Download 3-L-CV102

Sub-Strand: Conventions
3-L-CV102
Component: Grammar
Understand that a sentence or a clause usually contains a subject and a verb that
need to agree and uses the correct tense of the verb to indicate time.
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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Create meaningful sentences using a variety of sentence beginnings, including adverbial and
adjectival clauses to create complex sentences.
Can maintain tense throughout their writing.
Can select varied sentence beginnings to engage the reader.
Can create complex sentences beginning with adverbial clauses to give information about the
verb: where, why, how and when the action happened.
These are examples of classroom teaching that help student learn
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Begin by checking students understand that a sentence is a group of words that makes complete
sense and has at least one clause.
As a group revise the four functions of sentences:
• Making statements (declaratives)
• Asking questions (interrogatives)
• Commands (imperatives)
• Voicing Exclamations (exclamatives).
Have students find examples by working with a suitable text in small groups. Some of the ‘finds’
will lead the discussion of more complex sentences and clauses but ensure all students
understand what a sentence is and the function before moving on. As part of the discussion find
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the noun and the verb (all sentences must have at least one clause). Then identify words that
build sentences: adjectives that describe nouns and adverbs that describe verbs.
Deconstruct a couple of the sentences found and discuss.
Example: The enormous green dragon reared its scaly body before blowing out red-hot steam
through its large nostrils.
The enormous green (adjectives) dragon (noun) reared (verb) its (pronoun) scaly (adjective)
body (noun) before blowing (verb group) out red-hot (adjectives) steam (noun) through its
(pronoun) large (adjective) nostrils (noun).
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Read a picture book that contains both simple and complex sentences, for example Gorilla by
Anthony Brown.
On the second reading model the clauses within sentences by pausing and using intonation
when reading.
Put a section on the whiteboard to deconstruct. Discuss clauses and that each clause has a verb.
Identify the verbs in the sentences on display.
Now put a series of sentences and clauses on strips of paper. Have students group them first as
independent and dependent clauses. Discuss. Next group the cards again under the three
headings below.
Phrases (not
clauses)
Clauses (dependent)
Clauses
(independent)
but the next day
swinging through
the trees towards
the zoo
he was busy
in the afternoon
when they arrived
at the zoo
Hannah woke up
Have students innovate on a text to demonstrate understanding about clauses and complex
sentences.
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First have them deconstruct these sentences from Wind in the Willows by Kenneth Grahame.
Have them identify the role of as many words as they can as they did in activity 1
Arriving within sight of his home, he rested his oars and surveyed the land cautiously. All
seemed peaceful and deserted and quiet.
Original by Kenneth Grahame
Innovation
New context: someone returning home
after many years
Arriving within sight of his home, he rested
his oars and surveyed the land cautiously.
All seemed peaceful and deserted and
quiet.
Example: Parking in front of his childhood
home, he leaned back and scanned the
front yard hesitantly. Everything seemed
run down and neglected and overgrown.
Assess by the type of sentences and language used.
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Teaching Notes
Students should be writing daily for different purposes and audiences to get ample practice of
applying what they are learning. Remind students before independent writing that:
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A clause is a unit of grammar, expresses a single thought and contains a verb and subject that
are in agreement.
A complex sentence uses a main clause to express a main idea and one or more subordinate
clauses to expand the meaning around the main idea.
For more information see the Teaching Writing Support Document.
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
In writing, a sentence is marked by punctuation, but in speech the boundaries between sentences
are not always so clear.
There are different types of sentences:
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simple sentence – has a form of a single clause (for example, ‘David walked to the shops.’ or
‘Take a seat.’)
compound sentence – has two or more main clauses of equal grammatical status, usually
marked by a coordinating conjunction such as ‘and’, ‘but’ or ‘or’. In the following examples
below, the main clauses are indicated by square brackets
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[Jill came home this morning] [but she didn't stay long].
[Kim is an actor], [Pat is a teacher], [and Sam is an architect].
complex sentence – has one or more subordinate clauses. In the following examples,
subordinate clauses are indicated by square brackets:
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I took my umbrella [because it was raining].
[Because I am reading Shakespeare], my time is limited.
The man [who came to dinner] is my brother.
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