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Primary Grammar progression

Fidelia Nimmons

Preface

This programme is a complete practical tool to help teachers and parents teach children under their care to master basic skills in grammar and punctuation; these are the essential tools for mastering the skills of effective reading and writing. Spelling, another essential tool for reading and writing is covered elsewhere in the booklet Primary Spelling and Phonics programme by the same author. The last essential skill for effective reading is language and context comprehension, this can be developed using graded reading books like Ladybird or schools published reading schemes and answering comprehension questions on texts read.

The programme is designed for use from the Reception class year up to Key stage 3 (children aged 5 to 12 years) and is divided into grammatical awareness and punctuation sections. The structure is progressive from year to year with constant revision built in for each year group; this enables opportunity for slower children to revisit work from previous years and for faster children to progress at their own pace. Children learning English as a second language will also find the teaching sequence helpful.

The programme can be used as a day to day reference material for the busy teacher; it cuts down on planning time and if used consistently should enable all children to become fully literate by the time they leave primary school. It can also serve as a useful tool for subject leaders and the school leadership team when monitoring teaching and learning of literacy and cross curricula work in their school.

The programme enables children to:

• Have a growing repertoire of vocabulary to use in their speaking and writing activities

• Develop an interest in books and other literary works

• Use the full range of reading cues to monitor their reading

• Have an interest in words and their meanings

• Read and write with confidence and fluency

• Develop their powers of imaginative word use in creative and inventive writing

• Plan, draft, evaluate and edit their writing using appropriate words and punctuation

This programme serves as a companion to the Complete Language Structures kit by Fidelia Nimmons which can be downloaded from:

These series of programmes have been developed from my work as a reading and writing expert teacher working with hard to teach primary school children in South London.

Grammar and punctuation work to be covered from Reception year to year 6

|Year |Grammatical awareness |Punctuation |

|R |Nouns, verbs, pronouns, prepositional words | |

| |Teach: |Punctuation to master: |

| |use capital letters for start of their own names |Capital letter for names |

| |Write captions and labels for pictures | |

| |Write sentences to match pictures or sequences of pictures using | |

| |thinking-writing skills | |

| |Use correct sequence of movements to write letters | |

|1 |Nouns, verbs, pronouns, prepositional words |Capital letter for names |

| |Nouns- special names begin with capital letters |Capital letter for start of a sentence |

| |Describing words (make sentences more interesting) |Capital letter for personal pronoun I |

| |More (-er) most (-est) |Capital letter for personal titles (Mr, Mrs) |

| |Verbs regular past tense (-ed) |Use full stop for ending sentences |

| |Did/ done (has) |Use question marks for questions (what, |

| |Adverb (-ly) |where, when, why, how?) |

| |Plurals (s, es) |Punctuation to master: |

| |Articles a and an |. ? |

| |Teach: form simple sentences with one verb | |

|2 |Nouns, verbs, pronouns, prepositional words, connectives, pronouns |Capital letter for names |

| |Nouns- special names begin with capital letters |Capital letter for start of a sentence |

| |Describing words (make sentences more interesting) |Capital letter for personal pronoun I |

| |More adjectives |Capital letter for personal titles (Mr, Mrs) |

| |More (-er) most (-est) |Use full stop for ending sentences |

| |Verbs regular past tense (-ed) |Use question marks for questions words – who,|

| |Use past tense consistently |when, how, what, where, which |

| |Did/ done (has), catch /caught , give/ gave |Use comma when we take a breath |

| |Adverb (-ly) |Use comma in a list |

| |Plurals (s, es) more than one |Use of exclamation mark to: |

| |Articles a and an |Mark surprise, humour, joy |

| |Use of article an with words beginning with silent h in an hour |Show fear, anger, pain, danger, |

| |Owning words (pronouns) my, his, her, its, yours |giving an order or shouting |

| |Opposite words |identify speech marks in reading |

| |Person verb agreement (I run, you run, he runs, they run) |Shortening words using full stops or the high|

| |Noun / pronoun/ verb agreement ( I ma, they are, we are, he is) |comma ‘ |

| |Comparative nouns e.g. long, longer, longest | |

| |Connectives ‘and’ and ‘but’ to join two simple sentences |Punctuation to master: |

| |Collective nouns –e.g. a team of players |. ? ! , “ “ |

| |Teach form simple and compound sentences. | |

| |A simple sentence has one verb | |

| |Compound sentences are two or more simple sentences joined together | |

| |Compound sentences are joined by a conjunction such as ‘and’, ‘but’, ‘because’ | |

| |etc e.g. Harry fell down, broke his wrist and was taken to the hospital in an | |

| |ambulance. | |

|3 |Nouns, verbs, pronouns, prepositional words, connectives, pronouns |Capital letter for names |

| |Nouns- special names begin with capital letters |Capital letter for start of a sentence |

| |Describing words (make sentences more interesting) |Capital letter for personal pronoun I |

| |More (-er) most (-est) |Capital letter for personal titles (Mr, Mrs) |

| |Singular and plural nouns |Use full stop for ending sentences |

| |Verbs regular past tense (-ed) |Use of full stop for abbreviation |

| |Use past tense consistently |Use of full stop for when a word has been |

| |Use verb tenses with increasing accuracy in speaking and writing |made shorter |

| |Did/ done (has), catch /caught , give/ gave |Use question marks for questions words – who,|

| |Verbs is/are, was/ were |when, how, what, where, which |

| |Adverb (-ly) (how words) |Use comma when we take a breath |

| |Find good adverbs to describe the verb |Use comma in a list |

| |Plurals (s, es) more than one |Use comma to help make meaning clearer: |

| |Articles a and an |Julia says her sister is ill. (sister ill) |

| |Use of article an with words beginning with silent h in an hour |Julia, says her sister, is ill (Julia ill). |

| |Owning words (pronouns) my, his, her, its, yours |Use of exclamation mark to |

| |Opposite words |Mark surprise, humour, joy |

| |Person verb agreement (I run, you run, he runs, they run) |Show fear, anger, pain, danger, |

| |Noun / pronoun/ verb agreement ( I ma, they are, we are, he is) |giving an order or shouting |

| |Comparative nouns e.g. long, longer, longest |identify speech marks in reading |

| |Connectives ‘and’ and ‘but’ to join two simple sentences |understand basic conventions of speech |

| |Collective nouns –e.g. a team of players |punctuation |

| |Abstract nouns e.g. feelings, thoughts |Shortening words using full stops or the high|

| |Main clause & dependent clause |comma ‘ |

| |Figures of speech – similes, metaphors |Use of apostrophe for ownership /possession |

| |Other connectives: |Other uses of capitalisation: |

| |When, because, until, before, |Personal pronoun I |

| |Use these to form complex sentences (dependent clause) |Each line of a poem |

| |Teach sentence with two verbs of equal weight is a compound sentence. |Begin exact words spoken in inverted commas |

| |Complex sentence contains a main clause and a subordinate clause. |Words in titles |

| |A phrase is any group of words which taken together in a sentence, function as | |

| |a part of speech: |Punctuation to master: |

| |Noun phrases act together as a noun - Reading a book is good hobby (what: the |‘ . ? ! , “ “ |

| |subject) | |

| |Adjectival phrase act together as an adjective – The woman in the red shiny | |

| |dress is the owner of the cafe (which woman) | |

| |A Verb phrase forms a verb My mum will be leaving for the station in an hour | |

| |(what does or did the subject do?) | |

|4 |Nouns, verbs, pronouns, prepositional words, connectives, pronouns |Capital letter for names |

| |Nouns- special names begin with capital letters |Capital letter for start of a sentence |

| |Describing words (make sentences more interesting) |Capital letter for personal pronoun I |

| |Comparative nouns |Capital letter for personal titles (Mr, Mrs) |

| |Collective nouns |Use full stop for ending sentences |

| |More (-er) most (-est) |Use of full stop for abbreviation |

| |Singular and plural nouns |Use of full stop for when a word has been |

| |Verbs regular past tense (-ed) |made shorter |

| |Use past tense consistently |Use question marks for questions words – who,|

| |Use verb tenses with increasing accuracy in speaking and writing |when, how, what, where, which |

| |Did/ done (has), catch /caught , give/ gave |Use comma when we take a breath |

| |Verbs is/are, was/ were |Use comma in a list |

| |Verb tense: present, past, future |use comma to separate group of words |

| |Adverb (-ly) (how words) |use comma to separate connectives that come |

| |Find good adverbs to describe the verb |in pairs in sentences e.g. neither - nor, |

| |Plurals (s, es) more than one |use comma to separate a subordinate clause |

| |Articles a and an |from the main clause in a sentence |

| |Use of article an with words beginning with silent h in an hour |Use of exclamation mark to |

| |Owning words (pronouns) my, his, her, its, yours |Mark surprise, humour, joy |

| |Opposite words |Show fear, anger, pain, danger, |

| |Person verb agreement (I run, you run, he runs, they run) |giving an order or shouting |

| |Noun / pronoun/ verb agreement ( I ma, they are, we are, he is) |identify speech marks in reading |

| |Verb / noun agreement |understand basic conventions of speech |

| |Comparative adjectives e.g. long, longer, longest |punctuation |

| |Connectives ‘and’ and ‘but’ to join two simple sentences |Shortening words using full stops or the high|

| |Collective nouns –e.g. a team of players |comma |

| |Abstract nouns e.g. feelings, thoughts |Use of apostrophe for ownership /possession |

| |Main clause & dependent clause |To show possession: The girl’s shoe |

| |Figures of speech – similes, metaphors, personification |The girls’ shoes |

| |Phrases, sentences & paragraphs |Use in abbreviation – to show where letters |

| |Other connectives: |are missing: don’t (do not) |

| |When, because, until, before, |For some unusual plurals: 7’s and 9’s; and |

| |Use these to form complex sentences (dependent clause) |p’s and q’s ; and A’s and B’s |

| |Teach sentence with two verbs of equal weight is a compound sentence |Basic rules for apostrophising: |

| |More connectives |To show possession |

| |Until, before, after, unless, if |A single noun add s, Jane’s hat |

| |Use alternative (powerful) adverbs and adjectives to make writing more |A plural noun ending in s, add ‘ boys’ bags |

| |interesting |A plural noun not ending in s, add s – |

| |Direct and indirect speech |women’s bags |

| |Investigate word classes e.g. |Boy’s hat, boys’ hats |

| |Noun (pleasure) Adjective (pleasant) Verb(please) Adverb (pleasurably) |Other uses of capitalisation: |

| | |Personal pronoun I |

| |Adverbial phrases answer the questions: how, where, when or why e.g. |Each line of a poem |

| |Last night, Danielle drove her car carefully down the road, as it was snowing |Begin exact words spoken in inverted commas |

| |heavily. |Words in titles |

| |How did she drive – carefully (adverb) |Punctuation to master: |

| |Where did she drive – down the road (adverb- where the verb is happening) |Respond to punctuations |

| |When did she drive? Last night (adverb- when the verb happened) |‘ . ? ! , “ “ ; : - ( ) -- ... in reading |

| |Teach: Complex sentence contains a main clause and a subordinate clause. | |

| |Complex sentence can be made up of a single clause(a phrase with one verb) and | |

| |one or more noun, adjectival or adverbial clauses | |

|5 |Nouns, verbs, pronouns, prepositional words, connectives, pronouns , proverbs, |Capital letter for names |

| |idioms, slangs |Capital letter for start of a sentence |

| |Nouns- special names begin with capital letters |Capital letter for personal pronoun I |

| |Describing words (make sentences more interesting) |Capital letter for personal titles (Mr, Mrs) |

| |Comparative nouns |Use full stop for ending sentences |

| |Collective nouns |Use of full stop for abbreviation |

| |More (-er) most (-est) |Use of full stop for when a word has been |

| |Singular and plural nouns |made shorter |

| |Verbs regular past tense (-ed) |Use question marks for questions words – who,|

| |Use past tense consistently |when, how, what, where, which |

| |Use verb tenses with increasing accuracy in speaking and writing |Use comma when we take a breath |

| |Did/ done (has), catch /caught , give/ gave |Use comma in a list |

| |Verbs is/are, was/ were |use comma to separate group of words |

| |Verb tense: present, past, future |use comma to separate connectives that come |

| |Auxillary verbs – have, was, shall, will |in pairs in sentences e.g. neither nor, |

| |Verb forms – active, interrogative, imperative |use comma to separate a subordinate clause |

| |Adverb (-ly) (how words) |from the main clause in a sentence |

| |Find good adverbs to describe the verb |Use of exclamation mark to |

| |Plurals (s, es) more than one |Mark surprise, humour, joy |

| |Articles a and an |Show fear, anger, pain, danger, |

| |Use of article an with words beginning with silent h in an hour |giving an order or shouting |

| |Owning words (pronouns) my, his, her, its, yours |identify speech marks in reading |

| |Pronouns – whom, who, which, it |understand basic conventions of speech |

| |Person – 1st, 2nd, 3rd |punctuation |

| |Opposite words |only put speech marks round actual words |

| |Person verb agreement (I run, you run, he runs, they run) |spoken |

| |Noun / pronoun/ verb agreement ( I ma, they are, we are, he is) |when a quotation is interrupted in |

| |Verb / noun agreement |mid-sentence, you don’t need a capital letter|

| |Comparative adjectives e.g. long, longer, longest |when you restart the speech. |

| |Connectives ‘and’ and ‘but’ to join two simple sentences |Before closing or reopening quotation marks |

| |Collective nouns –e.g. a team of players |there must always be a point of punctuation, |

| |Abstract nouns e.g. feelings, thoughts |usually a comma otherwise a full stop, |

| |Gender of nouns |question mark, or exclamation mark |

| |Main clause & dependent clause |A new line should be used for each new |

| |Figures of speech – similes, metaphors, personification |speaker. |

| |Ongoing work on: Phrases, sentences & paragraphs. |If a speaker quotes someone else, use single |

| |Other connectives: |quotation marks for the words the speaker is |

| |When, because, until, before, |quoting e.g. “ I heard the man shout ‘Run!’, |

| |Use these to form complex sentences (dependent clause) |“Amy cried. |

| |Teach sentence with two verbs of equal weight is a compound sentence |Shortening words using full stops or the high|

| |More connectives |comma |

| |Until, before, after, unless, if |Use of apostrophe for ownership /possession |

| |Use alternative (powerful) adverbs and adjectives to make writing more |Basic rules for apostrophising |

| |interesting |Boy’s hat, boys’ hats |

| |Direct and indirect speech |Other uses of capitalisation: |

| |Investigate word classes e.g. |Personal pronoun I |

| |Noun (pleasure) Adjective (pleasant) Verb(please) Adverb (pleasurably) |Each line of a poem |

| | |Begin exact words spoken in inverted commas |

| |Adverbial phrases – adverbs of |Words in titles |

| |Manner (how it was done) |Colon: to signal a list or explanation |

| |Time (when it was done) |To introduce a list or example |

| |Place ( where it was done) |Separate two statements where the second |

| |Use of standard English: |explains the first |

| |Concord agreement of singular with singular and plural with plural. |To introduce a lengthy quotation |

| |Agreement between nouns & verbs |To punctuate speech in plays |

| |Consistency of tense and subject | |

| |Avoidance of double negatives |Punctuation to master: |

| |Avoidance of non-standard dialect words |Respond to punctuations |

| | |‘ . ? ! , “ “ ; : - ( ) -- ... in reading |

| |Teach: Revise composition of simple, compound and complex sentences and the |‘ . ? ! , “ “ ; : - ( ) in writing |

| |essential points of Grammar at this stage. | |

| |Teach: independent use of dictionaries, thesauri, reference books, internet | |

| |research skills etc. | |

| | | |

| |Know all parts of speech | |

|6 |Nouns, verbs, pronouns, prepositional words, connectives, pronouns , proverbs, |Capital letter for names |

| |idioms, slangs |Capital letter for start of a sentence |

| |Nouns- special names begin with capital letters |Capital letter for personal pronoun I |

| |Describing words (make sentences more interesting) |Capital letter for personal titles (Mr, Mrs) |

| |Comparative nouns |Use full stop for ending sentences |

| |Collective nouns |Use of full stop for abbreviation |

| |More (-er) most (-est) |Use of full stop for when a word has been |

| |Singular and plural nouns |made shorter |

| |Verbs regular past tense (-ed) |Use question marks for questions words – who,|

| |Use past tense consistently |when, how, what, where, which |

| |Use verb tenses with increasing accuracy in speaking and writing |Use comma when we take a breath |

| |Did/ done (has), catch /caught , give/ gave |Use comma in a list |

| |Verbs is/are, was/ were |use comma to separate group of words |

| |Verb tense: present, past, future |use comma to separate connectives that come |

| |Auxillary verbs – have, was, shall, will |in pairs in sentences e.g. neither nor, |

| |Verb forms – active, interrogative, imperative |use comma to separate a subordinate clause |

| |Active and passive verbs |from the main clause in a sentence |

| |Adverb (-ly) (how words) |Use of exclamation mark to |

| |Find good adverbs to describe the verb |Mark surprise, humour, joy |

| |Plurals (s, es) more than one |Show fear, anger, pain, danger, |

| |Articles a and an |giving an order or shouting |

| |Use of article an with words beginning with silent h in an hour |identify speech marks in reading |

| |Owning words (pronouns) my, his, her, its, yours |understand basic conventions of speech |

| |Pronouns – whom, who, which, it |punctuation |

| |Person – 1st, 2nd, 3rd |Shortening words using full stops or the high|

| |Opposite words |comma |

| |Person verb agreement (I run, you run, he runs, they run) |Use of apostrophe for ownership /possession |

| |Noun / pronoun/ verb agreement ( I ma, they are, we are, he is) |Basic rules for apostrophising |

| |Verb / noun agreement |Boy’s hat, boys’ hats |

| |Comparative adjectives e.g. long, longer, longest |Other uses of capitalisation: |

| |Connectives ‘and’ and ‘but’ to join two simple sentences |Personal pronoun I |

| |Collective nouns –e.g. a team of players |Each line of a poem |

| |Abstract nouns e.g. feelings, thoughts |Begin exact words spoken in inverted commas |

| |Gender of nouns |Words in titles |

| |Know all five types of nouns: |Colon: to signal a list or explanation |

| |Common - dog |Respond to punctuations |

| |Proper - Sandra |‘ . ? ! , “ “ ; : - ( ) -- ... in reading |

| |Concrete – of real objects |‘ . ? ! , “ “ ; : - ( ) -- ... in writing |

| |Abstract – qualities, feelings |In addition, master: |

| |Collective – groups |Use the dash to show gaps or hesitation |

| |Know noun endings –ment, -ship, -ness, -ence, -ance |An abrupt change of thought |

| |Main clause & dependent clause |Use dash with a colon to introduce a list |

| |Figures of speech – similes, metaphors, personification |Use a dash to show longer pauses instead of |

| |Phrases, sentences & paragraphs |brackets |

| |Other connectives: |The Hyphen |

| |When, because, until, before, |Use the hyphen: |

| |Use these to form complex sentences (dependent clause) |To join two or more words to make a new |

| |Teach sentence with two verbs of equal weight is a compound sentence |compound word e.g. hyper-active , |

| | |single-minded, long-lasting, up-to-date |

| |More connectives |To join two syllables of a word when |

| |Until, before, after, unless, if |separated at the end of a line e.g. se- |

| |Use alternative (powerful) adverbs and adjectives to make writing more |parate |

| |interesting |To pair with capital letters e.g. |

| |Direct and indirect speech |anti-British, U-turn |

| |Investigate word classes e.g. |To separate a prefix from it root word where |

| |Noun (pleasure) Adjective (pleasant) Verb(please) Adverb (pleasurably) |the letter combination will look odd e.g. |

| |Formal & informal language |co-ordinate, re-emit, de-ice |

| |Adverbial phrases – adverbs of |To avoid confusion with an existing word e.g.|

| |Manner (how it was done) | |

| |Time (when it was done) |re-cover, recover |

| |Place ( where it was done) | |

| |Use of standard English: |Use ellipse (dots) to: |

| |Concord agreement of singular with singular and plural with plural. |Show a break in a phrase or sentence |

| |Agreement between nouns & verbs |Scraps of conversation |

| |Consistency of tense and subject |To show a word or words have been missed out.|

| |Avoidance of double negatives | |

| |Avoidance of non-standard dialect words | |

| |Know all parts of speech | |

| |Word classes | |

| |Noun |The brackets |

| |Pronoun |Placed round words which give extra |

| |Adjective |information which is not absolutely essential|

| |Verb |e.g. an afterthought or to explain something |

| |Adverb |in the sentence. |

| |Conjunction | |

| |Preposition |The full stop |

| |Interjection |To show a word has been abbreviated but when |

| |Know figures of speech |the first and last letters are included in |

| |Simile |the abbreviation, you do not need a full |

| |Metaphor |stop: Dr, maths, Mrs, Emi. Utd |

| |Personification | |

| |Idiom | |

| |Expression & sayings |Punctuation to master: |

| |Colloquialism & slangs |Use and respond effectively to all twelve |

| |Special effects words |punctuation marks in reading and writing. |

| |Alliteration | |

| |Proverbs |‘ . ? ! , “ “ ; : - ( ) -- ... |

| |Irony | |

| |Onomatopoeia | |

| | | |

| |Revise language conventions and grammatical features of different text types | |

| |through reading and writing | |

| |Narratives (e.g. historical stories, traditional stories, fairy tales, science | |

| |fiction, myths and legends, flashbacks), recounts, instructional, reports, | |

| |explanation, persuasion, discussions, range of letters, public notices, | |

| |adverts, diaries, range of poems, description, biography and autobiography. | |

| | | |

| |Teach: Revise composition of simple, compound and complex sentences and the | |

| |essential points of Grammar at this stage. | |

| |Teach: independent use of dictionaries, thesauri, reference books, internet | |

| |research skills etc. | |

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