Download 4-L-CV101

Sub-Strand: Conventions
4-L-CV101
Component: Grammar
Understand how noun groups/phrases and adjective groups/phrases can be
expanded to provide fuller descriptions
Overview:
Grammar is a tool we use when we read, write and speak and listen. Teaching grammar in isolation
does not transfer application of skills, for example using out-of-context worksheets and activities.
It is important grammar is taught within the contexts of Reading and Writing and Speaking and
Listening.
For example, a short anchor lesson at the beginning of a writing session can be used to teach a
grammatical feature such as the agreement of nouns and verbs, but it should be highlighted in an
authentic text during Shared Reading for Writing and then modelled in context during Shared
Writing (this is similar to how Word Study is taught with the Phonics Kits).
Then in Independent Writing, students would be encouraged to use the grammar feature in their
writing and it would be included in any success criteria developed as a whole class. In guided writing
the teacher could reteach the grammar feature if necessary and reinforce with a quick game or
activity.
During Speaking and Listening, the teacher would model for example, how verbs need to be in past
tense when talking about an incident that has already happened, and support students as they
incorporated the correct tense into their speaking and presenting.
Students will have achieved this when they
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Select grammatical structures to enhance the quality of writing.
Can effectively use nouns and adjective groups/phrases to provide expanded descriptions in
writing.
These are examples of classroom teaching that help student learn
Focus on verb and noun groups.

Discuss the various ways that verb groups work to take a different function. A verb group can:
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Create tense: He was excited.
Express modality: You can do your homework. Compare to: You must do your homework.
Create passive voice: The meal was eaten.
Next show the class a photo, for example of a mountain scene. Ask students to write a
paragraph describing what they see. By referring to their writing have students to share a
particular description used and as a class identify the device used (noun or verb group).
Example from a
student’s writing
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Type of device
Image created
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Example. In the distance, smoke rose quickly from an almost hidden chimney.
smoke rose quickly
Noun group (includes a verb
and adverb)
Clear description.

Select a piece of writing at a suitable level for the class or differentiate by using different
writing for each group. Give each student (or each pair of students) a highlighter pen.

Ask them to read the text then have them search for the following (one category at a time).
Do a quick pair/share between each task and clarify any questions asked.
Noun groups that give the who and the what.
Verbs groups that give the reader what is happening.
Adverbs that add detail.
Prepositional phrases that add detail.
You may provide a grid to record the findings such as the example below.
Encourage students to share any interesting examples found in addition to what was asked
for.


One evening, just after dark, My brother and I were
walking home from training. We were laughing when
suddenly I fell over.

Verb group

My father did not see the news report on the robbery.

Adjectival
phrase

I usually get home in the evening in time to make
dinner.

Adverbial
phrase

He ran fast and might have won except for his injury.

Verb group
Have students find examples in a Shared Text where nouns and adjective groups/phrases are
used effectively to provide expanded descriptions in writing.
Have them choose three sentences from their current writing drafts to rewrite adding detail
by using noun groups/phrases and adjective groups/phrases.
Teaching Notes
Adverbs add meaning to verbs, adjectives and other adverbs. Adverbs tell the reader: How When or
Where.
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Many adverbs are formed by adding ly to the end of an adjective. Example: soft (adjective) to softly
(adverb)
Hint: when an adjective ends in –y, you need to change the ‘y’ to ‘i’ before adding ‘ly’. Example:
angry (adjective) to angrily (adverb)
As a follow up remind students of the role of these types of words and phrases when reading or
writing. The more they recognise them in their reading, the easier it will be to incorporate these
devices in their writing.
For more information see the Teaching Writing Support Document.
Assessment
Isolated grammar activities do not test language ability and give little information about student
performance and progress.
In order to provide authentic assessment of students’ grammar proficiency, assessment must reflect
real-life uses of grammar in context.
You can authentically assess grammar via Speaking and Listening or Writing. For example, when
students are involved in speaking and listening opportunities a checklist or rubric can be used to
assess the student’s understanding and/or oral use of grammar in context. Another example would
be when students are involved in writing, success criteria/writing indicators provide tools to assess
their understanding of grammar in written contexts.
Assessment should encompass self, peer and teacher evaluation using the same success
criteria/writing indicators.
Content
Verb groups consist of a main verb, alone or preceded by one or more auxiliary or modal verbs as
modifiers.
Verb groups/phrases:
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create tense, as in ‘He [was happy]’, ‘She [is working] at home’, ‘I [have seen] him before’
express modality using modal verbs such as ‘can’, ‘may’, ‘must’, ‘will’, ‘shall’ and so on, as in ‘You
[must be] mad’, ‘He [will have arrived] by now’, ‘She [may know] them’
create passive voice, as in ‘A photo [was taken]’
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