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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.