Scope and Sequence of Grammar .edu.au



Scope and sequence of grammar and punctuation skills K–6

The following grammar and punctuation framework indicates those understandings and terms which students might be expected to have control of by the end of each stage. It is arranged according to levels of text organisation: from the broad text level to specifics of word level grammar. It indicates the stage at which key concepts should be introduced. Concepts addressed in earlier stages should be reviewed and consolidated according to student needs and syllabus requirements.

|TEXT LEVEL – COHESION |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

|pronoun reference |synonyms |homonyms and homophones |nominalisation |

|determining the noun to which a |words that have the same or similar |homonyms: words |forming nouns from |

|pronoun refers, |meaning, eg leave/depart, tired/weary |with the same sound and the same |verbs (eg reaction from react or |

|eg Koalas eat leaves. Koalas are not |antonyms |spelling, but a different meaning, eg |departure from depart) or adjectives |

|bears. They are … |words that have opposite meanings, eg |bark (tree), bark (sound made by dog) |(eg length from long, eagerness from |

| |hot/cold, arrive/leave |homophones: words with the same sound |eager) |

| |time connectives |but different spelling and meaning, eg|reference links |

| |words that sequence information in |fair, fare |links that keep track of |

| |texts, |cohesive links |the people, animals or objects |

| |eg first, next, finally |eg, pronouns, conjunctions, |throughout a text; usually nouns or |

| |word families |connectives |pronouns, eg Mabel played netball on |

| |words linked because they deal with |connectives |Saturday. She fell over and hurt her |

| |the same topic |words which link paragraphs and |arm |

| |noun–pronoun agreement |sentences, eg on the | |

| |selection of the correct pronoun |other hand, however, furthermore, | |

| |(considering number and gender) for |therefore, because, although | |

| |the noun or noun group to which it | | |

| |refers, eg The girl ate her lunch; The| | |

| |dogs enjoyed their walk | | |

| |Subject–verb agreement | | |

| |selection of a verb form which matches| | |

| |the number of its subject (noun or | | |

| |noun group), | | |

| |eg They were at home; The cat is | | |

| |sitting still; The people are on the | | |

| |boat | | |

|SENTENCE LEVEL – STRUCTURE OF THE SENTENCE |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

|sentence |compound sentence |complex sentence |topic sentence |

|one or more clauses; a key unit for |two or more clauses usually linked by |an independent (main) clause and a |a sentence that introduces the main |

|expressing ideas. A written sentence |a coordinating conjunction, eg The |dependent (subordinate) clause linked |idea or theme of a paragraph |

|begins with a capital letter and ends |bell rang and Kim went home |by a subordinating conjunction | |

|with a full stop, question mark or |quoted (direct) speech |(indicating time, place, manner, | |

|exclamation mark, eg Kim broke the |eg, Kim said, ‘I want to go home’ |reason, condition), | |

|vase. Kim tripped on the step and she | |eg We all went outside when the sun | |

|broke the vase | |came out. When the sun came out, we | |

| | |all went outside | |

|conjunction |reported (indirect) speech |quoted (direct) speech | |

|joining word, eg and, so, but |eg, Kim said that she wanted to go |eg, ‘I am going to leave,’ she said | |

| |home |reported (indirect) speech | |

| |coordinating conjunction |eg, She said that she | |

| |a word or words that link phrases and |was going to leave | |

| |clauses, | | |

| |eg as, and, or, either/ | | |

| |neither, but, so, and, then | | |

| |paragraph | | |

| |two or more sentences centred on the | | |

| |same theme or idea; begins | | |

| |with a ‘topic sentence’ (introducing | | |

| |the theme or idea) in factual texts | | |

|CLAUSE LEVEL – STRUCTURE OF THE CLAUSE |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

|statement |clause |clause |main clause (independent clause) |

|provides information, |a complete message or thought |a complete message or thought |a clause that can stand alone as a |

|eg I am leaving now |expressed in words: |expressed in words: |complete sentence, though it may be |

|question |a clause includes |a clause includes a verb |joined with other clauses, eg The |

|asks for an answer, |at least one noun and one verb |a clause includes a subject (noun or |child came first |

|eg Are you busy? |a clause may be a sentence on its own |noun group that agrees with the verb |subordinate clause (dependent clause) |

|command |(main clause) or may |in person and number), eg The children|a clause that cannot stand alone as a |

|tells us to do something, eg Close the|be combined with a main clause to form|ran to the bus |sentence |

|door | |a clause may include |voice |

|exclamation |a sentence |an object (additional noun or noun |indicates who or what is performing an|

|for emphasis, eg I won! |a clause may tell us about an action |group, affected by the action), eg The|action; modified by changing the |

| |and those involved in the action, eg |children ran to the bus |beginning focus of a clause: |

| |Mark (noun – doer) opened (verb – |a clause may be a sentence on its own |active voice – the |

| |action verb) the door (noun – done to)|(main clause) or may |‘doer’ comes before the verb, eg Mark |

| | |be combined with a main clause to form|(doer) finished (verb) the work (done |

| | |a sentence |to) |

| | | |passive voice – the ‘receiver’ of the |

| | | |action is placed before the verb, eg |

| | | |The work (receiver) was finished |

| | | |(action) by Mark (doer) |

| | | |author voice |

| | | |use of first-person and third-person |

| | | |narration |

|GROUP AND PHRASE LEVEL |

|Structure of the noun group |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

| |noun group |noun group |noun group |

| |a group of words built around a noun |a group of words built around a noun |a group of words built around a noun |

| |that describes or specifies the noun: |that describes or specifies the noun: |that describes or specifies the noun: |

| |may include articles or adjectives, eg|may include different types of |may include adjectival phrases, eg the|

| |the sunny day, a long and bumpy road |articles, adjectives and nouns linked |chair next to my desk |

| |may include two or more nouns, eg boys|together, eg the (article) three |may include adjectival/ |

| |and girls, cats and dogs |(number) beautiful (opinion adjective)|relative clauses, eg the chair that is|

| | |native (classifying adjective) flowers|next to my desk |

| | |(noun) | |

|Structure of the verb group |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

| | |verb group |verb group |

| | |a group of words built up around a |a group of words built up around a |

| | |verb: |verb: |

| | |may include auxiliary (helping) verbs,|may include a preposition or adverb, |

| | | |eg The plane took off |

| | |eg She is sitting here |may include modal verbs, eg It might |

| | |may include two or more verbs, eg He |be finished tomorrow |

| | |huffed and puffed |may be complex verbs, eg The plane |

| | | |started to move |

|Structure of the adverbial phrase |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

|where/when/how adverbial phrase |adverbial phrase | | |

|contributes extra information about |contributes extra information about | | |

|the main clause, eg where, when or |the main clause, eg how, when, where, | | |

|how, eg Kim broke the vase in the |why: | | |

|morning (when); My mother was standing|includes a preposition plus a noun | | |

|beside my bed (where) |group | | |

| |tells us more about the action, eg Kim| | |

| |broke the vase in the morning (when); | | |

| |My mother was standing beside my bed | | |

| |(where); I went home with a friend | | |

| |(with whom) | | |

|WORD LEVEL |

|Nouns |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

|noun |noun |noun |noun |

|a naming word for a person, place or |a naming word for a person, place or |a naming word for a person, place or |a naming word for a person, place or |

|thing |thing: |thing: |thing: |

| |common noun, |singular, eg girl |technical, eg nucleus |

| |eg girl, city |plural, eg girls | |

| |proper noun, |collective, eg crowd | |

| |eg Mary, Sydney |term of address, | |

| |concrete noun (tangible, may be a |eg Mr Jones | |

| |common noun or proper noun) | | |

| |abstract nouns, eg happiness, surprise| | |

|Articles |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

| |article | | |

| |a, an, the | | |

| |placed before a noun to form part of a| | |

| |noun group; may refer to a specific | | |

| |person or thing (the), or a | | |

| |non-specific person or thing (a, an) | | |

|Adjectives |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

| |adjective |adjective |adjective |

| |a word that describes a noun: |a word that describes a noun: |a word that describes a noun: |

| |describing, eg size, colour, shape |possessive, eg our |classifying, eg native flower |

| |(big, red, round, beautiful, sunny) |comparative, eg bigger |modal, eg possible answer |

| |numbering, eg two | | |

|Pronouns |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

|pronoun |pronoun | |pronoun |

|a word that stands instead of a noun, |a word that stands instead of a noun: | |a word that stands instead of a noun: |

|eg I, me, he, she |personal pronoun, | |relative pronoun, |

| |eg I, me, him, it | |eg who, that (for people) and which, |

| |possessive pronoun, | |that (for things) |

| |eg This book is mine; | | |

| |it is not yours | | |

|Verbs |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

| |verb |verb |elaborated tenses |

| |a word that tells what is happening or|a word that tells what is happening or|multiple word tenses, |

| |what is: |what is: |eg We have been working for three |

| |action verb (describes doing or |relating verb, |hours |

| |saying), eg run, shout |eg She is my teacher | |

| |thinking verb, |feeling verb, | |

| |eg wonder |eg I liked the movie | |

| | |possessing verb, | |

| | |eg He has a new car | |

| | |tense | |

| | |eg, She went home (past); Koalas eat | |

| | |leaves (present); She will arrive | |

| | |tomorrow (future) | |

|Adverbs |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

|who/what/when/where words |adverb |adverb | |

| |a word that describes a verb or |a word that tells something about a | |

| |adjective to tell when, where or how, |verb, adjective or another verb, eg | |

| |eg She sings occasionally; He is |manner, place or time. Adverbs may | |

| |really interesting |show: | |

| | |modality, eg possibly | |

| | |degree, eg very | |

| | |comments or opinions, eg luckily | |

|Prepositions |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

| |preposition |preposition | |

| |placed in front of a noun group to |placed in front of a noun group to | |

| |show where or when, eg on the box |show time (when), place (where), | |

| |(where), before my birthday (when) |manner (how) or causality (why), eg in| |

| | |front of, throughout, underneath | |

| | |prepositional phrases | |

| | |units of meaning within a clause that | |

| | |begin with a preposition; indicate | |

| | |how, when, where or why, eg She ran | |

| | |into the garden, He is available from | |

| | |nine o’clock | |

|WORD BUILDING AND ORIGINS |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

| |compound word |word origins | |

| |two words combined, |the source and history | |

| |eg playground |of words (etymology), | |

| |base words |eg telephone (Greek), pedestrian | |

| |eg happy |(Latin), bungalow (Indian) | |

| |prefixes | | |

| |attached to the beginning of a base | | |

| |word to change the meaning, eg unhappy| | |

| |suffixes | | |

| |attached to the end of a base word to | | |

| |change the meaning, eg happily | | |

|CREATIVE AND EVALUATIVE LANGUAGE |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

| |creative language features |evaluative language |evaluative language |

| |alliteration, eg slippery, slithering |includes words used to express |words used to give a text |

| |snakes |feelings and opinions, judgements and |a particular perspective |

| |onomatopoeia, eg the wind whooshed |assessments, eg it was an excellent |(eg judgemental, critical, emotional),|

| |repetition |piece of writing |to evoke a particular audience |

| | |creative language features |response, and to express shades of |

| | |simile, eg She sings like an angel |feeling, meaning or opinion, eg: |

| | |metaphor, eg She is an angel |emotive language |

| | |idiom, eg Pull yourself together |modality (possibility, probability, |

| | |personification, eg The water licked |obligation, conditionality) |

| | |at my feet |creative language features |

| | |nonsense words, spoonerisms, |emphasis |

| | |neologisms, puns |irony |

| | | |humour |

|PUNCTUATION |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

|capital letter |capital letter |quotation marks |apostrophe |

|used for names and to signal the |used for proper nouns |used to signal dialogue, titles and |used to signify possession |

|beginning of a sentence |question mark |quoted (direct) speech |comma |

|full stop |used to signal the end of a question |apostrophe |used to separate clauses |

|used to signal the end of a sentence |exclamation mark |used to signify a contraction | |

|question mark |used to signal the end of an | | |

|used to signal a question |exclamation | | |

|exclamation mark |comma | | |

|used to provide emphasis |separates items in a list | | |

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