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Compiled by Mrs L. McLaren Spring 2014 © 2013 The Open University WEB 03308 4, 3.1 Page 1 of 20 E207 Subject knowledge and professional practice in primary schools English Workbook Text types Narrative Key elements Presents events in chronological order – but can also move back and forth in time. Usually written in the past tense – but can also be written in the present tense or shift between multiple tenses. Can have a third-person voice or a first person narrator. Basic structure: opening, complication, resolution. Usually has: settings, plot and characters. Has connectives that signal the passing of time (first, next, later, then, afterwards …) Examples Fairy tales or folk tales (e.g. in Western Europe different versions of Sleeping Beauty, Rumpelstiltskin, Hansel and Gretel, The Princess and the Pea) Historical fiction (e.g. Goodnight Mister Tom, Magorian, 1981) Narrative poems (e.g. The Highwayman, Noyes, 1913) Recount Key elements A story, either fictional or real, often related in the form of a journal, and in past tense, written in first person. Can take the form of a dramatic monologue recounted in the form of a letter in which case the reader becomes an eavesdropper to events retold. Biographies and autobiographies are recount texts as they recount past events that happened in a person’s life. The pronouns ‘I’, ‘we’, ‘you’ and ‘they’ are features, as are chronological connectives such as ‘then’, ‘later’ and ‘when’ (Eyres, 2011) Examples Fictional Journal (e.g. Pirate Diary, The Journal of Jake Carpenter, Platt, (2001) Historical Journal (e.g. The Diary of a Young Girl, Anne Frank, 2008) Autobiography (e.g. Lancaster Target, Currie, 2004) Explanation Key elements © 2013 The Open University WEB 03308 4, 3.1 A statement may be made, or a question asked, to which an answer is then given in the form of explanatory facts. ‘How To’ books fall into this category, containing instructions in step-by-step Page 2 of 20 E207 Subject knowledge and professional practice in primary schools English Workbook order. Explanatory texts are usually written in present tense and use causal connectives such as ‘because’, ‘so that’, and chronological connectives such as ‘next’, ‘then’, ‘after’ Examples How to…support and teach children with Special Educational Needs (Birkett, 2007) Magazine ‘how-to’ article (e.g. Chase the Blues Away! Huddart, 2014) Report Key elements Examples A report is informative and organised under headings and sub-headings; it contains facts rather than opinion; often contains diagrams, charts or labelled pictures; text contains technical words related to the subject matter of the report; contains few connectives as the text is usually a series of statements of fact. Trust or business reports (e.g. State of Nature Report, Marshall [Ed.] 2013) Magazine articles (e.g. What Price More Food?, Webb [Ed.] 2008) Newspaper reports (e.g. Rosetta Spacecraft wakes up and sends messages to Earth, The Telegraph, 2014) Discussion Key elements Usually a balanced argument, stating a position both for and against and citing evidence to support each viewpoint. Begins with an opening statement of the issue under discussion, or a question to which there may be more than one opposing answer, and ends with a paragraph summing up and balancing the evidence given in the preceding paragraphs. Connectives are logical (‘however’; ‘on the other hand’; ‘it might be said’ ) or causal (‘because’; ‘so that’) (Eyres, 2011). The tense is usually present (‘it appears’; ‘as X states’), and the point of view third person (using the pronouns he, she, they, it). Examples Editorial opinion pieces in magazines and newspapers (e.g. The Greater Good, Campbell [Ed.] 2014) Magazine ‘for and against’ articles (e.g. Hot topic: Dogs, Sugden and Napier, 2014) Persuasion Key elements © 2013 The Open University WEB 03308 4, 3.1 Usually written in present tense for its immediacy and impact, and in second person using the pronouns ‘you’, ‘I’ and ‘we’ to make the argument sound Page 3 of 20 E207 Subject knowledge and professional practice in primary schools English Workbook personal to the reader, together with third person to distance the reader (who is to be persuaded) from the ‘others’ (who are missing out by not following the advice in the text). Often uses questions to draw people in (‘Are you ready for a change?’; ‘Is your hair lacking bounce?). Repetition of key statements are often a feature, as are the use of positive adjectives and statements such as ‘the best’; ‘marvellous’; ‘excellent’; ‘the only way to go’. Examples Advertisements and advertising features and promotions (e.g. Wake up to great taste, Rice, 2008) Political pamphlets and websites (e.g. Yes Scotland, 2014) Procedural Key elements Examples Sentence length is short and to the point, often missing out irrelevant pronouns (it; they), determiners (the, a) and unnecessarily descriptive adjectives and adverbs (e.g. ‘beat the mixture’ rather than ‘beat the thick, rich and creamy mixture) . Sentences follow a chronological order from start to finish. May be presented as bullet points or numbered list. Often contain technical words relating to the procedure being described. Sentences often begin with a verb (screw; cut; slice) since procedural writing is telling how to carry out an activity. ‘How-to’ manuals and instruction leaflets (e.g. Ford KA Owners Workshop Manual, Storey & Legg, 2012) Cookery Books (e.g. Delia Smith’s Complete Cookery Course, 2001) Craft or knitting instruction books (e.g. In Stitches, Stubbs, 1985) © 2013 The Open University WEB 03308 4, 3.1 Page 4 of 20 E207 Subject knowledge and professional practice in primary schools English Workbook 3. Linguistic terminology For the following linguistic terms: provide a definition give two examples in sentences you write yourself. You must highlight or make bold the term in the sentence to show your understanding where an example from practice is called for, this can be something you see or do yourself, something you see a teacher or other adult do, something a child says or writes, or something you read with or to a child. You can also propose a scenario from practice e.g. ‘A teacher/practitioner could … ’. We have done the first term for you, as an example. Example: Adjective Definition Examples of adjectives Words that modify, add detail and tell us more about nouns. (1) My hair is short, red and curly. (2) The mysterious lake shimmered in the misty light. An activity, observation or evidence from practice A teacher/practitioner could ask children (age 4) to describe (orally) the weather: ‘It’s a sunny, warm day today’, record this information with words and pictures every day for a week on a weather chart, and draw the children’s attention to the changing adjective. OR Alex (age 7) told me: ‘At the funfair I went on a massive, scary, twisty slide.’ (19//01/2011) OR Sophia (age 9) wrote in her ‘News’ book: ‘I love my Nan because she is kind and generous.’ (11/11/2011) OR I support Arthur (age 11, from Poland) who is learning English. He was reading the poem ‘Eat your words’ (Zephaniah, 2001, p. 16). We read the lines: Life is hard But so are plates I explained that the adjective ‘hard’ can describe something you can see and touch – like a plate – and it can also describe something that is ‘difficult’, a feeling that is something you can’t see. (14/10/2010) OR The teacher highlighted how an author uses adjectives to create a mood: ‘Beyond the railing … lay a vast slow-swirling lake of dark mud, which here and there bubbled up in ponderous burps like a © 2013 The Open University WEB 03308 4, 3.1 Page 5 of 20 E207 Subject knowledge and professional practice in primary schools English Workbook gigantic, simmering cauldron.’ (Nicholson, 2000, p. 53) (a) Word classes Concrete noun Definition Examples Words that relate to physical things, people, animals and places before which the articles ‘a’ or ‘the’ can be used. (1) The man put the apple on the table. (2) Dogs are not allowed in school. Activity, observation or evidence from practice Abstract noun Definition Examples Today, Julia, a year 6 girl, came into the library to borrow a book about tree-frogs. I found a suitable book for her about the rainforest and used the scanner to register her choice onto the computer. (22/01/14) Non-physical nouns, such as feelings or concepts. (1) Reading for pleasure is a skill children need encouragement to learn. (2) The sight of all the colourful balloons rising into the sky filled me with elation. Activity, observation or evidence from practice Noun Phrase Definition Examples A cross-curricular activity to demonstrate abstract nouns could be getting upper junior children (ages 911) to list and discuss the ‘seven deadly sins’ in their Religious Education lesson – wrath; greed; sloth; pride; lust; envy and gluttony are all examples of abstract nouns. A noun, plus any modifiers to the noun such as articles, adjectives or prepositions. (1) The black and white dog was a Border Collie. (2) The small boy in the highchair was drinking a cup of milk. Activity, observation or evidence from practice I asked the children in my literacy group to extend the noun phrase ‘a chicken’ by adding an adjective to describe the chicken, a preposition to tell where it was, and a verb to tell what the chicken was doing. Together, the group of six 7-year-olds came up the sentence, ‘The plump, brown, chicken on the nest laid three large eggs. © 2013 The Open University WEB 03308 4, 3.1 Page 6 of 20 E207 Subject knowledge and professional practice in primary schools English Workbook Pronoun Definition Examples A pronoun is used in place of a noun, especially where repetition of the noun would become tedious (e.g. ‘John went to John’s house to see John’s mother’ becomes ‘John went to his house to see his mother’ by using the pronoun ‘his’ instead of repeating John’s name). (1) Claudette wore her best dress to Tom’s party as it was his birthday. (2) James said he would get to work on his bike as it was faster than the bus. Activity, observation or evidence from practice I used a sentence building activity during a speech and language session with a girl of 5 in order to teach her how to use the possessive pronouns ‘his’, ‘hers’ and ‘theirs’. The 4-word sentence was built up using colour-coded cards; yellow for the article ‘the’, ‘a’ or ‘an’; peach for the nouns; green for the linking verbs ‘is’ and ‘are’; blue for the possessive pronouns ‘his’, ‘hers’ and ‘theirs’. The child and I took turns to take a card from a feely-bag and then arrange them in such a way as to make a grammatically correct sentence. One of the sentences the child made was, ‘The cake is hers.’ Verbs Definition A verb is an action word when it tells what a thing or person is doing (walking, talking, falling), and sometimes changes to show when the action took place (past, present or future tense). The change to past tense can be made with the suffix –ed (e.g. walked, talked) in which case it is known as a regular past tense verb, or the verb changes in which case it is known as an irregular past tense verb (e.g. fell). Present tense verbs usually have the suffix –ing (e.g. reading, looking), whilst the root of the verb is usually the future tense (e.g. read, look). There are also auxiliary verbs which are used to link the main verb to the subject and also denote the tense of the sentence. Examples of these are ‘is’, ‘has’ and ‘did’. Modal auxiliary verbs are used with action verbs to define the mood or imperative of the action. These include ‘can’, ‘will’, ‘might’, ‘must’. (Vorderman, 2013) Examples of an action verb (1) Peter climbed the tree. Examples of a non action verb (1) Aunt Margaret may arrive this afternoon. © 2013 The Open University WEB 03308 4, 3.1 (2) Louise was riding her bike down the hill. (2) I will vacuum the carpet later. Page 7 of 20 E207 Subject knowledge and professional practice in primary schools English Workbook Activity, observation or evidence from practice A verb tense game I play during speech and language interventions with children having difficulty with expressive language involves individual action picture cards; a die and counters. The picture cards are arranged in a circle and a start/finish point marked with an arrow card. The child and I take turns to throw the die and move around the circle following the direction of the arrow card. If the arrow sends us clockwise, we must make up a sentence using the future tense of the action verb pictured on the card. If the arrow is pointing anti-clockwise, however, we move backwards round the circle and have to make up sentences using the past tense of the action verb pictured. For example, if the child were to move clockwise and land on a picture of a girl riding a bike, he might say, ‘She will ride her bike tomorrow.’ Were he going anticlockwise, the sentence might be, ‘She rode her bike yesterday.’ Connective Definition There would appear to be some debate over the validity of the word ‘connective’ in relation to grammar; for example, the term (according to Seely) having come into dubious grammatical use in schools via the Department for Education’s National Strategies document (not in use since 2011) (Seely, 2006, p.157). Indeed the new Primary National Curriculum document (DfE, 2013a) does not mention ‘connectives’, using instead the grammatical term ‘conjunctions’. Others use the term ‘connective’ interchangeably with ‘conjunction’ – for example, Vorderman (p.58, 2013) and Eyres (p.137, 2011), although Eyres uses the term as an umbrella, taking in conjunctions (e.g. but, and while); adverbials (e.g. secondly; moreover); temporal links (e.g. previously; later); pronouns (e.g. these; those; he; she); and comparatives (e.g. other; or). Still other volumes on grammar do not mention connectives at all, only using the term ‘conjunctions’ (for example, Collins Complete Writing Guide, 2001/2009). A typical dictionary definition of the term ‘connective’ would be ‘…a word, such as a conjunction, that connects, words, phrases, clauses and sentences’, whilst the definition of a ‘conjunctive’ in the same dictionary would be ‘…a connective word’ (Reader’s Digest Universal Dictionary, 1987), thus linking the two linking terms by definition. In summary, I would say that a connective is a word that joins together sentences within a piece of text in such a way as to make them hang coherently © 2013 The Open University WEB 03308 4, 3.1 Page 8 of 20 E207 Subject knowledge and professional practice in primary schools English Workbook together. Examples of connectives would be ‘however’, ‘but’, ‘suddenly’, ‘next’ or ‘finally’. But then, these examples are also conjunctions, hence the confusion. Examples (1) I felt I needed to make the various definitions of connectives clear. However, the conclusion I reached failed to clear up the debate over the validity of the term. (2) It is necessary to look at both connectives and conjunctives so they can be properly understood. An activity, observation or evidence from practice In order to teach how different connectives bring different meanings to a sentence, I play a game called ‘Clever Connectives’ (Rhodes, 2001) with the KS2 children needing speech and language interventions. The game involves a set of six numbered cards, each number relating to a connective (e.g. 1= and; 2= because; 3= so; 4= but; 5= although; 6= yet); plus a set of sentence starters (e.g. ‘Bob walked to the park…’ or ‘Grandma opened the cupboard…’). The game is played with a die. Taking turns, each player takes a card from the sentence starter pack, throws the die and then matches the number on the die to a connective. The player then has to complete the sentence using the connective appropriately. For example, if the player threw a 5 and had the sentence starter about Grandma opening the cupboard, he might complete the sentence as, ‘Grandma opened the cupboard although she knew it would be empty.’ If the player threw a 2 with the same sentence starter, he might say, ‘Grandma opened the cupboard because she wanted to get the cereal out of it.’ Coordinating conjunction Definition Connective words used to link two or more words or clauses of equal importance, e.g. bread and butter, where the conjunction and is used to link the equally important nouns in the sentence. Examples (1) I like tuna, but not salmon. (2) ‘Would you like tea or coffee?’ An activity, observation or evidence from practice © 2013 The Open University WEB 03308 4, 3.1 Using the coordinating conjunction or is a useful way of getting reluctant talkers to speak, since giving them a choice prevents them using a nod or pointing with their finger. For example, Kayden, aged 4, was reluctant to speak in class. Instead of telling him to go and choose an activity, he was asked, ‘Do you want to paint or go outside?’ Kayden answered, ‘Go outside.’ Page 9 of 20 E207 Subject knowledge and professional practice in primary schools English Workbook Subordinating conjunction Definition A subordinating conjunction is used to join two clauses of unequal importance, or to add information to the main clause of a sentence such as why, where or when an activity is happening. Subordinating conjunctions such as because, while, if, before and although can also begin a sentence. Examples (1) Ellie decided to go for a run although she was tired. (2) I like to listen to talking books whilst I walk the dog. An activity, observation or evidence from practice Preposition Definition Examples Children in KS2 could practice using subordinating conjunctions both at the beginning and then in the middle of a sentence in order to see which words need to change, and which punctuation to use, dependent on where the conjunction goes. For example, they could be given two related statements such as ‘She fetched her purse.’ and ‘She bought an ice-cream.’ By adding the subordinating conjunction ‘before’ in different places, two compound sentences could be made: Before she bought the ice-cream, she fetched her purse. She fetched her purse before she bought the ice-cream. These are words in a sentence that identify where something is in relation to something else (e.g. on, under, through, around, by, with) (1) Jane went into the garden with David. (2) Bob the dog enjoyed his long walk by the river. An activity, observation or evidence from practice An online activity for teaching the prepositions in, on and around based on the story of The Three Little Pigs can be found at http://www.senassist.com/sample2.html (nd). The child has to answer the question, ‘where is the wolf?’ by ticking the appropriate box. If the child gets three correct answers he can print off a certificate. This activity can be taught just as well using puppets and a doll house, especially since the question, ‘Where is the wolf?’, as asked in the online version, can then be asked by one child of another, thus the child is learning from teaching another. © 2013 The Open University WEB 03308 4, 3.1 Page 10 of 20 E207 Subject knowledge and professional practice in primary schools English Workbook Adverb Definition Examples An adverb is used to modify a verb by telling how, when or where the verb, as an action, took place. The word adverb is self-defined since its main job is to ‘add’ something to a verb. Many adjectives can be converted into adverbs by changing the word ending to –ly (e.g. happy – happily), although some common adverbs do not end this way (e.g. very, rather and quite) and are used to modify other adverbs by intensifying their meaning. Adverbs can also be used to tell where an action took place (e.g. outside or downstairs). (1) Jenny strode very quickly down the path. (2) Robin was playing quite happily outside. An activity, observation or evidence from practice I admonished Alfie for running in the corridor. He replied, ‘I wasn’t running, Miss, I was walking very fast.’ (22.01.2014) (b) Sentence structure For definitions of these terms, use appropriate vocabulary from the Word Classes section. Give at least two examples in sentences you write yourself. We have done the first one for you and provided some examples. You do not need to provide observations or activities from practice, but you can add these if you wish. Subject Definition Examples The subject of a sentence or a clause is who or what performs the action (the verb). The subject is usually a noun, a pronoun, or a noun phrase. Tom danced on the table. Why do we never go dancing? Vikki’s dog jumped onto the table. Who’s for going out dancing? The very hungry caterpillar nibbled the leaf. Object Definition Examples The object of a sentence or clause is the person or thing (noun or noun phrase) receiving the action (verb). (1) James picked up the heavy rucksack. (2) Ellie will be driving home in the car. (3) I hope Robin turns the music down soon. © 2013 The Open University WEB 03308 4, 3.1 Page 11 of 20 E207 Subject knowledge and professional practice in primary schools English Workbook Clause Definition A clause has a subject (who or what – noun) and a verb (action). Sometimes it also has an object (noun or noun phrase). Examples (1) The fish swam. (noun – verb) (2) The dog growled at the jogger. (noun – verb – object) (3) I walked to the river. (pronoun – verb – object) Main (or independent) clause Definition A main (or independent) clause contains a subject (noun) and a verb (action), and makes sense (is complete) on its own (e.g. 1). More information can be added to the main clause subject by adding a subordinate clause (e.g. 2). A sentence can have more than one main clause, for instance, in a comparative sentence in which the main clauses are joined with a coordinating conjunction such as ‘and’; ‘but’; ‘or’; ‘nor’ (e.g. 3). Examples (1) The boy ran. (2) The boy ran quickly down the street. (3) The boy ran, but the girl walked down the street. Subordinate clause Definition Examples A subordinate clause cannot stand alone as an independent sentence even though it has a verb (action) and a subject (noun) as its purpose is to add information to the main clause. A subordinate clause on its own would usually generate a ‘what?’ or ‘who?’ question since the main subject of the sentence is left unspoken. For instance, in example (1), we would want to know what wagged its tail; in example (2), we would want to know while who waited for what?; and in (3) we would want to know what had gone cold. The use of the pronouns ‘its’, ‘she’ and ‘it’, do not give enough information on their own as they are subordinate terms to the concrete nouns ‘dog’, ‘Janet’ and ‘Iain’ (Janet and Iain are also proper nouns because they are names). (1) The dog sat down and wagged its tail. (2) Janet bought a magazine to read while she waited. (3) Iain drank his coffee although it had gone cold. © 2013 The Open University WEB 03308 4, 3.1 Page 12 of 20 E207 Subject knowledge and professional practice in primary schools English Workbook Phrase Definition A phrase (a group of words used together) is part of a sentence or clause and is used to add more information. It cannot stand alone as it does not contain a verb. The extra information can be in the form of an adjective, an adverb, or a noun. According to Vorderman (2013) there are four types of phrases: (1) Adjectival phrase – a group of words that together describe a noun (2) Adverbial phrase – a group of words that together describe a verb more fully as to where, how, why or when the action took place (3) Noun phrase – a group of words (such as articles [the, a, an], determiners, adjectives or adjectival phrases) that together modify (add information to) a noun. (4) Prepositional phrase – a group of words that tell where the noun is, or how the verb is being carried out. Examples Using the following sentence as an example -The lazy black cat stretched luxuriously as she lay in the cool shade beneath a gently swaying pink hibiscus.- the various phrases could be dissected as: (1) Adjectival phrases – lazy black – describing the cat (noun); gently swaying pink – describing the hibiscus bush (noun) (2) Adverbial phrases - stretched luxuriously as she lay in the cool shade beneath the pink hibiscus bush – describes how and where the cat (noun) lay; gently swaying pink hibiscus – describes how the hibiscus (noun) was moving. (3) Noun phrases - The lazy black cat stretched luxuriously as she lay in the cool shade – the noun ‘cat’ and its modifiers in the form of an article ‘the’, the adjectival phrase, ‘lazy black’ and the adverbial phrase telling how and where the cat was and what it was doing; the cool shade beneath a gently swaying pink hibiscus – the noun ‘hibiscus’ and all its modifiers in the form of adjectives, adverb and verb. (4) Prepositional phrases – she lay in the cool shade beneath the pink hibiscus bush – telling where the pronoun ‘she’ was, and also where the noun ‘shade’ was in relation to each other. © 2013 The Open University WEB 03308 4, 3.1 Page 13 of 20 E207 Subject knowledge and professional practice in primary schools English Workbook For the following definitions, use appropriate terms e.g. ‘subject’, ‘verb, ‘noun’, ‘clause’: Simple sentence Definition Examples A simple sentence can be made up of a subject (noun) and a verb (action) and must form a complete thought. It can also have an object (noun) that is receiving the action being carried out by the subject. (1) The cat pounced. (article, noun, verb = subject, verb = main clause) (2) The cat pounced on the mouse. (article, noun, verb, preposition, article, noun = subject, verb, object = main clause) Compound sentence Definition Examples A compound sentence consists of two or more main clauses linked with either a coordinating conjunction, a comma, a semi-colon or a colon depending on the relationship of the clauses to each other. A comma can be used to separate two or more main clauses from a final main clause which is linked with a conjunction. A semi-colon can be used between two main clauses instead of a conjunction, and a colon can be used between two main clauses where the second clause is an explanation of the first. (1) James can fly an aeroplane and he can ride a motorbike. (2) James prefers riding a motorbike; Robin prefers driving a car. (3) James hasn’t flown for a while: his pilot’s licence lapsed. Complex sentence Definition Examples A complex sentence consists of one main clause and one or more subordinate clauses related to the main clause. (1) Gillian, who lives next door, had a new boiler fitted. (2) Peter adopted a rescue dog, but it doesn’t have a name yet. © 2013 The Open University WEB 03308 4, 3.1 Page 14 of 20 E207 Subject knowledge and professional practice in primary schools English Workbook (c) Punctuation For these terms, provide definitions and give at least two examples in sentences you write yourself. You do not need to provide observations or activities from practice, but you can add these if you wish. Comma Definition 1. A pair of commas can be used to separate a subordinate clause from a main clause where the subordinate clause comes in the middle of a sentence; 2. a single comma can be used to separate a subordinate clause from the main clause when it comes at the end of a sentence; 3. a comma can be used to separate the various clauses contained in a complex sentence; 4. a pair of commas should enclose the name of the person being addressed, or spoken of, in a sentence, or the title of a person or object referred to in the sentence if they are one of a kind. (Bryson, 2002) Examples 1. Irvine, who was a big dog, needed the largest size bed. 2. Joe comes from Stockport, just south of Manchester. 3. Jess rode, Tom ran, and Peter drove to work. 4. So, Jane, what have you got to say for yourself? Semi-colon Definition Examples A semi-colon provides a longer, stronger, pause than is given with a comma, and also acts as a subject break in a sentence containing lists. (Collins, 2009) 1. I am not just an idiot; I am a complete idiot. 2. There were three families who got together on that fateful day: the Williams’; Jake, Mia and Tom; the Palfreys; Peter and Norah; and the Hunts; Joe, Sylvia and Dougie. © 2013 The Open University WEB 03308 4, 3.1 Page 15 of 20 E207 Subject knowledge and professional practice in primary schools English Workbook Colon Definition There are at least nine main uses for a colon: (1) Introducing a list, such as this one. (2) To give emphasis to a point being made. (3) To give an explanation regarding the main clause. (4) To introduce a quote. (5) To separate the title and subtitle of a piece of work (6) To introduce questions. (7) As a substitute for a conjunction. (8) To present an explanation or example. (9) With numbers, to express a ratio. (Collins, 2009) Examples (1) see definition. (2) There is only one sure thing in this life: death. (3) A Ducatti should be one of two colours: red or yellow. (4) It was Oscar Wilde who said: ‘Always forgive your enemies – nothing annoys them so much.’ (5) Letters and Sounds: Principles and Practice of High Quality Phonics (DfES, 2007) (6) The question is this: Should phonics be the only way of teaching reading in schools, or do other methods have their place? (7) It wasn’t that David didn’t want the car: he wanted the same car in a different colour. (8) The reasons for Jack’s current dilemma were simple: he did not like change and he did not like Anna. (9) The vote was 2:3 against. Apostrophe showing possession Definition Possession (ownership) of something is shown by placing an apostrophe after the owner noun, either before the addition of ‘s’ in the case of a singular noun, or after the ‘s’ in the case of a plural noun, or in the case of a proper noun that ends in an ‘s’. © 2013 The Open University WEB 03308 4, 3.1 Page 16 of 20 E207 Subject knowledge and professional practice in primary schools English Workbook Examples James’ possessions were scattered randomly about the room. The car’s owner was a Mr Tricket from Townley. The children’s bikes were lying in a heap on the grass. Apostrophe showing contraction Definition An apostrophe showing a contraction takes the place of one or more of the letters taken away when one word is used instead of two. Examples (1) can’t is a contraction of ‘can not’ (2) won’t is a contraction of ‘will not’ (3) don’t is a contraction of ‘do not’ (4) we’ve is a contraction of ‘we have’ (5) I’ve is a contraction of ‘I have’ (6) they’ve is a contraction of ‘they have’ Hyphen Definition Examples © 2013 The Open University WEB 03308 4, 3.1 A hyphen is used when two words belong together, or when not linking the words together would lead to ambiguity of meaning. A hyphen can also be used to add a prefix to a word when not putting one in would change the word meaning, or make the word difficult to pronounce (e.g. if the prefix ends in the same vowel that the main word begins with). A hyphen is used to split a word (at an appropriate point) when the word is too long for the line it is being written on. There is no space between the hyphen and the words it is joining indicating that the hyphenated parts belong together. The picture was painted by a 6-year-old child. The machine was built on a co-operational basis, with France building the fuselage and the UK building the wings. The slices of ham were made from re-formed pork and chicken. The reason for the discrepancy was selfevident. The seating capacity of the bus is fifty-two. Page 17 of 20 E207 Subject knowledge and professional practice in primary schools English Workbook Dash Definition Examples Quotation Marks Definition Examples © 2013 The Open University WEB 03308 4, 3.1 A pair of dashes are used to parenthesise an afterthought or aside and can be used instead of brackets. Unlike a hyphen, there is a space before and after the dash. If the afterthought or comment comes at the end of a sentence, only the one dash, separating the two parts of the sentence, is necessary. You can bring a partner to the dance – but only if you want to. You can – if you want – bring a partner to the dance. Quotation marks are used to indicate spoken words (direct speech), quotations, unusual words or words that the writer wants to highlight from other parts of a sentence. They always come in pairs and surround the word or words being quoted. Double quotation marks (“_”)are usually employed, with single quotation marks (‘_’) being used to show speech within speech. However, this is a style choice with the preferred style being at the discretion of the publisher (for published works such as books, magazines and newspapers), or at the writer’s own discretion for personal texts. (Collins, 2009). “Run! Run for your lives!” shouted Ben. The word ‘jabberwocky’ has come to mean invented, or meaningless, language. Simon said, “I think it was Lewis Carroll who invented the word ‘jabberwocky’; it appears in his book, ‘Through The Looking Glass’, written in 1871.” Page 18 of 20 E207 Subject knowledge and professional practice in primary schools English Workbook (f) Language diversity For these terms, provide a definition and give an example from children’s literature. Remember to include your sources in the reference section below. You do not need to give examples or activities from practice, but you can add these if you wish. We have done the first one for you. Accent Definition Example Dialect Definition Example Pronunciation linked to: an individual person, a group of people, a city, a region or a nation. An accent can be geographical, and can identify a person’s ethnicity and where they are from. An accent can be socioeconomic, and identify a person’s social class. Dis poetry is like a riddim dat drops De tongue fires a riddim dat shoots like shots Dis poetry is designed fe rantin Zephaniah (1992, p. 24) Dialect refers to the differences in language spoken by people of different regional areas, or of differing social class. These differences can be characterised by pronunciation, choice of vocabulary (including vocabulary specific to a particular area), syntax, tone or pitch of the voice, and deviation of grammatical structure from standard English. “Yon’s th’Edge,” said Gowther. “Six hundred feet high and three mile long. You’ll have some grand times theer, I con tell you. Folks think as how Cheshire’s flat as a poncake, and so it is for the most part, but not where we live!” Alan Garner (1960/1999) © 2013 The Open University WEB 03308 4, 3.1 Page 19 of 20 E207 Subject knowledge and professional practice in primary schools English Workbook Standard English Definition Example Also known as ‘The Queen’s English’ in the UK, Standard English is the language to which the rules of grammar, syntax, spelling and received pronunciation have been applied. It is the language used in textbooks, and by newsreaders, and television announcers. The pronunciation of Standard English is based on ‘educated speech in southern England’ (Soanes & Stevenson, 2004). “Remembered you’re not at school, have you?” said Scrimgeour, breathing hard into Harry’s face. “Remembered that I am not Dumbledore, who forgave your insolence and insubordination? You may wear that scar like a crown, Potter, but it is not up to a seventeen-year-old boy to tell me how to do my job! It’s time you learned some respect!” Harry Potter and the Deathly Hallows (Rowling, 2007, p.110) © 2013 The Open University WEB 03308 4, 3.1 Page 20 of 20