Download Progression in Vocabulary

September 2014
Progression in Vocabulary, Grammar and Punctuation
Inglewood Junior School
Year 2
Features of sentences
Vocabulary
Punctuation
Terminology
Types of sentences:
Statements
Questions
Exclamations
Commands
Introduce:
Introduce:
Consolidate:
Prepositions:
behind above along
before between after
Demarcate
sentences:
Capital letters
-‘ly’ starters
e.g. Usually, Eventually, Finally,
Carefully, Slowly, …
Alliteration
e.g. wicked witch
slimy slugs
Full stops
Vary openers to sentences
Similes using…like…
e.g.
… like sizzling sausages
…hot like a fire
Exclamation marks
Punctuation
• Finger spaces
• Letter
• Word
• Sentence
• Full stops
• Capital letter
• Question mark
• Exclamation mark
• Speech bubble
• Bullet points
Embellished simple sentences
using:
adjectives e.g. The boys peeped
inside the dark cave.
adverbs e.g. Tom ran quickly down the
hill.
Secure use of compound sentences
Two adjectives to
describe the noun
e.g.
The scary, old woman…
Squirrels have long,
Question marks
Commas to
separate items in a
list
Comma after –ly
opener
e.g.
Fortunately,….Slowl
Singular/ plural
Adjective
Verb
Connective
Alliteration
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September 2014
(Coordination) using connectives:
and/ or / but / so
(coordinating conjunctions)
bushy tails.
Adverbs for
description
Complex sentences (Subordination) e.g. Snow fell gently and
using:
covered the cottage in
Using subordination for time:
the wood.
what/while/when/where/ because/
Adverbs for
then/so that/ if/to/until
information e.g.
e.g. While the animals were munching
Lift the pot carefully onto
breakfast, two visitors arrived
the tray.
During the Autumn, when the weather The river quickly flooded
is cold, the leaves fall off the trees.
the town.
Using subordination for reason: e.g.
Because it was raining, I put on my
coat.
Drop in a relative clause:
who/which e.g.
The Vikings, who came from
Scandinavia, invaded Scotland.
The Fire of London, which started in
Pudding Lane, spread quickly.
Generalisers for
information, e.g.
Most dogs….
Some cats….
y,….
Speech bubbles
/speech marks
for direct speech
Apostrophes to
mark contracted
forms in spelling
e.g. don’t, can’t,
wouldn’t you’re I’ll
Simile – ‘as’/ ‘like’
Introduce:
Apostrophe
(contractions only)
Commas for description
‘Speech marks’
Suffix
Verb / adverb
Formation of nouns
using suffixes such as –
ness, –er
Bossy verbs
Tense: §Use past tense
for narrative, recount (e.g.
diary, newspaper report,
biography) and historical
reports
Select, generate and
effectively use
adjectives
Use present tense for
non-chronological reports
and persuasiveadverts
Use long and short sentences:
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September 2014
Long sentences to add description or
information. Use short sentences for
emphasis.
Expanded noun phrases
e.g. lots of people, plenty of food
Adjective / noun
Using suffixes such as –
ful, –less
Generalisers
Use of the suffixes –er
and –est to form
comparisons of
adjectives and adverbs
List of 3 for description
e.g. He wore old shoes, a dark cloak and Use suffix ly to turn
a red hat.
adjectives into adverbs
e.g slowly, gently
Year 3
Features of Sentences
Vocabulary
Consolidate Year 2 list
Introduce:
Consolidate Year 2 list Consolidate Year
2 list
Introduce:
Introduce:
Vary long and short sentences:
Long sentences to add description or
information.
Short sentences for emphasis and
making key points e.g.
Sam was really unhappy.
Visit the farm now.
Embellished simple sentences:
Prepositions
Next to
by the side of
In front of
during
through throughout
because of
Punctuation
Colon before a list
e.g. What you
need:
Ellipses to keep
the reader hanging
on
Terminology
Consolidate:
Punctuation
• Finger spaces
• Letter
• Word
• Sentence
• Full stops
• Capital letter
• Question mark
• Exclamation mark
• Speech bubble
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September 2014
Adverb starters to add detail e.g.
Carefully, she crawled along the floor of
the cave….
Amazingly, small insects can….
Adverbial phrases used as a ‘where’,
‘when’ or ‘how’ starter (fronted
adverbials)
A few days ago, we discovered a
hidden box.
At the back of the eye, is the retina.
In a strange way, he looked at me.
Compound sentences
(Coordination)
using connectives:
and/ or / but / so / for /nor / yet
(coordinating conjunctions)
Develop complex sentences
(Subordination) with range of
subordinating conjunctions e.g if, while,
since, after, before, so ,although, until,
in case
-‘ing’ clauses as starters e.g.
Sighing, the boy finished his homework.
Grunting, the pig lay down to sleep.
Powerful verbs
e.g. stare, tremble,
slither
Secure use of
inverted commas
for direct speech
Boastful Language
e.g. magnificent,
unbelievable, exciting!
Use of commas
after fronted
adverbials (e.g.
Later that day, I
heard the bad
news.)
More specific /
technical vocabulary
to add detail
e.g.
A few dragons of this
variety can breathe on
any creature and turn it
to stone immediately.
Nouns formed from
prefixes
e.g. auto…
super…anti…
Word Families based
on common words
e.g. teacher –teach,
beauty – beautiful
• ‘Speech marks’
• Bullet points
• Apostrophe
(contractions only)
• Commas for
sentence of 3 description
Singular/ plural
Suffix
Adjective / noun
Verb / adverb
Bossy verbs
Tense (past, present,
future)
Connective
Generalisers
Alliteration
Simile – ‘as’/ ‘like’
Introduce:
• Word family
• Conjunction
• Adverb
• Preposition
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September 2014
Drop in a relative clause using:
who/whom/which/whose/
that e.g.
The girl, whom I remember,
had long black hair.
Sentence of 3 for description e.g.
The cottage was almost invisible, hiding
under a thick layer of snow and
glistening in the sunlight.
.
Pattern of 3 for persuasion e.g.
Visit, Swim, Enjoy!
Topic sentences to introduce nonfiction paragraphs e.g. Dragons are
found across the world.
Use perfect form of verbs
using have and had to
indicate a completed
action e.g. I have
washed my hands. Jack
had washed TV for over
two hours!
Use of determiners a
or an according to
whether next word
begins with a vowel
e.g. a rock, an open
box
•
•
•
•
•
•
•
•
•
•
•
•
Direct speech
Inverted commas
Prefix
Consonant/Vowel
Clause
Subordinate clause
Determiner
Synonyms
Relative clause
Relative pronoun
Imperative
Colon for instructions
Dialogue –powerful speech verb
e.g. “Hello,” she whispered.
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September 2014
Alan Peat sentences to
explore…
BOYS sentences-He was a friendly
man most of the time, but he could
become nasty. -Using But, Or, Yet
(and) So to join.
2A sentences-He was a tall,
awkward man with an old, crumpled
jacket –Use of two adjectives
preceding the two nouns.
Many questions-Where is the
treasure? the diamonds? the gold?
the rubies? –Use of an initial
question followed by further
phrases.
List sentences-It was a dark, long,
leafy lane. Use of 3 adjectives to
describe.
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September 2014
Year 4
Features of sentences
Vocabulary
Punctuation
Terminology
Consolidate Year 3 list
Introduce:
Long and short sentences:
Long sentences to enhance
description or information
Short sentences to move events on
quickly
e.g. It was midnight.
Consolidate Year 3 list Consolidate
Consolidate:
Year 3 list
Introduce:
Punctuation
Prepositions
Introduce:
• Finger spaces
at underneath since
Commas to
• Letter
towards beneath
mark clauses
• Word
beyond
in complex
• Sentence
sentences
• Full stops
Conditionals - could,
• Capital letter
Start with a simile
should, would
Full
• Question mark
e.g. As curved as a ball, the moon shone
punctuation
• Exclamation mark
brightly in the night sky.
Comparative and
for direct
• Speech bubble
Secure use of simple / embellished superlative adjectives
speech:
• ‘Speech marks’
simple sentences
e.g.
Each new
• Direct speech
Secure use of compound sentences small…smaller…smallest
speaker on a
• Inverted commas
(Coordination) using coordinating
good…better…best
new line
• Bullet points
conjunction and / or / but / so / for /
Comma
• Apostrophe
nor / yet (coordinating conjunctions)
Proper nouns-refers to between direct
(contractions only)
Develop complex sentences:
a particular person or
speech and
• Commas for sentence of
(Subordination)
thing
reporting
3 – description, action
Main and subordinate clauses with
e.g. Monday, Jessica,
clause e.g.
• Colon - instructions
range of subordinating conjunctions.
October, England
“It’s late,”
-‘ed’ clauses as starters e.g.
gasped
Singular/ plural
Frightened, Tom ran straight home to
The grammatical
Cinderella!
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September 2014
avoid being caught.
Exhausted, the Roman soldier collapsed
at his post.
Adverb starters e.g Silently trudging…
Expanded -‘ing’ clauses as starters
e.g.
Grinning menacingly, he slipped the
treasure into his rucksack.
Drop in –‘ing’ clause e.g.
Jane, laughing at the teacher, fell off her
chair.
The tornedo, sweeping across the city,
destroyed the houses.
Sentence of 3 for action e.g.
Sam rushed down the road, jumped on
the bus and sank into his seat.
The Romans enjoyed food, loved
marching but hated the weather.
Repetition to persuade e.g.
Find us to find the fun
Dialogue - verb + adverb - “Hello,” she
whispered, shyly.
Appropriate choice of pronoun or noun
within a sentence to avoid ambiguity
and repetition
difference between
plural and possessive – Apostrophes
s
to mark
singular and
plural
possession
Standard English forms
(e.g. the girl’s
for verb inflections
name, the
instead of local spoken
boys’ boots)
forms (e.g. we were
instead of we was, or I
did instead of I done)
Noun phrases e.g The
crumbly cookie with tasty
marshmallow pieces
melted in my mouth.
Suffix/ Prefix
Word family
Consonant/Vowel
Adjective / noun
Verb / Adverb
Bossy verbs - imperative
Tense (past, present, future)
Connective
Conjunction
Preposition
Determiner/ generaliser
Clause
Subordinate clause
Relative clause
Relative pronoun
Alliteration
Simile – ‘as’/ ‘like’
Synonyms
Introduce:
• Pronoun
• Possessive pronoun
• Adverbial
• Fronted adverbial
• Apostrophe - possession
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September 2014
Alan Peat sentences to explore…
3 ed sentences-Frightened,
terrified, exhausted, they ran from
the creature. –Three related
adjectives which end in ed.
Verb, person sentences-Flying,
John had always been terrified of it.–
Invert the typical subject-verb by
opening the sentence with a verb.
Double ly ending sentences-He
swam slowly and falteringly – Use of
two adverbs of manner related to the
initial verb.
SHORT sentences-Then it
happened.-Short sentences formed
with one, two or three words.
ing, ed sentences-Walking in the
bush, she stopped at the sight of a
crocodile facing her.-Sentence begins
with a verb ending in ing followed by
a location then a name or personal
pronoun followed by an ed ending
verb.
All the W’s sentences-Why do you
think he ran away? - Short sentences
which begin with a question word
beginning with W.
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September 2014
Year 5
Features of Sentences
Vocabulary
Consolidate Year 4 list
Consolidate Year 4 list Consolidate
Year 4 list
Introduce:
Introduce:
Metaphor
Rhetorical
Personification
question
Introduce:
Secure use of simple / embellished
simple sentences
Secure use of compound sentences
Develop complex sentences:
(Subordination)
Main and subordinate clauses with
full range of conjunctions:
Expanded –ed clauses as starters
e.g.
Encouraged by the bright weather, Jane
set out for a long walk.
Terrified by the dragon, George fell to
his knees.
Elaboration of starters using
adverbial phrases e.g.
Beyond the dark gloom of the cave,
Punctuation Terminology
Onomatopoeia
Dashes
Empty words
e.g. someone,
somewhere was out to
get him
Brackets
Developed use of
technical language
Colons
Use of
commas to
clarify
meaning or
avoid
ambiguity
Consolidate:
Punctuation
• Letter/ Word
• Sentence
• Full stops/ Capitals
• Question mark
• Exclamation mark
• ‘Speech marks’
• Direct speech
• Inverted commas
• Bullet points
• Apostrophe
contractions/
possession
• Commas for sentence of
3 – description, action
• Colon - instructions
Singular/ plural
Suffix/ Prefix
Word family
Consonant/Vowel
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September 2014
Zach saw the wizard move.
Throughout the night, the wind howled
like an injured creature.
Drop in –‘ed’ clause e.g.
Poor Tim, exhausted by so much effort,
ran home.
The lesser known Bristol dragon,
recognised by purple spots, is rarely
seen
Sentences using ing openers
Sentence reshaping techniques
e.g. lengthening or shortening sentence
for meaning and /or effect
Moving sentence chunks (how,
when, where) around for different
effects e.g.
The siren echoed loudly ….through the
lonely streets ….at midnight
Use of rhetorical questions
Stage directions in speech (speech +
verb + action) e.g. “Stop!” he shouted,
Converting nouns or
adjectives into verbs
using suffixes (e.g. –
ate; –ise; –ify)
Verb prefixes (e.g.
dis–, de–, mis–, over–
and re–)
Use suffixes –ate,-ise, -ify
Adjective / noun
Verb / Adverb
Bossy vbs - imperative
Tense (past, present, future)
Conjunction / Connective
Preposition
Determiner/ generaliser
Pronoun – relative/
possessive
Clause
Subordinate/ relative clause
Adverbial
Fronted adverbial
Alliteration
Simile – ‘as’/ ‘like’
Synonyms
Introduce:
• Relative clause/
pronoun
• Modal verb
• Parenthesis
• Bracket- dash
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September 2014
picking up the stick and running after
the thief.
Indicating degrees of possibility
using modal verbs (e.g. might,
should, will, must) or adverbs
(perhaps, surely)
•
•
•
•
•
•
•
Determiner
Cohesion
Ambiguity
Metaphor
Personification
Onomatopoeia
Rhetorical question
Alan Peat sentences to
explore…
SIMIILE sentences-The moon
hung above us like a patient, pale
white face. –More detailed simile
sentences.
2 pairs sentences-Exhausted and
worried, cold and hungry, they did
not know how much further they
had to go.–A sentence with two
pairs of related adjectives.
Emotion word, (comma)
sentences-Desperate, she
screamed for help. –An emotive
adjective to open with the rest of
the sentence describing actions
related to the opening emotion.
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September 2014
Year 6
Features of sentences
Vocabulary
Punctuation Terminology
Consolidate Year 5 list
Consolidate Year
5 list
Consolidate
Year 5 list
Secure use of simple / embellished
simple sentences
Secure use of compound sentences
Secure use of complex sentences:
(Subordination)
Main and subordinate clauses with full
range of conjunctions:
Active and passive verbs to create
effect e.g.
Active: Tom accidently dropped the glass.
Passive: The glass was accidently dropped
by Tom.
Developed use of rhetorical questions
for persuasion
Expanded noun phrases to convey
complicated information concisely (e.g. the
boy that jumped over the fence is over there,
Build in literary
feature to create
effects e.g.
alliteration,
onomatopoeia,
similes, metaphors
The difference
between vocabulary
typical of informal
speech and
vocabulary
appropriate for
formal speech and
writing (e.g. said
versus reported,
alleged, or claimed
in formal speech or
writing)
Consolidate:
Punctuation
Use of the
• Letter/ Word
semi-colon,
• Sentence
colon and dash
• Full stops/ Capitals
to indicate a
• Question mark
stronger
• Exclamation mark
subdivision of a
• ‘Speech marks’
sentence than
• Direct speech
a comma
• Inverted commas
• Bullet points
How hyphens
• Apostrophe
can be used to
contractions/
avoid ambiguity
possession
(e.g. man
• Commas for sentence of
eating shark
3 – description, action
versus man• Colon – instructions
eating shark, or
• Parenthesis
recover versus
• Bracket- dash
re-cover)
Singular/ plural
Suffix/ Prefix
Word family
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September 2014
or the fact that it was raining meant the end
of sports day)
The difference between structures typical of
informal speech and structures appropriate
for formal speech and writing (such as the
use of question tags, e.g. He’s your friend,
isn’t he?, or the use of the subjunctive in
some very formal writing and speech)
Alan Peat sentences to explore…
DE:DE sentences-The vampire is a dreadful creature: It kills by
sucking all the blood from it’s victims.-A compound sentence in
which two independent clauses are separated by a colon.
Outside: Inside sentences-He laughed heartily at the joke he
had just been told. (At the same time it would be true to say he
was quite embarrassed.)–Made up of two related sentences.
If, if, if then sentences-Desperate, she screamed for help. –An
emotive adjective to open with the rest of the sentence
describing actions related to the opening emotion.
Ad, same ad sentences-He was a fast runner, fast because he
needed to be. - two identical adjectives, one repeated shortly
after the other.
Consonant/Vowel
Adjective / noun
Verb / Adverb
Bossy verbs - imperative
Tense (past, present, future)
modal verb
Conjunction / Connective
Preposition
Determiner/ generaliser
Pronoun – relative/
possessive
Clause
Subordinate / relative clause
Adverbial
Fronted adverbial
Rhetorical question
Cohesion
Ambiguity-explore the use of
hyphens
Alliteration
Simile – ‘as’/ ‘like’
Synonyms
Metaphor
Personification
Onomatopoeia
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September 2014
Alan Peat sentences to
explore…
3 bad-(dash) question?
sentences-Greed, jealousy,
hatred-which of these was John
Brown’s worst trait? – Three
negative words followed by a
question.
Introduce:
• Active and passive voice
• Subject and object
• Hyphen
• Synonym
• Colon/ semi-colon
• Bullet points
Some; others sentence-Some
people love football; others just
cant stand it. –Compound sentence
using some as an opener and
others for the latter half of the
sentence.
P.C sentences-It was both cold
and unpleasant for him to work
there.-Paired conjunctions.
Irony sentences-Our ‘luxury’
hotel turned out to be a farm
outbuilding. –Deliberately
overstates how good or bad
something is.
Imagine 3 examples:
sentences-Imagine a time when
people were not afraid, when life was much
simpler, when everyone helped each other: this is
the story of that time. –Describes three facets of
something.
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