Year 3 Spelling, Punctuation and Grammar Objectives

Transcription

1 Year 3 Spelling, Punctuation and Grammar Objectives Use and understand grammatical terminology when discussing writing and reading: word family, conjunction, adverb, preposition, direct speech, inverted commas (or 'speech marks'), prefix, consonant, vowel, clause, subordinate clause. Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because. Choosing nouns or pronouns appropriately to avoid repetition. Use conjunctions to express time, place and cause e.g. when, before, while, so, because. Use adverbs to express time, place and cause e.g. then, next, soon, therefore. Use prepositions to express time, place and cause e.g. before, after, during, in, because of. Use fronted adverbials. Use commas after fronted adverbials. Use speech marks/inverted commas for direct speech. Use the present perfect form of verbs instead of the simple past (e.g. he has gone out to play/he went out to play). Recognise paragraphs as a way of grouping related material and start to use in own writing. Recognise headings and subheadings as a way to organise writing and use within own writing. Use taught prefixes and suffixes and understand how to add them e.g. super-, anti-, auto-, -ation, -ly. Use a and an accurately according to whether the next word begins with a consonant or a vowel. Recognise word families based on common words e.g. solve, solution, dissolve and find related meanings. Spell further homophones. Spell correctly often misspelt words. Place the possessive apostrophe accurately in words with regular plurals (for example, girls', boys'). Use the first two or three letters of a word to check its spelling in a simple dictionary. Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

2 Year 4 Spelling, Grammar and Punctuation Objectives Use and understand grammatical terminology when discussing writing and reading: pronoun, possessive pronoun, adverbial, determiner. Use prefixes and suffixes and understand how to add Spell further homophones. Spell correctly often misspelt words. Place the possessive apostrophe accurately in words with regular plurals (for example, girls', boys') and in words with irregular plurals (for example, children's). Use the first two or three letters of a word to check its spelling in a dictionary. Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although. Use paragraphs to organise ideas around a theme. Using the present perfect form of verbs in contrast to the past tense. Choosing nouns or pronouns appropriately within and across sentences for clarity and cohesion and to avoid Using conjunctions, adverbs and prepositions to express time and cause. Using a range of fronted adverbials. Expand noun phrases by adding modifying adjectives, nouns and preposition phrases (e.g. 'the teacher' expanded to 'the strict maths teacher with curly hair) Using commas after fronted adverbials. Using and punctuating direct speech accurately with speech marks/inverted commas. Using apostrophes consistently to mark plural possession (e.g. the girl's name) Recognise the difference between plural and Recognise and use the standard english forms for verb inflections (instead of local spoken forms) (e.g. 'we were' instead of 'we was').

3 Year 5 Spelling, Grammar and Punctuation Objectives Develop understanding of writing concepts by: Recognising vocabulary and structures that are appropriate for formal speech and writing. Develop understanding of writing concepts by: Understanding passive and active verbs. Use devices to build cohesion within a paragraph (e.g. then, after that, this, firstly). Link ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly) or tense choices (e.g. he had seen her before). Using expanded noun phrases Using modal verbs (e.g. might, should, will, must) or adverbs (e.g. perhaps, surely) to indicate degrees of possibility. Using relative clauses beginning with who, which, where, when, whose, that or an omitted relative pronoun. Indicate grammatical and other features by:using commas accurately to clarify meaning. Indicate grammatical and other features by: Using hyphens. Indicate grammatical and other features by: Using brackets or commas to indicate parenthesis. Indicate grammatical and other features by: Using semi-colons to mark boundaries between independent clauses. Indicate grammatical and other features by: Using a colon to introduce a list. Use prefixes, applying guidelines for adding them (e.g. dis-, de-, mis-, over- and re-) Convert nouns or adjectives into verbs using suffixes (e.g. -ate, -ise, -ify) Spell some words with silent letters (knight, psalm solemn). Distinguish between homophones and other words that are often confused. Understand that some words need to be learned specifically. Use dictionaries to check spelling and meaning of words and to investigate word families and spelling patterns. Use the first three or four letters of a word to look up the meaning or spelling of words in a dictionary. Use a thesaurus.

4 Year 6 Spelling, Grammar and Punctuation Objectives Use and understand grammatical terminology when discussing writing and reading: relative clause, modal verb, relative pronoun, parenthesis, bracket, dash, determiner, cohesion, ambiguity. Use prefixes, applying guidelines for adding them and inferring the meaning of these. Spell an increasing number of words with silent letters (knight, psalm solemn). Distinguish between homophones and other words that are often confused, including words in which nouns end -ce and verbs end -se. Use knowledge of morphology and etymology in spelling and understand that some words need to be learned specifically. Use dictionaries to check spelling and meaning of words. Use the first three or four letters of a word to look up the meaning or spelling of words in a dictionary. Use a thesaurus. Use and understand grammatical terminology when discussing writing and reading: active and passive voice, subject and object, hyphen, synonym, antonym, colon, semi-colon, bullet points. Develop understanding of writing concepts by: Recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms (e.g. find out - discover; ask for - request; go in - enter). Develop understanding of writing concepts by: Using passive verbs to affect the presentation of information in a sentence (e.g. I broke the window in the greenhouse/the window in the greenhouse was broken (by me)). Develop understanding of writing concepts by: Using the perfect form of verbs to mark relationships of time and cause. Develop understanding of writing concepts by: Using expanded noun phrases to convey complicated information concisely. Develop understanding of writing concepts by: Using modal verbs or adverbs to indicate degrees of possibility. Develop understanding of writing concepts by: Using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun. Understand how words are related by meaning as synonyms and antonyms (e.g. big, little, large). Indicate grammatical and other features by: Using commas to clarify meaning or avoid ambiguity in writing. Indicate grammatical and other features by: Using hyphens to avoid ambiguity (e.g. man eating shark/man-eating shark or recover/ re-cover). Indicate grammatical and other features by: Using brackets, dashes or commas to indicate parenthesis. Indicate grammatical and other features by: Using semi-colons, colons or dashes to mark boundaries between independent clauses (e.g. It's raining; I'm fed up). Indicate grammatical and other features by: Using a colon to introduce a list and use of semi-colons within lists.

5 Indicate grammatical and other features by: Punctuating bullet points consistently to list information. Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections (e.g. the use of adverbials such as 'on the other hand', 'in contrast', 'as a consequence') and ellipsis. Use appropriate layout devices (e.g. headings, subheadings, columns, bullets, tables) to structure texts.