Grammatical knowledge and skills

(grammatical awareness, sentence construction and punctuation)

To end a sentence with a full stop.

To use simple gender forms, e.g. his/her correctly;

To use standard forms of verbs in speaking and writing, e.g. catch/caught, see/saw, go/went and to use the past tense consistently for narration

To use exclamation marks to denote strong emotion

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  Noticing that sentences cannot make sense without them
  
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  Collecting and classifying examples of verbs from own reading and own knowledge e.g. run, chase, sprint; eat, consume, gobble
  

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  Identifying adjectives in shared reading
  
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  Discussing and defining what they have in common i.e. words which qualify nouns
  
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  Experimenting with deleting and substituting adjectives and noting the effects on meaning
  
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  Collecting and classifying adjectives, e.g. for colours, sizes, moods
  
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  Experimenting with the impact of different adjectives through shared writing
  

Grammatical knowledge and skills

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  noticing in speech and reading how they stand in place of nouns;
  
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  substituting pronouns for common and proper nouns in own writing;
  
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  distinguishing personal pronouns, e.g. I, you, him, it and possessive pronouns, e.g. my, yours, hers;
  
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  distinguishing the 1st, 2nd, 3rd person forms of pronouns e.g. I, me, we; you; she, her, them investigating the contexts and purposes for using pronouns in different persons, linked to previous term's work on 1st and 3rd person;
  
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  investigating how pronouns are used to mark gender: he, she, they, etc.,
  

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  recognising the use of singular and plural forms in speech and through shared writing
  
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  transforming sentences from singular to plural and vice versa, noting which words have to change and which do not
  
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  understanding the term “collective noun” and collecting examples – experimenting with inventing other collective nouns
  
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  noticing which nouns can be pluralized and which cannot, e.g. trousers, rain
  

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  noting where commas occur in reading and discussing their functions in helping the reader
  
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  to become aware of the use of commas in marking grammatical boundaries within sentences
  

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  identifying speech marks in reading
  
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  beginning to use speech marks in own writing
  
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  using capital letters to mark the start of direct speech
  
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  to use the term “speech marks”
  
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  beginning to use speech marks and other dialogue punctuation appropriately in writing and to use the conventions which mark boundaries between spoken words and the rest of the sentence
  

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  Collecting and categorising examples and noting the differences between the singular and plural persons
  
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  Discussing the purposes for which each can be used
  
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  Relating to different types of text, e.g. 1^st person for diaries and personal letters, 2^nd person for instructions and directions, 3^rd person for narrative, recounts
  
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  Experimenting with transforming sentences and noting which words need to be changed
  

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  To know that tense refers to time
  
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  To know that one test of whether a word is a verb is whether or not its tense can be changed
  
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  To compare sentences from different text types eg narrative in past tense, explanations in present tense, forecasts/directions in future tense
  
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  To develop an awareness of how tense relates to purpose and structure of text
  

Grammatical knowledge and skills

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  Identifying common adverbs with ly suffix and discussing their impact on the meaning of sentences
  
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  Noticing where they occur in sentences and how they are used to qualify the meaning of verbs
  
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  Collecting and classifying examples of adverbs, e.g. for speed: swiftly, rapidly, sluggishly; light: brilliantly, dimly
  
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  Investigating the effects of substituting adverbs in clauses or sentences, e.g. They left the house ….ly
  
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  Using adverbs with greater discrimination in own writing
  

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  Constructing adjectival phrases
  

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  Examining comparative and superlative adjectives
  
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  Comparing adjectives on a scale of intensity (e.g. hot, warm, tepid, lukewarm, chilly, cold)
  
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  Relating them to the suffixes which indicate degrees of intensity (e.g. –ish, -er, -est)
  
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  Relating them to adverbs which indicate degrees of intensity (e.g. very, quite, more, most) and through investigating words which can be intensified in these ways and words which cannot
  

Link this to work on editing and revising own writing

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  Identifying possessive apostrophes in reading and to whom or what they refer
  
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  Understanding the basic rules for apostrophising singular nouns, e.g. the man’s hat; for plural nouns ending in “s”, e.g. The doctors’ surgery and for irregular plural nouns e.g. children’s playground
  
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  Distinguishing between uses of the apostrophe for contraction and possession
  
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  To begin to use the apostrophe appropriately in their own writing
  

To identify in their writing where each is more effective

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  Which words are essential to meaning
  
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  Which can deleted without damaging the basic meaning
  
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  Which words or groups of words can be moved into a different order
  

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  Combining 2 or more sentences
  
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  Re-ordering them
  
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  Deleting or substituting words
  
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  Writing them in more telegraphic ways
  

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  agreement between nouns and verbs
  
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  consistency of tense and subject
  
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  avoidance of double negatives
  
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  avoidance of non-standard dialect words
  

(grammatical awareness, sentence construction and punctuation)

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  Finding and comparing examples from reading
  
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  Discussing contexts and reasons for using particular forms and their effects
  
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  Transforming direct into reported speech and vice versa, noting changes in punctuation and words that have to be changed or added
  

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  Searching for, identifying and classifying a range of prepositions
  
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  Experimenting with substituting different prepositions and their effect on meaning
  

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  Tenses: past, present, future; investigating how different tenses are formed by using auxillary verbs e.g. have, was, shall, will
  
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  Forms: active, interrogative, imperative
  
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  Person: 1st, 2nd, 3rd,
  

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  Identify and classify examples from reading
  
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  Experimenting with transforming tense/form/person in these examples – discuss changes that need to be made and effects on meaning
  

To use this awareness when writing for these purposes

To use punctuation marks accurately in complex sentences

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  The need for writing to make sense away from immediate context
  
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  The use of punctuation to replace intonation, pauses, gestures
  
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  The use of complete sentences
  

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  Identifying the main clause in a long sentence
  
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  Investigating sentences which contain more than one clause
  
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  Understand how clauses are connected (e.g. by combining 3 short sentences into 1)
  

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  Transforming a sentence from active to passive and vice-versa
  
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  To note and discuss how changes from active to passive affect the word order and sense of a sentence
  
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  To investigate further the use of active and passive verbs
  
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  To know how sentences can be re-ordered by changing from one to the other
  
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  To consider how the passive voice can conceal the agent of a sentence, e.g. The chicks were kept in an incubator
  

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  Collecting and analysing examples, discussing when and why they are used
  
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  Noting the conventions of the language, e.g. use of the impersonal voice, imperative verbs, formal vocabulary
  
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  Collecting typical words and expressions, e.g. “Those wishing to …”, “hereby …”, “forms may be obtained ….”
  

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  Narrative (e.g. stories and novels)
  
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  Recounts (e.g. anecdotes, accounts of observations, experiences)
  
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  Instructional texts (e.g. instructions and directions)
  
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  Reports (e.g. factual writing, description)
  
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  Explanatory texts (how and why)
  
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  Persuasive texts (e.g. opinions and promotional literature)
  
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  Discursive texts (e.g. balanced arguments)
  

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  Collect examples from reading and thesauruses
  
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  Study how points are typically connected in different kinds of text
  
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  Classify useful examples for different kinds of text – for example, by position (besides, nearby, by); sequence (firstly, secondly); logic (therefore, so, consequently)
  
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  Identify connectives which have multiple purposes (e.g. on, under, besides)
  

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  Using different connecting devices
  
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  Reading back complex sentences for clarity of meaning, and adjusting as necessary
  
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  Evaluating which links work best
  
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  Identifying main clauses
  
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  Using appropriate punctuation
  

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  Summary
  
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  Note-making
  
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  editing
  

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  Using reading to investigate conditionals, e.g. using if…then, might, could, would, and their uses, e.g. in deduction, speculation, supposition
  
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  Using these forms to construct sentences which express, e.g. possibilities, hypotheses
  
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  Exploring the use of conditionals in past and future, experimenting with transformations, discussing effects, e.g. speculating about possible causes (past), reviewing a range of options and their outcomes (future)
  

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  The impersonal voice
  
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  The use of passive
  
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  Management of complex sentences