Grammar in ‘Curriculum 2014’

Sarah Cook

Jokes Challenge

Curriculum 2014

English breakdown

Additional information

• Appendix 1: Spelling• Appendix 2: Vocabulary, grammar and

punctuation• Glossary for the programmes of study for

English SLN

‘at a glance’ Curriculum

2014

Appendix 2: page 74Vocabulary, grammar and punctuation

• The grammar of our first language is learnt naturally and implicitly through interactions with other speakers and from reading.

• Explicit knowledge of grammar is, however, very important, as it gives us more conscious control and choice in our language.

• Building this knowledge is best achieved through a focus on grammar within the teaching of reading, writing and speaking.

Appendix 2: page 74Vocabulary, grammar and punctuation

• Once pupils are familiar with a grammatical concept (for example ‘modal verb’), they should be encouraged to apply and explore this concept in the grammar of their own speech and writing and to note where it is used by others.

• Young pupils, in particular, use more complex language in speech than in writing, and teachers should build on this, aiming for a smooth transition to sophisticated writing.

Appendix 2: page 74Vocabulary, grammar and punctuation• The table focuses on Standard English and should be read in

conjunction with the programme of study as it sets out the statutory requirements.

• The first strand refers to the structure of words and vocabulary building.

• The table shows when concepts should be introduced first, not necessarily when they should be completely understood.

• It is very important, therefore, that the content in earlier years be revisited in subsequent years to consolidate knowledge and build on pupils’ understanding.

• Teachers should also go beyond the content set out here if they feel it is appropriate.

• The grammatical terms that pupils should learn are set out at the bottom.

• They should learn to recognise and use the terminology through discussion and practice.

• All terms in bold should be understood with the meanings set out in the glossary.

Appendix 2: page 74Vocabulary, grammar and punctuation

Teaching grammar

• Consistently use the terminology • Spot in reading – shared and guided• Interactive starter activities and games linked to

focus• Shared writing – success criteria/toolkit• Editor pairs – success criteria/toolkit• Build into other areas of the curriculum

Grammar terminology

Subject Knowledge…

NC Glossary

SLN Passports

Assessment Y2 and Y6 - 2016

Sample Tests for KS1 and KS2

Teaching grammar

• Consistently use the terminology • Spot in reading – shared and guided• Interactive starter activities and games linked to

focus• Shared writing – success criteria/toolkit• Editor pairs – success criteria/toolkit• Build into other areas of the curriculum

Grammar and Reading

James and the Giant Peach by Roald Dahl adjectives

The Daydreamer by Ian McEwanverbs

Way Home by Libby Hathornenouns, expanded noun phrasesprepositions

BOO! By Kevin Crossley-Hollandpronouns

From The Summer Day by Mary Oliverdeterminers

The Teaching Sequence for WritingPrimary National Strategy

Read

Plan

Analyse

Review

Write

SHARE

Teaching grammar

• Consistently use the terminology • Spot in reading – shared and guided• Interactive starter activities and games linked to

focus• Shared writing – success criteria/toolkit• Editor pairs – success criteria/toolkit• Build into other areas of the curriculum

SLN Resource PackGet up and Go Grammar!

• Interactive, kinaesthetic approach

• Games act as a ‘hook’ for the concepts and terminology

• Terminology gives children meta-language

• 25 games with resources Y1 – Y6

In development…Using drama to develop grammar

Pair improvisationTelephone conversationsThought TrackingFreeze FrameForum TheatreHot SeatingConscience AlleyFast Forward Meetings

Teaching grammar

• Consistently use the terminology • Spot in reading – shared and guided• Interactive starter activities and games linked to

focus• Shared writing – success criteria/toolkit• Editor pairs – success criteria/toolkit• Build into other areas of the curriculum

Teaching grammar

• Consistently use the terminology • Spot in reading – shared and guided• Interactive starter activities and games linked to

focus• Shared writing – success criteria/toolkit• Editor pairs – success criteria/toolkit• Build into other areas of the curriculum

Editor pairs

Refer back to writing ‘toolkit’

Year 2 upwards…• Write on every other line• Read aloud to your partner• 2 stars and a wish…• Green and pink highlighters…• Purple polishing pen…

Teaching grammar

• Consistently use the terminology • Spot in reading – shared and guided• Interactive starter activities and games linked to

focus• Shared writing – success criteria/toolkit• Editor pairs – success criteria/toolkit• Build into other areas of the curriculum

Using a SLN Photo Story to promote a grammar objectiveYear 3: Volcanoes

Watch and fill in ‘I wonder’ bubbles…Share in threes and read fact sheetText mark answers – answering other questions

Volcano vocabulary: Flip chartGenerate adverbs with - ly endings: Flip chart

In threes: Generate sentences on strips starting with –ly endingsSequence 4 – 6 together to make a poem

Teaching grammar

• Consistently use the terminology • Spot in reading – shared and guided• Interactive starter activities and games linked to

focus• Shared writing – success criteria/toolkit• Editor pairs – success criteria/toolkit• Build into other areas of the curriculum

Pair Share

SPAG: Current Year 6 assessment70 marks

50 marks Grammar 25 – 35 Punctuation 10 – 20Vocabulary 5 – 10

20 marks Spelling 1 per word

SLN Grammar Support MaterialsOutcomes – sample school (2013)

Right answers10. Identify pronouns 212. Synonym/antonym 58. Identify adverbs 6 /246. Identify adjectives 1213. Contractions 139. Punctuate speech 2214. Identify prepositions 2211. Singular/plural 232. Correct use of me & I 291. Choose suitable connective 337. Identify verbs 333. Capital letters 385. Identify nouns 384. Final punctuation marks 40

Pupil interviews…

• not answering question as asked• not knowing the terminology• not having a ‘Have a go’ problem solving

approach• lack of accuracy – e.g. apostrophes– 2014 DFE guidance on marking– 2014 Y6 Glossary for the test

Joke Challenge1. The Past, The Present and The Future walked into a

bar.It was tense.

2. What do you call Santa’s little helpers?Subordinate clauses.

3. A pregnant woman went into labour and began to yell, "Couldn't! Wouldn't! Shouldn't! Didn't! Can't!“

She was having contractions.

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sarahcook@somersetliteracynetwork.com 01278 663569