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[email protected] Objectives for the day • have a clearer understanding of grammatical terms, in order to develop confidence in teaching and assessing sentence level and identifying next steps. • explore how expanding and varying sentence structures can improve children’s writing 2 Outline of day • What is a sentence? Developing and expanding sentences – the noun phrase • • More developing and expanding sentences – verbs and adverbials • • Combining clauses to make sentences • Linking sentences to text types 3 Strand 11 – Sentence structure and punctuation FS - …and begin to form simple sentences sometimes using punctuation. Year 1 – Use capital letters and full stops when punctuating simple sentences. Year 2 – Write simple and compound sentences and begin to use subordination in relation to time and reason. 4 Year 3 Show relationship of time, reason and cause through subordination and connectives. Compose sentences using adjectives, verbs and nouns for precision, clarity and impact. Year 4 Clarify meaning and point of view by using varied sentence structure (phrases, clauses and adverbials). Use commas to mark clauses. 5 Year 5 Adapt sentence construction to different text types, purposes and readers. Punctuate sentences accurately. Year 6 Express subtle distinctions of meaning, including hypothesis, speculation and supposition, by constructing sentences in varied ways. Use punctuation to clarify meaning in complex sentences. 6 ‘Knowing a language includes the ability to put words together to form phrases and sentences that express our thoughts. That part of the grammar that represents a speaker’s knowledge of the structure of phrases and sentences is called syntax.’ ‘Sentences are not simply random strings of words; they conform to specific patterns determined by the syntactic rules of the language.’ ‘We comprehend sentences because we know the meaning of individual words and we know rules for combining their meanings.’ (Fromkin & Rodman, 1974) 7 What is a sentence? 8 •Grapheme (e, p, t, z, ai, sh, eigh, tch) •Morpheme (boy, press, -ish, re-, de-, com-, -ed, dis-, -ing) •Word (child, childish, depress, compressed) •Phrase (the small, velvet-furred, grey rabbit) •Clause (Hilary opened the door. Open the door! Will you open the door please?) 9 Subject (noun phrase) the man Verb crashed Object (noun phrase) the car 10 Detail can be added to sentences in the following ways: • developing the noun phrase by adding words before the main noun; • developing the noun phrase by adding words after the main noun; • developing the verb phrase to provide a wider range of meaning; • using adverbs or adverbial phrases; • using clauses to link or extend ideas. 11 Developing the noun phrase by adding words before the main noun Determiners Adverbs Adjectives Nouns Head noun a, an, the this, that, these, those, some, any, my, our, his, their, several, few, last, next, first, seventh, six, twelve pretty, fierce, large, grey, sparkling, loud, tinkling, silver, annoying, terrifying sleigh wolf bells hound slightly, very, extremely 12 Developing the noun phrase by adding words after the main noun Using a prepositional phrase, e.g. • The man in the road was being watched suspiciously by the policeman. • The three small girls with matching pigtails … • A woman from the advertising agency … • The house without a chimney … 13 Using a relative clause, e.g Relative Example, with noun phrase emboldened pronoun who The small boy, who was hiding under the table, sneezed. whom Aunt Eliza, whom she loved dearly, was coming to stay. which The house, which stood on the corner of the street, was derelict. that The main reason that they came was the football. 14 Progression • • • • • • • The man ... He ... The brave man ... That strong, brave man ... The first strong, brave knight ... His strong, brave knight in the shining armour ... The strong, brave knight in the shining armour, who was loyal to King Arthur, ... • Sir Galahad ... 15 Detail can be added to sentences in the following ways: • developing the noun phrase by adding words before the main noun; • developing the noun phrase by adding words after the main noun; • developing the verb phrase to provide a wider range of meaning; • using adverbs or adverbial phrases; • using clauses to link or extend ideas. 16 Different verb forms and tenses Infinitive simple present simple past simple future present continuous (be) past continuous (be) present perfect (have) past perfect (have) present participle to ride ride/rides rode will/shall ride am/is/are riding was/were riding has/have ridden had ridden past participle 17 Auxiliary verbs • Primary auxiliaries, which can also occur alone as main verbs (be, have, do). • Modal auxiliaries, which are used to build up verb phrases and contain an element of possibility. (Will, may, can, must, ought (to), shall, might, could, would, should.) 18 Using the infinitive to create verb phrases: • he continued to look • she was starting to run • they began to cry 19 Progression: • tenses correct • developing use of different forms • using verb phrases to create subtle differences 20 Detail can be added to sentences in the following ways: • developing the noun phrase by adding words before the main noun; • developing the noun phrase by adding words after the main noun; • developing the verb phrase to provide a wider range of meaning; • using adverbs or adverbial phrases; • using clauses to link or extend ideas. 21 how when Adverbial Every morning Subject (noun phrase) Beauty Verb found where Object (noun phrase) little presents Adverbial at the end of her bed mysteriously 22 Adverbials show: • where – in the park, at the shop, over the hill, in forests, next to the bowl, at a 90° angle • when – at midnight, later that day, next morning, for 3 minutes, in their early years, during the Jurassic period, while they are spawning, until you reach the station – frequency – often, never, regularly, daily, rarely, continually, occasionally • how – in silence, angrily, with a smile, as carefully as you can, with great skill, cautiously – degree of intensity - very, fairly, really, extremely, incredibly, slightly, quite 23 Ctd…… • connections in meaning between sentences (connectives) – however, furthermore, finally, on the other hand, in addition, in contrast, moreover – attitude of speaker – perhaps, obviously, fortunately, surprisingly 24 connectives conjunctions co-ordinating connecting adverbs subordinating 25 conjunctions • Compound sentences (use clauses joined by co-ordinating conjunctions – and, but, then, yet, or, nor), eg: Hilary opened the door but David opened the window. The dog jumped and barked. • Complex sentences (use clauses joined by subordinating conjunctions, such as because, so, as, when, until, although, if), eg: Hilary opened the door, as David opened the window. As soon as he saw his master, the dog jumped. 26 connecting adverbs Maintain the cohesion of a text in several basic ways: • addition – also, furthermore, moreover, in addition • opposition – however, nevertheless, on the other hand • reinforcing – besides, anyway, after all • explaining – for example, in other words, that is to say • listing – first(ly), first of all, finally • indicating result – therefore, consequently, as a result • indicating time – just then, meanwhile, later 27 Difference between an adverb, adverbial phrase, adverbial clause • • • • • • • • silently (adverb – one word) without a sound (adverbial phrase) in silence (adverbial phrase) as silent as a mouse (adverbial phrase) like a mouse (adverbial phrase) keeping silent (adverbial clause) stunned into silence (adverbial clause) while he was silent (adverbial clause) 28 Sentence types: • Declarative/statement (She opens the door.) • Interrogative/question (Will you open the door?) • Imperative/command (Open the door!) • Exclamative/exclamation (What a nice door that is!) clip 29 Sentences • Simple sentences (use only one clause), eg: The sword struck. • Compound sentences (use clauses joined by co-ordinating conjunctions – and, but, then, yet, or, nor), eg: Robin shouted to the men and Much pulled the string. The soldiers looked and listened. • Complex sentences (use clauses joined by subordinating conjunctions, such as because, as, while, until, although, if), eg: The feathers whistled, as the arrow flew through the air. When the soldiers caught Alan, he was afraid. notebook 30 Suddenly the hooded man In silence Robin Mysteriously he aimed to save stood carried appeared raised the leaves crunched the feathered arrow emerging holding his long bow determined and but as before (, participles) the prisoner Sentence wheel . silently slowly firmly because at the soldier under foot through the trees from the shadows 31 Mucking about with a sentence (Jumpstart – page 33) The cat ran along the wall. 32 The cat ran along the wall. • Cat sighted on town wall! • Leave the cat to run along the wall for one minute. • At night, cats like to roam. They will even walk along walls. • Locally there is much debate about whether we should allow cats to run along the town walls. 33