Transcript Insight into the new Curriculum for English

Insight into the new
Curriculum for English Delivering Grammar,
Punctuation and Spelling
[email protected]
January 2015
Mastering the essentials…
• Guidance in helping you to teach even the trickiest areas
with confidence
• Clear explanations to ensure you fully understand the
required technical English
• Assessing pupil progress and assimilation of learning
• Review of GPS tests, sample papers and updates on marking
• The opportunity to ask questions about areas of concern for
your school
Less emphasis on Key Stage 1 AND 2
Writing assessment = G&P test and more
Teacher Assessment
Teacher Assessment – we all do it…
Do you see a young woman or and old woman?
If you see a young woman, and wish to see the old
woman, imagine the ear as an eye, the necklace as a
mouth and the chin as a nose.
If you see an old woman, and wish to see the young
woman, imagine the eye as an ear, the mouth as a
necklace and the nose as a chin.
Your brain wants to flip to either one or the other
image but if you study it long enough you might see
both images at once. Can you do it?
Putting the pieces together
Reading and writing
Grammar within the Primary
Framework for Literacy
• Strand 11
• Has been there since 1998 in The National Literacy
Strategy
• Grammar for Writing - 2000
• Became a little lost in the Renewed Framework for Literacy
(2006)
• Quality first teaching = direct impact on pupil progress
(writing)
Grammatical terms/word classes
• Nouns
• Verbs
• Adjectives
• Connectives
• Pronouns
• Adverbs
• Prepositions
• Articles
Why can’t the English learn how to
speak?
Nouns – naming and application into
writing
• Knowledge
• Games
• Feature spotting
• Chanting
• Switching
Changing nouns
What happens when you change the noun?
• The man sipped his drink as he stroked the dog.
• The vicar sipped his cocoa as he stroked the poodle.
• The politician sipped his whisky as he stroked the
Rottweiler.
Create collective nouns
for each of these
• jellyfish
• pirates
• alligators
• teachers
• trolls
• cakes
Inventing more unusual
Collective Nouns
Invent ones that are opposites:
• A stagger of ballet dancers
• A silence of politicians
• A warmness of Ofsted Inspectors
• A frost of flames
Adjectives
• GOT A MINUTE?
• Mallet’s mallet!
Verbs and adverbs
• This includes:
• Past, present, future
• Powerful verbs
• Subject/verb agreement
• Imperative
• Auxiliary
• Modal
• Active/passive verbs (L6)
Would, should, could, might
• Carlos
• Carlos
• Carlos
• Carlos
would fly his kite every night.
should fly his kite every night.
could fly his kite every night.
might fly his kite every night
Active/Passive
• Transforming a sentence from active to passive and viceversa
• To note and discuss how changes from active to passive
affect the word order and sense of a sentence
• To know how sentences can be re-ordered by changing from
one to the other
• To consider how the passive voice can conceal the agent of a
sentence, e.g. The chicks were kept in an incubator
Standard English
• Errors…
Me, myself and I?
• Bryan Adams, “Run to You” – “But that’d change if she ever found out about
you and I.” Simple rule here, folks. Take out the “you and” and see if the
sentence makes sense. Sorry, Bryan. It’s supposed to be “you and me.” I’ll
give you a break because you’re Canadian.
• Queen, “Good Old Fashioned Lover Boy” – “I’d like for you and I to go
romancing.” D’oh! I thought only bad artists committed grammar violations!
Freddie, no!
• Eric Carmen, “Hungry Eyes” – “I feel the magic between you and I.” “I”
doesn’t even rhyme with “eyes,” and it’s almost the same word!
• Paula Cole, “I Don’t Want to Wait” – “So open up your morning light /And say
a little prayer for I.” Good Lord. She followed the above rule and still
screwed it up. And again, the verses don’t rhyme. “What about “Have a cup of
morning tea / And say a little prayer for me?” Makes about as much sense
and is grammatically correct.
Adverbials
• Subordination Adverbials:
Where
When
How
Connectives
• Pie Corbett on Grammar - CPD for you
• http://www.oxfordschoolimprovement.co.uk/
professionaldevelopment/issueVideo/Grammar_punct_sp
elling/pie-tips-grammar
• Short training videos on:
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Nouns and adjectives
Verbs and adverbs
Conjunctions
Prepositions
Simple, compound and complex sentences
Writing powerful and interesting sentences
Improving sentences
Writing accurate and varied sentences
Reading as a writer
Shared writing
Pronouns
• Maddy put on Maddy’s glasses, walked down Maddy’s stairs
and sat in Maddy’s chair, drinking Maddy’s tea.
Prepositions
Determiners and articles
Progression and sentence types
• Alan Peat levelled sentences
Varying sentences – why?
• Short – Tom ran.
• Compound – Tom ran and Daisy skipped.
• Complex – Tom ran while Kitty ate the cake.
• Question – What was he doing?
• Exclamation – Run for it!
• X3 for description – Tom wore a dark cloak, shiny shoes and
a tall hat.
• X3 for action – Tom ran home, opened the door and went
straight to the fridge.
CAP
• Connective opener – When it rained,
the dog howled.
• Adverb opener – Unfortunately, the
dog smelt!
• Preposition opener – At the end of
the lane, the smelly
dog waited on its own.
ED- ING-LY
ed’ opener – Scared of the dog, Homer waited.
‘ing’ opener – Hoping the dog had run away.
Homer entered the monastery.
‘ly’ opener – Reluctantly, Homer patted the hound’s head.
Positive or negative?
• Barry stared at the ___________ burger. Outside the
_____________ window, a ____________wind swept
across the __________town. __________ cars purred by
and on the _____________ promenade, ___________
newspapers tumbled along, driven by the ___________
wind. The sea rolled up the _________ beach, crashing
against the ___________ rocks that fringed the
__________ shoreline.
Marking the test
2014 GPS LEVEL 3-5
What’s new?
How to pass?
• GPS reference codes, sg/ga1.1, (Sentence
Grammar, Grammatical Accuracy) p1.1/ga6
(Punctuation)
• Following instructions,
• Whatever pupils do in the test – the box
wins - if they have attempted more than one
answer, the box ticking over rides, 50%
rule,
• Question marks, (when posing)
• Each question has an AF and that is how the
question is marked, sometimes
punctuation/spelling needs to be accurate
question 3, 9, 38, 46 other times it doesn’t
• Apostrophe for contraction/possession,
• Discuss questions 16, 18, 23, 31
• Mark positively – rubbing out etc…
• Minor spelling,
• Literal v’s figurative,
• Converting to direct speech,
Level 6 GPS
Different to L3-5?
Extended Writing task
• More to do for 2 marks,
• SSP /6 marks, (most weight)TSO /4 marks,
• Box does not win ‘one chance’,
• New terminology C&E REPLACED by A&V
(Appropriacy and vocabulary) /4
• Rubbing out must be clear – no benefit of
doubt,
• Subordinate clause = must have a verb,
• Expanded noun phrase = no verb allowed,
• Appropriate to task – question 10 and colon,
• 50% rule,
• Strands: Threshold and Below Threshold
• TSO: no visual line breaks for paragraphs =
below threshold,
• Not talking in levels!
• Looking for controlled, focussed and
crafted writing,
• Likely or unlikely spread of marks,
• Definition of terms required to mark,
Features of L6 writing
BELOW THRESHOLD
• Variety of sentence structure,
connectives,
• Fronted and embedded
clauses,
• Range of punctuation for
control,
• Cohesive devices,
• Logically developed with
purposeful links,
AT THRESHOLD
• Range of grammatical
structures e.g. secure control
of phrases and clauses within
complex sentences, complex
verb phrases and transition
between tenses,
• Deliberate control of verbs,
• Punctuation to support clarity,
• Constructions to support
purpose,
BOO by Kevin Crossley-Holland
She didn’t like it at all when her father had to go down to London and,
for the first time, she had to sleep alone in the old house.
She went up to her bedroom early. She turned the key and locked the
door. She latched the windows and drew the curtains. She peered inside
her wardrobe, and pulled open the bottom drawer of her chest-ofdrawers; she got down on her knees and looked under the bed.
She undressed; she put on her nightdress.
She pulled back the heavy linen cover and climbed into bed. Not to read
but to try and sleep – she wanted to sleep as soon as she could. She
reached out and turned off the lamp.
• And in a puff of glittering smoke… a genie appeared! “Your wish is
my command!” it announced.
• A deadly spider, that had been biding its time, crawled down
from the headboard and sunk its teeth into her neck.
• “That’s good,” said a little voice. “Now we’re safely locked in for
the night.”
• In the silent darkness, she heard footsteps ascending the stairs.
• The door was flung open.
• “Surprise! The conference was cancelled,” announced Dad.
• She was soon asleep and dreaming of a picnic on a summer’s day.
• The telephone rang. The hoarse voice hissed “I’m watching you,”
… and then the line went dead.
Useful resources
• Developing Early Writing Ref: DfEE 0055/2001
• Grammar for Writing Ref: DfEE 0107/2000
• Jumpstart! Key Stage 2/3 Literacy Games – Pie Corbett
ISBN 1 84312 102 6
Skills Builders Range – Pupil Books
Skills Builders Range – Teacher Books
Skills Builders Range – Year group
specific packs
Helping hands
Playing with language
Ever tried, ever
failed,
No matter, try
again,
Fail again,
Fail better.’
Samuel Beckett
All the best…