. 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.
Slide 3
Why is it important to know grammar terminology? O So that we
can learn the rules and apply them to new structures that we meet
in the future (Learning foreign languages) O The New Literacy
Curriculum has a much stronger focus on grammar and the children
being able to apply the skills.
Slide 4
Main Points: A much stronger emphasis on reading for pleasure
(and also on using systemic phonics to teach children to read
fluently) A focus on spelling including spelling lists for each key
stage -- there is currently no such list in the National
Curriculum; A focus on grammar An expectation that pupils master
formal English through reciting poetry, debating and presenting
work; Learning poetry by heart
Slide 5
EYFS Writing 1. Experiments with mark-making, sometimes
ascribing meaning to the marks. 2. Uses some clearly identifiable
letters to communicate meaning. 3. Represents some sounds correctly
in writing. 4. Writes own name and other words from memory. 5.
Holds a pencil and uses it effectively to form recognisable
letters, most of which are correctly formed. 6. Attempts writing
for a variety of purposes, using features of different forms. 7.
Uses phonic knowledge to write simple regular words and make
phonetically plausible attempts at more complex words. 8. Begins to
form captions and simple sentences, sometimes using punctuation. 9.
Communicates meaning through phrases and simple sentences with some
consistency in punctuating sentences. EYFS Statutory Guidance
Slide 6
NC Framework for English: Grammar and Vocabulary Year 1 In
writing, pupils should be taught to: understand how spoken language
can be represented in writing by: O a. leaving spaces between words
O b. using the word and to join words and join sentences In reading
pupils should be taught to: O recognise and join in with
predictable phrases when listening to stories and poems O learn by
heart and recite rhymes and poems
Slide 7
NC Framework for English: Grammar and Vocabulary Year 2 In
writing pupils should be taught to: Understand how spoken language
can be represented in writing by O learning how to use: sentences
with different forms: statement, question, exclamation, command
expanded noun phrases to describe and specify, e.g. the blue
butterfly subordination using (when, if, that, or because) and
co-ordination using (or, and, or but) O using some features of
written Standard English
Slide 8
NC Framework for English: Grammar and Vocabulary Years 3 / 4 At
this stage, ensure that pupils start to learn about some of the
differences between Standard English and non-Standard English and
begin to apply what they have learnt, for example, in writing
dialogue for characters. Composition: Pupils should be taught O to
draft and write by composing and rehearsing sentences orally
(including dialogue), progressively building a varied and rich
vocabulary and an increasing range of sentence structures. O to
evaluate and edit by proposing changes to grammar and vocabulary to
improve consistency e.g. the accurate use of pronouns in sentences
O to proof-read for spelling and punctuation errors
Slide 9
NC Framework for English: Grammar and Vocabulary Years 5 / 6 O
Their grammar and punctuation should be broadly accurate. In
writing pupils should be taught to:: understand how spoken language
can be represented in writing by: O a. using the passive voice to
affect the presentation of information in a sentence O b. using
expanded noun phrases to convey complicated information concisely O
c. using modal verbs or adverbs to indicate degrees of possibility
O d. using relative clauses beginning with who, which, where, why
or whose Composition O Pupils should be taught to draft and write
by selecting appropriate grammar and vocabulary, understanding how
such choices can change and enhance meaning ensuring the consistent
and correct tense throughout a piece of writing
Slide 10
Grammatical Terminology Year 1 word, sentence, letter,
singular, plural Year 2 verb, tense (past, present), adjective,
noun, suffix Years 3 word family, conjunction, adverb, preposition,
direct speech, prefix, consonant, vowel, clause, subordinate clause
Year 4 pronoun, possessive pronoun, adverbial, determiners Year 5
relative clause, modal verb, relative pronoun, parenthesis,
determiner, cohesion, ambiguity Year 6 active and passive voice,
subject and object, synonym, antonym
Slide 11
Slide 12
Verbs, nouns and adjectives O Write on your post-it note how
you would describe a verb, noun and adjective.
Slide 13
O person, place, thing or idea- noun (boy, house, cat, toy,
car) O Action or doing word- verb (Run, jump, skip, hop) O
Describing word- Adjective (Beautiful, amazing, delicious)
Slide 14
Can you see 6 nouns in this paragraph? Suddenly, the cute
little panda leapt down from the tree and attacked the surprised
zookeeper, Zeke. After the birds joined in, the whole place was
crazy!
Slide 15
Did you get all 6 nouns?
Slide 16
Verbs O A verb is a word that shows action or a state of being.
Freddy crashed through the window. They watched television for an
hour. We all learn at The Winston School. The Alamo is in San
Antonio. I am mad! The cookies are burnt!
Slide 17
A verb is a word that shows action or a state of being. Freddy
crashed through the window. They watched television for an hour. We
all learn at The Winston School. The Alamo is in San Antonio. I am
mad! The cookies are burnt!
Slide 18
What is a state of being verb? Am, are, is, was,were, be, been
& being. I am mad! The cookies are burnt! I have been playing
piano since 1949. Are you exercising enough? Sam is taking classes
at Palo Alto. I will be playing soccer next year.
Slide 19
Can you see 5 verbs in this paragraph? A panda escaped from the
zoo today. This panda is a dangerous animal, so please be careful.
Do not approach the panda, call the police for help.
Slide 20
Did you get them all? O A panda escaped from the zoo today.
This panda is a dangerous animal, so please be careful. Do not
approach the panda, call the police for help.
Slide 21
Adverbs O An adverb describes the verb-
Slide 22
Spot the adverbs Yesterday the clock chimed loudly. He left
yesterday..
Slide 23
Did you get them all? Yesterday the clock chimed loudly.
(describes the action) He left yesterday. (describes when something
happens) http://www.bbc.co.uk/skillswise/topic/adverbs
Slide 24
The widows weep. My daughter is a wrestler. The children are
tired. The hawk soars. Subjects In each of these sentences, the
subject is a noun: hawk, widows, daughter, and children. The
subject is the thing doing the verb (action)
Slide 25
Objects In addition to serving as subjects, nouns may also
function as objects in sentences. Instead of performing the action,
as subjects usually do, objects receive the action and usually
follow the verb. See if you can identify the objects in the short
sentences below:objects The girls hurled stones. The professor
swigged coffee. Gus dropped the aquarium. Answers: The objects--
stones, coffee, aquarium --all answer the question what : What was
hurled? What was swigged? What was dropped?
Slide 26
Using Conjunctions How many different ways can you find to
connect these sentences? Mum was happy. Dad did the
washing-up.
Slide 27
Mum was happy because Dad did the washing up. Mum was happy
although Dad did the washing up. Mum was happy whenever Dad did the
washing up! Mum was happy so Dad did the washing up. Mum was happy
but Dad did the washing up. Mum was happy and Dad did the washing
up. Mum was happy then Dad did the washing up Mum was happy until
Dad did the washing up. Mum was happy after Dad did the washing up?
Mum was happy if Dad did the washing up.
Slide 28
A preposition is a word that joins a noun to the rest of a
sentence. It explains where the noun is. The bag was on the table.
The girl walked under the scaffolding. It sat among the bushes. The
sentences would not work without the prepositions.
Prepositions
Slide 29
Slide 30
One of the basic units of English is the sentence. Sentences
are defined as a group of words with a VERB, CAPITAL LETTER, FULL
STOP (or other?/!). A sentence expresses a complete thought and
makes sense.
Slide 31
There are 3 basic types of sentences O Simple- The cat ran. O
Compound- The cat ran and a car sped past. O Complex- As the cat
ran, a car sped past.
Slide 32
Sentence types Simple- A simple sentence contains a subject and
a verb. It expresses a complete thought. In the following simple
sentences, subjects are in orange, and verbs are in green. 1. Some
students like to study in the mornings. 2. Juan and Arturo play
football every afternoon. 3. Alicia goes to the library and studies
every day.
Slide 33
Sentence types A compound sentence is joined by, an, but and
so. In the following compound sentences, subjects are in yellow,
verbs are in green, and the coordinators and the commas that
precede them are in red.
Slide 34
Sentence types A complex sentence is a main clause and a
subordinate clause, if the subordinate clause comes first in the
sentence it needs a comma. In the following complex sentences. When
he handed in his homework, he forgot to give his teacher the last
page. The teacher returned the homework after she noticed the
error.
Slide 35
Can you identify the different sentence types below and explain
why? Anna was happy. As Anna was happy and excited, she ran home.
Anna was happy and excited and she was running home.
Slide 36
Lets put our grammar skills to the test! These are some of the
activities that we use in school to support grammar, that you might
wish to try at home.
Slide 37
Any Questions? Useful and reliable websites
http://learnenglish.britishcouncil.org/en/english-grammar
http://oxforddictionaries.com/words/punctuation
https://oxforddictionaries.com/words/grammar
https://oxforddictionaries.com/words/spellinghttps://oxforddictionaries.com/words/spelling]
http://www.tesspag.com/
