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www.Teacher-of-English.com Spelling, Punctuation and Grammar Copyright 2016 Online Teaching Resources Ltd www.teacher-of-English.com Grammar and Punctuation DOs and DON’Ts Quick Tips for Year 6 Research shows that grammar and punctuation are best taught through meaningful units of work which have the relevant objectives embedded within them and plenty of opportunities to apply new learning*. However, since the introduction of the grammar, punctuation and spelling test in 2013, it has been found that many children lose marks not due to a lack of knowledge about the more challenging domains of the test, but because of simple errors and omissions. This resource contains tips and advice to ensure that Year 6 children approach the standard assessment test in grammar and punctuation with an awareness of possible pitfalls, and a conscious knowledge of how to avoid them. * Take a look at the complete units of work available to download at Key Stage 2 test – distribution of questions in the 2016 sample test 50 Questions 13 3 6 8 14 5 1 26% 6% 12% 16% 28% 10% 2% Over half of the questions will focus on grammatical terms/ word classes and punctuation – the basics! These are needed anyway in the teaching of writing to either: •improve writing, or to •discuss writing BUT – beware! Some of the more challenging areas (previously Level 6) will appear within this domain. In the test, do what you are asked to do. If a question is multiple choice and you are asked to tick one box – TICK ONE BOX! DON’T do this. Even if you leave the correct answer blank and cross out the boxes on the wrong answers, you will not be awarded the mark as you have not positively identified the correct one. The word unambiguous means that you have made it very clear that you know which the right answer is. In the test, do what you are asked to do. If a question is multiple choice and you are asked to tick one box – TICK ONE BOX! You will still be awarded a mark if you write the correct words on the lines, BUT if you write them with capital letters you will lose the mark. Stick to ticking the correct box and you won’t go wrong! Objectives for capital letters Y1 Form capital letters Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’ Y2 Use capital letters, full stops, question marks and exclamation marks to demarcate sentences Write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters Notice that these objectives are for Year 1 and Year 2! It is really important that you don’t make mistakes with capital letters in Year 6. DON’T do this! The personal pronoun I is always a capital and this one was written for you. Don’t change it to a lower case i. Capital letters Capital letters are used at the start of sentences and for proper nouns. On the first Sunday in May every year, George liked to climb Mount Everest but I preferred to sail the River Danube. Capital letters Capital letters are used for all proper nouns and must start every sentence. They must be clear and unambiguous, especially the ones which look the same when they are a capital and a lower case letter: cC f F mM oO pP sS uU vV wW xX zZ A capital letter must be the same size as any ascender in the word. You must write write capital letters of the correct size, orientation and relationship to one another and to lower case letters. Objectives for adjectives and noun phrases Y2 Form adjectives using suffixes such as –ful, –less, e.g. helpful, beautiful, thoughtful, breathless, careless, fearless. Y2 Use suffixes –er, –est in adjectives, e.g. brighter, smoother, younger, smallest, happiest, cleverest Y4 Identify and use noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases e.g. the dog expanded to: the large, vicious dog with slavering jaws) Key Stage 2 sample - 2016 DON’T circle anything else! Key Stage 2 sample 2016 The children played on the swings when they went to school. when they went to school the children played on the swings. Subordinate clauses don’t make sense on their own but do contain a verb. Objectives for final punctuation Y1 Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark. Y2 Use capital letters, full stops, question marks and exclamation marks to demarcate sentences. Y6 Understand 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?). Tricky questions Sometimes a question follows a statement. This is called a question tag and it is used in conversation, in informal writing, and in dialogue. It can also be used when using a rhetorical question that doesn’t expect an answer, for example, when addressing the reader directly. They are not proper questions, but are used to keep a conversation going. The giraffe ate all the leaves, didn’t it? We expect the reply to be ‘Yes’. The statement is positive so the tag is negative. If the statement is negative, the tag must be positive: The giraffe didn’t eat all the leaves, did it? We expect the reply to be ‘No’. The question mark is always written immediately after the last word and on the same line. Question marks may come in different shapes and sizes, but when writing in English, they are always the same way round and always sit on the line immediately after the last word. ? ? ? ? ? It’s easy to tell that it is final punctuation because it comes with a built in ‘full stop’. Write your question mark clearly and carefully The names of on the compass points line. only have capital letters when they are used as names ? Exclamation marks don’t have the same variety as question marks, but they always sit on the line immediately after the last word. ! ! ! ! It’s easy to tell that it is final punctuation because it comes with a built in ‘full stop’. Write your exclamation mark clearly and carefully The names of on the compass points line. only have capital letters when they are used as names ! Key Stage 2 actual 2015 Write a suitable question to fit the answer below. Remember to use correct punctuation. Question How old is he? Answer He is ten years old. Not acceptable: how old is Tom? No initial capital letter How old is tom? No capital letter for proper noun How old is Tom No question mark for final punctuation Objectives for commas Y2 Use commas to separate items in a list. Y4 Use a comma after the reporting clause in direct speech, e.g. The troll said, “Who goes there?” Use commas after fronted adverbials. Y5 Use commas to indicate parenthesis. Use commas to clarify meaning or avoid ambiguity. Commas Commas are used for different purposes in sentences but are always written immediately after the preceding word and on the same line. It is important to make sure that commas are formed correctly so that it is clear what they are and to ensure that they can’t be mistaken for anything else. , The comma should take the shape of a filled-in curved number 9. The round part should sit on the line with the tail falling below it, like descender letters. All commas should be written in the same way, and all face the same way. Look at these examples of commas in a list. Only the first one is acceptable. Why do you think the others are not? Correct shape, correctly orientated, on the line and consistent. Incorrect shape, inconsistent orientation. Incorrect shape, not on the line, look like forward slashes. Incorrect shape, inconsistent orientation, not on the line, look like brackets. Key Stage 2 actual 2015 Write out the words from the boxes to make one sentence. You can use the boxes in any order. Remember to punctuate your answer correctly. went to Spain who is in my class over the summer Ben Green Ben Green, who is in my class, went to Spain over the summer. Ben Green, who is in my class, went to Spain over the Summer. Ben Green, who is in my class, went to Spain over the summer Ben Green who is in my class, went to Spain over the summer. DO make capital letters clear and unambiguous DON’T forget the full stop at the end. Snakes, which are poisonous, should be avoided. Non defining ALL snakes are poisonous (not true). Snakes which are poisonous should be avoided. Defining Only those snakes which are poisonous should be avoided. My brother, who is a police officer, lives in Manchester. Non defining I have one brother. He is a police officer. He lives in Manchester. My brother who is a police officer lives in Manchester. Defining I have more than one brother. I am talking specifically about the one who is a police officer. The pupils, who passed the test, had a party. Non defining All the pupils passed the test. All the pupils had a party. The pupils who passed the test had a party. Defining Not all the pupils passed the test. Only the pupils who passed the test had a party. The others didn’t. Objectives for spelling words with prefixes and suffixes Y1 Add prefixes and suffixes, e.g. –s or –es to show plurals Know how the prefix un– changes the meaning of verbs and adjectives [for example, unkind, or undoing: untie the boat] Y2 Form nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman] Form adjectives using suffixes such as –ful, –less Use suffixes –er, –est in adjectives and use –ly in Standard English to turn adjectives into adverbs Y3 Form nouns using a range of prefixes, such as super–, anti–, auto– Y3/4 Apply knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1, both to read aloud and to understand the meaning of new words they meet Y5 Convert nouns or adjectives into verbs using suffixes (e.g. –ate; –ise; –ify) Use Verb prefixes (e.g. dis–, de–, mis–, over– and re–) un kind ness re act ing The word television is made up of the prefix tele and the root word vision. Explain how the prefix and the root word give television its meaning. tele means vision means far off or distant able to see The word submarine is made up of the prefix sub and the root word marine. Explain how the prefix and the root word give submarine its meaning. sub means marine means under or below to do with the sea DO make sure you use a complete prefix before the root word. DON’T just add a letter – it MUST be a prefix. DO draw one clear neat line between boxes that point exactly at the chosen box. DON’T draw complicated lines or miss the box completely. Objectives for verbs Y2 • Re-read to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form. • Use the progressive form of verbs in the present and past tense to mark actions in progress [for example, she is drumming, he was shouting]. Progressive Verbs Verbs are words that tell the reader what is happening in a sentence. They are action or being words. The verb is at the heart of a clause and can be written in different tenses. Progressive tenses show an action which is ongoing at the time, either now or in the past. Mr Davis is rummaging around until he finds the padlock. (present progressive) Mr Davis was rummaging around until he found the padlock. (past progressive) From Framed by Frank Cottrell Boyce Present Progressive Verb information The present progressive form of the verb tells you that an event is happening right now and is ongoing. I am eating my lunch. It can also be a statement to say what is not happening: I am not watching television. It can also be a question: Are you sitting comfortably? Notice that in each case, an auxiliary verb (am, am not, are) have been used. Identify the past progressive Aladdin was polishing his lamp when the Genie suddenly appeared. Hansel and Gretel were walking in the forest when they discovered a house made of gingerbread. While the seven little men were working in the diamond mine, Snow White was cooking their supper. Mary was walking to school and her lamb was following her. While Humpty was sitting on the wall, Miss Muffet was eating curds and whey. What was Goldilocks doing whilst the bears were out of the house? Bo Peep was waiting patiently for her sheep when she spotted them returning home. Identify the past progressive Aladdin was polishing his lamp when the Genie suddenly appeared. Hansel and Gretel were walking in the forest when they discovered a house made of gingerbread. While the seven little men were working in the diamond mine, Snow White was cooking their supper. Mary was walking to school and her lamb was following her. While Humpty was sitting on the wall, Miss Muffet was eating curds and whey. What was Goldilocks doing whilst the bears were out of the house? Bo Peep was waiting patiently for her sheep when she spotted them returning home. Modal verbs A modal verb is a type of auxiliary verb that is used to indicate possibility, power, allowability, duty and advice. Examples of modal verbs are: He He He He He He He He He He will go. shall go. must go. should go. could go. would go. might go. may go. can go. ought to go. He He He He He He He He He He won’t go. shan’t go. mustn’t go. shouldn’t go. couldn’t go. would go. might not go. may not go. can’t go. ought not to go. Y 5/6 Explore, collect and use modal verbs to indicate degrees of possibility e.g. might, could, shall, will, must. DO place one tick in each row. DON’T place more than one tick in each row. Objectives for main and subordinate clauses Y1 Use joining words and joining clauses using and Y2 Use subordination (using when, if, that, because) and co-ordination (using or, and, but) Y3/4 Extend the range of sentences with more than one clause by using a wider range of conjunctions, e.g. when, if, because, although Y5/6 Use relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun. Examples of an implied (i.e. omitted) relative pronoun. That's the book which I am thinking about reading. It's something that I’d rather not think about. The bus which we were supposed to catch was late. She’s the girl that I was telling you about. Nothing that she does surprises me anymore. DO tick one box. DON’T tick more than one. Objectives for adverbs and adverbials Y2 Use of –ly to turn adjectives into adverbs Y3/4 Use conjunctions, adverbs and prepositions to express time and cause Use fronted adverbials Y5 Link ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly) Y6 Link ideas across paragraphs using a wider range of cohesive devices, e.g. the use of adverbials such as on the other hand, in contrast, or as a consequence) Adverbials Adverbials add more information to verbs and sentences. They tell the reader: How? In what way? When? Where? To what extent? With what? Look at the bones of a paragraph to describe the action in this illustration. He crouched He heard footsteps Black Jack strode into the room Black Jack raised his right hand In it was the necklace Illustration © Stella Perrett 2011 Adverbials Adverbials add more information to verbs and sentences. They tell the reader: How? In what way? When? Where? To what extent? With what? Highlight the adverbials in the following passage which describes what is happening in the picture. Without moving a muscle, he crouched on the steps behind an open door. Before he could find a better place to hide, he heard heavy footsteps approaching. Black Jack himself strode boldly into the room, his lilac neckerchief tied around his neck and his tarry pigtail hanging down beneath his red bandanna. His black beard and staring eyes made Jim gape in horror. Black Jack raised his right hand in triumph. In it was the diamond necklace, glittering like a star in the lamplight. Illustration © Stella Perrett 2011 Objectives for apostrophes Y1 Read words with contractions, e.g. I’m, I’ll, we’ll, and understand that the apostrophe represents the omitted letter(s). Y2 Use apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns. Y4 Use apostrophes to indicate singular and plural possession (e.g. the girl’s name, the girls’ names). Place the apostrophe in words with regular plurals (e.g. girls’, boys’) and in words with irregular plurals (e.g. children’s). Apostrophes Apostrophes have two different uses in sentences but are always written just above the writing, slightly higher than the ascenders (tall letters) and between the letters, not above them. It is important to make sure that apostrophes are formed correctly so that it is clear what they are and to ensure that they can’t be mistaken for anything else. ’ The apostrophe should take the shape of a filled-in curved number 9, just like a comma. All apostrophes should be written in the same way, and all face the same way. They must be placed between the letters. Look at these examples of apostrophes. Only the first one is acceptable. Why do you think the others are not? Correct shape, correctly orientated, correctly placed and consistent. Between the correct letters, but positioned too low and look like forward slashes. Correct shape, correct orientation, but not placed correctly. Apostrophes Use an apostrophe to show letters are missing, never to show a plural. Which letters are missing? The apostrophe replaces the letter or letters. Make sure you put it in the right place. Words in full Letter taken out do not can not could not would not o no o o Shortened version don’t can’t couldn’t wouldn’t Objectives for conjunctions Y1 Join words and clauses using and Y2 Use subordination (using when, if, that, because) and co-ordination (using or, and, but) Y3/4 Extend the range of sentences with more than one clause by using a wider range of conjunctions, e.g. when, if, because, although Y3/4 Express time, place and cause using conjunctions e.g. when, before, after, while, so, because Conjunction Information Conjunctions are words which join other words, or which link phrases and clauses in sentences. Co-ordinating conjunctions are used when each part of the sentence is equally important and makes sense by itself. Subordinating conjunctions are used to join a subordinate clause to a main clause. The subordinate clause relies on information in the main clause. Coordinating Conjunctions for and nor but or yet so FANBOYS or ASBO (for the most common ones)! Subordinating Conjunctions after although as as if as long as as though because before even if even though if if only in order that now that once rather than since so that than that though till unless until when whenever where whereas wherever while Objectives for subject/ object Y5/6 Ensure correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register Subject and object determiner verb The dog barked at the postman. subject object An object is normally a noun, pronoun or noun phrase that comes straight after the verb, and shows what the verb is acting upon. Objectives for dialogue punctuation Y3 Introduction to inverted commas to punctuate direct speech. Y4 Use of inverted commas and other punctuation to indicate direct speech e.g. a comma after the reporting clause; end punctuation within inverted commas (e.g. The conductor shouted, “Sit down!”). Y5/6 Integrate dialogue to convey character and advance the action Dialogue punctuation Inverted commas are used to: • show speech in writing “Who are you?” cried Aladdin. “I am the Genie of the Lamp,” said the genie. “Your wish is my command.” “” Dialogue Dialogue is used in narratives and reports in order to tell the reader who is saying what. It is also known as direct speech. All punctuation must be inside the inverted commas (also known as speech marks): Inverted commas come in sets of two and are placed before the first word spoken, and after the last word spoken. The first spoken word always starts with a capital letter. Other sentence punctuation in enclosed within the inverted commas. If the reporting clause comes first, it must be followed by a comma. Inverted commas Inverted commas are used to show speech within writing. They are placed at the same height as an apostrophe ’ which is slightly higher than the ascenders (tall letters). It is important to make sure that inverted commas are formed correctly so that it is clear what they are and to ensure that they can’t be mistaken for anything else. The inverted commas before the spoken words should take the shape of two filled-in curved number 6s and should face to the right. The inverted commas after the words being spoken should face to the left and take the shape of two filled in curved number 9s. Insert the inverted commas and other punctuation in the right places. I can show you the world, Jasmine said Aladdin. I’m not sure. I am afraid of what my father would say she said. Tell me princess, when did you last let your heart decide he asked. Will you show me the splendid, shimmering sights she murmured. Aladdin whispered in her ear I will show you a whole new world of unbelievable sights as we soar and tumble through an endless diamond sky I want to see this dazzling place she said how will we do this? I will take you wonder by wonder replied Aladdin on a magic carpet ride! Insert the inverted commas and other punctuation in the right places. “I can show you the world, Jasmine,” said Aladdin. “I’m not sure. I am afraid of what my father would say,” she said. “Tell me princess, when did you last let your heart decide?” he asked. “Will you show me the splendid, shimmering sights?” she murmured. Aladdin whispered in her ear, “I will show you a whole new world of unbelievable sights as we soar and tumble through an endless diamond sky.” “I want to see this dazzling place,” she said. “How will we do this?” “I will take you wonder by wonder,” replied Aladdin, “on a magic carpet ride!” Objectives for prepositions Y2 Use expanded noun phrases for description and specification e.g. the man in the moon Y3/4 Use conjunctions, adverbs and prepositions to express time and cause, (e.g. before, after, during, in, because of ) Y3/4 Use noun phrases expanded by preposition phrases (e.g. the zebra expanded to: the baby zebra in the paddock with its mother). Prepositions A preposition is a word that tells the reader position, direction, like above, below, at, over, in, with. It is usually followed by a noun phrase. The job a preposition does can be either adjectival or adverbial. “Rev. Rat went to the aquarium after breakfast and murdered Mr Badger behind the shark tank with a fish hook.” “No. I think Miss Mamba, working together with Miss Cobra, killed him inside the terrace café just before lunch. They strangled him with a feather boa.” “Never. It was Professor Bear. He was walking towards the chimpanzee house in time for tea when he shot Mr Badger between the ears with his revolver.” Prepositions A preposition is a word that tells the reader position, direction, like above, below, at, over, in, with. It is usually followed by a noun phrase. The job a preposition does can be either adjectival or adverbial. “Rev. Rat went to the aquarium after breakfast and murdered Mr Badger behind the shark tank with a fish hook.” “No. I think Miss Mamba, working together with Miss Cobra, killed him inside the terrace café just before lunch. They strangled him with a feather boa.” “Never. It was Professor Bear. He was walking towards the chimpanzee house in time for tea when he shot Mr Badger between the ears with his revolver.” Grammar for Writing Unit 42 Spot the prepositions “Now this is what you do in the obstacle race, children. Are you listening carefully? First you run towards the bath of jelly, then you jump into it, wade across it and climb out of the bath at the other side. Then you run to the string of sausages, and skip over them twenty seven times. Next you climb up the twenty foot pole, ride carefully along the tightrope on a unicycle, and abseil down the rope at the other end. After that you balance the bowl of tomato soup on top of your head, climb over the live alligator, and creep under the baby elephant, between its back legs. Then all you have to do is run backwards to the finishing line, carrying me.” Grammar for Writing Unit 42 Spot the prepositions “Now this is what you do in the obstacle race, children. Are you listening carefully? First you run towards the bath of jelly, then you jump into it, wade across it and climb out of the bath at the other side. Then you run to the string of sausages, and skip over them twenty seven times. Next you climb up the twenty foot pole, ride carefully along the tightrope on a unicycle, and abseil down the rope at the other end. After that you balance the bowl of tomato soup on top of your head, climb over the live alligator, and creep under the baby elephant, between its back legs. Then all you have to do is run backwards to the finishing line, carrying me.” Grammar for Writing Unit 42 say which noun it is… articles are the most common: a, an and the the a an missing mini fantastic Jaguar 4.2 insurance company representative pronouns, adjectives, quantifiers, possessives our two her his every sufficient each their crime-free town men in suits enthusiasm workshop game of penalties evidence special cake yellow and blue menus Active and passive In an active sentence, the subject is doing something to the object, but in a passive sentence, the subject is having something done to them: Goldilocks broke into the house. The house was broken into by Goldilocks. OR – don’t reveal the agent: The house was broken into. Usually used for reports, but also used in mystery writing to conceal facts from the reader. Objectives for active and passive Y6 Use the passive voice to affect the presentation of information in a sentence (e.g. I broke the window in the greenhouse versus The window in the greenhouse was broken [by me]). The passive avoids the culprit! Objectives for the subjunctive Y5/6 Pupils should be taught to: develop their understanding of the concepts set out in Appendix 2 by recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms. The Subjunctive Mood The Subjunctive is a wishful mood that tells you of an intention for the future which is doubtful. It is often used with an ‘if’ clause: • If Cinderella were to go to the ball, she would dance until midnight. • If The King’s horses and men were to arrive in time, Humpty would survive. The subjunctive is usually only used in formal writing, and indicates that the possibilities being suggested are doubtful. It uses a plural ‘were’ when in less formal writing the singular ‘was’ would be used. • If I were you, I wouldn’t eat any more sausages. • If Dad were to eat more healthily, he would be fitter. Pupils should be taught to develop their understanding of vocabulary, grammar and punctuation concepts by: •recognising vocabulary and structures that are appropriate for formal writing, including subjunctive forms.