Key Stage 2 Grammar Information for Parents
4th February 2016 Aims of the Session -To outline the importance of grammar in the revised National Curriculum -To introduce the learning expectations for each year group across Key Stage 2 -To outline key grammatical vocabulary and concepts which are now taught as part of the revised National Curriculum -To boost parental subject knowledge! Raised expectations.. The programme of study for English in the revised National Curriculum places great importance on pupils spelling, punctuation and grammar skills. Grammar has always been taught as part of the National Curriculum, but now there are key concepts linked to year groups learning points the children should have achieved by the end of that year in school. Pupils in Year 6 have to take a SPAG (Spelling, Punctuation and Grammar) test as part of their statutory assessments (SATS) in May. Raised expectations.. Pupils are expected to learn grammatical terminology (e.g. adverb, subordinate clause) and use it in both discussion and practice. Some changes have been made to terms older pupils may have been taught lower down the school. For example, speech marks are now more commonly referred to as inverted commas and connectives are now known as conjunctions. Teaching Grammar at St John Fisher
In Key Stage 2, we use the Read Write Inc Literacy and Language programme as the foundation for our English curriculum. This has been written and developed to meet the requirements of the revised National Curriculum. The teaching of grammar is an integral part of the programme, with pupils covering grammar objectives for their year group through their units of work. However, separate grammar lessons will also take place in order to consolidate key learning points. Year 3 When pupils enter Year 3, it is expected that they will be able to: -Consistently use the past and present tense throughout a piece of writing -Use of the progressive form of verbs in the present and past tense to mark actions in progress [for example, she is drumming, he was shouting] Year 3 Use capital letters, full stops, question marksand exclamation marks to demarcatesentences Use commas to separate items in a list Use apostrophes to mark where letters aremissing in spelling (e.g. cant) and to marksingular possession in nouns (for example,the girls name) Year 3. Form nouns using suffixes such as ness, erand by compounding [for example,whiteboard, superman] Form adjectives using suffixes such as ful,less Use the suffixes er, estin adjectives andthe use of ly in Standard English to turnadjectives into adverbs Year 3. Been introduced to subordination (using when,if, that, because) and co-ordination (using or,and, but) Use expanded noun phrases for descriptionand specification [for example, the bluebutterfly, plain flour, the man in the moon] Identify the functions of sentences: statement, question, exclamation orcommand New learning in Year 3.. -Obviously, some time in Year 3 will be spent consolidating these concepts from Year 2. -Our current Year 3 class were the last class to move onto the revised National Curriculum programme of study, so will have gaps to be filled as they progress through Key Stage 2. New learning in Year 3.. By the end of Year 3, pupils should be able to: -Express time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of] New learning in Year 3. Begin to use paragraphs as a way to grouprelated material Use headings and sub-headings to aidpresentation Use of the present perfect form of verbsinstead of the simple past [for example, Hehas gone out to play contrasted with He wentout to play] New learning in Year 3 Begin to use inverted commas (speech marks) to punctuate direct speech, e.g. Please go and tidy your room, begged Mum. Form nouns using a range of prefixes [for example super, anti, auto] - covered through the Read Write Inc Spelling programme e.g. supermarket, antibiotic, automatic Use the determiners a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box] New learning in Year 3. Develop word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble] Identify the main clause and the subordinate clause in a sentence: Due to the strong winds, many flights had to be cancelled. Subordinate clause Main clause New learning in Year 3. -Use a range of prefixes and suffixes (seeNational Curriculum spelling appendix) New Curriculum Expectations- Year 4
Grammar and Punctuation: Plurals and the possessive s Verb inflections Fronted adverbials Pronouns and nouns Paragraphs Inverted commas Commas Apostrophes Singular and plural possessions The grammatical difference between plural and possessive s
Here the children have to understand whetheran s is being used to show plural orpossession. The dogs are playing in the park. Bobs ball is round and red. This shows that more than one dog is playing in the park. This shows that the ball belongs to Bob. Saying we were instead of we was or saying I did instead of I done
Standard English forms for verb inflections instead of local spoken forms. For Example: Saying we were instead of we was or saying I did instead of I done The strict maths teacher with curly hair.
Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases Here the children need to expand their nounphrases (The Teacher) with adjectives, nounsand preposition phrases. The strict maths teacher with curly hair. Fronted adverbials followed by a comma
A fronted adverbial is similar to an adverb butis made up of more than one word which isthen placed at the beginning of a sentence.Fronted adverbials are always followed by acomma. Later that day, Bob went to the park. This is the fronted adverbial, it is telling us when it happened. Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition In simple terms, this means not repeating a persons orobjects name many times when writing. Bob went to the shop. Bob bought an apple then Bobwent home to eat his apple. Instead we say: Bob went to the shop. He bought an apple then he wenthome to eat it. Use of inverted commas and other punctuation to indicate direct speech
When using speech we need to use a commaafter the reporting clause. We then need theend punctuation within inverted commas. The teacher shouted, Sit down children. Comma after the reporting clause End punctuation, inside inverted commas. Inverted Commas Apostrophes to mark plural possession
This means that the children need to knowwhere to put the apostrophe to show pluralpossession (belonging to more than one). The girls name. The girls names. This shows that the name belongs to one girl. This shows that the name belongs to more than one girl. New Curriculum Expectations- Year 5
Converting nouns or adjectives into verbsusing suffixes Verb prefixes Relative clauses Indicating degrees of possibility usingadverbs or modal verbs Devices to build cohesion Linking ideas using adverbials Brackets, dashes or commas to indicateparenthesis Use commas to clarify meaning Converting nouns or adjectives into verbs using suffixes
Here the children have to add a suffix toconvert the word into a verb. For example: priority prioritise intense intensify hesitant- hesitate Verb Prefixes Adding prefixes to verbs For example:-
dis-, de-, mis-, over- and re- like- dislike select-deselect understand- misunderstand react overreact play- replay Relative clauses Relative clauses beginning with who, which,where, when, whose or that. For example:- The man, who was the tallest, picked the bookoff the shelf. Where there is no alternative, always choosethe safest route. Modal Verbs For example:- might, should, will, must
I should make sure my homework is in on time. This evening, I can go to the cinema because Ihave finished all my homework. Devices to build cohesion
This means to join ideas within and betweenparagraphs. For example:- then, after that, this, at first. At first, I did my maths homework. After that,I was able to watch TV. Linking ideas using adverbials
Time- later Place- nearby Number- secondly For example:- Later that day he had seen her before In the woods nearby Brackets, dashes or commas
The woman (with the red coat) was walkingdown the road. She was happy to receive the invitation- wethink so, anyway and thanked the family forconsidering her. Put all the toys, including Samiras games, inthat cupboard. New Curriculum Expectations- Year 6
Formal and informal speech Use of the passive voice Use of subjunctive forms Linking ideas user a wider range of cohesivedevices Use of the semi-colon, colon and dash Use of hyphens to avoid ambiguity Formal and informal speech
Using appropriate vocabulary for formalspeech and writing For example:- Find out- discover Ask for- request Go in - enter Passive Voice Use of the passive to affect the presentation ofinformation in a sentence. For example:- I broke the window in the greenhouse. Versus The window in the greenhouse was broken (byme). Use of subjunctive forms
The difference between structures typical of informalspeech, formal speech and writing. For example:- Hes your friend isnt he? Use of subjunctive forms If I were... or Were they to come.. Use of subjunctive forms
The difference between structures typical ofinformal speech, formal speech and writing. Use of subjunctive forms how the verb appearsin a sentence. Subjunctives make languageappear more formal. For example:- If I was rich, Id buy a Ferrari. If I were rich , Id buy a Ferrari. Now that I know, I wish I hadnt gone. If ever I had know, I would never have gone. Cohesive devices Linking ideas across paragraphs usingrepetition of a word or phrase Use of adverbials such as on the other hand,in contrast or as a consequence Ellipsis Layout devices for example headings, sub- headings, columns, bullets or tables Cohesive devices Linking ideas across paragraphs usingrepetition of a word or phrase Use of adverbials such as on the other hand,in contrast or as a consequence Ellipsis Layout devices for example headings, sub- headings, columns, bullets or tables Punctuation Semi-colon
It was a clear cold night; the moon and stars could beseen easily. Colon to introduce a list These are the items in my pencil case: a ruler, a penand a pencil. Hyphens to avoid ambiguity Man eating shark versus man-eating shark, or recoverversus re-cover