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QBS Continuum for Progression Grammar Please note this is just a guide. It is written in depth to try and ensure that as teacher at QBS we have a common language and an understanding of grammatical terms. Using these terms with children may or may not be appropriate dependent on the task and the context. Much of this work should be taught in context, not through drills and worksheets. Teacher modeled writing is an ideal way of explicitly teaching grammar. Love Reading and Love Writing “What kids need is a headful of songs that are not songs but blocks of refined and achieved and exemplary language…when that happens children have the guardian angel installed behind the tongue.” Ted Hughes ONGOING Phase 1 and 2 End of Year expectations are a guide only, please be aware that students may well go beyond these. Consistent ways of recording words or ideas enable members of a language community to understand each other’s writing. Written language works differently from spoken language. Focus on oral language A sentence is a unit of meaning. A sentence begins with a capital letter. Nouns are naming words and are used to represent who or what. Verbs are happening words. Sentences end with a full stop. There are spaces between words. There are singular and plural nouns. An S is often added to form a plural. (By the end of Year 1 the majority of learners should know the above but may not be using it consistently.) Adjectives and adverbs An adjective is a describing word. An adverb provides more information about the words that indicate what is happening. Adverbs often end in “ly”. Capital Letters All sentences begin with a capital letter. Capital letters are used for emphasis and for names of special days. Punctuation. Statements and commands end in a full stop, questions with a question mark. Full stops are used in initials. Connectives and conjuctions Connectives are words that sequence ideas, e.g. then, next. with words such as: and, but. Conjunctions are joining words, e.g. and, but, so. They can join words, word groups and clauses. Alliteration Alliteration is the repetition of initial sounds in neighboring words. ( By the end of Year 2 the majority of learners should know the above.) Phase 3 When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas. Joining sentences. Compound sentences are formed when two or more clauses of equal importance are joined by words such as: and, but, so, or, because e.g. The knot in the string unravelled and the balloon floated away. Punctuation Exclamations end with an exclamation mark. Speech punctuation Direct speech is what a character says, e.g. “Where are you going?”asked the wolf. Paragraphs Visual cues, e.g. use of line breaks and indentation, can be used to identify paragraphs in a text. Time connectives Time and sequence connectives link ideas and events in recounts and narratives, e.g. first, next, finally, by morning. Connectives Connectives sequence ideas in reports and arguments, e.g. in the first place, secondly. Captial letters Proper nouns generally begin with a capital letter. Adjectives. Adjectives describe nouns in particular ways (size, colour, shape, number) e.g. blue, round, four. Adjectives generally are included within the noun group, though they can also be used after a being/having verb, e.g. Mother is happy. Tenses Verbs can be inflected to show when something occurred or will occur (present, past or future), e.g. She likes (liked, will like) walking her dog. Tense describes time (present, pastor future), e.g. when an action takes place, and is used consistently across a text. Commas A comma is used in compound noun groups, i.e. a list of things, containing more than two items, e.g. Henry bought a lettuce, two bananas, some milk and four apples. No comma is needed before the “and” that precedes the final item in the list. Ellipses Show incomplete lines of text or words have been omitted ( By the end of Year 3 the majority of learners should know the above) Commas A comma is used in compound noun groups, i.e. a list of things, containing more than two items, e.g. Henry bought a lettuce, two bananas, some milk and four apples. No comma is needed before the “and” that precedes the final item in the list. Paragraphs Paragraphs consist of a group of sentences. Each paragraph deals with a single unified topic or event. A paragraph can range from an individual sentence to a number of sentences. A paragraph generally contains a topic sentence, which usually occurs at the beginning of the paragraph. A topic sentence is used to state the main idea of a paragraph. The rest of the paragraph generally elaborates on the topic sentence. Phase 4 The way we structure and organise our writing helps others to understand and appreciate it. Pronouns Pronouns are used to set up links in a text by referring backwards or forwards to nouns/noun groups. These include personal pronouns, e.g. he, him, they; and demonstrative pronouns, e.g. this,that, these, those. A pronoun can also refer outside the text to something in the surrounding context, e.g. I, me, her, it (personal); and mine, yours (possessive). It is used so that the noun does not need to be repeated in a sentence. Collective nouns Collective nouns label groups, e.g. flock; and singular nouns label individual things, e.g. bird. Adverbs and adverbial phrases Adverbs indicate the circumstances surrounding the activity and answer questions such as how, when, where, why. Adverbials can provide more information about an activity, e.g. where? when? how? There are two main types of adverbials: − an adverb (often a single word, e.g. softly) − an adverbial phrase (consisting of a preposition and a noun group). For example; The Cheshire Cat vanished quite slowly, beginning with the end of its tail. • Onomatopoeia Words that look like they sound. http://www.worsleyschool.net/socialarts/onomato/poeia.html Paragraphs Paragraphs are used to group the major ideas within a text so readers can recognise the key messages and make associations between them. In a narrative, when there are changes, e.g. such as shifts in time or place, or the introduction of a new character or the beginning of the complication, a new paragraph maybe formed. Connectives Cause/effect and compare/contrast connectives are signposts indicating how ideas are related and structured, e.g. so, therefore, as a result, in that case, on the other hand, in comparison, however. Antonyms ( Words that mean the oppositie of other words) Antonyms, e.g. The wolf was happy, which gave the pig every reason to be sad. Conjunctions Clauses in complex sentences are joined by conjunctions such as: because, since, when, after, although. ( By the end of Year 4 the majority of learners should know the above) Apostrophes We use an apostrophe [ ’ ] to create possessive forms, contractions, and some plurals). The apostrophe shows where a letter or letters have been left out of a contracted verb. Don’t can’t Brackets Always appear in pairs Used to enclose non-essential information You are required to attend QBS (avoid playtime if at all possible) Colons Used to introduce a long list, after the heading in a journal/ memo, introduce a long direct quotation. Commas Phase 5 Through the process of planning, drafting, editing and revising, our writing improves overtime. A comma is used in a list of adjectives containing more than two items, e.g. The painting was blue, pink, yellow and red. No comma is needed before the “and” that precedes the final item in the list. A comma is used in a list of adverbs containing more than two items, e.g. Swiftly, silently and sneakily, the cat followed the bird. No comma is needed before the “and” that precedes the final item in the list. A comma is used in a sentence to further explain. Dean, the tallest boy in the class, helped put up the poster. Paragraphs Paragraphs are used to group the major ideas within a text so readers can recognise the key messages and make associations between them. In a narrative, when there are changes, e.g. such as shifts in time or place, or the introduction of a new character or the beginning of the complication, a new paragraph maybe formed. Prepositions Prepositions can be placed in front of a noun group to show where or when in adverbial phrases, e.g. over the fence, on the table. Prepositions can be placed in front of a noun group to show “which” in adjectival phrases, e.g. the fence near the tree. Indirect speech Indirect speech is another person’s report of what was said, e.g. Red Riding Hood told how the wolf said that he was going for a walk. Verbs and tenses The verb group must “agree” with the subject of the clause, i.e. a plural subject must have a plural verb, e.g. “the boys were going to school”, not “the boys was going to school”. Generally the tense should remain relatively consistent throughout the text. The selection of specific verbs adds detail and interest to a text, e.g. “moan” compared with “said”. Verbs can be inflected to show first, second or third person, e.g. I jump, you jump, she jumps. Synonyms Related and repeated words across a text, such as synonyms, are used to set up cohesive links, e.g. using synonyms: the king … the ruler … the current monarch …His Majesty. Similes A comma is often used to separate two clauses joined together with “and”, “or”, “but”, “while” and “yet”, e.g. I thought the balloon floated away, but I was wrong. A comma can be used after an adverbial (including adverbial clauses) that is placed at the beginning of a sentence, e.g. after a while, the seal swam away; when we had finished eating, we watched television. ( By the end of Year 5 the majority of learners should know the above) Connectives Clarifying connectives set up links in the text, e.g. in other words, however, in particular. Semi Colons To join sentences with two or main clauses. In a series of 3 or more items when commas are used within the items. To separate the main ideas in a dictionary or glossary. Hyphens To show that two words should be read as a single word. To join a group of words to form an expression ie Have-aGo-Card Adverbials Adverbials can move around in the clause: − Happily I went on my way. − I happily went on my way. − I went happily on my way. − I went on my way happily. Verbs choices Thinking feeling or action verbs can be used to express opinions, evaluate ideas and information, portray people, places, events and things in ways that may appeal to certain groups, and present an issue in a way to persuade a particular audience, e.g. “The boy paced outside the office”, compared with “The boy skulked outside the office”. Adverbs Adverbs may be placed in different positions in a sentence, e.g. “Slowly, the dog ate its dinner” or “The dog ate its dinner slowly”. • Viewpoint and comment adverbs express the writer/speaker’s attitude towards the topic, e.g. Personally, I think he was rude. Metaphor A figure of speech in which an implicit comparison is made between two unlike things that actually have something in common. Personification A figure of speech in which an inanimate object or abstraction is endowed with human qualities or abilities. Irony The use of words to convey the opposite of their literal meaning. Evaluative language Evaluative language can be used to comment on the significance of an event, e.g. it was like a bad dream. Evaluations are intensified or softened by making direct evaluative statements, e.g. It was a devastating flood or by making subtle references through choice of adjectives, verbs and adverbs, e.g. The water gushed over everything. Punctuation conventions The conventional punctuation of dialogue in narrative and quotations in news reports and recounts uses quotation marks and commas. There is a specific convention for punctuation of dialogue when the attribution occurs in the middle of the dialogue, e.g. “Yesterday,” she said, “I went to the beach”. ( By the end of Year 6 the majority of learners should know the above) References Scope and Sequence grammar Years 1-9 Queensland Studies Authority.http://www.qsa.qld.edu.au/downloads/early_middle/qcar_ss_english_grammar.pdf http://grammar.ccc.commnet.edu/grammar/marks/apostrophe.htm http://grammar.about.com/od/mo/g/metaphorterm.htm Writing Resource Book First Steps 2nd Ed.