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.
Outcomes: 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 conjunction 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 & Reg 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: http://www.primaryresources.co.uk/english/conjunctions.htm 2 / 3 Similes 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 / 5 Adverbs Adverbs tell WHEN or HOW something happened. e.g. the bell rang AT 5:00; he skipped HAPPILY *Beginners sheet: http://www.primaryresources.co.uk/english/pdfs/3adverbbubs.pdf *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 suffixes. 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: http://www.primaryresources.co.uk/english/PC_prefix2.htm
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: http://www.voorhees.k12.nj.us/cms/lib/NJ01000237/Centricity/Domain /2779/Chapter_19_Writing_Paragraphs.pdf *Here are some activity ideas: http://www.brainpop.com/educators/community/lesson- plan/writing-a-paragraph-activities-for-kids/?bp-jr-topic=writing-a- paragraph * 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 etc.
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: http://www.firstschoolyears.com/literacy/word/other/synonyms/inte ractive/synonyms.htm
10 Speech Marks
Speech marks go around what people say like a bubble.
* Interactive game from TES iBoard: http://www.iboard.co.uk/iwb/Punctuate-Me-Super-Heroes-Complex- Speech-2485
*Fill in the speech worksheet activity (Toucan and Frog)