Family Learning - Grammar Mrs R Forrester St. Mary’s Catholic Academy 12 th November 2015.

Family Learning - Family Learning - Grammar Grammar

Mrs R ForresterMrs R Forrester

St. Mary’s Catholic AcademySt. Mary’s Catholic Academy

1212thth November 2015 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.

National Testing:At the end of Key Stage 1 (Year 2) May 2016At the end of Key Stage 2 (Year 6) May 2016School Testing:Weekly and Half Termly tests (Year 1 – Year 6)

SPAG(Spelling, Punctuation

and Grammar)

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

Writing

* 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.

Basic Skills

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 SpellingsPhonics 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

Spelling

* 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.”

• Share handout and discuss• Word Class Game • Slides which follow are from

training which staff received by Ros Ferrera.

Year Group Expectations

Word classes

Pronouns

VerbsDetermine

Prepositions

Adverbs

Adjectives

Conjunctions

Common nouns: cows, milk

Collective nouns: herd, class

Proper nouns: Jasmine, London, JanuaryAbstract nouns: truth, goodness, mercy

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.

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.

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…

Pronouns

PersonalIweyouhesheitthey

Possessive mineoursyourshishersitstheirs

Relativewhowhomwhosewhichthatwhenwherewhy

Circle all the pronouns in the sentence below.

They bought new jumpers for themselves and a warm scarf for Dad.

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

Determiners

But...

a unique event an unusual event

a European an Egyptiana football match an FA Cup Final

It’s all about the way you say it...

Circle all the determiners in the sentence below.

Two apple trees screened the open windows on one side.

Er More

Est Most

Adjectives

Comparative and Superlative

Short adjectives +Er – older, taller, happier, thinnerEst – oldest, tallest, happiest, thinnest

Longer adjectives (2 or more syllables) +More intelligent, more beautiful, more surprisingMost intelligent, most beautiful, most surprising

What type of word is brave in the sentence below?

The brave mouse marched up to the lion. Tick one. an adverban adjective a verb a noun

KS2Complete the sentence with an adjective formed

from the verb create.

The artist was very ____________________ and produced many original works.

KS2Complete the sentence with an adjective formed from the verb

create.

The artist was very ____________________ and produced many original works.

Conjunctions are words which can join two parts of a sentence.Some conjunctions join words or phrases.

Conjunctions

and…but...or

words: fish and chipsphrases: one of the teachers and all of the childrenclauses: The clouds rolled in and it began to rain.

words: basic but cleanphrases: out of sight but not out of mindclauses: I tried my best but I did not win the race.

Words: right or wrongphrases: the top of a mountain or the bottom of the seaclauses: We can stay in Rome or we can visit Milan.

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.

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.

Present Tense – simple and progressive

Simple: walk, walksProgressive: is walking, are walkingProgressive form indicates the action over a longer period of time.

Past – simple and progressive Simple: walkedProgressive: was walking, were walkingProgressive form indicates the action over a longer period of time.

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

Write one word on the line below to complete the sentence in the past tense.

I __________ to Scotland during the school holidays.

Key Stage 1 Questions (Y2)

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 was

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.

Modal verbs • Will, may, can, must, ought (to), shall, might, could,

would, should.)

Tell you about how, when and wheresomething was done or happened.• Often end in -ly - eg. ‘quickly’ - Butnot always - e.g. ‘fast’• You can put them in all sorts ofdifferent places in a sentence!

Adverbs

Circle the adverb in the sentence below.

“Soon,” he thought, “I’ll be able to see my family.”

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

Prepositions

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.

It’s more about the job they do...

An orange fish

An orange

He likes his run.

He likes to run.

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.

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

Statement to question – question tags

The weather is fine today.

Children should go to bed early.

Joe did his homework.

The dragon could not fly.

Superheroes do not exist.

isn’t it?

couldn’t it?

or do they?

didn’t he?

shouldn’t they?

Simple

The stressed teacher was crying.

Please don’t make me go

to school tomorrow!

But you’re the

teacher.

Compound

The stressed teacher was crying and the children ran riot.

Compound sentences

2 equally weighted clauses which arelinked by a conjunction. The 2 main clauses can stand alone.

The Iron Man ate the metal fence but hewas still hungry.

Called co-ordinating conjunctions

When main clauses are linked by co-ordinating conjunctions , it is acompound sentence. The clauses have equal weight.

for and nor but or yet so

FANBOYS

Complex

While the teacher was crying, the children ran riot.

Main clause – Can stand alone.

Subordinate clause – needs the main clause to make sense.

Subordinating Conjunctions

ifwhenbecause whenever until so that

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.

Active and Passive VoiceA 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.

Rewrite the sentence below so that it is written in the passive voice. Remember to punctuate your answer correctly.

The pouring rain drenched us.

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.

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 grammaticalboundaries

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.

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.”

Mrs. Owl sighed are you still afraid of the dark I prefer the daytime answered Plop I did think the fireworks were exciting though

Mrs. Owl sighed, “Are you still afraid of the dark?” “I prefer the daytime,” answered Plop. “I did think the fireworks were exciting though.”

Semi-colon

•Separate 2 closely related main clausesThe moon was gleaming silver; it looked like an enormous lantern. •Separate items in a list where the items are longer phrasesI 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.

Colon• Introduce a listThere 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.

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.

The apostrophe

• Show possession

• Show omission

What are the rules?

The apostrophe of omission

have notbecomeshaven’tbecause the ‘o’ is omitted.

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:.

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 becomesThe boy’s book

The bike belonging to Joe becomesJoe’s bike.

The computer belonging to my friend becomesMy friend’s computer

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 becomesThe boys’ books

The toys belonging to the babies becomesThe babies’ toys

The bowls belonging to the cats becomesThe cats’ bowls

The games belonging to the children becomesThe children’s games

The opinion belonging to the people becomesThe people’s opinion

The field belonging to the sheep becomesThe sheep’s field

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.

Playing with punctuation

The boy’s like pop corn.

Were here to help.

Watch the boy’s box.

The friendly dog’s home.

The boys like pop corn.

We’re here to help.

Watch the boys box.

The friendly dogs’ home.

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 authoran English-Italian dictionary sweet-smelling flowersthe bad-tempered ladybird

Compound nouns where the second part is a preposition:a break-ina write-offa go-betweena hold-up

Words beginning with the prefixes co-, non- and ex-:co-ordinatornon-smokingex-soldier

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.

A dash is used mainly in informal writing. It often replacescommas, 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.

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.

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…

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.

Standard EnglishCommon 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.

Family Learning - Grammar Mrs R Forrester St. Mary’s Catholic Academy 12 th November 2015.

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