Download Grammar Scheme - Stanhope Primary School

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.