Spelling, Grammar and Punctuation Parent Workshop

Years 3-6

Mrs A Vaz

English Leader

Lead English Teacher for Sutton

Specialist Leader of Education for English

Grammar, spelling and punctuation are key areas in the teaching of English.

The main aims of this workshop are to:

- Develop children’s ability to use language clearly, concisely and effectively

- Help children use Standard English where appropriate

- Provide children with the vocabulary they need to discuss, reflect on and understand grammar, spelling and punctuation

- Meet the statutory curriculum requirements

Aims

Coffee and Registration

New Curriculum Expectations

Audit of subject knowledge

Teaching and Applying new terminology

Coffee Break!

Teaching and Applying new terminology

Looking at the Year 6 SPAG test

Evaluations

Contents for the afternoon

Grammar and Punctuation: Nouns and prefixes such as super_, anti_, auto_ Determiners a and an Consonant and vowels Conjunctions Adverbs Prepositions Paragraphs Headings and subheadings Perfect form of verbs Inverted commas Clauses Word families

New Curriculum Expectations- Year 3

Grammar and Punctuation:

Plurals and the possessive –s

Verb inflections

Fronted adverbials

Pronouns and nouns

Paragraphs

Inverted commas

Commas

Apostrophes

Singular and plural possessions

New Curriculum Expectations- Year 4

Grammar and Punctuation:

Converting nouns or adjectives into verbs using suffixes

Verb prefixes

Relative clauses/relative pronouns

Modal verbs

Adverbs

Paragraphs

Adverbials

Brackets, dashes and commas

Determiners

Parenthesis (brackets)

New Curriculum Expectations- Year 5

Grammar and Punctuation:

Informal and formal speech and writing

Passive voice/active voice

Expanded noun phrases

Adverbials

Ellipsis

Layout devices (sub-headings, columns, bullet points)

Semi-colon, colon bullet points and dashes

Hyphens

Synonyms and antonyms

New Curriculum Expectations- Year 6

Please spend about 5 minutes auditing your own Grammar subject knowledge.

These will not be collected.

Self- Audit

A prefix is a group of letters which can be added to the front of

other words to change their meaning, e.g. re can be added to

appear to create the word reappear.

Children are expected to know the meaning of all the different prefixes.

Prefixes

prefix meaning examples

ad- to, into admission

anti- against antibiotic

com- with, together combination

ex- out, away external

post- after postpone

pro- in favour of proactive

Add these prefixes to the following words.

un ir dis il in

Example: Replaceable - irreplaceable

legal healthy secure similar

Your turn!

Add these prefixes to the following words.

un ir dis il in

illegal unhealthy insecure dissimilar

Answers

Conjunctions are joining words and their main function is to link together two different parts of a sentence with and / but / or

(coordinating conjunctions) • and, but and or are the three main coordinating conjunctions. They

join two clauses which are grammatically independent of each other and would make sense if they stood alone.

Compare the following: a) She's already had two holidays this year and now she wants another

one. She's already had two holidays this year. Now she wants another one. b) I had a terrible cold last week, but I still went to work. I had a terrible cold last week. I still went to work.

Subordinating and Coordinating Conjunctions

If / when / because / since / even though / etc

(subordinating conjunctions)

Words like if, when, because, since, although, etc, are subordinating conjunctions which introduce subordinate clauses. Subordinate clauses are dependent on the main clause in some way and do not normally stand alone.

a) If you feel thirsty or hungry, help yourself to anything at all in the fridge or freezer.

b) I helped myself to an ice-cold beer and a pizza from the freezer while they were away.

Subordinating and Coordinating Conjunctions

Underline the coordinating conjunction in this sentence:

You can sit at the front, or you can stand at the back. I don't mind.

Underline the subordinate clause in these sentences:

a) Whenever I babysit at their house, I am always very well looked after.

b) When I babysat for the Robinsons last month, I was given nothing to eat or drink.

Your turn!

Underline the coordinating conjunction in this sentence:

You can sit at the front, or you can stand at the back. I don't mind.

Underline the subordinate clause in these sentences:

a) Whenever I babysit at their house, I am always very well looked after.

b) When I babysat for the Robinsons last month, I was given nothing to eat or drink.

Answers

An adverb is a word that gives more meaning to a verb.

The magician waved his wand mysteriously.

An adverb of manner tells us how something happened.

Next, a puff of smoke appeared.

An adverb of time tell us when something happened.

He pulled a rabbit out of the hat.

An adverb of place tells us where something happened.

Adverbs

Place these adverbs in the correct columns

later quickly gently often yesterday in suspiciously tidily out

inside afterwards now bravely everywhere sweetly

Your turn!

Adverbs of manner (how?)

Adverbs of time (when?)

Adverbs of place (where?)

deeply next here

Place these adverbs in the correct columns

later quickly gently often yesterday in suspiciously tidily out

inside afterwards now bravely everywhere sweetly

Answers

Adverbs of manner (how?)

Adverbs of time (when?)

Adverbs of place (where?)

deeply quickly gently

suspiciously tidily

bravely sweetly

next later often

yesterday afterwards

now

here in

out inside

everywhere

Prepositions are words that show the relationship of one thing

to another. They are always next to a noun or a pronoun and

often tell the reader where one thing is compared to another.

Max ran into the classroom.

The keys are on the hook.

Alisa goes to choir after dinner.

Prepositions

Match the preposition with the opposite meanings.

on up

above off

over to

down without

inside below

with outside

from under

Your turn!

Match the preposition with the opposite meanings.

on up

above off

over to

down without

inside below

with outside

from under

Answers

Present Perfect

We use the Present Perfect to say that an action happened at an unspecified time before now. The exact time is not important. You CANNOT use the Present Perfect with specific time expressions such as: yesterday, one year ago, last week, when I was a child, when I lived in Japan, at that moment, that day, one day, etc. We CAN use the Present Perfect with unspecific expressions such as: ever, never, once, many times, several times, before, so far, already, yet, etc. Examples: I have seen that movie twenty times. I think I have met him once before. There have been many earthquakes in California. People have travelled to the Moon. People have not travelled to Mars.

Complete these sentences by adding the present perfect.

a) The McMillans (prepare) _______ _________ a lot of food for the party. It looks delicious.

b) The police (arrest) _______ ________ two men for the robbery. It is time to question them.

c) The bank officers (suggest) _______ _________ that the meeting be scheduled for Wednesday morning. I will try to locate a conference room.

Your turn!

Complete these sentences by adding the present perfect.

a) The McMillans (prepare) have prepared a lot of food for the party. It looks delicious.

b) The police (arrest) have arrested two men for the robbery. It is time to question them.

c) The bank officers (suggest) have suggested that the meeting be scheduled for Wednesday morning. I will try to locate a conference room.

Answers

There are four types of Nouns.

A noun is the name for someone or something.

Common Nouns are general names for things.

I fed the dog, the common noun is ‘dog’.

Other examples: boy, country, book, apple etc

Proper Nouns are the specific names to identify things or people.

Sam is my dog, the proper noun is Sam because it refers to and

identifies a specific dog. Other examples: Wales, the Prime

Minister etc

Nouns

Collective Nouns refer to a group of things together, such as

a flock (of sheep), a bunch (of bananas) etc

Abstract Nouns are words which name something you cannot

hear, see, touch, smell or taste such as; anger, strength, pain,

happiness, brilliance etc

Nouns

In the following sentences, label each of the underlined nouns as:

CM (common) - PR (proper) - AB (abstract) or CL (collective)

a) The party of tourists were delighted to visit the Tower of London.

b) Excitement filled the stadium as the teams ran onto the pitch.

c) Private Ryan won the Victoria Cross for courage under fire.

d) The sky was filled with a company of angels led by Gabriel.

e) Pass me that ream of paper, please, Leo.

Your turn!

In the following sentences, label each of the underlined nouns as:

CM (common) - PR (proper) - AB (abstract) or CL (collective)

a) The party of tourists were delighted to visit the Tower of London. CL CM PR

b) Excitement filled the stadium as the teams ran onto the pitch. AB CM CL CM

c) Private Ryan won the Victoria Cross for courage under fire. PR PR AB

d) The sky was filled with a company of angels led by Gabriel. CM CL PR

Answers

When we write down the exact words that someone has spoken

we call this direct speech.

We use inverted commas to mark the beginning and end of what

the person said. These are inverted commas: “and”

They can also be called speech marks.

The waitress said, “Here is your soup.”

The punctuation mark must always go inside the inverted comas.

Direct Speech

Punctuate these sentences correctly.

Example: The troll roared, “Why are you walking on my bridge?”

Dan replied, “I’m walking because I can’t fly.”

a) the car mechanic said there’s a problem with the steering wheel mrs monk asked can you mend it by Saturday

b) the teacher asked where do you think you’re going beth said i’m going home for dinner

Your turn!

Punctuate these sentences correctly.

Example: The troll roared, “Why are you walking on my bridge?”

Dan replied, “I’m walking because I can’t fly.”

a) The car mechanic said, “There’s a problem with the steering wheel.” Mrs Monk asked, “Can you mend it by Saturday?”

b) The teacher asked, “Where do you think you’re going?” Beth said, “I’m going home for dinner.”

Answers

We can write nouns in the singular or the plural.

Singular means just one. Plural means more than one.

pan pans knife knives potato potatoes

Most nouns just take s to change the singular into the plural form.

Many nouns ending in f or fe take ves in the plural.

Common exceptions are: Chiefs, roofs

Many nouns ending in o take es in the plural.

Common exceptions are: photos, videos, pianos, hippos.

Regular Plural Noun Suffixes

Plural form of each noun:

a) thief thieves

b) dog dogs

c) hero heroes

Singular form of each noun:

a) volcanoes volcano

b) halves half

c) steps step

Regular Plural Noun Suffixes

Write the plural form of each noun:

a) neighbour

b) wolf

c) tomato

d) leaf

Write the singular form of each noun:

a) cargoes

b) calves

c) loaves

d) houses

Your turn!

Write the plural form of each noun:

a) neighbour neighbours

b) wolf wolves

c) tomato tomatoes

d) leaf leaves

Write the singular form of each noun:

a) cargoes cargo

b) calves calf

c) loaves loaf

d) houses house

Answers

An apostrophe is used to show possession or omission.

When it is used to show possession it goes after the owner’s

name to show that it belongs to him or her.

This is Max’s phone.

That is James’s phone.

That is the Jones’ phone.

When the pronoun: its, his, hers, ours or yours are used

no apostrophe is needed.

Apostrophes to show possession

When an apostrophe is used to show omission, it shows where

you have left out one or more letters. The apostrophe goes

where the letter or letters would be.

In other words they contain a contraction.

Example: will not becomes won’t

it is becomes it’s

could not becomes couldn’t

I would becomes I’d

Apostrophes to show omission

Write each of these contractions.

Example: I’m I am

a) I’ve

b) She’s

c) They’ll

d) They’ve

Fill each gap with the possessive form of the noun in brackets.

a) The ________________ leg was broken in the crash. (motorist)

b) The ________________ meeting took place after school. (teachers)

Your turn!

Write each of these contractions.

Example: I’m I am

a) I’ve I have

b) She’s She is

c) They’ll They will

d) They’ve They have

Fill each gap with the possessive form of the noun in brackets.

a) The motorist’s leg was broken in the crash. (motorist)

b) The teachers’ meeting took place after school. (teachers)

Answers

A fronted adverbial goes at the beginning of a sentence

It describes the verb in the sentence

It describes where, when and how

As soon as he could, Tom jumped off the train.

Last week, I went to the dentist.

Fronted Adverbials

Match the fronted adverbial to each sentence so they all make sense

Your turn!

Gently, Before I go to bed, At last, Suddenly, At the park, Every playtime,

I clean my teeth. the ground began to shake. I lost my coat. I play football. she lifted the sleeping baby. I reached the finish line.

Gently, she lifted the sleeping baby.

Before I go to bed, I clean my teeth.

At last, I reached the finish line.

Suddenly, the ground began to shake.

At the park, I lost my coat.

Every playtime, I play football.

Answers

Modal verbs indicate the conditions or likelihood of a main verb. For

example, the sentence “I eat food” is a plain statement of the strong

likelihood of an action, whereas “I might eat food” sounds less likely.

It is the modal verb that raises the ideas of the necessity or likelihood

of an action happening.

Modal verbs are: would, could, might, should, can, will, shall, may

The rain will stop at the some time. It might stop before playtime.

Modal Verbs

Spot the modal verbs:

a) “Can I have another burger?”

b) “You really should eat some vegetables with it.”

c) “I usually just eat burgers.”

d) “You must be putting on a lot of weight.”

e) “No, I can eat whatever I want and it makes no difference.”

f) “Well, you will get fat if you keep on eating like that.”

Your turn!

a) “Can I have another burger?”

b) “You really should eat some vegetables with it.”

c) “I usually just eat burgers.”

d) “You must be putting on a lot of weight.”

e) “No, I can eat whatever I want and it makes no difference.”

f) “Well, you will get fat if you keep on eating like that.”

Answers

Every sentence contains at least one main (most important)

clause. A complex sentence contains one main clause and one or

more subordinate (less important) clauses.

The king was angry. This is the main clause. It can be used on its

own as a sentence.

The king was angry when he saw the muddy footprints. This is the subordinate clause. It doesn’t make sense on its own.

Complex sentences

Match each main clause with a subordinate clause.

Main Clause Subordinate Clause

Everyone started talking although I watered them regularly.

Clouds form where I saw the Pope.

The flowers did not grow about the new show.

I visited Rome when water vapour in the air cools.

Your turn!

Match each main clause with a subordinate clause.

Main Clause Subordinate Clause

Everyone started talking although I watered them regularly.

Clouds form where I saw the Pope.

The flowers did not grow about the new show.

I visited Rome when water vapour in the air cools.

Answers

An article is a word that comes before a noun. There are two

types of articles:

- Definite articles – there is only one of these: “the”

- Indefinite articles – there are two of these: “a” and “an”

The word “a” is used before a consonant. A piano, a box.

The word “an” is used before a vowel. An apple, an umbrella.

Articles

Complete this table.

Your turn!

Sentence Is it right? Correct article that should be used

The man ate a orange for his lunch. x an

Can you give me an minute to think?

Where was dog?

The children helped the man.

An olive tree grows very tall.

Complete this table.

Answers

Sentence Is it right? Correct article that should be used

The man ate a orange for his lunch. x an

Can you give me an minute to think? x a

Where was dog? x the

The children helped the man. √ -

An olive tree grows very tall. √ -

Actions can be written in the active voice or the passive voice.

In the passive voice the action is done to a subject.

The plate was broken by Gran.

verb subject

Passive sentences usually contain the word by.

Passive Voice

In the active voice the action is done by a subject.

Gran broke the plate.

subject verb

The dog chased the chicken.

Sam made this cake.

The boy found the keys.

Active Voice

Change these sentences to either active or passive voice.

Your turn!

Active Passive

The cat chased the mouse. The mouse was…

My mum made this cake. This cake was…

The boy… The sandwich was made by the boy.

The play… The parents were entertained by the play.

Change these sentences to either active or passive voice.

Answers

Active Passive

The cat chased the mouse. The mouse was chased by the mouse.

My mum made this cake. This cake was made by my mum.

The boy made this sandwich. The sandwich was made by the boy.

The play entertained the parents. The parents were entertained by the play.

Expanded noun phrases add information to nouns (naming words). They make your writing more interesting and can help the reader to

build a picture in their minds.

Examples of nouns: house, garden, lady, creature

Expansion before and after the noun:

a) The spooky house on the hill…

b) An overgrown garden, with litter scattered everywhere…

Expanded Noun Phrases

Underline the Expanded Noun Phrase in this sentence.

A grotesque creature, with an enormous, furry body and a tiny head…

The old lady, who lived next door…

Your turn!

Underline the Expanded Noun Phrase in this sentence.

A grotesque creature, with an enormous, furry body and a tiny head

The old lady, who lived next door

Answers

Colons ( : ) are used: Before a list of words, phrases or clauses.

In front of him were the following: mince pies, holly and other

delicious delights.

A colon is also used in a glossary between a word and its

definition.

Connective: a word used to join two parts of a sentence.

Adjective: a word which describes a noun.

Colons

If the items in the list are longer than one or two words separate

them with a semi-colon ( ; )

The attractions of the park included: a new roundabout; a short

pony ride; a long slide and an ice-cream stall.

Semi-colons can be used to join clauses in a sentence. Sometimes

they take the place of connectives.

John liked jelly and Sam just loved ice cream.

This sentence could be written:

John liked jelly; Sam just loved ice cream.

Semi-Colons

Add a semi colon to this sentence:

It was a dark night and the moon hid behind a cloud.

Add a colon to this sentence:

All my tools were stolen a hammer, saw, screwdriver and wire

cutters.

Your turn!

Add a semi colon to this sentence:

It was a dark night and the moon hid behind a cloud.

It was a dark night; the moon hid behind a cloud.

Add a colon to this sentence:

All my tools were stolen a hammer, saw, screwdriver and wire

cutters.

All my tools were stolen: a hammer, saw, screwdriver and wire

cutters.

Answers

The cars (shown above) looked like monsters with glowing eyes.

Brackets are punctuation marks that enclose information to

show that it is separate from everything around it.

The monster-like creature had long hair and glowing eyes.

A hyphen can be used when we join two words to make a

compound adjective.

Brackets and Hyphens

Add the missing brackets or hyphens to these sentences.

a) The picture shown on page 7 is of an aeroplane landing.

b) When a liquid evaporates changes into a gas it draws off heat.

c) The man shaved off his beard and became clean shaved.

d) The dog is house trained. It never makes a mess.

Your turn!

Add the missing brackets or hyphens to these sentences.

a) The picture (shown on page 7) is of an aeroplane landing.

b) When a liquid evaporates (changes into a gas) it draws off heat.

c) The man shaved off his beard he became clean-shaved.

d) The dog is house-trained. It never makes a mess.

Answers

A synonym is a word that has a similar meaning to another.

Synonyms can be used instead of common words (high frequency words.)

Common words lack power in our writing. They can make our writing boring.

By choosing more unusual words a text can become

interesting

BIG: Massive, gigantic, enormous, vast etc

Synonyms

An antonym is a word that means the opposite of another word.

For example: good – bad

rich – poor

My Mum made a cake – it was nice!

My Mum made a cake – it was revolting!

Antonyms

Write the antonym to the underlined words in these sentences.

Gran was pleased with her birthday present.

The large bulldozer held up all the traffic.

Write the synonym to the underlined words in these sentences.

The roller coaster was very good.

I was surprised to win the Lottery.

Your turn!

Write the antonym to the underlined words in these sentences.

Gran was dissatisfied with her birthday present.

The small bulldozer held up all the traffic.

Write the synonym to the underlined words in these sentences.

The roller coaster was brilliant.

I was astounded to win the Lottery.

Answers

Work in pairs or as a table to work

through the questions.

The answers will be given at the end of the workshop

Let’s end with a Year 6 SPAG test

Thank you for coming.

Please complete the evaluation form.

Evaluations