12 February 2021

Senior Teaching and Learning Consultant: Natalie Derry

Teaching Grammar in KS2 What are you going to do during half term?

Please remember to…

• Mute your microphone

• If you have connection issues please turn off your camera otherwise leave it on

• If you would like to ask a question just type your name and the word question into the chat box

• e.g. Natalie - question

• To understand what the National curriculum

grammar requirements are and why teaching

grammar is important.

• To explore how grammar is assessed at the end of

KS2

• To consider the most effective ways to teach

grammar

• To explore some examples of teaching grammar in

context and using engaging grammar games

Spelling: Questions?

What are the National curriculum grammar requirements and why is

teaching grammar important?

In 2014, the revised National Curriculum raised the profile of grammar teaching in

primary schools.

The 2014 English National Curriculum states: ‘Explicit knowledge of grammar is very

important, as it gives us more conscious control and choice in our language.’

So, Why do you think it is important to explicitly teach grammar in primary school?

Share your thoughts using the slido link:

Grammar is the business of taking a

language to pieces to see how it works.

Professor David Crystal

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.

National Curriculum 2014

It is important that young readers and writers know

about how language is organised to make

meaning.

David Reedy and Eve Bearne

Language study is a vitally important aspect of learning in

English, and grammar is an important strand of language

study, for its own intrinsic interest and for its contribution to

communication and the making of meaning.

UKLA

• What are your recollections of

being taught grammar at primary

school?

• How confident are you of the

grammar expectations by the end

of KS2 and beyond?

Word

Level

Sentence

Level

Text

Level

Punctuation

Terminology

for Pupils

Statutory Requirements outline for Year 1 to Year 6

Choosing the right word for the jobWord level grammar covers verbs and tenses, nouns, adverbs etc. This focuses on the

parts of speech that make a sentence.

Example: adjective, noun, adverb

Constructing and manipulating sentences to create different effects

Sentence level grammar covers explores the different sentence types and what

constitutes a sentence.

Example: phrases, clauses, reported speech

Tying texts together so that writing is linked and flows

Text level relates to the structuring of a text as a whole.

Example: Paragraphs, tense, headings

Punctuation creates sense, clarity and stress in sentences. The variety of

punctuation marks are taught ranging from full stops to dashes.

Example: Question Mark, semi-colon, brackets

Pupils 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

What are the main

grammar learning points

in KS2?

Handout

The old man jumped quickly over the rusty fence.

He jumped over it.

Where are the nouns?

Where are the adjectives?

Where is the verb?

Where is the adverb?

Where are the pronouns?

Where is the preposition?

And ‘the’ is a ….. ?

Word

Level

The old man jumped quickly over the rusty fence.

He jumped over it.

Nouns-Name the things we talk about

Adjectives-Describe the nouns

Verb-Say what the action is

Adverb- Describe the verb

Pronouns-Stand in the place of a noun

Preposition-Tell you the position of the action

And ‘the’ is a determiner which pin down the

noun precisely.

Word

Level

A. Modal Verbs B. Subjunctive C. Passive VoiceD. Expanded

Noun Phrase

E. Fronted

Adverbial

Confident to

explain to a

peerNot heard of it

I think I

understand it

1 2 3 4 5 6 7 8 9 10

Modal Verb Subjunctive Passive Voice Expanded

Noun Phrase

Fronted Adverbial

Definition A modal verb is a special

type of verb which

changes or affects other

verbs in a sentence.

Modal verbs are used to

show the level of

possibility, indicate ability,

show obligation or give

permission.

The subjunctive is

a verb form used

to express things

that could or

should happen,

for example: If

I were to go... / I

demand that

he answer!

A sentence is written

in passive voice when

the subject of the

sentence has

something done to it

by someone or

something. For

example: "The mouse

was being chased by

the cat."

An expanded

noun phrase is a

descriptive clause

normally made up

of a noun as well

as one or more

adjectives.

Fronted adverbials are

words or phrases at the

beginning of a sentence,

used like adverbs to

describe the action that

follows.

Teaching

Strategy

Conscience Alley

Practice making

speeches

Read examples and

agree on level of

possibility

Role play the

Queens English

Most likely to

read examples in

classic/historical

literature

Hot-seating/interview

Not revealing the

identify

Create suspense

Likely to read

examples in non-

fiction

Identify examples

from texts and

focus on the

appropriateness of

the adjectives:

What do they

add?

Challenge to spot them

and add to writing

Check misconceptions

(i.e. always ends in ly)

Show examples without

and how it can not be

coherent

Most

common

Text Type

Explanation Text

Persuasive Text

Instructions

Formal

letters

Explanation Text

Newspaper

Non-

Chronological

Report

Narrative

Non-

chronological

report

Biography

Diary

Recount

Narrative

Handout

How do we assess grammar in primary education?

• In year 6, pupils are tested on their knowledge about grammar,

punctuation and spelling.

• The tests are structured so that they can be easily marked online

so the questions require simply identifying particular grammatical

features.

• In order to perform well in the test, children need to be familiar with

the terminology and able to apply their understanding of

grammatical terms in an unfamiliar and artificial context.

• Since these were introduced, they have been optional at KS1.

It is worth remembering, even if they are successful at this paper,

it tells us nothing about their writing ability nor their ability to

reflect on how authors make grammatical choices for effects.

Remember why grammar is an important skill in life not just for a

test.

• We have moved away from the culture of ‘tick lists’ where children attempted to

‘shoe-horn’ all types of grammar into a piece of writing, where writing ‘ticked all

the boxes’ but did not necessarily flow.

• What we are seeing more and more is pupils being supported to make choices

and select appropriate grammar for specific writing.

• This way writing feels less forced and is more coherent.

The pupil can:

• write effectively for a range of purposes and audiences, selecting language that

shows good awareness of the reader (e.g. the use of the first person in a diary;

direct address in instructions and persuasive writing)

• in narratives, describe settings, characters and atmosphere

• integrate dialogue in narratives to convey character and advance the action

• select vocabulary and grammatical structures that reflect what the writing

requires, doing this mostly appropriately (e.g. using contracted forms in

dialogues in narrative; using passive verbs to affect how information is

presented; using modal verbs to suggest degrees of possibility)

• use a range of devices to build cohesion (e.g. conjunctions, adverbials of time

and place, pronouns, synonyms) within and across paragraphs

• use verb tenses consistently and correctly throughout their writing

• use the range of punctuation taught at key stage 2 mostly correctly^ (e.g.

inverted commas and other punctuation to indicate direct speech)

• spell correctly most words from the year 5 / year 6 spelling list,* and use a

dictionary to check the spelling of uncommon or more ambitious vocabulary

• maintain legibility in joined handwriting when writing at speed.

KS2: Working at Expected Standard

What is the most effective way to teach grammar?

The key to effective use of grammar is to

open children’s eyes to the infinite

repertoire of choices which are available

to them as writers. Used in this way,

grammar helps children understand how

language works and how to express

themselves with greater craft and

creativity

• Research from Safford, Messer, McLachlan and Walker

(2015) looked at the impact that the statutory test has had on

teachers and the teaching of grammar.

• It is no surprise that it concludes that learning has

become ‘routine, explicit and formalised’ and significant time

is spent in preparation for the test.

• Research by Hillocks (1986) and Andrews et al. (2006),

concluded that no evidence exists that the formulaic teaching of

grammar by labelling and identifying items of language use has

any beneficial effect on language production.

• However, there is powerful research evidence, including a large-

scale study from Exeter University (Myhill et al., 2013) that

demonstrates the benefits of relevant grammar when taught

explicitly and in context.

• Teachers who contextualised the study of grammar within the

reading of literature and discussed real life texts reported a

positive impact on pupils’ writing and a deeper knowledge and

understanding of language.

When planning a unit of work for a specific text-

type we as teachers must very clear on the

R.A.F.T of writing, who the writing is for, why we

are writing, what tone it should be written in and

what grammatical features should be

and should not be included. With this in mind,

we can then select the appropriate grammar to

teach.

Reason- Why are they writing? What is the purpose?

Audience- Who are they writing to/for?

Features- What grammatical features should we/should we not

see within this text-type?

Tone-What language and tone should be used?

Plan ahead for the opportunities to teach grammar in context

Text Type Language/grammatical feature

1. Newspaper Report a. Headings and Sub-headings

2. Persuasive Leaflet b. Expanded Noun Phrases

3. Character Description c. Passive Voice

4. Non-Chronological Report d. Subjunctive

5. Formal Letter e. Modal Verbs

Text Type Language/grammatical

feature

Why?

Newspaper Report Passive Voice You can make the relevant information the focus of information, by

placing it at the beginning of the sentence and keep it impersonal

Persuasive Leaflet Modal Verbs Help to express an opinion and indicate priorities

Character

Description

Expanded Noun Phrases Creates a clearer picture in the mind of the reader.

Non-Chronological

Report

Headings and Sub-headings Guide the reader to locate the main points and

information of interest

Formal Letter Subjunctive The use of subjunctive is considered formal and

polite.

Grammar should be taught within English lessons and support the children’s

learning of a specific text-type. The evidence is clear – the isolated teaching of

grammar has very little, if any, impact on children’s writing content and ability.

Grammar and Genre handout

• Hearing and speaking

examples

• Seeing examples in

authentic texts

• Working on texts and

hearing the terminology

used in context

• Experimenting with

techniques

• Using the knowledge to

make choices when

writing

Reading &

Investigation

Explicit Teaching

Discussion and

experimentation

Making controlled

choices

REDM Sequence- The process of teaching grammar in context: Myhill, Reedy

and Bearne

leads to

more

successful

learning

rather than

simply

rehearsing

definitions

• Decide which features you want to focus on and devise games that

help the pupils see how it functions within meaningful text.

• Build the grammar features you are focusing on into the model text to

increase understanding of, and confidence in using these features

Bringing out the Grammar in a text

The goal is to make direct and explicit links between being

a reader and a writer. When we read texts we read like a

reader but we also explore the author’s craft. When we

write, we write like a writer, but also need to imagine the

reader of our writing.’

Myhill, D. (2012) Wordplay: Rethinking Grammar and

Writing

https://www.youtube.com/watch?v=r_kgmkU8q0M What could you draw attention

to in this book?

Conjunctions, Proper nouns, expanded noun phrases, range of sentence types, proper nouns, adjectives,

nouns, verbs, range of punctuation, relative clause, direct speech, Adverbs and adverbials of time to

structure, Structuring topic sentences to open paragraphs or sections, Converting verbs using prefixes and

suffixes

What type of word is

underlined?

What is the role within

the sentence?

What do you notice

about the authors

choice?

BANG!

THREE JUGGLERSTumbled onto the stage to the pounding beat

Of a drum. Skittles flew, fast and furious,

BACK AND FORTH, UP AND OVER.

Tambourines rattled, loud and louder;

Skittles spun, high and higher; the jugglers

Twisted, fast and faster. THEN BANG

THE SKITTLES WENT UP…

But they didn’t come down!

EVERYBODY CHEERED AND CLAPPED.

The jugglers bowed and bounced away.

ONCE MORE THERE WAS ONLY DARKNESS.

Reading & Investigation

Y5: Converting verbs using

prefixes and suffixes

Tumbled

Rattled

Twisted

What is the root word?

Why is there a suffix?

Reading & Investigation

Y5: Converting verbs using

prefixes and suffixes

BANG!

THREE JUGGLERSTumbled onto the stage to the pounding beat

Of a drum. Skittles flew, fast and furious,

BACK AND FORTH, UP AND OVER.

Tambourines rattled, loud and louder;

Skittles spun, high and higher; the jugglers

Twisted, fast and faster. THEN BANG

THE SKITTLES WENT UP…

But they didn’t come down!

EVERYBODY CHEERED AND CLAPPED.

The jugglers bowed and bounced away.

ONCE MORE THERE WAS ONLY DARKNESS.

Spun

Flew

What do you notice

about these?

A suffix is a group of letters

which are added to the end

of a word to make a new

word.

Read up to page 12, where

we see Leon’s face and

complete this table for

words with the suffix –ed.

Explicit Teaching

Converting verbs using

prefixes and suffixes-ed word

from the

text

Root Word Rule

Waited Wait Just add ed

Settled Settle Ends in e so just

add d

Clapped Clap Double the last

letter and add ed

Painted Paint Just add ed

Disappoint

ed

Disappoint Just add ed

Tumbled Tumble Ends in e so just

add d

turned turn Just add ed

A suffix is a group of letters which are added to the end of a word to make a new word. In the last example, the ed suffixes changesthe verb from present to past tense.

We can also add suffixes to change a word, like a noun or an adjective, to a different type of word, such as a verb.

Explicit Teaching

Converting verbs using

prefixes and suffixes

Suffix Meaning Examples

-en To

Soften,

darken, widen,

weaken,

strengthen

-ise/-ize To

Sympathise,

empathise,

synthesize

-ate To

Activate,

collaborate,

create

-ify, -fy To

Justify,

magnify,

amplify, satisfy

Read the examples of words that are formed with the –en, -ise, -ate and –ify/-fysuffix. What do you think the meaning is?

A suffix is a group of letters which are added to the end of a word to make a new word. In the last example, the ed suffixes changesthe verb from present to past tense.

We can also add suffixes to change a word, like a noun or an adjective, to a different type of word, such as a verb.

Explicit Teaching

Converting verbs using

prefixes and suffixesSuffix Meaning Examples

-en To become

Soften,

darken, widen,

weaken,

strengthen

-ise/-izeTo make or

become

Sympathise,

empathise,

synthesize

-ate To become

Activate,

collaborate,

create

-ify, -fyTo make or

become

Justify,

magnify,

amplify, satisfy

A prefix is a group of letters

which are added to the

beginning of a word. We

use prefixes to change the

meaning of words.

The most common verb

prefixes and their meaning

can be seen here. Did you

spot any in Leon?

Explicit Teaching

Converting verbs using

prefixes and suffixes

Prefix Meaning Examples

re- again or backrestructure, revisit, reappear, rebuild,

refinance

dis-reverses the meaning

of the verb

disappear, disallow, disarm,

disconnect, discontinue

over- too much overbook, oversleep, overwork

un-reverses the meaning

of the verbunbend, uncouple, unfasten

mis- badly or wrongly mislead, misinform, misidentify

out-more or better than

othersoutperform, outbid

co- together co-exist, co-operate, co-own

de- do the opposite of devalue, deselect

fore- earlier, before foreclose, foresee

inter- between interact, intermix, interface

pre- before pre-expose, prejudge, pretest

sub- under/below subcontract, subdivide

trans- across, over transform, transcribe, transplant

under- not enoughunderfund, undersell, undervalue,

underdevelop

Disappear

unexpected

So to recap:

Verbs are words that describe what people do, how

they feel and how things are in general.

We can make new verbs by adding prefixes and

suffixes to words we already know. Read these root

words and explore how the meaning of a word

changes when you add a suffix and/or prefix.

Discussion and

experimentation

Converting verbs using

prefixes and suffixes

Which is the noun?

Which is the Verb?

Which is the adjective?

Write them in sentences

Root Word +ful +ify

Beauty Beautiful Beautify

The circus tent really was a thing of beauty.

The cape that Abdul Kazam wore was beautiful.

Leon soon realised that magic was all that was needed to

beautify the world.

Teacher models choosing and writing root

words into sentences and emphasising the

prefix/suffix and how it alters the meaning.

The pupils then apply in their own writing.

Discussion and

experimentation Converting

verbs using prefixes and

suffixes

Underline the prefix or suffix in these words and write them in

sentences about Leon.

Misguided, Misunderstood, Outperform,

Visualise

Awaken, Fasten, Justify, Simplify, specialise

Leon was keen to __friend the boy before he left.

For some reason, Leon felt ___trust towards Abdul.

Leon couldn’t believe his eyes, the whole world had been ____formed.

Leon really didn’t want to short___ his time here.

Once Leon stepped into the place between he was ____joyed.

When writing

independently, the

children correctly apply

grammar that has been

taught. Evidence of verb

formation using prefix

and suffix when

appropriate and it has

an intended impact on

the reader.

Making controlled

choices

Making considered choices ensures that our writing reflects our intentions. This can only

be done properly if we fully understand the purpose of the structures and concepts..

Making controlled

choices

what effect

does this

phrase

have…?’

‘why has the

author chosen

to …?’

Leon darted into the box searching for

a place to hide.

Leon meandered into the box looking

for a place to settle

Which makes you

feel the most

sympathetic or

which builds

tension more?

Similar structures, but different language

and different effects on the reader. What is

the intention on the reader?

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

Consolidating understanding of sentences and words within sentences: Playing with

word types for an intended reason such as nouns.

Most nouns can be either singular (only one) or plural (lots of them)

Tent Tents

You can have an adjective before them: The spooky tent.

A collective noun is a word that refers to a group: herd of elephants

Proper nouns begin with capital letters and name people, places, organisations and

unique things: Leon, Abdul Kazam

All other nouns are common nouns.

Concrete nouns are nouns that name people, place and things that can be

experienced through the five senses: Boy, circus, wand

Abstract Nouns name feelings, ideas and concepts Wonder, happiness.

Play I spy and jot down everything they can see. This is a list of nouns.

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

What nouns can you see in this image?

Choose 3 concrete nouns (e.g. wand, curtain, doorway).

Now choose 3 abstract nouns that explain feelings of characters in the book (e.g. Excitement, kindness, hopefulness).

Now collate your nouns to form an interesting noun phrase

A doorway of disappointment.

A wand of kindness.

A banjo of excitement.

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

noun

tent

MemoriesSetting up a tent in the living room

TypesCircus, camping,

wigwam, Den

RhymesWent, sent, bent,

lent, dent

Words that start with the same sound

Table, T-shirt, Ticket

WorldDumbo

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

Angry

Brave

Cool

Deadly

Emerald

Frosty

Gorgeous

Helpless

Impressive

Cup

Table

Chair

Grass

Tree

Bus

Car

Bike

Computer

parrot

Pencil

Ruler

Desk

Bell

Tower

Forest

Lake

Banana

Carrot

Owl

NOUNS:ADJECTIVES: Jealous

Keen

Lazy

Moody

Naughty

Old

Pale

Quick

Red

Bad

Tall

Pairs-A game-choose six adjectives and six nouns. Write them on your

whiteboard, number them 1-6. Roll a dice and first choose an adj, then

repeat and choose a noun. Use your noun and adjective to make a

sentence. Your sentence has to make sense but can be silly.

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

• Read the text aloud to the children• Ensure the children know the meaning of the vocabulary• Pull out the text and highlight the learning opportunities.• What do you notice about the words in red?

The boy went into the tent.

The curtains slowly parted.

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

What happens if we change the nouns that we use?

Build a picture: change the noun(s) to make the writing more precise:

Example:

The man came into the school with a dog.

The policeman came into Laycock Primary School with a German Shepherd.

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

How does this change the impact on the reader

The boy went into the tent.

The went into the .

The went into the .

went into the .

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

toddler Wigwam

Big Top

Marquee

mother

Leon

The curtains slowly parted.

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

Now what happens if we ensure the use of the verb is more precise?

The boy went into the tent.

The boy crept into the tent.

The boy darted into the tent.

The boy wandered into the tent.

• What does the phrase ‘at a whispered word’ suggest about Abdul Kazam, his character and the power he has?

• How has movement been created in this part of the story?

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

Without adding anything additional, Make the reader:

• suspect that the main character is about to do something mischievous.

• feel a sense of foreboding for the main character.

• Feel sympathy towards the main character.

The boy went into the tent.

The thief crept into the tent.

The toddler wandered into the tent.

The gun shot victim staggered into the tent.

Adverbials tell us about time, place, manner and number. They answer these questions.

Where? When? How? Why? How often? How long? How much?

They can also tell us about the degree of intensity: very slowly, really fast

What adverbs can you spot in Leon? Explore how they are used and how they aid the reader.

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

Around him the crowd waited impatiently for SOMETHING TO HAPPEN.

Adverbs

Gently, impatiently, silently, loudly, bravely, timidly, joyfully.

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

•How many words are in this sentence?

•What type of word have I underlined?

•What is it doing in this sentence?

The boy began to float away Suddenly.

The boy began to Suddenly float away.

Suddenly, the boy began to float away.

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

The barrel organ fell silent. No-one stirred. The tiny creaks of the mechanical toys cast their own spell. The solemn monkey took a stiff bow and the curtains closed. ‘Now,’ said Leon in the dark. Now it’s going to happen. An owl hooted. The curtains opened.

Leon and the Place between is rich in adverbial phrases. What would help this passage? Rewrite with adverbials.

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

At last the barrel organ fell silent. No-one stirred. For a moment the tiny creaks of the mechanical toys cast their own spell. The solemn monkey took a stiff bow and the curtains closed to loud applause. Now said Leon edging forward in the dark. Now it’s going to happen. Outside in the night an owl hooted. With a swish the curtains opened.

Leon and the Place between is rich in adverbial phrases. What would help this passage? Rewrite with adverbials.

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

LEON fell down, down, down until he tumbled onto a carpet.

“HELLO,” said a boy who was wearing blue pantalon trousers.

A relative clause can be used to give additional information about a noun.They are introduced by a relative pronoun like 'that', 'which', 'who', 'whose', 'where' and 'when'.

Here is an example of additional information about the noun, boy.

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

Leon climbed up the ladder.

Using a relative clause, we can tell the reader more about how Leon is feeling as he climbs.• Feeling anxious• Excited• Brave

Leon, who was trembling slightly, climbed up the ladder.

Leon

Showed no fear

Was Trembling

slightly

Eyes were wide open

climbed up the ladder.

Who Whose that which wherewhen

Eyes stared at the floor

.

In certain types of report writing where the agent is irrelevant: The substance was extracted from the pipes.

In narrative to hide the source of the action: The gun had been removed from the cabinet

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

Passive Voice

When might we need to use passive voice?

Why might we need to use passive voice?

Newspaper Report, Narrative, Report Writing i.e. Science explanation.

Did you go into a magical place?

What did you see there?

A place was certainly

discovered.

A variety of things were witnessed.

Either the subject of a sentence is unknown or the direct object of the action is being emphasised. It can also

add an impersonal or factual feeling to texts.

How does this change the impact or effect on the reader?

At last a soft, blue glow lit the stage and the curtains twitched.

Leon could smell the magic.

The solemn monkey took a stiff bow.

Why is there very little passive voice in

this book? .

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

Change these sentences into the passive voice.

Modal verbs are a special type of verb which enable us to express possible actions that may be within or beyond our control or which we may be required to do.

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

1. I can understand this2. I might have understood this if 3. I could understand this4. I will understand this5. I must understand this

What difference do these verbs make to the meaning of the

sentence?

They indicate how likely, necessary or

definite the action is as well as whether it can be done at all.

They should have... Then they could have... They certainly would have... And they might have even...

Shoulda…Woulda…Coulda

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

What does Cohesion mean?

What devices achieve this in writing?

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

Sentences, consistent use of tense, pronoun choice, paragraphs, headings/sub-headings, Conjunctions, Adverbials, Synonyms/antonyms, punctuation.

Cohesion: effectively ‘gluing together’ a piece of writing by

Using conjunctions (often adverbials that signpost the movement of time), Ensuring consistency of tense throughout a piece of writing Using referential pronouns to avoid repetition.

Coherence: how the whole text hangs together

Includes order, sequence and structural features such as openings and closings.

The importance of cohesion and coherence

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

• use a range of devices to build cohesion (e.g. conjunctions, adverbials of time and place, pronouns, synonyms) within and across paragraphs

Conjunctions

Conjunctions link things or actions within sentences.

They are like glue- they help joins words, phrases and clauses.

By joining the parts of sentences together they can turn simple sentences into compound or complex sentences.

Conjunctions

Cohesive devices – across sentences and paragraphs

Subordinating conjunctions introduce a subordinate clause

Coordinating conjunctions – link words/phrases together as an

equal pair

Reading &

Investigation

Explicit

Teaching

Discussion and

experimentationMaking controlled

choices

Co- ordinating conjunctions

Co-ordinating conjunctions join clauses of equal weight.

So, each clause could be a stand alone sentence.

We tend to use and but or so

It will rain in the morning it will rain in the afternoon

and

When we use these conjunctions and so but or to join two main clauses, we make a compound sentence.It was late and I ran homeI felt ill so I went to bedI like playing computer games or I like going to the park.

A compound sentence has more than one action going on. It contains two simple sentences, joined by a co-ordinating conjunction, such as: and, but, or, nor, yet, so, for, neither

The door shut and

Leon could smell the magic.

Painted animals paraded into the ark and a flying machine lurched through the air

Subordinating conjunctions

Subordinate conjunctions introduce a subordinate clause.

We tend to use when, if, although, because, after, until etc.

The use of a comma is optional if the main clause begins the sentence.

We will light the fire it gets darkwhen

Subordinating conjunctions

If the subordinate clause begins the sentence, the end of the clause is signalled by a comma.

We will light the fire

it gets dark,When

A complex sentence has a main clause and a subordinate clause.

As pupils begin to use complex sentences it helps them to express ideas more economically and to show the inter relationship between ideas. Their writing moves on from the relentless and…and…and….and then….

A complex sentence is a simple sentence plus a subordinate clause which adds extra information.

The subordinate clause cannot stand on its own as a sentence, as it doesn’t make sense without the main clause.

When the door shut, Leon could smell the magic.

Can add complexity and sophistication to ideas in your writing; allows you to interweave ideas or express the relationship between ideas

Join it

after but as As soon as

Because while before although

whenever when so immediately

• The teacher smiled…

• The wolf looked up.

• He ran after the girl

The skittles went up ____ they didn’t come down.

The handle began to turn ___ there was no hand upon it.

He threw his arms into the air ____ the magic began.

He stepped up to the stage ____ climbed into the box.

And but

The sentence

Children are taught that a sentence is ‘a group of words that go together to make sense’. Within that sentence, there are smaller

chunks of sense.

Sentence

Sentences are made up of clauses

Phrases are made up of words

Phrases dogbigA

Clauses are made up of phrases

Clauses made the thief Jump.

dog barkedbig loudly and made the thief Jump.A

Words

dog barkedbig made thief

Is a group of words that creates a unit of meaning Is separated from other sentences by punctuation Starts with a capital letter and ends with a full stop, question or exclamation

mark or ellipsis Consists on one of more clauses, one of which will be the main clause Is built around a verb Can be a single word but is usually several words or more that make sense

together.

What are the different types of sentences taught at KS1?

A sentence…

KS1ExclamationCommandStatementQuestion

CompoundComplex

Command: Hold on tightly to the train.Question: Where are you going to end up?Statement: The boy was holding onto the train.Exclamation: How completely terrified the boy must have been!What a disastrous day it had turned out to be!

Use images and short burst writing to play around with sentence types.

A sentence…Match these examples of sentences with the description

Description Example

A. Add a prepositional clause to explain where the action is happening.

1. Little Max ran upstairs to his bedroom because mum told him off.

B. Use an adverb to describe how the action was per-formed.

2. As soon as he got the chance, Little Max stormed angrily upstairs, slammed the door and flew onto his bed, because mum told him off.

C. Use a fronted adverbial to de-scribe where, when or how the action was performed.

3. Little Max ran upstairs to his bedroom.

D. Add in an independent clause. 4. Little Max ran angrily upstairs to his bedroom be-cause mum told him off.

E. Rule of three for action. 5. As soon as he got the chance, Little Max stormed angrily upstairs to his bedroom because mum told him off.

F. Extend sentence using subordination (e.g. when, if, that or because).

6. As soon as he got the chance, Little Max stormed angrily upstairs, slammed the door and flew onto his bed; mum told him off for causing mischief around the house.

A sentence…Match these examples of sentences with the description

Description Example

Add a prepositional clause to explain where the action is happening.

Little Max ran upstairs to his bedroom.

Extend sentence using subordination (e.g. when, if, that or because).

Little Max ran upstairs to his bedroom because mum told him off.

Use an adverb to describe how the action was per-formed.

Little Max ran angrily upstairs to his bedroom be-cause mum told him off.

Use a fronted adverbial to de-scribe where, when or how the action was performed.

As soon as he got the chance, Little Max stormed angrily upstairs to his bedroom because mum told him off.

Rule of three for action. As soon as he got the chance, Little Max stormed angrily upstairs, slammed the door and flew onto his bed, because mum told him off.

Add in an independent clause. As soon as he got the chance, Little Max stormed angrily upstairs, slammed the door and flew onto his bed; mum told him off for causing mischief around the house.

Year 1

to 6

Sentence Doctor Copy a page of text from a book. Leave

occasional verbs, pronouns or prepositions out, but don’t leave

a space. Read through with the children sentence by sentence,

stopping where they think there’s a word missed out. The

children could write possible words on their dry-wipe boards

and then you could discuss the best of the alternatives.

Leon could the magic.

fell down, down until he tumbled onto a carpet.

Leon could smell the.

Leon fell down, down until tumbled onto a carpet.

Leon fell down, down until he tumbled onto a.

Sentence √ Non-Sentence

Sentence, non-sentence post box activity: Provide sentences

and non-sentences on strips. A child takes a strip and holds it up

and the children read it and decide whether it goes in the

sentences or non-sentences post box.

Leon could the magic.Leon fell down, down until he tumbled onto a carpet.

At last the barrel organ fell silent.

Leon fell down, down until tumbled a carpet.

At last barrel organ fell silent.

Leon could smell the magic.

Jumbled sentences: use magnetic words or words on card to

create sentences:

Leon fell down, down until he tumbled onto a carpet.

Jumble up the words and challenge pupils to order the words

back into the original sentence:

Leon down onto fell a until

he tumbled down carpet.

Check it makes sense.

Discuss whether we can re order the words so it still makes

sense:

Onto a carpet, Leon fell down, down he tumbled.

Abc…def!ghi?j.k.l,m,nopqrstu…v.wxyz!

Punctuation is all about awareness of these grammatical chunks. To

split up texts into sentences, indicating clearly where each major

chunk of meaning begins and ends, we use capital letters and full

stops. Within the sentence, we use a variety of punctuation marks

to show breaks between phrases, clauses and, sometimes, words.

Slow children crossing.

Slow, children crossing.

Leon walked on his head a little higher than usual.

Using commas, explore different meanings for this sentence

Abdul Kazam stared down his nose a little longer than

before.

Abdul Kazam, stared down his nose, a little longer than

before.

Abdul Kazam stared down his nose, a little longer than

before.

Abdul Kazam stared, down his nose a little longer than

before.

Difference between hyphen and a dash

A hyphen and a dash can be used in the same way.Agree or disagree?

Difference between hyphen and a dash

A red eyed crocodile

snapped at a running

boy’s head.

A red-eyed crocodile

snapped at a running

boy’s head.

Hyphens (clarify meaning in words)

Colons and semi colons

What do you notice about this list?

Why are semi colons used?

Is the comma used in the same way in this example?

The man got into the car.

Consolidate and revise grammar through short burst writing

opportunities

The boy went into the tent

When did it take place? – e.g. At midnight?

How did he ‘sneak’? – e.g. impatiently?

Where was he? – e.g. Far away?

1.Change the noun

2.Change the verb

3.Add an expanded noun phrase

4.Add a prepositional phrase

5.Add a fronted adverbial

6.Now change the sentence order to add impact

Consider using the following punctuation . ? ! ,

The slim, thin, slender boy went into the tent.

The youthful boy was young.

The magical magician was magic.

We can always improve our sentences when

we add more information.

Agree or Disagree?

• Children can have the misconception that certain grammatical features have

intrinsic merit. For example: “adding adjectives in makes it more descriptive”,

“avoid simple sentences because they look basic”, or “use complex sentences

because they make the writing look fancier”.

• Sometimes, a simple, but powerful sentence has much more impact than a

longer, more complex sentence.

• Improving writing isn’t about adding lots of adjectives, verbs or adverbs but

about achieving the effect that the writer wants.

Collaborative writing

Create a rhetorical question which includes a modal verb.

Create a command using powerful language.

Describe how the magician moves using a powerful verb.

Describe the magician in a sentence that begins with two

adjectives.

Starting a sentence with an adverb, describe how the magician

looks out at the crowd gathering.

Add a subordinate clause to this sentence to make it more

descriptive.

Excitedly, the magician gazes out with wide eyes.

His stage, which is a magical space, can feel like it is

out of this world.

Hopeful and proud, he is keen to spread his joy.

In what way would you approach this most mysterious

man?

The man of power strides around his stage of wonder.

Believe in magic.

Further Reading:

National Curriculum Glossary: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/244216/English_Glossary.pdf

National Curriculum Grammar appendix: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/335190/English_Appendix_2_-_Vocabulary_grammar_and_punctuation.pdf

University of Exeter writing resources for teachers: http://socialsciences.exeter.ac.uk/education/research/centres/writing/grammar-teacher-resources/grammaraschoice/grammarsubjectknowledge/