Grammar, Punctuation and Spelling Year 4

[Pages:16]Grammar, Punctuation and Spelling

Year 4

Summer Block 3

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Grammar, Punctuation and Spelling ? Year 4 ? Consolidation

Year 4 ? Yearly Overview

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10Week 11Week 12

1. Ready to Write

2. Pronouns 3. Fronted Adverbials

Assessments Assessments Assessments

Autumn

Spring

1. Apostrophes

2. Speech

3. Noun Phrases 4. Suffixes

Summer

1. Standard English

2. Paragraphs

3. Consolidation of Lower KS2

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Grammar, Punctuation and Spelling ? Year 4 ? Yearly Overview

Teaching Information

This scheme of work has been designed to be used in conjunction with your English writing curriculum. We recommend spreading the small steps out over the number of weeks suggested on the yearly overview. It is important to develop and build pupils' grammar, punctuation and spelling knowledge alongside reading and writing as this is the foundation of the English language. Understanding these elements of the English language enables pupils to not only enjoy English as a subject in its own right, but also to access the rest of the subjects within the whole curriculum.

Each block will develop English language fluency as well as application and reasoning to allow children to use these skills across all subject areas. We have provided some notes and guidance for each small step which breaks down the expectations for each pupil, as well as focused questions to help support your teaching.

Every step within each block has corresponding resources available on our website. These resources include a Teaching PowerPoint, Varied Fluency questions, and Application and Reasoning questions. The resources for each first step in every block are available to download for free.

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Grammar, Punctuation and Spelling ? Year 4 ? Consolidation

Summer Block 3 ? Consolidation of Lower KS2

National Curriculum Objectives: Due to the volume of coverage offered in this block, the objectives covered are detailed in each individual step's guidance.

Small Steps

1. Consolidating Determiners 2. Consolidating Coordinating Conjunctions 3. Consolidating Subordinating Conjunctions 4. Consolidating Adverbs 5. Consolidating Prepositions 6. Consolidating Speech 7. Consolidating Tenses 8. Consolidating Noun Types 9. Consolidating Root Words 10. Consolidating Fronted Adverbials 11. Consolidating Apostrophes 12. Consolidation of Writing Paragraphs in Standard and Non-Standard English

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Grammar, Punctuation and Spelling ? Year 4 ? Consolidation

Step 1 ? Consolidating Determiners

National Curriculum Objectives:

English Year 3: (3G1.8) Use the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box] Terminology for pupils:

? (3G1.8) consonant ? (3G1.8) consonant letter ? (3G1.8) vowel ? (3G1.8) vowel letter ? (4G1.8) determiner

Notes and Guidance

? As this is a consolidation block, it provides a more general overview of previously detailed learning covered in Lower KS2. ? This step consolidates the use of definite and indefinite articles as well as other determiners which precede nouns to indicate

what is being referred to. ? Children should be reminded that the indefinite article `a'/`an' is used to refer to something in general or something unknown,

whereas the definite article `the' refers to something specific or known. ? Children should recognise types of determiners such as demonstrative (that, these, which); quantifiers (e.g. one, many, half)

and possessive (e.g. his, their, its) and should be able to use these accurately in their writing.

Focused Questions

? Identify the type of article or determiner that has been used in each sentence. ? Is this word an adjective or a determiner?

You can find the free resources for this step on our website. Each pack includes a Teaching PowerPoint, Varied Fluency questions, and Application and Reasoning questions.

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Grammar, Punctuation and Spelling ? Year 4 ? Consolidation

Step 2 ? Consolidating Coordinating Conjunctions

National Curriculum Objectives:

English Year 3: (3G3.4) Extending the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, although English Year 3: (3G1.4) Using conjunctions to express time and cause English Year 3: (3G1.4) Express time, place and cause using conjunctions [for example, when, before, after, while, so, because] Terminology for pupils:

? (3G1.4) conjunction ? (3G3.1) clause ? (3G3.4) subordinate clause

Notes and Guidance

? This step consolidates the use of coordinating conjunctions, which are used to extend sentences and join two main clauses together.

? The most common coordinating conjunctions are `and', `but', `or' and `so', but children need to be reminded of the less common coordinating conjunctions `for', `nor', and `yet'. Children should be encouraged to use these in their writing and be able to explain their choice of conjunction when joining two main clauses together.

Focused Questions

? Why has this coordinating conjunction been used in the sentence? What meaning does it express? ? Has the coordinating conjunction been used correctly to join the two clauses together? ? Join the different clauses together choosing the most appropriate conjunction.

You can find the resources for this step on our website. Each pack includes a Teaching PowerPoint, Varied Fluency questions, and Application and Reasoning questions.

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Grammar, Punctuation and Spelling ? Year 4 ? Consolidation

Step 3 ? Consolidating Subordinating Conjunctions

National Curriculum Objectives:

English Year 3: (3G3.4) Extending the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, although English Year 3:(3G1.4) Using conjunctions to express time and cause English Year 3:(3G1.4) Express time, place and cause using conjunctions [for example, when, before, after, while, so, because] Terminology for pupils:

? (3G1.4) conjunction ? (3G3.1) clause ? (3G3.4) subordinate clause

Notes and Guidance

? This step consolidates the use of subordinating conjunctions expressing time, place and cause to extend sentences and add more information. The subordinating conjunctions and the additional information forms a subordinate clause, which must include a verb and a noun (or pronoun).

? A subordinate clause does not make sense on its own and must be linked to a main clause. ? The most commonly used subordinating conjunctions are because, when, if and that. Children need to be reminded that other

words are also used as subordinating conjunctions, such as before, after, while and although and these should follow the same rules of a subordinate clause. For example; before is also a preposition. Children should recognise when before is being used as a subordinating conjunction, e.g. before he went to bed versus before the show.

Focused Questions

? Join two sentences together using a subordinating conjunction. ? Choose a subordinating conjunction, replacing what is already in the sentence, to change the meaning.

You can find the resources for this step on our website. Each pack includes a Teaching PowerPoint, Varied Fluency questions, and Application and Reasoning questions.

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Grammar, Punctuation and Spelling ? Year 4 ? Consolidation

Step 4 ? Consolidating Adverbs

National Curriculum Objectives:

English Year 3: (3G1.6) Using adverbs to express time and cause English Year 3: (3G1.6) Express time, place and cause using adverbs [for example, then, next, soon, therefore]

Notes and Guidance

? This step consolidates the use of adverbs children should be familiar with using in their writing. Children should understand that adverbs can add different information to a sentence, including explaining how, how often, when, where and why.

? Children should be reminded that the most common way to form adverbs is to add ?ly to an adjective but should understand that this is not the only way.

? Children should be able to use adverbs in their writing and explain why they have chosen a specific adverb to describe the verb in that sentence.

Focused Questions

? Tick the sentence that is using the correct type of adverb/the adverb correctly. ? Does the sentence below contain any adverbs? If so, what type of adverb has been used? ? Rewrite the sentence below moving the adverb to a different place. ? Group these adverbs according to what they describe.

You can find the resources for this step on our website. Each pack includes a Teaching PowerPoint, Varied Fluency questions, and Application and Reasoning questions.

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Grammar, Punctuation and Spelling ? Year 4 ? Consolidation

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