* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Grammar - Sheriffhales Primary School
Arabic grammar wikipedia , lookup
Ojibwe grammar wikipedia , lookup
Sanskrit grammar wikipedia , lookup
Transformational grammar wikipedia , lookup
Zulu grammar wikipedia , lookup
Ukrainian grammar wikipedia , lookup
Sentence spacing wikipedia , lookup
Old Norse morphology wikipedia , lookup
Chinese grammar wikipedia , lookup
Portuguese grammar wikipedia , lookup
Untranslatability wikipedia , lookup
Kannada grammar wikipedia , lookup
Lithuanian grammar wikipedia , lookup
Sloppy identity wikipedia , lookup
Macedonian grammar wikipedia , lookup
Swedish grammar wikipedia , lookup
Modern Greek grammar wikipedia , lookup
Old English grammar wikipedia , lookup
Esperanto grammar wikipedia , lookup
Serbo-Croatian grammar wikipedia , lookup
Russian grammar wikipedia , lookup
Scottish Gaelic grammar wikipedia , lookup
Ancient Greek grammar wikipedia , lookup
Yiddish grammar wikipedia , lookup
Italian grammar wikipedia , lookup
Malay grammar wikipedia , lookup
Modern Hebrew grammar wikipedia , lookup
Latin syntax wikipedia , lookup
Icelandic grammar wikipedia , lookup
Pipil grammar wikipedia , lookup
Romanian grammar wikipedia , lookup
Japanese grammar wikipedia , lookup
French grammar wikipedia , lookup
Turkish grammar wikipedia , lookup
English grammar wikipedia , lookup
A Scheme of Work Statement for Grammar at Sheriffhales Primary School April 2014 Aims We want to foster in all children, a love of the English language. We use „Grammar for writing‟ and the statutory Vocabulary, Grammar and Punctuation appendix to the 2014 National Curriculum as a source document and combine sentence work from the „Alan Peat‟ scheme of work in order to accelerate learning in grammar for all children. Some children will achieve all objectives and apply them to their writing; most will achieve the majority of the objectives; a few will need to revisit prior learning and work through the scheme at a slower rate. However, for less able children, catch-up and practise sessions may be set, as well as homework, so that they can access age appropriate learning objectives. Non-negotiable components of teaching and learning grammar Children apply their knowledge of grammar through contextualised writing opportunities, usually linked to high quality texts, animations, audio clips, and poems Follow the structure of the agreed grammar scheme, in regular lessons Staff will use the correct language and terminology when referring to aspects of grammar and punctuation Age-appropriately, teaching will include an understanding of how and why to use grammar and punctuation and its impact on the reader Working walls will exemplify elements of grammar and punctuation in context Grammar is best taught in context, via text types, and should not usually be taught as a discrete lesson. EYFS: through exposure to high quality texts, play contexts and letters and sounds developing oral confidence in speaking sentences improving vocabulary role play presentations and speaking to an audience letter names and sounds one to one correspondence when reading grapho-phonemic correspondence word boundaries capital letters and full stops ( recognition in reading) upper case and lower case letters Alan Peat Sentence type (End of year expectations) Simile sentence Through talk develop similes linked to colour and size. List sentence Be able to speak a simple list sentence. This should be modelled in writing by the teacher. Example Her jacket was as red as a rose. It was as huge as an elephant. When mum went shopping she bought some plums, oranges and lemons. Year 1: continue with above and also: making sense of sentences, speaking, reading and writing using capital letters and full stops (begin and end text) introduce nouns as naming words introduce verbs as doing words introduce adjectives as describing words identifying . , ? identifying simple text conventions, recognising ! and “” initially in reading recognising question words orally and applying to reading and writing Use capital letters for proper nouns and the personal pronoun “I” begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark Join clauses using “and” BOYS sentence Be able to use but and so in a sentence spoken verbally. 2A sentence Be able to write a sentence which contains one adjective to describe a noun. Simile sentence Through talk, develop similes linked to shape and the five senses. List sentence Be able to speak a simple list sentence. This should be modelled in writing by the teacher. Short sentences Teacher to identify short sentences in work read/modelled writing. He was a friendly man most of the time, but he could be nasty. It was a beautiful morning for a walk, so he set off quite happily. He was a tall man. He had a friendly face which was as round as a button. Her skin felt as soft as velvet. At the fun fair Jake saw a candy floss stall, the helter skelter and the big wheel. Look out! Stop! Year 1: Detail of content to be introduced (statutory requirement) Word Regular plural noun suffixes –s or –es [for example, dog, dogs; wish, wishes], including the effects of these suffixes on the meaning of the noun Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper) How the prefix un– changes the meaning of verbs and adjectives [negation, for example, unkind, or undoing: untie the boat] Sentence How words can combine to make sentences Joining words and joining clauses using and Text Sequencing sentences to form short narratives Punctuation Separation of words with spaces Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences Capital letters for names and for the personal pronoun I Terminology for pupils letter, capital letter word, singular, plural sentence punctuation, full stop, question mark, exclamation mark Year 2: continue with Y1 and also: what is a verb? How is a verb used? tenses: past, present, progressive form, continuous form Using ? and ! correctly beginning to use speech punctuation writing in complete sentences commas in a list using adjectives using common nouns pluralisation other uses of capitalisation pronouns time connectives Correct use of verbs to indicate time Apostrophes for contraction and possession BOYS sentence Be able to use but and so in a sentence. He was a friendly man most of the time, but he could be nasty. It was a beautiful morning for a walk, so he set off quite happily. 2A sentence Be able to write a sentence which contains two adjectives separated by a comma. He was a tall, awkward man. Simile sentence Begin to write a sentence which contain similes stressing … like a …. and …as a … The moon hung above us like a pale face. List sentence Be able to write a sentence which has between two and four adjectives before the noun, separated by commas. It was a dark, long, leafy lane. Short sentences Write a one or two word sentence for dramatic effect. Stop! Help! Oh no! 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 Error! Bookmark not defined. 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] How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command Text Punctuation 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] Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences Commas to separate items in a list Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name] Terminology for pupils noun, noun phrase statement, question, exclamation, command compound, suffix adjective, adverb, verb tense (past, present) apostrophe, comma Year 3 continue with Y2 and also: Capital letters for direct speech commas in a list paragraphing Collective nouns recognising pluralised nouns singular and plural as terms verb agreement ( 1st, 2nd, 3rd person) text with person/verb agreement practising grammatical agreement continue practising grammatical agreement commas to mark sentence boundaries Accurate use of pronouns in sentences Use the present perfect form of verbs in contrast to the past tense Use fronted adverbials Use commas after fronted adverbials Indicate possession by using the possessive apostrophe BOYS sentence Be able to use but, so, yet and or. It was a warm day, yet storm clouds gathered over the distant mountains. 2A sentence Be able to write a sentence which contains two nouns, with two adjectives per noun. He was a tall, awkward man with an old, crumpled jacket. Simile sentence Develop ideas, making them more interesting and less clichéd. Introduce time similes. It was as cold as ice floating in the Arctic ocean. He plodded along as slow as a snail. _Ed opener Be able to write a sentence which contains one _ed word at the beginning. Confused, she didn‟t know what had happened. List sentence To develop the adjectives used in the Y2 sentences. It was a gloomy, mysterious, eerie lane. _ing opener Use interesting ing words followed by a comma to start a sentence. Hesitating, Philip stayed where he was. Short sentences Build upon previous learning and embed in writing to develop tension with in narrative. Then it happened. Everything failed. Year 3: Detail of content to be introduced (statutory requirement) Word Sentence Text 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] 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] 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 Introduction to inverted commas to punctuate direct speech Terminology preposition conjunction for pupils word family, prefix clause, subordinate clause direct speech consonant, consonant letter vowel, vowel letter inverted commas (or ‘speech marks’) Year 4 continue with Y3 and also: checking own and other‟s texts for grammatical agreement and coherence revision of verb tenses: past, present and future powerful verbs adverbs (qualifying a verb) commas for grammatical boundaries paragraphing for sequence adjectives (superlatives) degrees and comparative suffixes use of „very‟ apostrophes for possession, including pluralisation sentence types: simple, compound and complex paragraphs for information writin relationship between word ending and class of word changing statements to questions connectives when writing argument genre adverbs, adverbial phrases and conjunctives choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition “Drop-in sentence” (Noun, who/which/where) Introduce, using the idea of the „drop in‟ bit being called extra information. Cakes, which taste fantastic, are not so good for your health. BOYS sentence Begin to develop an understanding of when to use this type of sentence. 2A sentence Be able to write a sentence which contains two nouns, with two adjectives per noun. Develop vocabulary choices from Y3 sentences. It was an overgrown, rambling garden with a lifeless, leafless tree. Simile sentence Continue to develop ideas, making them more interesting and less clichéd. It was as cold as ice floating in the Arctic ocean on a moonlit winter night. _Ed opener Be able to write a sentence which contains two _ed words at the beginning. Amazed and excited, he left the circus reluctantly. List sentence Be able to write a sentence which has between two and four adjectives before the noun, separated by commas and using the word and before the final item in the list. It was a cold, wet, miserable and misty morning. _ing opener Be able to write a sentence that begins with an ing word, followed by an adverb and then a comma. Screaming hysterically, she shouted for help. Some;others Be able to write a compound sentence where a semi-colon replaces a conjunction. Some people love football; others can‟t stand it. If, then Be able to write a sentence containing one „if‟ phrase. If the alarm had gone off, then his day would have been very different. Short sentences Build upon previous learning and embed in narrative writing for dramatic effect; to develop tension within the plot or within a speech. “Up there.” “Where?” “At the window.” “What?” “A gun!” 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 Year 5 continue with Y4 and also: Standard English: conventions and use consistency of tense double negatives avoidance of dialect in certain genres of writing changing tone/vocabulary to suit purpose of writing proof reading adding complexity and clarity of expression use of colon direct and reported speech conventions of written dialogue active/interrogative/imperative forms Auxiliary verbs text structure different types of nouns pronouns and nouns- clarity of use punctuation for complex sentences combining 2 or more sentences securing commas in clauses use of punctuation to improve intonation prepositions identifying main clauses in sentences understanding how clauses work together use passive verbs to affect the presentation of information in a sentence use the perfect form of verbs to mark relationships of time and cause use expanded noun phrases to convey complicated information concisely use modal verbs or adverbs to indicate degrees of possibility use relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronouns use commas to clarify meaning or avoid ambiguity in writing use hyphens to avoid ambiguity use brackets, dashes or commas to indicate parenthesis usesemicolons, colons or dashes to mark boundaries between independent clauses use a colon to introduce a list punctuate bullet points consistently “Drop-in sentence” (Noun, who/which/where) Continue to build upon previous learning. Begin to remove the w word to extend pupil understanding and give them more options. Exotic reptiles, such as iguanas, are difficult to keep as pets. BOYS sentence Continue to develop understanding. Simile sentence Continue to develop understanding. _Ed opener Be able to write a sentence which contains three _ed words at the beginning. Frightened, terrified and exhausted, they ran from the creature. List sentence Be able to write a list sentence that contains one pair of related adjectives. Ravenous and thirsty, they did not know how long it would be until their next meal. De:de (Description: detail) Be able to use a colon to separate two independent clauses in a compound sentence. The vampire is a dreadful creature: it kills by sucking all the blood from its victims. _ing opener Be able to write a sentence that begins with a subordinate clause. Creeping down the corridor, Philip tried not to wake the sleeping teacher. Some; others Build upon previous knowledge. Personification Introduce using weather as a starting point. The wind screamed through the branches. If, then Be able to write a sentence containing two „if‟ phrases. If the alarm had gone off, if the bus had been on time, then his day would have been very different. Short sentences Continue to embed in narrative writing. Year 5: Detail of content to be introduced (statutory requirement) Converting nouns or adjectives into verbs using suffixes [for example, –ate; – Word 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 Year 6 continue with Y5 and also: use of different word classes revise complex sentences revise all Standard English active and passive verbs increase range of connectives parenthesis semi-colon ellipses, dashes, brackets passive voice „Official‟ language conventions note making and contraction of sentences revision of conditionals (if, then, might, would, could) paragraphs to reiterate point and shift focus of text revision of scheme of work especially objectives new to Year 5 (above) applying language conventions to text Evaluate and edit by: -assessing the effectiveness of their own and others‟ writing; -proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning; -ensuring the consistent and correct use of tense throughout a piece of writing “Drop-in sentence” (Noun, who/which/where) To build upon previous learning and embed in writing. Sally, 34, was said to be shocked by the outcome. Claire and Sadie, the twins, raced across the playground. BOYS sentence Embed in writing. Simile sentence Embed in writing. _Ed opener As for Y5, developing vocabulary choices for the _ed words. List sentence Be able to write a list sentence which contains two pairs of related adjectives. Injured and terrified, shellshocked and lost, he wandered aimlessly across the battlefield. De:de (Description: detail) Build upon previous learning and embed in writing. I was exhausted: I hadn‟t slept for more than two days. _ing opener Embed in writing. Personification Build upon previous learning and embed in writing. Outside. (Inside) Be able to write two linked sentences to improve characterisation, using brackets around the second sentence. He smiled and shook the man‟s hand warmly. (Inside, however, he was angrier than he had ever been.) If, then Be able to write a sentence containing three „if‟ phrases. To know the effect of such a sentence as an effective narrative opening/closing. If the alarm had gone off, if the bus had been on time, if the road repairs had been completed, then his day would have been very different. Short sentences Continue to embed in narrative writing. Irony sentence To be introduced only if/when children are confident with all other sentence types. Our „luxury‟ hotel turned out to be a farm building. 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 Punctuation 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] 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