Download A group of words that contains a subject (the noun) and a verb

A group of words that contains a
subject (the noun) and a verb
A word that explains how a verb is done
Welcome to our Y5 & 6 SPaG
Workshop
What is SPaG?
• Spelling, punctuation and grammar.
All three are key areas in the teaching of English.
• When we study grammar, we study the rules
about how words change their form and combine
with other words to make sentences.
• So why is it important?
Therefore we teach SPaG as part of a balanced English
curriculum in order to:
-Develop children’s ability to use language clearly, concisely and
effectively
-Provide children with the vocabulary they need to discuss,
reflect on and understand grammar, spelling and punctuation
-Help children use Standard English where appropriate
Obviously in year 6 we also have a responsibility to prepare the
children as well as possible for their SPaG SATs test next May.
In the session this afternoon we will look at:
What is happening at Welford in terms of
teaching SPaG?
Curriculum expectations for grammar,
punctuation and spelling for Years 5 and 6
Activities to develop SPaG skills.
Questions and helpful websites for home.
How do we teach SPaG at Welford
• Children are taught SPaG skills explicitly in short
sessions to introduce them to new concepts and
vocabulary – these sessions can include games,
online activities and focused punctuation or
grammar exercises.
• Crucially these skills are then integrated into the
children’s writing lessons. This is vital because
without practicing and using their new grammar
and punctuation skills in context the benefit of
improved SPaG knowledge will not be seen
where it matters most: in their written and oral
work.
• Spelling patterns and general rules are taught and
practised with weekly spelling tests.
What does my child need to know
by the end of their school year?
The revised National Curriculum for English (introduced from
September 2014) has placed a much stronger emphasis on
vocabulary development, grammar, punctuation and spelling.
It raised the bar considerably in relation to the SPaG knowledge
expected of primary age children.
It therefore expects children to tackle more challenging grammar
earlier on, for example:
- Modal Verbs in Year 5 and the subjunctive form in year 6
(previously neither were on the primary curriculum).
They have also changed the terminology used and pupils are
expected to recognise and use the grammatical terminology
appropriate to their year group.
- Articles (a / an / the) ----‘Determiners’
- Connectives ---- ‘Conjunctions’
Spelling, Punctuation and Grammar (SPaG)
Year 5
• To express time, place and cause using conjunctions (e.g.
when, before, after, while, so, because), adverbs or
prepositions (e.g. before, after, during, in, because of)
• To introduce paragraphs as a way to group related material
• To use headings and subheadings to aid presentation
• To use the present perfect form of verbs instead of the simple
past
Year 6
• To use noun phrases expanded by the addition of modifying adjectives,
nouns and preposition phrases
• To use fronted adverbials
• To use paragraphs to organise ideas around a theme
• To use the appropriate choice of the pronoun or noun within and across
sentences to aid cohesion and avoid repetition.
• To use inverted commas and other punctuation to indicate direct speech.
• To use apostrophes to mark singular and plural possession.
Subject
object
• To useand
commas
after fronted adverbials.
Are you ready
to have a go?
(A flavour of SPaG in the upper
juniors)
Grammar – developing knowledge
of specific vocabulary
Let’s warm up…
Three-word descriptions
Adjective
Noun
Verb
ominous
skull
stares
PHRASE
Noun sorting
love
floor
Marvin
herd
stress
shop
chair
Toronto
flock
pain
Serena
anger
Concrete
Nouns
A proper noun is the name of a
person or place, such as Susan or
America. Proper nouns start with a
capital letter.
A common noun describes a class of
objects and does not have a capital
letter, for example: car, animal or
planet.
Collective Nouns refer to a group of things
together, such as a flock (of sheep), a bunch
(of bananas) etc
Abstract Nouns are words which name
something you cannot hear, see, touch, smell
or taste such as; anger, strength, pain,
happiness, brilliance etc
Choosing adjectives to create mood
The
girl sat on the
and stared at the
painting.
chair
The contented girl sat on the comfy chair and
stared at the breathtaking painting.
The cruel girl sat on the broken chair and stared at
the ruined painting.
FRIGHTENING
EXCITED
GLOOMY
Relative Clauses
• Relative clauses add information to sentences by using a
relative pronoun such as who, that or which. They can also
be used to change the reader’s perception of a character.
The wizard grinned.
The wizard, who loathed children, grinned.
The wizard, who had forgotten his wand, grinned.
The wizard, who rarely smiled, grinned.
ILL-PREPARED
GLUM
UNSETTLING
Spot the main or subordinate clause
http://www.theschoolrun.com/whatis-a-clause
• The wizard, who had been working on this
spell for years, grinned.
• As the children gasped in astonishment, the
book began to fly.
SATs example
Active or passive?
Actions can be written in the active voice or the
passive voice.
In the active voice the action is done by a subject.
• Gran broke the plate.
• Subject then verb
• The dog chased the chicken.
• Sam made this cake.
In the passive voice the action is done to a subject.
• The plate was broken by Gran.
• Verb then subject
• Passive sentences usually contain the word by.
Active or passive?
• The cat chased the mouse.
• The sandwich was made by the boy.
• My mum made this cake.
• The parents were entertained by the play.
Can you convert these into active or passive voice?
Formal or informal?
Punctuation – why do we need it?
To make the meaning of your writing clear and
easy to understand for the reader.
Using punctuation to help interpret
text
“Come out here, thief! Let me see! What did you
steal? What are you going to do with this? Answer
me!”
“Give it to my mum…”
“Wait a second. Is your mum sick?”
“And don’t do it again!”
“Sweetie! Veggie soup.”
https://www.youtube.com/watch?v=vQk3jVguvlc
Who is
speaking?
How do
they feel?
How might
they act?
Kung Fu Punctuation
Kung Fu Punctuation examples
The head teacher, Mrs Foster, observed
that the pack of bright, multi-coloured
pencils were still on the floor.
how did these pencils get on to the floor
andrew
what an utter complete disgrace this
room is she yelled
Colons
Colons are used to introduce something.
simran bought the following items apples pears
and a bunch of bananas
it snowed all night the children knew the trip
would be cancelled
Punctuating direct speech
“66, 99 brand new speaker, brand new line.”
Would you like a lick of my
lollipop?
Don’t mind if I do thanks.
No longer
speech
marks but
inverted
commas!
Are we able to punctuate these sentences
correctly?
Example:
The troll roared, “Why are you walking on my
bridge?”
Dan replied, “I’m walking because I can’t fly.”
a)the car mechanic said there’s a problem with the
steering wheel mrs monk asked can you mend it by
Saturday
b)the teacher asked where do you think you’re
going beth said i’m going home for dinner
A page of spelling strategies can be found in your booklet
Useful SPaG / English websites
• http://www.theschoolrun.com/primarygrammarglossary-for-parents
• https://www.pearsonschoolsandfecolleges.co.uk/
AssetsLibrary/SECTORS/PRIMARYASSETSNEW/Cur
riculum_Change/2014Assets/Parent%20Advice/T
832b-JargonBusters.pdf
• http://www.funenglishgames.com/grammargame
s.html
• http://www.topmarks.co.uk/english-games
• http://www.bbc.co.uk/skillswise/english/games
Questions?
Thankyou for attending and we hope it’s been
useful.
Please fill in an evaluation before you leave.