Transcript Spelling Punctuation and Grammar PowerPoint

Spelling, Punctuation And Grammar
English Curriculum 2014
Changes
• Stronger emphasis on vocabulary development, grammar,
punctuation and spelling (for example, the use of commas and
apostrophes will be taught in KS1)
• Handwriting – not currently assessed under the national curriculum – is
expected to be fluent, legible and speedy.
• Spoken English has a stronger emphasis, with children being taught
debating and presenting skills
Grammar is the system of language; the way in which words are put
together to form sentences.
Punctuation is a set of marks which link parts of grammar and help us
make sense of texts.
Reception Class
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Spoken language.
Talking in play.
Linking to phonics.
Speaking in sentences.
Using tenses appropriately
Moving from speaking in sentences to writing down ideas in
sentences.
• Modelling by adults
Key Stage 1
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Speaking in whole sentences
Counting words
Making sure sentences make sense
Spaces between words
Capital letter and Full Stop.
Enhancing writing (e.g. adjectives, e.g. commas)
Key Stage 2
• Specific teaching of aspects of grammar
• Application of new grammar in writing
• Identification of grammar in texts
Year 1: Detail of content to be introduced (statutory requirement)
Word
Regular plural noun suffixes –s or –es [for example, dog, dogs; wish,
wishes], including the effects of these suffixes on the meaning of the noun
Suffixes that can be added to verbs where no change is needed in the
spelling of root words (e.g. helping, helped, helper)
How the prefix un– changes the meaning of verbs and adjectives [negation,
for example, unkind, or undoing: untie the boat]
Sentence
How words can combine to make sentences
Joining words and joining clauses using and
Text
Sequencing sentences to form short narratives
Punctuation
Separation of words with spaces
Introduction to capital letters, full stops, question marks and exclamation
marks to demarcate sentences
Capital letters for names and for the personal pronoun I
Terminology for pupils letter, capital letter word, singular, plural sentence punctuation, full stop,
question mark, exclamation mark
Year 6: Detail of content to be introduced (statutory requirement)
Word
The difference between vocabulary typical of informal speech and vocabulary
appropriate for formal speech and writing [for example, find out – discover; ask for –
request; go in – enter] How words are related by meaning as synonyms and
antonyms [for example, big, large, little].
Sentence
Use of the passive to affect the presentation of information in a sentence [for
example, I broke the window in the greenhouse versus The window in the
greenhouse was broken (by me)].
The difference between structures typical of informal speech and structures
appropriate for formal speech and writing [for example, the use of question tags: He’s
your friend, isn’t he?, or the use of subjunctive forms such as If I were or Were they to
come in some very formal writing and speech]
Text
Linking ideas across paragraphs using a wider range of cohesive devices: repetition of
a word or phrase, grammatical connections [for example, the use of adverbials such
as on the other hand, in contrast, or as a consequence], and ellipsis
ayout devices [for example, headings, sub-headings, columns, bullets, or tables, to
structure text]
Year 6: Detail of content to be introduced (statutory requirement)
Punctuation
Use of the semi-colon, colon and dash to mark the boundary between
independent clauses [for example, It’s raining; I’m fed up]
Use of the colon to introduce a list and use of semi-colons within lists
Punctuation of bullet points to list information
How hyphens can be used to avoid ambiguity [for example, man eating
shark versus man-eating shark, or recover versus re-cover]
Terminology for pupils subject, object active, passive synonym, antonym ellipsis, hyphen, colon,
semi-colon, bullet points
Help from parents and carers
• Speaking
• Reading with your child – looking at the use of punctuation and
grammar in the text.
• Support for homework about specific aspects of Grammar.
https://www.gov.uk/government/collections/national-curriculum
http://www.theschoolrun.com/primary-literacy-glossary-for-parents
Spelling Test!
separate
definitely
transparent
diarrhoea
How to help with spellings
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Look Say Cover Write Check
Look for patterns/letter strings/rules
Make use of phonic knowledge (sounds)
Try to put words into sentences
Joining digraphs and trigraphs
(2 and 3 letter sounds)
• A little and often!