From the introduction to the new English PoS

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From the introduction to the new English PoS

• Pupils should be taught to control their speaking
  and writing consciously and to use Standard
  English. They should be taught to use the
  elements of spelling, grammar, punctuation and
  language about language listed....This is not
  intended to constrain or restrict teachers
  creativity, but simply to provide the structure
  on which they can construct exciting lessons.
• Throughout the programmes of study, teachers
  should teach pupils the vocabulary they need to
  discuss their reading, writing and spoken
  language. It is important that pupils learn the
  correct grammatical terms in English and that
  these terms are integrated within teaching.

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Grammar...

• is language
• is clarity and precision
• is description and creativity
• is empowering

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Concept of a Sentence

• Physical Punctuation
• Sentence maker
• Retelling
• One sentence at a time
• One word at a time

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Where? When? How?
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Which?
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Compound sentences

• The child smiled. The teacher grinned.

and but or so for nor yet co-ordination
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Subordination

• Main clause
• plus
• when, if, that, because

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Subordination

• Main clause
• plus
• time, place and cause
• with conjunctions, adverbs or prepositions

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Drop-ins

• The wolf huffed and puffed at the door.
• The wolf,--------------, huffed and puffed at the
  door.
• who or which
• New NC
• Relative clauses, and relative pronouns
• (who, that, which, whose, why, where)

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More drop-ins

• The wolf, pale and thin with hunger, huffed and
  puffed at the door.
• The wolf, snarling with hunger and anger, huffed
  and puffed at the door.
• The wolf, shocked by the lack of response, huffed
  and puffed at the door.
• The wolf, suddenly aware of the gravity of the
  situation, huffed and puffed at the door.

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Precision, clarity and impact

• The man walked along the road.

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Grammatical Terminology

• Suddenly, the inspector leapt across the
  classroom.
• Last week, a small child grinned with glee.
• As the alarm clock trilled, the teacher smiled
  because it was Monday again.
• The PC, which had seen better days, crashed
  again.
• Now it is time to begin.

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Why...

• ...shouldnt we call an adjective a describing
  word?
• ...shouldnt we call an adverb an L-Y word?

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Analytic Grammar

• DOES NOT IMPROVE WRITING

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Compositional Grammar

• DOES

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A Head Teacher smiled.

• Is that the right article? Or even determiner?
• Is the verb precise enough?
• Use a prepositional phrase to introduce the
  object of the sentence.
• Add an adverbial phrase to say when this
  happened.
• Add a relative clause to bring in some useful
  information about the HT.

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The car shook.

• Is that the right article? Or even determiner?
• Is the verb precise enough?
• Use a prepositional phrase to introduce the
  object of the sentence.
• Add an adverbial phrase to say when this
  happened.
• Add a relative clause to bring in some useful
  information about the car.

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Standard English Grammar

• is the grammatical form required in very nearly
  all writing.
• It does not involve accent.
• The teaching and learning of Standard English is
  a priority, in order that children can use it
  when and where necessary.
• If necessary, treat it as another language.
• Without Standard English, childrens chances and
  options in life are greatly reduced.

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Phrase

• A group of words that act as one unit
• e.g. the dog, the big dog, that dog over there
• noun phrase a big dog my last holiday
• adjectival phrase as old as you really hungry
• adverbial phrase five minutes ago very slowly
• prepositional phrase in a hurry along the lane
  under the stairs

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Clause

• A group of words that expresses an event or a
  situation usually containing a subject verb
• e.g. she was thirsty (situation) she drank some
  water (event)
• phrase a big dog clause a big dog chased me
• It was raining. (one clause)
• It was raining and we were cold. (two main
  clauses linked by and)
• It was raining when we went out. (main clause and
  a subordinate clause)

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Clause main and subordinate

• A main clause is complete on its own and can form
  a complete sentence (e.g. it was raining).
• A subordinate clause is part of the main clause
  and cannot exist on its own (e.g. when we went
  out).
• Youll hurt yourself if youre not careful.
• Although it was cold, the weather was pleasant
  enough.
• Where are the biscuits that I bought this
  morning?
• John, who was very angry, began shouting.

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Clause please note

• Most clauses require subject and verb
• BUT
• Some subordinate clauses dont for example,
  where the verb be can be inferred.
• e.g.
• The weather, although rather cold, was pleasant
  enough. (although it was rather cold)
• When in Rome, do as the Romans do. (when you are
  in Rome)

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Conjunctions

• Used to link clauses within sentences
• It was raining but it wasnt cold. (Coordinating
  conjunction)
• We wont go out if the weathers bad.
  (Subordinating conjunction)
• Coordinating conjunctions join two clauses of
  equal grammatical status. (and, or, but, so,)
• Subordinating conjunctions go at the beginning of
  a subordinate clause. (when, while, before,
  after, since, until, if, because, although, that)

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Conjunctions

• Coordinating between items of equal status
• Alarmed but safe
• Chocolate or vanilla
• She laughed and he cried.

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Conjunctions

• Subordinating between items of unequal status
• When the girl comes in from play, she may tell
  you that she loves maths after all.
• --------------------------------------------------
  --------------------------------------------------
  --------------------------------------------------
  --------------------------------------------------
  --
• When (subordinating conjunction)
• the girl comes in from play, (subordinate clause)
• she may tell you (main clause)
• that (subordinating conjunction)
• she loves maths after all. (subordinate clause)

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Connectives

• Informal term
• Word or phrase that links clauses or sentences.
• Connectives can be
• Conjunctions (e.g. but, when, because)
• or
• Connecting adverbs (e.g. however, then, therefore)

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Some connecting adverbs

• Addition also, furthermore, moreover
• Opposition however, nevertheless, on the other
  hand
• Reinforcing besides (preposition adverb),
  anyway, after all
• Explaining for example, in other words, that is
  to say
• Listing first (ordinal number used as adverb),
  first of all, finally
• Indicating result therefore, consequently, as a
  result
• Indicating time just then, meanwhile, later

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What is an adverb?

• A one-word adverbial
• How simply, fast
• When now, still, immediately, already
• Where here, there, somewhere, away
• Intensifying very sweet rather exciting fairly
  slowly
• Likelihood definitely, seldom, often, never

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What is an adverbial?

• A single word (an adverb), or
• A prepositional phrase in addition, as fast as
  lightning, or
• An adverb phrase too fast for me, very cleverly,
  or
• A noun phrase last week, several times a day

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Building sentences

• Expanding noun phrases
• She sat on the chair.
• She sat on the armchair.
• She sat on the old, brown armchair.
• She sat on the old, brown armchair in the corner
  of the study.

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Building sentences

• Expanding noun phrases Your turn
• She walked towards the car.
• Picture the scene!
• (Improve the noun)
• One or two adjectives before the noun
• Where is the thing? in the/ over the/ beyond the/
  under the (etc)

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Building sentences

• Adverbial phrases
• How? When? Where?
• The mouse ran.
• The dormouse fled.
• The dormouse fled in panic.
• At the stroke of midnight, the dormouse fled in
  panic.
• At the stroke of midnight, the dormouse fled out
  of the kitchen in panic.
• At the stroke of midnight, the dormouse fled out
  of the kitchen in panic.

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Building sentences

• Adverbial phrases Your turn!
• The dog barked.
• Picture the scene
• (Improve the noun and verb if possible)
• How/ When/ Where? - Choose two, but start your
  sentence with one of them!
• Try to use a phrase or clause rather than
  individual words
• immediately could become all of a sudden
  deafeningly could become loud enough to make
  the windows shake

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Verb Tenses
SIMPLE CONTINUOUS PERFECT PERFECT CONTINUOUS
PAST I walked I was walking I had walked I had been walking
PRESENT I walk I am walking I have walked I have been walking
FUTURE I shall walk I shall be walking I shall have walked I shall have been walking
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Sentence functions

• Statement
• It was a lovely day.
• Question
• Was it a lovely day?
• Exclamation
• What a lovely day!
• Command
• Make it a lovely day.

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Commas are for Meaning

• She went to the shops and bought chocolate
  oranges butter biscuits and a coconut.
• I hate that Mary!
• She strode off her face glowing red.

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? Comma Splicing ?

• If you can use a full stop, you cant use a
  comma.
• - or -
• Dont substitute a full stop for a comma.
• (But you might use a comma with a connective)

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Apostrophes

• Contraction do it physically
• Refer to contractions dont, wed, shouldve
• Ownership
• Create labels everywhere Class 6s scissors Mrs
  Smiths books Mr Jones chair The caretakers
  office the childrens doorway

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Speech Punctuation
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Parenthesis

• An afterthought, or additional information
• The sentence still works if you take it out
• Brackets, dashes and commas
• How do you choose between them?

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Parenthesis

• How do you choose between them?
• He came, at long last, to the mountain of doom.
• The Blue Whale (Balaenoptera musculus, to use its
  scientific name) is 25 metres in length.
• She says as youd expect that shed already
  told you about the party.

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Colon Vs Semi colon

• Introduce a list
• Introduce a following example
• Before a second clause that expands/ illustrates
  the first
• He was very cold the temperature was below
  freezing

• Separate two main clauses in a sentence,
  particularly where they are closely related
• I liked the book it was a pleasure to read.
• Separate items in a list if the items are longer
  phrases
• I need large, juicy tomatoes half a pound of
  butter a kilo of fresh pasta and a jar of fresh
  olives

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Colon Vs Semi colon

• The Tyrannosaur was one of the largest predators
  of the Cretaceous era a full-grown male would
  weigh more than a bull African elephant.
• The Tyrannosaur was one of the largest predators
  of the Cretaceous era it is amazing to think
  that it is quite closely related to a chicken.

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Passive

• The object becomes the subject
• The child popped the balloon.
• The balloon was popped by the child.

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Passive

• The object becomes the subject
• The child popped the balloon.
• The balloon was popped.

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Passive

• The object becomes the subject
• The child popped the balloon.
• The balloon was popped.
• Hide the do-er
• I lost my reading diary.
• My reading diary was lost by me.

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Passive

• The object becomes the subject
• The child popped the balloon.
• The balloon was popped.
• Hide the do-er
• I lost my reading diary.
• My reading diary was lost.

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Subjunctive verb form desire, necessity,
uncertainty

• All the players are excellent.
• He required that all the players be excellent.
• I insist that Mr Gove writes to me to explain.
• I insist that Mr Gove write to me to explain.

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• Play with the new skill
• Apply in Speech model, share, independent
• Apply in Writing model, share, independent
• Written grammatical exercises just dont seem to
  work
• (especially not for the children who really need
  the help)