffixes s or es [for example, dog, dogs; wish, wishes], including the effects of these suffixes on the meaning of

More information

English Appendix 2: Vocabulary, grammar and punctuation

English Appendix 2: Vocabulary, grammar and punctuation English Appendix 2: Vocabulary, grammar and punctuation The grammar of our first language is learnt naturally and implicitly through interactions with other speakers and from reading. Explicit knowledge

More information

EGPS (ENGLISH, GRAMMAR, PUNCTUATION AND SPELLING) Town Farm Primary School

EGPS (ENGLISH, GRAMMAR, PUNCTUATION AND SPELLING) Town Farm Primary School EGPS (ENGLISH, GRAMMAR, PUNCTUATION AND SPELLING) Town Farm Primary School AIMS OF THE SESSION To talk about the new EGPS curriculum and expectations and provide information on the topic. To look at the

More information

Year 1 Punctuation and Grammar Expectations

Year 1 Punctuation and Grammar Expectations Year 1 and Grammar Expectations I can make a noun plural by adding a suffix e.g. dog dogs, wish wishes. I can add a suffix to a verb where I don t need to change the root word e.g. helping, helped, helper.

More information

Grammar and the New Curriculum Statutory requirements in KS1 and KS2

Grammar and the New Curriculum Statutory requirements in KS1 and KS2 Grammar and the New Curriculum 2014 Statutory requirements in KS1 and KS2 Technical vocabulary Year 1: Detail of content to be introduced letter, capital letter word, singular, plural, sentence punctuation,

More information

Albert Pye and Ravensmere Schools Grammar Curriculum

Albert Pye and Ravensmere Schools Grammar Curriculum Albert Pye and Ravensmere Schools Grammar Curriculum Introduction The aim of our schools own grammar curriculum is to ensure that all relevant grammar content is introduced within the primary years in

More information

NEW NATIONAL CURRICULUM. SUBJECT AREA: Writing

NEW NATIONAL CURRICULUM. SUBJECT AREA: Writing NEW NATIONAL CURRICULUM SUBJECT AREA: Writing End of year expectations: Year 1 Write sentences by: saying out loud what they are going to write about composing a sentence orally before writing it sequencing

More information

KEYINGHAM PRIMARY SCHOOL. Spelling, Punctuation & Grammar Booklet for Parents

KEYINGHAM PRIMARY SCHOOL. Spelling, Punctuation & Grammar Booklet for Parents KEYINGHAM PRIMARY SCHOOL Spelling, & Grammar Booklet for Parents Introduction With the introduction of the Spelling, and Grammar tests in Year 6, as well as the new primary curriculum coming in September

More information

Ropsley C of E Primary School Progression of objectives to be covered for Punctuation and Grammar

Ropsley C of E Primary School Progression of objectives to be covered for Punctuation and Grammar Ropsley C of E Primary School Progression of objectives to be covered for Punctuation and Grammar Year Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year 1 To leave spaces between To leave spaces

More information

Glossary. apostrophe. abbreviation

Glossary.  apostrophe. abbreviation [ Glossary a abbreviation An abbreviation is a shortened form of phrase or word. apostrophe An apostrophe has two uses: to show that two words have been shortened to make one (called a contraction ) and

More information

Key skills End of year 1 - Expectations in Writing

Key skills End of year 1 - Expectations in Writing End of year 1 - Expectations in Writing I can spell my word list accurately. I can spell some unusual words correctly. I can spell the days of the week. I know the names of all the letters of the alphabet

More information

Grammar in the new Curriculum

Grammar in the new Curriculum Grammar in the new Curriculum At the end of Year 2 and year 6, children will take SATs in: Reading English grammar, punctuation and spelling Maths This is not the only reason to focus on grammar! Intended

More information

Little Gaddesden School Grammar, spelling and punctuation workshop

Little Gaddesden School Grammar, spelling and punctuation workshop Little Gaddesden School Grammar, spelling and punctuation workshop Grammar, spelling and punctuation (SPAG) are key areas in the teaching of English. We aim to improve writing through improving sentence

More information

English Grammar Workshop for Parents 26 th January 2016

English Grammar Workshop for Parents 26 th January 2016 English Grammar Workshop for Parents 26 th January 2016 Aims Grammar, spelling and punctuation are key areas in the teaching of English. The main aims of this workshop are to help parents to: Develop

More information

White Mere Community Primary School

White Mere Community Primary School White Mere Community Primary School KS2 Grammar and Punctuation Overview To ensure our pupils have a complete and secure understanding of discrete grammatical terms, punctuation and spelling rules, discrete

More information

Curriculum 2014 Writing Programme of Study by Strand. Ros Wilson. Andrell Education Ltd Raising Standards in Education.

Curriculum 2014 Writing Programme of Study by Strand. Ros Wilson. Andrell Education Ltd Raising Standards in Education. Curriculum 2014 Writing Programme of Study by Strand Ros Wilson Tel: 01924 229380 @RosBigWriting = statutory = non-statutory Spelling Learn words containing each of the 40 + phonemes already taught / common

More information

Nouns and noun phrases

Nouns and noun phrases Nouns and noun phrases Nouns and noun phrases describe people, objects and places. They fill the subject and object slots in sentences (The policeman arrested the burglar. SVO) and can occur in complement

More information

Grammar Year 1, 2, 3, 4, 5 and 6. Year 1. There are a few nouns with different morphology in the plural (e.g. mice, formulae).

Grammar Year 1, 2, 3, 4, 5 and 6. Year 1. There are a few nouns with different morphology in the plural (e.g. mice, formulae). Grammar Year 1, 2, 3, 4, 5 and 6 Term digraph grapheme phoneme Year 1 Guidance A type of grapheme where two letters represent one phoneme. Sometimes, these two letters are not next to one another; this

More information

Vocabulary for children to know: letter, capital letter, word, plural, singular, sentence, punctuation, full stop, question mark, exclamation mark

Vocabulary for children to know: letter, capital letter, word, plural, singular, sentence, punctuation, full stop, question mark, exclamation mark Writing must haves Y1 Spelling children will know how to: - spell words containing the 40+ phonemes they have learnt in letters and sounds - spell common exception words, e.g. they, there, come and days

More information

Kingswood Primary School Progression in spelling, handwriting, punctuation and grammar

Kingswood Primary School Progression in spelling, handwriting, punctuation and grammar Reception In Reception, children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be

More information

Grammar carries the most weighting 36-50% of total marks Spelling carries 29% of the total mark

Grammar carries the most weighting 36-50% of total marks Spelling carries 29% of the total mark Changes to the 2016 SATS Grammar, Punctuation and Spelling Test (GPS) Grammar carries the most weighting 36-50% of total marks Spelling carries 29% of the total mark Chd will need to know the following

More information

SPAG. Spelling, Punctuation and Grammar. Glossary for Parents

SPAG. Spelling, Punctuation and Grammar. Glossary for Parents SPAG Spelling, Punctuation and Grammar Glossary for Parents Exclamation mark: an exclamation mark is used at the end of a sentence to indicate strong emotion, e.g. Get out! Finite verb: the finite verb

More information

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum) Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative

More information

While, the lexical meaning of the verb provides us with certain information, there is much more we can glean:

While, the lexical meaning of the verb provides us with certain information, there is much more we can glean: Verbs The verb is a key element in an English clause or sentence, since it handles most of the grammatical workload in a sentence. Verbs can be varied to show tense and form. Although some simple tense

More information

National Curriculum 2014 Literacy Objectives Spoken language Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

National Curriculum 2014 Literacy Objectives Spoken language Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Spoken language -structured descriptions, explanations and narratives for different purposes, including for expressing feelings ng, hypothesising, imagining and exploring ideas to comments the interest

More information

Y1 Parts of Speech: Sentence Structure: Punctuation: I can write a simple sentence with a subject and a verb. I can use and to join two clauses

Y1 Parts of Speech: Sentence Structure: Punctuation: I can write a simple sentence with a subject and a verb. I can use and to join two clauses Y1 Parts of Speech: Sentence Structure: Punctuation: I can write a simple with a subject and a verb I can use and to join two clauses I can use finger spaces to separate words I can use full stops to end

More information

Spelling, Punctuation and Grammar Policy

Spelling, Punctuation and Grammar Policy Our vision Spelling, Punctuation and Grammar Policy At St. Michael and St. John s R.C, we aim for all our children to become good writers and good at using Standard English. This includes becoming good

More information

Year 5/6 English Overview

Year 5/6 English Overview Reading Word Recognition apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning

More information

VCOP Grammar Ros Wilson & Sarah Threlkeld-Brown Tel: Fax:

VCOP Grammar Ros Wilson & Sarah Threlkeld-Brown  Tel: Fax: VCOP Grammar Ros Wilson & Sarah Threlkeld-Brown info@andrelleducation.com www.andrelleducation.com Tel:01924 229380 Fax:01924 250412 = Current Curriculum (tested until 2015) = proposed new curriculum (additional

More information

Glossary of literacy terms

Glossary of literacy terms Glossary of literacy terms These terms are used in literacy. You can use them as part of your preparation for the literacy professional skills test. You will not be assessed on definitions of terms during

More information

are used to show how a text fits

are used to show how a text fits Glossary of terms: Term Definition Example active voice An active verb has its usual pattern of subject and object (in contrast to the passive voice). Active The school arranged a visit. Passive: adverbs

More information

Overview of grammar and punctuation skills K 6

Overview of grammar and punctuation skills K 6 Overview of grammar and punctuation skills K 6 The following grammar and punctuation framework indicates those understandings and terms which students might be expected to have control of by the end of

More information

Welcome to the TEACH Trust Grammar and Punctuation Workshop ~ Key Stage 1

Welcome to the TEACH Trust Grammar and Punctuation Workshop ~ Key Stage 1 Welcome to the TEACH Trust Grammar and Punctuation Workshop ~ Key Stage 1 Whilst you are waiting, please have a little go at the warm up quiz on your tables..!! 1. What is grammar and punctuation? 2. What

More information

An abbreviation made from the initial letters of a group of words and often pronounced as a single word, for example, RAM (random access memory).

An abbreviation made from the initial letters of a group of words and often pronounced as a single word, for example, RAM (random access memory). Glossary of Literacy words. Below is a useful list of words to try to gain an appreciation of the Literacy Test. PLEASE NOTE, YOU ARE NOT TESTED ON THE DEFINITIONS OF THE TERMS. The glossary is taken directly

More information

Phonics, Spelling and Grammar Policy

Phonics, Spelling and Grammar Policy Phonics, Spelling and Grammar Policy Updated July 2015- by Amy Weaver Contents Part 1: Spelling Teaching of Phonics Teaching Spelling Homework Assessing spelling Marking Spelling Progression in Spelling

More information

active and passive adjective 276 Primary adverb

active and passive adjective 276 Primary adverb active and passive Many verbs can be active or passive. For example, bite: The dog bit Ben. (active) Ben was bitten by the dog. (passive) In the active sentence, the subject (the dog) performs the action.

More information

BURSTED WOOD PRIMARY SCHOOL

BURSTED WOOD PRIMARY SCHOOL BURSTED WOOD PRIMARY SCHOOL Year 6 English Medium Term Plans Reading Word Objectives apply their growing knowledge of root words prefixes and suffixes (morphology and etymology), as listed under the spelling

More information

Year 3 Grammar Guide. For Children and Parents MARCHWOOD JUNIOR SCHOOL

Year 3 Grammar Guide. For Children and Parents MARCHWOOD JUNIOR SCHOOL MARCHWOOD JUNIOR SCHOOL Year 3 Grammar Guide For Children and Parents A guide to the key grammar skills and understanding that your child will be learning this year with examples and practice questions

More information

Laying the Foundation: Important Terminology. encompasses: syntax, morphology, phonology and semantics )

Laying the Foundation: Important Terminology. encompasses: syntax, morphology, phonology and semantics ) REFERENCE GUIDE # 1 (MAKE A COPY OF THIS TO KEEP IN YOUR ENGLISH 101 FOLDER) BASIC GENERAL INFORMATION FOR REFERENCE IN MRS. WHITE S ENGLISH GRAMMAR 101 CLASS (3 PAGES) Laying the Foundation: Important

More information

Index. 344 Grammar and Language Workbook, Grade 8

Index. 344 Grammar and Language Workbook, Grade 8 Index Index 343 Index A A, an (usage), 8, 123 A, an, the (articles), 8, 123 diagraming, 205 Abbreviations, correct use of, 18 19, 273 Abstract nouns, defined, 4, 63 Accept, except, 12, 227 Action verbs,

More information

JARGON BUSTER. Grammar and Punctuation. active voice. adjective. adverb. adverbial. ambiguity. antonym

JARGON BUSTER. Grammar and Punctuation. active voice. adjective. adverb. adverbial. ambiguity. antonym Grammar and Punctuation JARGON BUSTER Term active voice adjective adverb adverbial ambiguity antonym In a sentence with an active verb, the subject of the verb is doing the action. This is called the active

More information

Grammar Terminology. Helping your child with grammar at home

Grammar Terminology. Helping your child with grammar at home Grammar Terminology Helping your child with grammar at home At the end of KS2, children are given a spelling, punctuation and grammar test (SPaG), designed to assess their understanding of how the English

More information

verb subject object passive nouns modify adverbials preposition phrases noun phrases subordinate clauses adverbs

verb subject object passive nouns modify adverbials preposition phrases noun phrases subordinate clauses adverbs subject object passive meaning more specific (i.e. to modify the noun), or after the be, as its complement. nouns s nouns ads adjective modify adials preposition phrases noun phrases subordinate clauses

More information

Advice for Parents. Adjectives tell you more about a noun (for example: the red dress ).

Advice for Parents. Adjectives tell you more about a noun (for example: the red dress ). Advice for Parents Jargon busters Grammar glossary Key: Words in bold are examples. Words underlined are terms you can look up in this glossary. Words in italics are important to the definition. Term Adjective

More information

The following glossary includes all of the technical grammatical terms taught through the national curriculum for English in Year 6.

The following glossary includes all of the technical grammatical terms taught through the national curriculum for English in Year 6. Year 6 Glossary The following glossary includes all of the technical grammatical terms taught through the national curriculum for English in Year 6. The first column indicates the year group in which the

More information

Livingston Public Schools Scope and Sequence K 6 Grammar and Mechanics

Livingston Public Schools Scope and Sequence K 6 Grammar and Mechanics Grade and Unit Timeframe Grammar Mechanics K Unit 1 6 weeks Oral grammar naming words K Unit 2 6 weeks Oral grammar Capitalization of a Name action words K Unit 3 6 weeks Oral grammar sentences Sentence

More information

Punctuation and Grammar

Punctuation and Grammar Supporting Your Child at Home Punctuation and Grammar Years 3 and 4 Launde Primary School By the end of Year 3 most children should know How to express time place and cause using conjunctions (eg when

More information

The following glossary includes all of the technical grammatical terms taught through the national curriculum for English in year 5.

The following glossary includes all of the technical grammatical terms taught through the national curriculum for English in year 5. Year 5 Glossary The following glossary includes all of the technical grammatical terms taught through the national curriculum for English in year 5. The first column indicates the year group in which the

More information

Cohesion, organisation and presentation

Cohesion, organisation and presentation Cohesion, organisation and presentation Introduction This chapter builds on the work done in Year 5. The early parts of this chapter cover cohesive devices. Later parts deal with layout and organisational

More information

the English grammar, punctuation and spelling test

the English grammar, punctuation and spelling test KEY STAGE 2 English grammar, punctuation JUNE 2012 and spelling test This document provides information for schools on: the specific areas of the National Curriculum programmes of study and level descriptors

More information

Summary of Basic Grammar

Summary of Basic Grammar Page 1 of 8 Summary of Basic Grammar Prepared by Marjorie D. Lewis Part of Speech Noun = naming words Forms that can function as nouns: Common noun: names a thing (house), person (man), or concept (love)

More information

Literacy Programme of Study: Key Stage One and Two Reading Word Reading Comprehension Key Stage 1 Year 1 Year 2 Key Stage 2 Year 3 and 4

Literacy Programme of Study: Key Stage One and Two Reading Word Reading Comprehension Key Stage 1 Year 1 Year 2 Key Stage 2 Year 3 and 4 Literacy Programme of Study: Key Stage One and Two Reading The programmes of study for reading in key stages 1 and 2 consist of two dimensions: Word Reading This is the speedy recognition of familiar printed

More information

Basic Spelling Rules: Learn the four basic spelling rules and techniques for studying hard-to-spell words. Practice spelling from dictation.

Basic Spelling Rules: Learn the four basic spelling rules and techniques for studying hard-to-spell words. Practice spelling from dictation. CLAD Grammar & Writing Workshops Adjective Clauses This workshop includes: review of the rules for choice of adjective pronouns oral practice sentence combining practice practice correcting errors in adjective

More information

Leven Valley Primary School Grammar and Punctuation

Leven Valley Primary School Grammar and Punctuation Leven Valley Primary School Grammar and Punctuation This booklet aims to give parents an understanding of the grammar and punctuation that children are expected to use consistently and accurately by the

More information

Writing Assessment Focuses

Writing Assessment Focuses Writing Assessment Focuses The I Can statements link to the Assessment and Progression sheets and support children in their involvement in the targets setting process. They will need to be mediated and

More information

KS1 CURRICULUM READING YEAR 1 YEAR 2

KS1 CURRICULUM READING YEAR 1 YEAR 2 KS1 CURRICULUM READING WORD READING YEAR 1 YEAR 2 WORD READING apply phonic knowledge and skills as the route to decode words respond speedily with the correct sound to graphemes (letters or groups of

More information

Pennsylvania Reading, Writing, Speaking and Listening Grades 6-10 Standards Mapping Boardworks 2010

Pennsylvania Reading, Writing, Speaking and Listening Grades 6-10 Standards Mapping Boardworks 2010 Pennsylvania Reading, Writing, Speaking and Listening Grades 610 Standards Mapping Boardworks 2010 1.5 Quality of Writing Grade 6 (2009) 1.5. Quality of Writing Students write clear and focused text to

More information

The Literacy Tree Text-based Teaching Sequences English Curriculum Coverage at KS1 NC Coverage

The Literacy Tree Text-based Teaching Sequences English Curriculum Coverage at KS1 NC Coverage Objectives Spoken Language (Y1 6) The Literacy Tree Text-based Teaching Sequences Listen and respond appropriately to adults and their peers Ask relevant questions to extend their understanding and knowledge

More information

Key Assessment Criteria

Key Assessment Criteria St Winifred s RC Primary School Key Assessment Criteria I can statements for each subject with 2014 National Curriculum Links 1 Contents Introduction Being a geographer Being a speaker Being an artist

More information

Sentences: Types, and Common Mistakes

Sentences: Types, and Common Mistakes Sentences: Types, and Common Mistakes Sentences are classified as simple, compound, complex, and compound-complex. This designation is based on the clauses used to create the sentence. Clauses: Every clause

More information

TKT Module 1: Describing language: Grammar Teacher s Notes

TKT Module 1: Describing language: Grammar Teacher s Notes TKT Module 1: Describing language: Grammar Teacher s Notes Description Participants will discover what is covered by the TKT Module 1 Part 1 syllabus area relating concepts and terminology for describing

More information

Key stage 1 English grammar, punctuation and spelling

Key stage 1 English grammar, punctuation and spelling KEY STAGE 1 July 2014 Key stage 1 English grammar, punctuation and spelling Sample questions, mark schemes and commentary for 2016 assessments Introduction to sample materials The new national curriculum

More information

English Grammar. A Short Guide. Graham Tulloch

English Grammar. A Short Guide. Graham Tulloch English Grammar A Short Guide Graham Tulloch This book was prepared in the English Discipline of the Flinders University of South Australia and printed by Flinders Press. 1990 Graham Tulloch FURTHER READING

More information

Key stage 2 English grammar, punctuation and spelling

Key stage 2 English grammar, punctuation and spelling KEY STAGE 2 July 2014 Key stage 2 English grammar, punctuation and spelling Sample questions, mark schemes and commentary for 2016 assessments Introduction to sample materials The new national curriculum

More information

Sentence Types. YEAR TOPIC EXAMPLES TERMINOLOGY IMPORTANCE 1 Using and to join sentences The wild things waved their Joining words High

Sentence Types. YEAR TOPIC EXAMPLES TERMINOLOGY IMPORTANCE 1 Using and to join sentences The wild things waved their Joining words High Sentence Types Using and to join s The wild things waved their Joining words terrible claws and I told them to be quiet. 2 Use conjunctions to join ideas in longer s Co-ordination: using and, or and but

More information

Fry Instant Word List

Fry Instant Word List First 100 Instant Words the had out than of by many first and words then water a but them been to not these called in what so who is all some oil you were her sit that we would now it when make find he

More information

Common Mistakes. Tips that help improve quality

Common Mistakes. Tips that help improve quality Common Mistakes Tips that help improve quality 1 TABLE OF CONTENTS 1. APOSTROPHES Apostrophes showing possession Apostrophes showing omission It s or its? 2. COLLOCATIONS 3. COLONS VS. SEMICOLONS 4. COMMAS

More information

Grammar Focus Break the flow of speech into words Write simple sentences, in meaningful contexts, that can be read by themselves and others

Grammar Focus Break the flow of speech into words Write simple sentences, in meaningful contexts, that can be read by themselves and others This document aims to support teachers in planning for appropriate pitch and progression when teaching specific text types. The relevant statements from the Vocabulary, grammar and punctuation (VGP) Programmes

More information

SPaG Workshop for Year 5 & 6 Parents & Carers

SPaG Workshop for Year 5 & 6 Parents & Carers SPaG Workshop for Year 5 & 6 Parents & Carers Thursday 10 th March 2016 at 6pm Please sign in next to your child s name on the class registers at the front of the hall. Take a white board and pen to use

More information

Basic English Grammar

Basic English Grammar Next graduate writing workshop Basic English Grammar University Learning Centre Writing Help Ron Cooley Department of English ron.cooley@usask.ca Grammar II: Common Writing Problems Wednesday, Nov. 7,

More information

Key stage 2 English grammar, punctuation and spelling test framework (draft)

Key stage 2 English grammar, punctuation and spelling test framework (draft) En KEY STAGE 2 YEARS 3 6 2016 National curriculum assessments Key stage 2 English grammar, punctuation and spelling test framework (draft) National curriculum tests from 2016 For test developers Crown

More information

Grammar, Punctuation and Spelling - Level 6 PRACTICE TEST (SET 2) - Answers

Grammar, Punctuation and Spelling - Level 6 PRACTICE TEST (SET 2) - Answers Answers for the Grammar, Punctuation and Spelling - Level 6 PRACTICE TEST (SET 2) are given below. Where an alternative answer is possible it is flagged in the answer sheet. Suggested revision hints for

More information

Information for Parents: Grammar and Punctuation

Information for Parents: Grammar and Punctuation Information for Parents: Grammar and Punctuation Parts of speech...words in the English language can be classified into parts of speech according to the function they perform in the sentence. Verb - this

More information

KS2 SATS 2015. Goosewell Primary School Parents and teachers working together for the benefit of the children.

KS2 SATS 2015. Goosewell Primary School Parents and teachers working together for the benefit of the children. KS2 SATS 2015 Goosewell Primary School Parents and teachers working together for the benefit of the children. How are we preparing? Practising previous SATs papers Continuous assessment Booster classes

More information

10th Grade Language. Goal ISAT% Objective Description (with content limits) Vocabulary Words

10th Grade Language. Goal ISAT% Objective Description (with content limits) Vocabulary Words Standard 3: Writing Process 3.1: Prewrite 58-69% 10.LA.3.1.2 Generate a main idea or thesis appropriate to a type of writing. (753.02.b) Items may include a specified purpose, audience, and writing outline.

More information

Key stage 2. English grammar, punctuation and spelling test framework. National curriculum tests from 2016. National curriculum tests

Key stage 2. English grammar, punctuation and spelling test framework. National curriculum tests from 2016. National curriculum tests National curriculum tests Key stage 2 English grammar, punctuation and spelling test framework National curriculum tests from 2016 For test developers Revised March 2016 Crown copyright 2015 2016 key stage

More information

Fry Instant Words High Frequency Words

Fry Instant Words High Frequency Words Fry Instant Words High Frequency Words The Fry list of 600 words are the most frequently used words for reading and writing. The words are listed in rank order. First Hundred Group 1 Group 2 Group 3 Group

More information

Progression in Writing. Sentences and Punctuation

Progression in Writing. Sentences and Punctuation Curdridge Primary School Progression in Writing Sentences and January 2013 DEFINITIONS adjective - An adjective is a word that describes somebody or something. Adjectives either come before a noun, or

More information

Abbreviation: A shortened form of a word. Abbreviations begin with a capital letter and end with a period. Example: Dr. is an abbreviation for Doctor.

Abbreviation: A shortened form of a word. Abbreviations begin with a capital letter and end with a period. Example: Dr. is an abbreviation for Doctor. Abbreviation: A shortened form of a word. Abbreviations begin with a capital letter and end with a period. Example: Dr. is an abbreviation for Doctor. Action verb: A verb that describes an action. The

More information

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6. precise nouns oak tulip chimpanzee

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6. precise nouns oak tulip chimpanzee SPAG Nouns Adjectives Adverbs Verbs Conjunctive adverbs (beginning) Coordinatin g conjunctions (Middle) Subordinati ng conjunctions Punctuation singular simple alien - plural simple aliens proper nouns

More information

Upper Key Stage 2 English Yearly Overview Cycle A

Upper Key Stage 2 English Yearly Overview Cycle A Upper Key Stage 2 English Yearly Overview Cycle A Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Week 1 From One Bok Biographies & Autobiographies Drama Shakespeare Science Fiction [Themed Writing]

More information

PUSD High Frequency Word List

PUSD High Frequency Word List PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.

More information

Why do we need to teach grammar?

Why do we need to teach grammar? Why do we need to teach grammar? One of our main aims at Welton is to ensure that children can communicate fluently; both in their speech and their writing. In order to communicate fluently, children need

More information

Writing Aspect Cluster 1 I can try to write. I can try to write my own name. I can hold a pencil to draw.

Writing Aspect Cluster 1 I can try to write. I can try to write my own name. I can hold a pencil to draw. Writing Aspect Cluster 1 I can try to write. I can try to write my own name. I can hold a pencil to draw. Writing Aspect Cluster 2 I can try to write my whole name. I can write at least one word about

More information

ELT Grammar Text. Chapter 1 Parts of Speech

ELT Grammar Text. Chapter 1 Parts of Speech ELT Grammar Text Chapter 1 Parts of Speech There are eight word classes in English, sometimes called parts of speech. Here is a list with some examples from the passage above. Word class Verb: Noun: Adjective:

More information

Some ideas on how to teach the more tricky grammar for the 2016 SPAG tests and beyond Julia Strong and Pie Corbett www.talk4writing.

Some ideas on how to teach the more tricky grammar for the 2016 SPAG tests and beyond Julia Strong and Pie Corbett www.talk4writing. Some ideas on how to teach the more tricky grammar for the 2016 SPAG tests and beyond Julia Strong and Pie Corbett www.talk4writing.com Julia Strong & Pie Corbett - www.talk4writing.com A little test to

More information

What the National Curriculum requires in reading at Y5 and Y6

What the National Curriculum requires in reading at Y5 and Y6 What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the

More information

For the Grammar Nazi in you. Grammar 101

For the Grammar Nazi in you. Grammar 101 For the Grammar Nazi in you Grammar 101 A Sentence is a group of words that expresses a complete thought. has two basic parts: a subject and a predicate The subject tells whom or what the sentence is about

More information

Building Blocks of Grammar

Building Blocks of Grammar TEACHING & LEARNING TOOLKIT Building Blocks of Grammar Parts of Speech and Grammatical Categories Produced by Central Michigan University s Quality Initiative and Center for Excellence in Teaching and

More information

FUNCTIONAL SKILLS ENGLISH - WRITING LEVEL 2

FUNCTIONAL SKILLS ENGLISH - WRITING LEVEL 2 FUNCTIONAL SKILLS ENGLISH - WRITING LEVEL 2 MARK SCHEME Instructions to marker There are 30 marks available for each of the three tasks, which should be marked separately, resulting in a total of 90 marks.

More information

Lesson Plans November st Block - 7th Grade Language Arts

Lesson Plans November st Block - 7th Grade Language Arts Lesson Plans November 21-25 1st Block - 7th Grade Language Arts LANGUAGE!- The objective for the Language! curriculum is as followed: Unit 8 Lessons 1-10, Step 1 (Phonemic Awareness and Phonics): Students

More information

Integrating Grammar with Writing Workshop!

Integrating Grammar with Writing Workshop! Integrating Grammar with Writing Workshop Grammar and Mentor Sentences November 9, 2015 NYSRA Conference, Saratoga Springs, NY Pegeen H. Jensen South Colonie School District Pegeen.jensen@southcolonie.k12.ny.us

More information

Using Language Stage Research** and CCEE ELA Language Domain, Standard 1, to Develop Conventions of Standard English

Using Language Stage Research** and CCEE ELA Language Domain, Standard 1, to Develop Conventions of Standard English Using Language Stage Research** and CCEE ELA Language Domain, Standard, to Develop Conventions of Standard English Language Stage CCSS* Supporting Speaking and Writing for Students with Complex Communication

More information

SAMPLE. Grammar, punctuation and spelling. Paper 2: short answer questions. English tests KEY STAGE LEVEL. Downloaded from satspapers.org.

SAMPLE. Grammar, punctuation and spelling. Paper 2: short answer questions. English tests KEY STAGE LEVEL. Downloaded from satspapers.org. En KEY STAGE 2 English tests *SAMPLE* LEVEL 6 SAMPLE Grammar, punctuation and spelling Paper 2: short answer questions First name Middle name Last name Date of birth Day Month Year School name DfE number

More information

NAP. Narrative Assessment Protocol. C Gosse. Laura M Justice. Khara Pence. Ryan Bowles. Carolyn Gosse

NAP. Narrative Assessment Protocol. C Gosse. Laura M Justice. Khara Pence. Ryan Bowles. Carolyn Gosse NAP Narrative Assessment Protocol Laura M Justice Khara Pence Ryan Bowles Carolyn Gosse C Gosse NAP Elicitation Directions 1. Introduce the task: Show the cover of the book to the child. Say: We are going

More information

Core English: Grammar II Essentials Course Guide

Core English: Grammar II Essentials Course Guide Introduction... 2 Unit 1: Sentence Development Lesson 1.1: Making a Complete Sentence... 2 Lesson 1.2: Nouns and Verbs... 3 Lesson 1.3: Four Kinds of Sentences... 3 Lesson 1.4: Use of Capitals... 4 Lesson

More information

CHESSWOOD MIDDLE SCHOOL Grammar and punctuation glossary

CHESSWOOD MIDDLE SCHOOL Grammar and punctuation glossary Terminology Definition Example Adjective E.g. big, extensive, vertical Adverb Adverbials/ adverbial phrase Adjectives are sometimes called describing words because they pick out single characteristics

More information

What does Sentence Progression look like? Headlands Primary School Sentence Progression Guidance

What does Sentence Progression look like? Headlands Primary School Sentence Progression Guidance What does Sentence Progression look like? Headlands Primary School Sentence Progression Guidance J Gittos September 2010 Introduction Welcome to the Headlands Primary School Sentence Level Guidance Policy.

More information

Proficiency Evaluation Test Intermediate to Advanced

Proficiency Evaluation Test Intermediate to Advanced Proficiency Evaluation Test Intermediate to Advanced Name I. Grammar / Vocabulary II. Reading Comprehension III. Writing Sample IV. Conversation / Interview Directions for the Tutor: Allow the participant

More information