1 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 in the session (and some blue tissue for a board rubber) audience participation is encouraged! You may also wish to take some lined paper for notes (the slides will be put on the school website).
3 New Curriculum, new expectations. English: Purpose of study English has a pre-eminent place in education and in society. A highquality education in English will teach pupils to write and speak fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
4 The NC for English aims that all pupils: read easily, fluently and with good understanding develop the habit of reading widely and often, for both pleasure and information acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language appreciate our rich and varied literary heritage write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
5 Which year group?...
6 These are the key terms for Y2!
11 Sample questions from KS2 test
14 Word Classes
15 Nouns Nouns are words that refers to a person, place, thing, event or quality: doctor', ' coal', and ' beauty' are all nouns A proper noun is the name of a particular person, place or thing, and always begins with a capital letter. Amy went to France on Saturday and took her camera with her. Amy, France and Saturday are proper nouns and camera is a common noun. It is important that children recognise words such as love, jealousy, anger etc as nouns they are called abstract nouns.
16 Guess the Noun! On your whiteboards, draw a picture of a noun and be prepared to share with your partner, as they will be guessing which noun it is!
17 Pronouns A pronoun is a word that takes the place of nouns, for example: Amy took her camera. She took it. She is a pronoun that takes the place of Amy; it takes the place of camera.
18 Verbs A verb is a word or phrase that describes an action, condition, or experience: The words " run", " keep", and " feel" are all verbs. Children often forget that IS, AM, ARE, WAS, WERE are all verbs they come from the infinitive TO BE.
19 Verb Charades! Act out a verb to your partner, they need to guess what verb you are performing. Remember, a verb is a doing word.
20 Watch out! Some words can belong to more than one word class. Children often get caught out and will identify a verb when it s actually a noun For example: He went for a walk. Let s go for a run.
21 Adverbs An adverb describes a verb: it tells us how, when or where the verb is actioned. e.g. He ate his breakfast quickly. (adverb of manner) He ate his breakfast yesterday. (adverb of time) He ate his breakfast in the kitchen. (adverb of place)
22 Adverbs He ate his breakfast in the kitchen. Adverbial phrases Sometimes more than one word can do the adverb's job. This is called an adverbial phrase. He ate his lunch really quickly. The words really quickly are an adverbial phrase. Words like very, more, really and extremely are often used to make an adverb even stronger. Where can we put an adverb? Adverbs and adverbial phrases can come before or after a verb. He ate his lunch quickly. Quickly, he ate his lunch. He did his homework later that day. Later that day, he did his homework.
23 On your whiteboards Write a sentence including the verb you have just acted out but add an adverb to describe it. John ate his food quickly. Quickly, John ate his food.
24 On your whiteboards Adjectives describe a noun. Think of adjectives to describe your child.
25 Clause vs Phrase
26 Clause vs Phrase Which explanation is for a: Clause and a Phrase A is a group of words containing a subject and verb. A is a group of words without a subject-verb component.
27 Clause vs Phrase A clause is a group of words containing a subject and verb A phrase is a group of words without a subject-verb component a group of words that doesn t make sense on their own.
28 Can you distinguish the phrases from the clauses? Look at the underlined part P or C? 1 The dough took ages to rise. 2 For four days the child had a terrible hacking cough. 3 The doctor did a thorough examination of the patient and decided he would need to rest for at least a week. 4 There are a huge number of people living in the Borough of Barnet. 5 Above the castle lurked a menacing monster. 6 All through the night the rain fell. 7 I d like to go to Disneyland for my dream holiday next summer. 8 Next Saturday evening, we re having pizza and chips.
29 Phrases v Clauses 1 The dough took ages to rise. 2 For four days the child had a terrible hacking cough. 3 The doctor did a thorough examination of the patient and decided he would need to rest for at least a week. 4 There are a huge number of people living in the Borough of Barnet. 5 Above the castle lurked a menacing monster. 6 All through the night the rain fell. 7 I d like to go to Disneyland for my dream holiday next summer. 8 Next Saturday evening, we re having pizza and chips.
30 Parenthesis Parenthesis is extra information added into a sentence, along with punctuation to sign-post the drop-in. The punctuation used can either be brackets, dashes or commas.
31 Parenthesis Examples My auntie is coming to visit at the weekend. My auntie, who is from London, is coming to visit at the weekend. Ben got up on stage and sang a song. Ben without any encouragement got up on stage and sang a song. The night was a great success. The night was a great success (even though he d been dreading it).
32 Over to you Write a simple sentence (a sentence that contains only one main clause) on your board. Pass your board to the left. Use brackets, dashes or commas to add extra information to the sentence you have received.
33 Coordinating Conjunctions Use the acronym Fanboys to remember them!
34 Coordinating Conjunctions Coordinating conjunctions are used to join two main clauses to form a compound sentence. Ben was cold. He put on a jumper. Ben was cold so he put on a jumper. The city was busy. She felt all alone. The city was busy yet she felt all alone.
35 Subordinating Conjunctions
36 Subordinate Clauses Subordinating conjunctions are used to introduce a subordinate clause this is a clause that doesn t make sense on its own and therefore must be used with at least one main clause to form a sentence. When I grow up I want to be an astronaut. When I grow up, I want to be an astronaut. Note the comma after the subordinate clause can you hear the pause?
37 Subordinate Clauses The subordinate clause doesn t have to go at the beginning of the sentence. When I grow up, I want to be an astronaut. I want to be an astronaut when I grow up. The comma is not needed if the subordinate clause follows the main clause no pause!
38 Recap Coordinating conjunctions (FANBOYS) are used to join main clauses to form compound sentences. The sun was shining and the birds were singing. Anna hurt her arm but she didn t cry. Subordinating conjunctions are used to start a subordinate clause this doesn t make sense on its own. Sentences containing one or more subordinate clauses are complex sentences. Although it was raining, we went for a walk. Phil went to bed because he was exhausted. Subordinating conjunctions can go at the beginning of a sentence whereas coordinating conjunctions can t.
39 Let s have a go since although while as when despite the fact because even though if Choose a subordinating conjunction to start with. Can you write a complex sentence using these three nouns?
40 Relative clauses A relative clause is a type of subordinate clause. It gives more information about the noun in a sentence and begins with either who, which, that, whose (which are relative pronouns ), or where, why, when (which are relative adverbs ).
41 Advanced punctuation A colon can be used to introduce a list. A semi-colon can be used to separate items in a list when commas would cause ambiguity. In our classroom, we have: a large map, which Amy brought in; a new, wall-mounted interactive whiteboard; a selection of books, both fiction and non-fiction; and a class plant. Using commas alone would cause confusion. In our classroom, we have: a large map, which Amy brought in, a new, wall-mounted interactive whiteboard, a selection of books, both fiction and non-fiction, and a class plant.
42 Advanced punctuation Colons and semi-colons can also be used to link parts of a sentence. Semi-colons Use between two main clauses when the second clause is closely related to the first. Some people write in biro; others prefer to use a fountain pen. I love maths investigations; I also like writing stories.
43 Colons Advanced punctuation Use after a main clause to introduce an explanation or example. Annie always wears a cap outside: strong sunlight hurts her eyes. My niece is the star of the show: she s the one in the pink tutu. There s only one place I d like to be today: the beach. A dash can also be used in these situations it s a bit more informal.
44 How can we help remind our children? Precision teaching A saying clause completely complete phrase partly complete
45 How can we help remind our children?
46 Useful texts for helping your children
47 We can order this one through school at a discount price.
48 Useful links Grammar Monster BBC KS2 Bitesize Revision Bitesize Spelling & Grammar Literacy Bootcamp (subscription but lots of free links too) Literacy Bootcamp spelling and SPaG tests
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
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
[ 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
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
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
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
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
Hatch Beauchamp Church of England VC Primary School ENGLISH POLICY HATCH BEAUCHAMP CHURCH OF ENGLAND PRIMARY SCHOOL Policy: Date of Issue: Review Date: This policy should be taken as part of the overall
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
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
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,
The Collett School Policies, Guidance & Procedures Date for implementation: 1 September 2015 Date for review: 1 September 2016 Vocabulary, Grammar and Expectations The Collett School Curriculum is based
Welcome to Spelling, Grammar and Punctuation Tuesday 2 nd February 2016 Aims of the session: ospag national expectations. ohow we are teaching grammar. ohow we are teaching spelling. ohow to help at home.
Key Stage 2 Tests Parent Workshop 2015 SATs in Reading and Maths Spelling, Grammar and Punctuation Test Writing TA assessment Workshop Outline Introduction Reading Grammar, Punctuation and Spelling Maths
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
Spoken language -structured descriptions, explanations and narratives for different purposes, including for expressing feelings ng, hypothesising, imagining and exploring ideas to comments the interest
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,
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
Grammar And Language Arts Helpful preparation for Basic Skills, Content Area Tests, and APT Constructed Response General Strategies for Multiple Choice Read the directions carefully that connect with the
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
Fluency in English Policy 2016-2017 Write to be understood, speak to be heard, read to grow! Lawrence Clark Powell RATIONALE: The fundamental aim for English in the 2014 national curriculum is to promote
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
Transcription spell: words containing each of the 40+ phonemes already taught common exception words the days of the week name the letters of the alphabet: naming the letters of the alphabet in order using
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
Workshop Objectives: Campus Academic Resource Program Explore the different aspects that make up a sentence. Express how to identify and alter run-on sentences. Practice how to restructure run-on sentences.
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
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
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
Monday Simple Sentence Definition: A simple sentence is exactly what it sounds like, simple. It has a tensed verb (past or present), a subject, and expresses a complete thought. A simple sentence is also
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.
Independent and Dependent Clauses Definition A clause is a group of words that contains a subject and a verb. There are two kinds of clauses: 1. An independent clause is a complete thought, a sentence.
PROGRESSION IN TEACHING GRAMMAR AND YEAR 1 Regular plural noun es s or es (e.g. dog, dogs; wish, wishes) Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g.
Parents Information on writing levels The information on this page is provided to help parents understand how children's writing is assessed. What is the expected writing level of an "average" child? By
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
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
Assessment reform As part of our reforms to the national curriculum, the current system of levels used to report children s attainment and progress will be removed from September 2014 and will not be replaced.
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
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
Punctuation Full stop In writing, we mark sentences by using a capital letter at the beginning, and a full stop (or question mark or exclamation mark) at the end. The big dog was barking. Question mark
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
Vocabulary, grammar and punctuation Years 1 to 6 ** Please note that the table shows when concepts will be introduced first, not necessarily when they should be completely understood. Year 1: Detail of
The SATs Tests 2016 What are the SATs? SATs are Standard Assessment Tests. These statutory assessments are part of the Government's commitment to raising standards. They are used to show your child's progress
The Pupil Friendly Scottish Criterion Scale Ros Wilson email@example.com www.andrelleducation.com Tel:01924 862777 Fax:01924 863044 CfE First Level 1-3 My piece of writing should tell my teacher
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
THE GALLOWAY SCHOOL YEAR-AT-A-GLANCE Where Magnificent Minds Thrive! GRAMMAR 3 rd Quarter One Text: Sadlier Grammar Workshop Level Orange Unit 1: The Sentence Lesson 1: Kinds of Sentences Punctuate sentences
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
1) The subject The man walked down the street. 2) A participle (word ending in ing or ed) Walking up the street, he tripped. Worried about tripping, he bumped into his wife. 3) A connective As she walked,
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
GRAMMAR and PUNCTUATION GUIDELINES WHAT IS GRAMMAR? In the Australian Curriculum: English, the purpose of punctuation and grammar is to reflect that in describing language, attention is paid to both structure
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
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
Punctuation grammar. full stop apostrophe quotation marks (single) quotation marks (double) ( ) brackets - hyphen Full Stop. This shows the end of a sentence. When reading it means you take a long pause.
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)
Phrases and Clauses I. A phrase is a collection of words that may have nouns or verbals, but it does not have a subject doing a verb. The following are examples of phrases: leaving behind the dog smashing
Half Termly Literacy Focuses for Extended Writing Across the Curriculum (Including English) This guide is a breakdown of Assessment Focuses for English by the three main marked strands of Sentences, Paragraphs
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.
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
If you have glanced through the Writing Center s resources, you can see that there are a lot of things to know about grammar, and a lot of mistakes that students can make with grammar. However, the most
DEPENDENT CLAUSES All sentences consist of one or more clauses. A clause is a group of words that contains a subject and a verb. Some clauses are independent while others are dependent, and for a sentence
En KEY STAGE 2 LEVEL 6 2015 English tests 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 D00100A0116
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]
Lancashire Primary Literacy Children's Targets for Writing Teaching Objectives and child-friendly 'I will be able to' versions An 'I will be able to' or 'I will know' target is a child-friendly version
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
Grammar Scheme of Work 2015 Year Group EYFS Y1 Y2 Word See separate scheme of work for Phonics and spelling Words carry meanings and are made up of strings of sounds. Grapho-Phonemic Correspondence (GPC)
Sentence Structure: Complex sentences (Adapted from Hogue, A. 1996. First steps in academic writing. Addison- Wesley Longman. New york.) A third kind of English sentence is a complex sentence. Before we
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
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
ENGLISH POLICY aligned to Curriculum 2014 (Elements in bold are from the DfE National Curriculum 2014 document) Purpose of study English has a pre-eminent place in education and in society. A high-quality
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..!! 1. What is grammar and punctuation? 2. What
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
NC2014 WRITING LIST OBJECTIVES and CHILD SPEAK TARGETS WRITING Key Stage 1 Year 1 Transcription Transcription Spell words containing each of the 40+ phonemes already taught. I can spell my word list accurately.
word phrase clause - while he was studying chemistry - the man standing over there - space Clause -Where she went is none of your business. -An antecedent is a word to which a pronoun refers. - The man
Kingsfleet Primary School Scheme of Work for Grammar This scheme of work meets the requirements for grammar set out in the English Appendix 2: Vocabulary, grammar and punctuation and programmes of study
Questions: practice paper English grammar, punctuation and spelling First name Last name School [BLANK PAGE] Please do not write on this page. 2 Instructions Questions and answers You have 45 minutes to
Parts of Speech Skills Team, University of Hull Language comes before grammar, which is only an attempt to describe a language. Knowing the grammar of a language does not mean you can speak or write it
4 The National Strategies Primary The skills-based curriculum for language learning Summary: This section highlights the skills developed and consolidated in the process of learning a new language in speaking,
MyEnglishLab Writing is a four-level flexible online program that helps students develop writing and composition skills. MyEnglishLab Writing can be used in combination with any General English/ integrated
Module 4 Simple, compound and complex sentences Aim This module highlights the difference between compound and complex sentences. It also shows a variety of ways in which complex sentences can be constructed.
Eleanor Palmer English Policy This policy describes our practice in the teaching of English: reading, writing, phonics, spelling, grammar and speaking and listening. It is defined by current national guidance
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
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
Adjective Clauses transcript So, adjective clauses. How many of you know what adjective clauses are? Raise your hand if you know. We have one person. Sandra is the only one who knows what adjective clauses
Queens Church of England Academy English Policy Adopted by the Leadership team - 28.09.2015 Ratified by full Governors - 28.09.2015 Signed Chair of Governors Date To be reviewed- 2017 1 Learning and Growing
Clauses I: Independent and Dependent Clauses A clause is a group of words that contains both a subject and a verb. A subject is typically a noun the person, place, thing, or idea that the sentence is about.
Unit: Fever, Fire and Fashion Term: Spring 1 Year: 5 English Fever, Fire and Fashion Unit Summary In this historical Unit pupils learn about everyday life in London during the 17 th Century. Frost fairs,
GRAMMAR SCOPE AND SEQUENCE Colchester Public Schools April 2010 Topic K 1 2 Periods, question marks, exclamation mark at end of sentence. Periods, question marks, exclamation points Comma in a series Comma
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