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Grammar and Punctuation Program Term 4

Year 1 Castle Cove Public School 2014

Grammar is taught explicitly each week, focussing on components of punctuation, sentence structure, speech, and word types. In Term 4, we will be revising
the concepts taught throughout the rest of the year.

EN1-5B: uses a variety of strategies, including knowledge of sight words and
lettersound correspondences, to spell familiar words
spell high-frequency and common sight words accurately when
composing texts
spell known words using letter names
isolate and write the initial, medial and final sound of a word
exchange one letter in a written word with a different letter to make a
new word
use double consonants where appropriate, eg 'hopping'
begin to use a dictionary for spelling activities and word meaning
recognise when a word is spelt incorrectly
use morphemic and phonological knowledge when spelling

EN1-9B: uses basic grammatical features, punctuation conventions and vocabulary appropriate
to the type of text when responding to and composing texts
understand that paragraphs are used to organise ideas
understand that simple connections can be made between ideas by using a
compound sentence with two or more clauses usually linked by a coordinating
explore differences in words that represent people, places and things (nouns,
including pronouns), happenings and states (verbs), qualities (adjectives) and details
such as when, where and how (adverbs)
recognise that a preposition placed in front of a noun group can show where, when,
eg 'on the box' (where), 'before my birthday' (when)
recognise that time connectives sequence information in texts
recognise that different types of punctuation, including full stops, question marks and
exclamation marks, signal sentences that make statements, ask questions, express
emotion or give commands
recognise that capital letters signal proper nouns and commas are used to separate
items in lists
experiment with the use of quoted (direct) and reported (indirect) speech

# Concept Activity Evaluation &
1 Compound Sentences and Conjunctions
Sentences are joined with conjunctions, to make compound sentences.
*Conjunction Clouds from TeachersPayTeachers could use this as a
whole class and then in literacy groups. For example, print out the
pages and have the starting sentences blu-tacd to the wall (or
similar), with the conjunction next to it. Then, students choose/are
given the ending and stick it next to the matching sentence. Mix
around they must choose the matching conjunction, or the matching

start of the sentence.
*Connectives posters from Sparklebox
*Conjunctions lesson:
2 /
Something is like something else.
Something is as ___ as something else.
*Make cards with phrases like as cold as as small as etc. for
use in the whole class and then later in literacy groups. (see server)
*Write out the phrases and finish them in your grammar book

4 /
Adverbs tell WHEN or HOW something happened.
e.g. the bell rang AT 5:00; he skipped HAPPILY
*Beginners sheet:
*Make a word wall for Adverbs, split into When and How adverbs
*Find all the adverbs in this text (see server)

6 Base Words, Prefixes and Suffixes
There are base words e.g. happy, and we change these words
depending on the situation we wish to describe with prefixes and
e.g. unhappy, happily.
*Prefix and Suffix games from sparklebox.co.uk
*Prefix/Suffix dominoes from sparklebox.co.uk
*Lesson on un and dis prefixes:

7 Paragraphs
Ideas need to be grouped together into paragraphs.
Practise picking out main points and then writing the detail.
Here is some info for you:
*Here are some activity ideas:
* Hook-On Sentences: Choose a topic as a class (e.g. how to be
healthy) and decide on the different aspects you would talk about
(e.g. eating, hygiene, sport, being educated etc.). Write an opening
paragraph together, then split the class into small groups. They write
about their given sub-topic, and then as a class piece them together
into an article.
*Cut up texts into ideas, and piece them together under headings.

8 Alliteration and Onomatopoeia
Alliteration is when words start with the same letter, usually when
*Brainstorm nouns, verbs and adjectives starting with a given letter
*Write alliteration poems: as a class, and then in pairs. First with a

describing something or someone and their actions; e.g. Sally snake
slithered slowly.
Onomatopoeia is words which represent a sound e.g. bang, crash, toot

given letter, then a chosen letter.
*This video: https://www.youtube.com/watch?v=f1b5kCvVBo8
*Make a Noise Wall
*Show pictures of transport (link to HSIE) or other things and the class
needs to make the noises for these things.
*Jigsaw activity: things that go Bang, Woosh, etc.
9 Synonyms and Antonyms
Synonyms are words that have the same meaning. Antonyms have the
opposite meaning.
By being aware of synonyms and antonyms and using them in our
writing, we can make it more exciting and descriptive.
You can tell if a word is a synonym by putting the original word in a
sentence and then swapping it out with the suspected synonym. If it still
means the same, its a synonym!
*Synonym Spider game (Tashs resource see server)
*Interactive game: http://www.abcya.com/synonyms_antonyms.htm
*Antonym game from http://Sparklebox.co.uk
*Interactive Quiz:

10 Speech Marks

Speech marks go around what people say like a bubble.

* Interactive game from TES iBoard:

*Fill in the speech worksheet activity (Toucan and Frog)