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Grammar and punctuation Grammar and Punctuation work to be covered from Reception to Year 6 All pupils should be taught the correct terminology e.g. noun, verb etc. They must know the definition of each, be able to identify them within a sentence and use them in their writing. Year Rec Grammatical awareness Punctuation Teach: Use correct sequence of movements to write letters use capital letters for start of their own names Write words, captions and labels for pictures Begin to write sentences to match pictures or sequences of pictures using thinking-writing skills Punctuation to master: Capital letter for names Week Year One Scheme of Work 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 Simple sentences Capital letters for the start of a sentence, personal pronoun ‘I’ and a name Capital letters for familiar names and places Using full stops in sentences Conjunctions/Connectives – and, but, that, so that, because, or Conjunctions/Connectives – who, until, then, while, when, where Compound sentences Writing sentences with question marks Writing sentences with exclamation marks Prepositions – up, down, in, into, out, to, onto Prepositions – inside, outside, towards, across, under Writing complex sentences using conjunctions Verbs How the prefix ‘un’ changes the meaning of verbs Suffixes added to verbs when there is no need to change the spelling of the root word Using adjectives to describe Singular and plural – -s and -es Commas in a list Simple noun phrases i.e. two adjectives to describe the noun e.g. The fluffy, ginger cat. Alliteration Similes using like and as Imperative sentences to instruct Teach within English/Topic lessons Labels and captions Speech Bubbles Bullet Points Once all lessons have been taught reconsolidate learning for a secure understanding until the end of the year. To begin each lesson, ensure you explain the grammatical terminology and give a definition before teaching how to apply within their work. Week Year Two Scheme of Work Consolidate learning from previous year: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Capital letters for the start of a sentence, personal pronoun ‘I’, familiar names, places Using full stops in sentences, question marks and exclamation marks Conjunctions/Connectives – and, but, that, so that, because, or, who, until, then, while, when, where Compound sentences Writing complex sentences using conjunctions Prepositions – up, down, in, into, out, to, onto, inside, outside, towards, across, under Verbs Using adjectives to describe Simple noun phrases i.e. two adjectives to describe the noun e.g. The fluffy, ginger cat. Singular and plural – -s and -es Commas in a list Alliteration Similes using like and as Imperative sentences to instruct 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Introduce: Common and proper nouns Standard form of verbs e.g. go/went Turning adjectives into adverbs Adverbs for extra detail Adverbial phrases e.g. At the end of the lane … (used as a ‘where’ starter) The relationship between verbs and adverbs -ly sentence openers e.g. Luckily, Unfortunately, Silently, Slowly, Bravely, Carefully Commas after openers Adjective and noun relationship Descriptive lists – sentence of 3 e.g. He wore old shoes, a dark cloak and a red hat. Commas for ‘drop in’ clause (explain what a clause is), e.g. Joe, who is 6, has 2 dogs. Using conjunctions ‘if’ and ‘to’ in complex sentences Present and past tense e.g. she is drumming, she was shouting Writing their own exclamation sentence with correct punctuation Writing their own command with correct punctuation Writing their own statement with correct punctuation Prepositions – behind, above, along, before, between, after Apostrophes for contractions e.g. don’t, wouldn’t, I’ll Apostrophes for singular possession e.g. Sally’s coat, James’ Mum Simple noun phrase – lots of money, the blue butterfly, plain flour, silly old monkey Simple homophones Inverted commas to show dialogue Inverted commas to show dialogue Teach within English/Topic lessons Paragraphs Compound words e.g. whiteboard Repetition for effect e.g. ‘Run, run as fast as you can!’ To begin each lesson, ensure you explain the grammatical terminology and give a definition before teaching how to apply within their work. Week Year Three Scheme of Work Consolidate learning from previous year: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 Common and proper nouns Standard form of verbs e.g. go/went Turning adjectives into adverbs, using adverbs for extra detail Adverbial phrases e.g. At the end of the lane … (used as a ‘where’ starter) -ly sentence openers e.g. Luckily, Unfortunately, Silently, Slowly, Bravely, Carefully Commas after openers Adjective and noun relationship Commas for ‘drop in’ clause (explain what a clause is), e.g. Joe, who is 6, has 2 dogs. Present and past tense e.g. she is drumming, she was shouting Writing their own exclamation/command/statement sentence Prepositions – up, down, in, into, out, to, onto, inside, outside, towards, across, under, behind, above, along, before, between, after Apostrophes for contractions e.g. don’t, wouldn’t, I’ll Apostrophes for singular possession e.g. Sally’s coat, James’ Mum Simple noun phrase – lots of money, the blue butterfly, plain flour, silly old monkey Simple homophones Inverted commas to show dialogue Introduce: Conjunctions: after, also, as well, although, however Fronted adverbial e.g. of time – yesterday; of manner – gently; of place – when I arrived home Using commas with fronted adverbials Relative clauses using; who, whom, which, whose -ing clauses as starters e.g. Grinning, he slipped the treasure into his bag Dialogue – powerful speech verb e.g. “Hello,” she whispered softly. Direct Speech: layout, punctuation used correctly within Subordinate clause Commas for clauses ‘Name it’ – being specific e.g. name the type of car/dog The Dalmatian was called Pongo. The Ferrari zoomed past me. Boastful language (hyperbole) e.g. unbelievable, one-of-a kind Indicate the possession by using the possessive apostrophe with plural nouns Prepositions – next to, by the side of, in front of, during, through, throughout Use the present perfect form of verbs in contrast to the past tense Collective nouns Use of simple modals e.g. can, could Imperative verbs Teach within English/Topic lessons Paragraphs Consistency with tense choice Vowel and Consonant Alliteration Ellipsis Personification (e.g. within poetry) To begin each lesson, ensure you explain the grammatical terminology and give a definition before teaching how to apply within their work. Week Year Four Scheme of Work Consolidate learning from previous year: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 Conjunctions: and, but, that, so that, because, or, who, until, then, while, when, where, if, to, after, also, as well, although, however Fronted adverbial e.g. of time – yesterday; of manner – gently; of place – when I arrived home Using commas with fronted adverbials, commas in lists -ing clauses as starters e.g. Grinning, he slipped the treasure into his bag -ly sentence openers e.g. Luckily, Unfortunately, Silently, Slowly, Bravely, Carefully Subordinate clause Commas for clauses and after openers Adverbial phrases e.g. At the end of the lane … (used as a ‘where’ starter) Descriptive lists – sentence of 3 e.g. He wore old shoes, a dark cloak and a red hat. Simple noun phrase – lots of money, the blue butterfly, plain flour, silly old monkey ‘Name it’ – being specific e.g. name the type of car/dog The Dalmatian was called Pongo. The Ferrari zoomed past me. Relative clauses using; who, whom, which, whose Dialogue – powerful speech verb e.g. “Hello,” she whispered softly. Direct Speech: layout, punctuation used correctly within Prepositions – up, down, in, into, out, to, onto, inside, outside, towards, across, under, behind, above, along, before, between, after, next to, by the side of, in front of, during, through, throughout Use the present perfect form of verbs in contrast to the past tense Collective nouns Imperative verbs Adverbs and powerful verbs e.g. tremble, slither Apostrophes: contractions, possession Present and past tense Introduce: Conjunctions: especially, unless, except, apart from Short sentences for impact Noun and preposition phrases e.g. the teacher would become expanded to the strict maths teacher with the curly hair Comparative adjectives and superlative adjectives e.g. brighter and brightest Standard English form for verb inflections e.g. We were instead of We was Determiner (and articles) and Generaliser Synonyms and antonyms All modals – could, would, should, can, may, might, must, shall, will, ought to Possessive pronoun Colon before a list, semicolon to break up items in a list Relative clause - Drop in ‘who’ clause e.g. Tim, who was late, tripped over. Drop in ‘ing’ clause e.g. Jane, laughing at the teacher, fell off her chair. Abstract noun To begin each lesson, ensure you explain Teach within English/Topic lessons the grammatical terminology and give a Metaphors definition before teaching how to apply Tenses to include future Rhetorical questions within their work. Use the 1st, 2nd, 3rd person correctly Understand the difference between literal and figurative language Alliteration and Personification (e.g. within poetry) Week Year Five and Six Scheme of Work Consolidate learning from previous year: 1 2 3 4 Components within a sentence: Noun Verb Adjective Adverb 5 6 7 8 9 10 11 Breakdown of noun classifications: Personal Pronouns Possessive Pronouns Relative Pronouns Reflexive Pronouns Interrogative pronouns Indefinite pronouns Common, collective and abstract nouns 12 13 14 Verb types: Including tenses Identify articles Identify determiners 15 16 Prepositions Use conjunctions correctly 17 18 Adjectives: Comparative Superlative 19 20 21 Parenthesis: Brackets Commas Dashes 22 23 Subject/object Active and passive voice 24 25 26 Sentence construction: Clauses Phrases Sentence starters, including ‘ing’ and ‘ed’ 27 Statement/command/question/ exclamation 28 29 Adverbs and adverbial phrases Inverted commas 30 31 32 33 34 Punctuation marks: Hyphens Semi-colons Colons Dashes Ellipsis 35 36 37 Apostrophes Contractions Possession Teach within English/Topic lessons Metaphors Tenses to include future Rhetorical questions Use the 1st, 2nd, 3rd person correctly Understand the difference between literal and figurative language Onomatopoeia, Similes, Alliteration and Personification (e.g. within poetry) Descriptive lists – two adjectives e.g. the scary, old woman and the sentence of 3 e.g. He wore old shoes, a dark cloak and a red hat. Simple noun phrase – lots of money, the blue butterfly, plain flour, silly old monkey To begin each lesson, ensure you explain the grammatical terminology and give a definition before teaching how to apply within their work.