Download Grammar - Sheriffhales Primary School

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
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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