Download Grammar powerpoint

Family Learning Grammar
Mrs R Forrester
St. Mary’s Catholic Academy
12th November 2015
Aims of the Session
• To understand the new expectations for spelling,
grammar and punctuation.
• To understand some of the terminology which the
pupils will be using in class.
• To understand how to support your son/daughter
at home with their grammar, punctuation and
spelling.
SPAG
(Spelling, Punctuation and Grammar)
National Testing:
At the end of Key Stage 1 (Year 2) May 2016
At the end of Key Stage 2 (Year 6) May 2016
School Testing:
Weekly and Half Termly tests (Year 1 – Year 6)
Writing
Encourage writing when they have a proper pencil
grip:
Develop finger strength by:
* Write in the air, in sand, water
* Paint – large paper
* Use scissors
* Mark make
* Matching games – use both hands to move
shapes/letters (magnetic)
* Pick up pencil and put it down.
* Play do – squeezing/rolling etc
Basic Skills
* Children need to be sitting properly.
* Letter formation (from top) and printed
* Ready for cursive when letters are recognisable and
formed accurately.
* Encourage accurate use of capitals and lower case
from the start. (Writing name)
* Use correct tools for homework and insist on neat
handwriting and presentation.
Basic Skills
* Letter formation, use of capital letters and
punctuation will be marked and focused on.
Corrections are insisted upon – to embed basic skills.
* Linked to reading – children are encouraged to look at
how words are put together in sentences and how
punctuation helps the reader.
Spelling
School:
* Year 1 and 2 set for Phonics (Daily)
Phonetic spellings and ‘Quick’ words. Given out on a Monday and
tested as a dictation on a Thursday.
* Year 3 and 4, 5 and 6 are set for Spellings
Phonics groups and spelling rules/patterns matched to ability.
Tue, Wed afternoon (20 mins) – spelling games and activities –
recapping and learning new spelling pattern.
Thurs morning – Dictation of 6 weekly spellings and 4 more which
follow same rule/pattern. New spellings given.
Star spelling card - personalised
Home
* Practise weekly spellings and those with a similar
pattern/rule.
* Play games – see Website links for ideas.
* Word searches, crosswords, board games – Scrabble,
Yahtzee
* Recap previous spellings.
* Homework – same expectations as school work.
* Check yellow spelling book (brought home on a Friday.
Score will be /6 + extras )
“Grammar to a writer is
to a mountaineer a good
pair of hiking boots or,
more precisely, to a
deep-sea diver an
oxygen tank.”
Year Group Expectations
• Share handout and discuss
• Word Class Game
• Slides which follow are from training which staff
received by Ros Ferrera.
Word classes
Conjunctions
Nouns
Adverbs
Verbs
Determiners
Pronouns
Adjectives
Prepositions
© Focus Education
UK Ltd. 2015
Nouns
Common nouns: cows, milk
Collective nouns: herd, class
Proper nouns: Jasmine, London, January
Abstract nouns: truth, goodness, mercy
© Focus Education
UK Ltd. 2015
Label the nouns correctly
The party of schoolchildren entered the Natural History Museum.
Anxiety filled the court as King Henry delivered the sentence .
The policeman was awarded a medal for bravery.
The choir filled the church with a glorious sound.
Pass me that pile of books, please, Sally.
© Focus Education UK Ltd. 2015
Key Stage 1 Questions (Y2)
Circle the three nouns in the sentence.
A whale has an enormous heart that
can weigh as much as a small car.
Why do the underlined words start with a
capital letter?
King Fred had a party at Greystone
Palace on Sunday afternoon.
© Focus Education UK Ltd. 2015
Pronouns
Pronouns are another word class
• They are words that can stand in place of a
noun or indeed a whole noun phrase.
• Pronouns help us avoid repeating ourselves
too often…
© Focus Education UK Ltd. 2015
Personal
I
we
you
he
she
it
they
© Focus Education UK Ltd. 2015
Possessive
mine
ours
yours
his
hers
its
theirs
Relative
who
whom
whose
which
that
when
where
why
Circle all the pronouns in the sentence
below.
They bought new jumpers for themselves
and a warm scarf for Dad.
© Focus Education UK Ltd. 2015
Determiners
the, a, an
the – definite article. That specific one.
a/an – indefinite article. More general – one of many.
A before a word that starts with a consonant – a bike,
a shoe, a pen
An before a word that starts with a vowel – an egg,
an ice cream, an umbrella
© Focus Education UK Ltd. 2015
But...
a unique event
a European
a football match
an unusual event
an Egyptian
an FA Cup Final
It’s all about the way you say it...
© Focus Education UK Ltd. 2015
Circle all the determiners in the sentence
below.
Two apple trees screened the open
windows on one side.
© Focus Education UK Ltd. 2015
Adjectives
© Focus Education UK Ltd. 2015
Er
More
Est
Most
Comparative and Superlative
Short adjectives +
Er – older, taller, happier, thinner
Est – oldest, tallest, happiest, thinnest
Longer adjectives (2 or more syllables) +
More intelligent, more beautiful, more
surprising
Most intelligent, most beautiful, most
surprising
© Focus Education UK Ltd. 2015
KS1
What type of word is brave in the sentence below?
The brave mouse marched up to the lion.
Tick one.
an adverb
an adjective
a verb
a noun
KS2
Complete the sentence with an adjective formed from
the verb create.
The artist was very ____________________ and produced
many original works.
© Focus Education UK Ltd. 2015
KS2
Complete the sentence with an
adjective formed from the verb create.
The artist was very ____________________
and produced many original works.
© Focus Education UK Ltd. 2015
Conjunctions
Conjunctions are words which can join
two parts of a sentence.
Some conjunctions join words or phrases.
© Focus Education UK Ltd. 2015
and…but...or
words:
fish and chips
phrases: one of the teachers and all of the children
clauses: The clouds rolled in and it began to rain.
words:
phrases:
clauses:
basic but clean
out of sight but not out of mind
I tried my best but I did not win the race.
Words:
phrases:
clauses:
right or wrong
the top of a mountain or the bottom of the sea
We can stay in Rome or we can visit Milan.
© Focus Education UK Ltd. 2015
Circle all the conjunctions in the
sentences below.
Once Harry had checked the weather
forecast, he set off on his walk.
Whilst climbing up the mountain, he was
unaware of the dangers ahead.
He needed to turn back immediately
since a storm was coming.
© Focus Education UK Ltd. 2015
A verb is a word (or words) that tells you
what is happening in a sentence.
Not necessarily a “doing” word.
But it could also be thought of as a
‘being’ word e.g. am, is, were, will be,
A verb is at the heart of a clause.
Verbs often occur in ‘chains’ of more
than one word, e.g. ‘was living’; ‘were
playing’; ‘have been working’. This is
known as a verb phrase.
© Focus Education UK Ltd. 2015
Verbs
Present Tense – simple and progressive
Simple: walk, walks
Progressive: is walking, are walking
Progressive form indicates the action over a longer
period of time.
Past – simple and progressive
Simple: walked
Progressive: was walking, were walking
Progressive form indicates the action over a longer
period of time.
© Focus Education UK Ltd. 2015
Key Stage 1 Questions (Y2)
Write one word on the line below to
complete the sentence in the past tense.
I __________ to Scotland during the
school holidays.
Circle the verbs in the sentence below.
Yesterday was the school sports day and Jo
wore her new running shoes.
© Focus Education UK Ltd. 2015
Which pair of verbs correctly completes the
sentence below?
Pluto ______ now called a dwarf planet, but once
it _____ classified as a planet.
Tick one.
was is
was was
is is
is was
© Focus Education UK Ltd. 2015
Tick to show which sentence uses the past
progressive.
Tick one.
After Ali finished his homework, he went out to
play.
Gemma was doing her science homework.
Jamie learnt his spellings every night.
Anna found her history homework difficult.
© Focus Education UK Ltd. 2015
Modal verbs
• Will, may, can, must, ought (to), shall, might, could, would,
should.)
© Focus Education UK Ltd. 2015
Adverbs
Tell you about how, when and where
something was done or happened.
• Often end in -ly - eg. ‘quickly’ - But
not always - e.g. ‘fast’
• You can put them in all sorts of
different places in a sentence!
© Focus Education UK Ltd. 2015
Circle the adverb in the sentence
below.
“Soon,” he thought, “I’ll be able to see
my family.”
© Focus Education UK Ltd. 2015
Prepositions
A preposition is a word like with, at, in,
over. It indicates the relationship between 2 words or
parts of a sentence.
It is usually followed by a noun phrase.
• at that moment
• in the garden
• over the moon
© Focus Education UK Ltd. 2015
Tick all the sentences that contain a
preposition.
Ali locked the door before he left.
The shops are beyond the main road.
My brother is behind me in the race.
Barry is below Andrew in the register.
© Focus Education UK Ltd. 2015
It’s more about the job they do...
An orange
An orange fish
He likes his run.
He likes to run.
© Focus Education UK Ltd. 2015
What is a sentence?
A sentence is a group of words which express an idea
and, together, make complete sense and usually contain
a subject and a verb.
Sentences are made up of
Clauses which are made up of
Phrases which are made up of
Words
© Focus Education UK Ltd. 2015
Phrases
A phrase is a group of words which act as a unit, but is
not a complete clause or sentence. They help to add
detail to sentences.
Expanded Noun Phrases
Expanded noun phrases add information to nouns.
They add detail to sentences and help to build a
picture in the reader’s mind.
Expansion can happen before and/or after the noun.
The derelict house
The derelict house with an overgrown garden
© Focus Education UK Ltd. 2015
Statement to question – question tags
The weather is fine today.
isn’t it?
Children should go to bed early.
couldn’t it?
Joe did his homework.
or do they?
The dragon could not fly.
didn’t he?
Superheroes do not exist.
shouldn’t they?
© Focus Education UK Ltd. 2015
Simple
The stressed teacher was crying.
Please don’t
make me go
to school
tomorrow!
© Focus Education UK Ltd. 2015
But you’re
the
teacher.
Compound
The stressed teacher was crying
and the children ran riot.
© Focus Education UK Ltd. 2015
Compound sentences
2 equally weighted clauses which are
linked by a conjunction. The 2 main
clauses can stand alone.
The Iron Man ate the metal fence but he
was still hungry.
Called co-ordinating conjunctions
© Focus Education UK Ltd. 2015
When main clauses are linked by
co-ordinating conjunctions , it is a
compound sentence. The clauses have
equal weight.
for and nor but or yet so
© Focus Education UK Ltd. 2015
Complex
While the teacher was crying, the
children ran riot.
Main clause – Can stand alone.
Subordinate clause – needs the main clause to make
sense.
© Focus Education UK Ltd. 2015
Subordinating Conjunctions
if
when
because
whenever
until
so that
© Focus Education UK Ltd. 2015
and many more…
Relative Clauses
• Act like adjectives – they modify a noun or a noun phrase.
• Start with a relative pronoun
– who, whom, which, that, whose
Or a relative adverb
- where, when, why
• Can be embedded in the sentence
Poppy, who was watching the race, could not believe her eyes.
I live in Cambridge which is a university city.
The gate, where the policeman was standing, was completely
covered by a web of ivy.
© Focus Education UK Ltd. 2015
© Focus Education UK Ltd. 2015
© Focus Education UK Ltd. 2015
© Focus Education UK Ltd.
2015
© Focus Education UK Ltd.
2015
Active and Passive Voice
A sentence can be active or passive.
A sentence is active when the subject is carrying out the action.
A sentence is passive when the subject of the sentence has an action
done to it by someone or something else.
Active - Rain interrupted the tennis tournament.
Passive - The tennis tournament was interrupted by rain.
Passive - The tennis tournament was interrupted.
© Focus Education UK Ltd. 2015
Rewrite the sentence below so that it is
written in the passive voice. Remember
to punctuate your answer correctly.
The pouring rain drenched us.
© Focus Education UK Ltd. 2015
Fronted adverbials
Simply means that the adverbial is positioned at the
beginning of the sentence.
Far in the distance, the mountain peaks were outlined
against the darkening sky.
With a heavy heart, Blue kangaroo hopped down the
stairs.
Seconds later, the van bumped down the lane.
© Focus Education UK Ltd. 2015
Punctuation
• Helps readers make sense of written text
• Helps writers convey their message
clearly and accurately
‘chunks’ text up into meaningful units,
marking a variety of grammatical
boundaries
© Focus Education UK Ltd. 2015
Commas
In a list to separate items, but not before the final and:
My favourite fruits are raspberries, strawberries, peaches and figs.
After a subordinate clause at the beginning of a sentence:
If the train arrives on time, I will not be late.
Tired of waiting, Rose crawled into the dimly-lit tunnel.
With many connecting (conjunctive) adverbs:
However, the playground will be closed.
The playground, however, will be closed.
© Focus Education UK Ltd. 2015
Inverted Commas
•
•
•
•
Inverted commas mark the beginning and end of direct speech.
They enclose the actual words a speaker has said.
Any punctuation at the end of the speech goes before the closing
inverted commas.
Each new speaker starts on a new line.
The dialogue word/speech tag /reporting clause is separated from
the speech by a comma.
“It has rained every day for a month,” Clare complained.
Anna sighed, “You are going to Spain next week. The sun will shine
there.”
© Focus Education UK Ltd. 2015
Mrs. Owl sighed are you still afraid of the
dark I prefer the daytime answered Plop
I did think the fireworks were exciting
though
© Focus Education UK Ltd. 2015
Mrs. Owl sighed, “Are you still afraid of
the dark?”
“I prefer the daytime,” answered Plop.
“I did think the fireworks were exciting
though.”
© Focus Education UK Ltd. 2015
Semi-colon
•Separate 2 closely related main clauses
The moon was gleaming silver; it looked like an
enormous lantern.
•Separate items in a list where the items
are longer phrases
I need several ripe tomatoes; a jar of black
olives; a kilo of fresh tagliatelle; some diced
bacon and a bottle of good quality olive oil.
© Focus Education UK Ltd. 2015
Colon
• Introduce a list
There were a lot of things on Anna’s floor:
clothes, books, magazines, shoes and the
remains of a pizza she had eaten on Friday night.
• Add further explanation to a point previously
made.
The climate is undergoing changes: summers are
wetter and cooler and the sun rarely shines.
© Focus Education UK Ltd. 2015
Insert a colon in the correct place in the
sentence below.
The school offered three clubs for its
pupils art and craft, dance and chess.
© Focus Education UK Ltd. 2015
The apostrophe
• Show possession
• Show omission
What are the rules?
© Focus Education UK Ltd. 2015
The apostrophe of omission
The apostrophe is also used when letters are omitted (left out)
from a word or words. The apostrophe always goes in the
place where letters are missing. For example:
.
have not
becomes
haven’t
because the ‘o’ is omitted.
© Focus Education UK Ltd. 2015
© Focus Education UK Ltd.
2015
The apostrophe of possession: singular
‘owner’.
The first use of the apostrophe is to show possession (when something
belongs to someone). The apostrophe always goes after the last letter of
the word describing the person to whom something belongs (the ‘owner’).
If the ‘owner’ is singular, the apostrophe is followed by an ‘s’.
The book belonging to the boy becomes
The boy’s book
The bike belonging to Joe becomes
Joe’s bike.
The computer belonging to my friend becomes
My friend’s computer
© Focus Education UK Ltd.
2015
The apostrophe of possession: plural
‘owner’
When the ‘owner’ in a sentence (the person or thing to whom
something belongs) is plural (more than one) AND ends in an s
(boys, ) there is NO ‘s’ after the apostrophe.
The books belonging to the boys becomes
The boys’ books
The toys belonging to the babies becomes
The babies’ toys
The bowls belonging to the cats becomes
The cats’ bowls
© Focus Education UK Ltd.
2015
However, when the ‘owner’ in the sentence is plural but does not
end in an s (children, people) there is an ‘s’ after the apostrophe.
The games belonging to the children becomes
The children’s games
The opinion belonging to the people becomes
The people’s opinion
The field belonging to the sheep becomes
The sheep’s field
© Focus Education UK Ltd. 2015
Playing with punctuation
The boy’s like pop corn.
The boys like pop corn.
Were here to help.
We’re here to help.
Watch the boy’s box.
Watch the boys box.
The friendly dog’s
home.
The friendly dogs’
home.
© Focus Education UK Ltd. 2015
© Focus Education UK Ltd.
2015
Hyphen
A hyphen is used to link words and parts of words. They are found in
compound words. They also join prefixes to other words.
Compound adjectives before
nouns:
a well-known author
an English-Italian dictionary
sweet-smelling flowers
the bad-tempered ladybird
Words beginning with the prefixes
co-, non- and ex-:
co-ordinator
non-smoking
ex-soldier
© Focus Education UK Ltd.
2015
Compound nouns where the
second part is a preposition:
a break-in
a write-off
a go-between
a hold-up
Which sentence uses the hyphen correctly?
Tick one.
There are thirty seven year-olds in Class 2.
There are thirty seven-year-olds in Class 2.
There are thirty-seven year olds in Class 2.
There are thirty-seven-year-olds in Class 2.
© Focus Education UK Ltd. 2015
Dash
A dash is used mainly in informal writing. It often replaces
commas, semicolons, colons and brackets.
Rebecca - our best player - scored the goal.
The moon was gleaming silver - it looked like an enormous lantern.
The climate is undergoing changes - summers are wetter and
cooler and the sun rarely shines.
© Focus Education UK Ltd.
2015
What is the name of the punctuation
mark used between the two main
clauses below?
My sister loves team sports; my brother,
on the other hand, prefers individual
sports – such as athletics.
© Focus Education UK Ltd. 2015
Ellipsis
Three dots that usually mark where a word/phrase/sentence has
been omitted intentionally . It is also used to show an unfinished
sentence which raises a question or creates tension .
Something was coming...
James swallowed hard. “Maybe you could…talk to her?”
I wanted to show you but…
© Focus Education UK Ltd. 2015
Brackets
Brackets are used to separate text in a sentence to explain,
comment on or give more information. They can be used in the
place of dashes and commas.
Rebecca(our best player)scored the goal.
Along the banks of the Amazon(the longest river in the world) many
extraordinary creatures can be found.
Insert a pair of brackets in the correct
place in the sentence below.
Lisa who had been playing the piano since
she was nine had achieved Grade 7.
© Focus Education UK Ltd. 2015
Standard English
Common Errors to correct
* were/was is/are
* could/would/should of
* been/bin/being haf to past/passed
* We went Hanley.
* The books what we wrote were good.
* Me and my sister …
Thank you for coming
today and supporting your
child’s education.