Transcript Spelling, grammar and punctuation powerpoint

SPAG
SPAG Jan 2013 GC
Component 1
45 mins ...........46 questions
Some multiple choice
Some short words, phrases or
sentences
Explain why….answers
Component 2
A separate spelling test
15 minutes.
SPAG Jan 2013 GC
Concentrates on the meaning of words
which are the ‘building blocks’
Children need to understand the
context and purpose of grammar
and punctuation
They also need to understand
grammatical terminology
They also need to able to spell!
SPAG Jan 2013 GC
It is in may ways the assessment
of Standard English
So errors are comparable
2 +3 =6
“We was going”
SPAG Jan 2013 GC
Sentence Grammar
involving isolated testing
e.g..
‘circle all the adjectives’
The local baker regularly makes
fresh bread.
SPAG Jan 2013 GC
Components
Punctuation
Again isolated testing
e.g..
‘Insert three commas in correct
places in the sentence below.
I need to pack a swimming costume
some sun cream a hat sunglasses
and a towel.’
SPAG Jan 2013 GC
Components
Grammatical accuracy
This is where the task is harder
for children and really demands a
broad understanding of
grammatical knowledge and to
be able to contextualise.
SPAG Jan 2013 GC
Write a connective from the boxes in each
space to complete the sentences.
Use each word once.
as
however
and
Sarah ____________ Ashley said the science
test was
easy. Paul, ____________, complained to the
teacher ____________ it was too hard for
him.
SPAG Jan 2013 GC
e.g.. Put a tick in each row to show whether the
underlined part of the sentence is a phrase or a clause.
Phrase
We went outside so we could enjoy
the sunshine
The sun shone in the bright blue sky.
The beautiful rainbow lasted for
hours.
We had fun running around the garden.
ga 1.3)
SPAG Jan 2013 GC
Clause
Components
Children also need to know;
Grammatical Terms /Word classes and
the function of these words.
Nouns, verbs, adjectives, connectives,
pronouns, adverbs, prepositions,
articles.
SPAG Jan 2013 GC
Components
Features of sentences, how and
when to use these.
Statements, questions,
commands.
SPAG Jan 2013 GC
SPAG Jan 2013 GC
Components
The grammar of complex sentences.
To know what is a
subordinate clause,
main clause
phrase
Also how and when to use them,
through knowledge of grammatical
terminology.
SPAG Jan 2013 GC
Components
Standard English.
The differing degrees of formality
 Tense
 Subject –verb agreement
 Double negatives
 Use of ‘I’ and ‘me’
 Contractions
SPAG Jan 2013 GC
Punctuation correctly used
Proof reading
Checking for,
errors, omissions, repetitions.
SPAG Jan 2013 GC
Vocabulary needs to be adventurous
and inventive in use.
Hopefully encouraging wider reading
and experimental writing should help
this to develop with increasing
curiosity and confidence.
SPAG Jan 2013 GC
Consists of 20 target words, presented
aurally within contextualised
sentences.
Higher emphasis on root words.
e.g.
unhelpful
SPAG Jan 2013 GC
Learning spelling by rote can only get
you so far, there are too many words
in the English language to
‘memorise’.
Good spellers understand the rules of
spelling and apply them to new
words (this also applies to reading).
SPAG Jan 2013 GC
 Analytical
grammar teaching can
really kill the pleasure of language.
 Research has shown that stand alone
grammar lessons and indeed isolated
spelling lessons don’t stick in
children’s mind.
SPAG Jan 2013 GC
However, oral and written composition
does stick!
Spoken language is important , engage
the children in discussions, develop
debating skills.
Comment on the language used and
embed the correct vocabulary.
Expect the best when answering
questions verbally and the written
will follow.
SPAG Jan 2013 GC

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Modelling good Standard English whenever
possible.
Encourage children to use and be familiar with
a wider range of vocabulary (get out the
thesaurus)!
Notice good punctuation examples in reading.
Reinforce some terminology (use the jargon
buster to help).
SPAG Jan 2013 GC

The love of reading and not the killing of
language. Don’t bore the children. Rather
than asking for underlining all the
adverbs in a passage.(Despite this in the
test!) Talk about what it would be like
without adverbs. Reading with and
without this could be shared reading and
potentially great fun and imaginative for
the children to add in words.
SPAG Jan 2013 GC

Hearing and listening to good language is
important, children not only need to
read, but they also need to be read to.
SPAG Jan 2013 GC
Foundation Stage role…
 Develop children's understanding and
use of spoken language
 Introduce children to quality texts
being read aloud
 Get them speaking in full and
increasingly diverse sentences!
SPAG Jan 2013 GC
KS1 role…
 When appropriate introduce the correct
terminology.
 Extend children’s experience of a wide
range of quality texts, where we might
early on foster an interest in words and
word choices
 Word play and investigation of effects
 Writing simple sentences, basic grammar
established.
SPAG Jan 2013 GC
KS2 role…
 Extend the range of appropriate
terminology
 Discuss authors choice of words for
effect, purpose and meaning
 Extend Word play - within phrases,
clauses and sentences – within texts
 Write more complex sentences, show
an awareness on the reader of using
particular word choices.
SPAG Jan 2013 GC
SPAG Jan 2013 GC
Rec
Year 1
Year 2
word
sentence
letter
capital
full stop
punctuation
singular
plural
question mark
exclamation mark
verb tense
(past, present)
adjective, noun, suffix,
apostrophe, comma
SPAG Jan 2013 GC
Year
Year 3 6
word family,
conjunction,
adverb,
preposition,
direct speech,
inverted
commas (speech
marks)
consonant,
vowel, clause,
subordinate
clause
Year 4
Year 5
Year 6
pronoun,
possessive
pronoun,
adverbial
relative clause,
modal verb,
relative
pronoun,
parenthesis,
bracket, dash,
determiner,
cohesion,
ambiguity
active and
passive voice,
subject and
object, hyphen,
synonym, colon,
semi-colon,
bullet points
SPAG Jan 2013 GC
SPAG Jan 2013 GC