xxxx School Scheme of Work for Grammar

Stage Grammatical knowledge and skills (grammatical awareness, sentence construction and punctuation)
!o expect written text to make sense and to check for sense if it does not" !o know that words are ordered from left to right !o use a capital letter for the start of their own name" !o reread own writing and check whether it makes sense" !o expect reading to make sense and check if it does not" !o read aloud with pace and expression appropriate to the grammar , e"g" pausing at full stops, raising )oice for *uestions !o use capital letters for the personal pronoun ,-., for names and for the first word in a sentence !o end a sentence with a full stop" !o add *uestion marks to *uestions !o use ,and. to 1oin $ simple sentences" !o understand other common uses of capitalisation e"g" for personal titles (3r, 3iss), headings, book titles, emphasis !o read aloud with intonation and expression appropriate to the grammar and punctuation (sentences, speech marks, commas, exclamation marks) !o reread own writing to check for grammatical sense (cohesion) and accuracy (agreement) identify errors and suggest alternati)e constructions" !o understand the need for grammatical agreement, matching )erbs to nouns4pronouns, e"g" - am5 the children are5 !o use simple gender forms, e"g" his4her correctly5 !o use standard forms of )erbs in speaking and writing, e"g" catch4caught, see4saw, go4went and to use the past tense consistently for narration !o use capitalisation for other purposes e"g" for personal titles (3r, 3iss), headings, book titles, emphasis !o write in clear sentences using capital letters and full stops accurately" !o use a )ariety of simple organisational de)ices e"g" arrows, lines, boxes, keys, to indicate se*uences and relationships" !o identify speech marks in reading, understand their purpose, use the term correctly" !o in)estigate and recognise a range of other ways of presenting texts e"g" speech bubbles, enlarged, bold or italicised print, captions, headings and sub6headings !o use a greater )ariety of connecti)es to 1oin $ sentences !o use commas to separate items in a list !o use exclamation marks to denote strong emotion !o understand and use the terms ,noun., ,ad1ecti)e. and ,)erb. !o turn statements into *uestions, learning a range of ,wh. words, typically used to open *uestions7 what, where, when, who, and to add *uestion marks" !o compare a )ariety of forms of *uestions from texts, e"g" asking for help, asking the time, asking someone to be *uiet" !o use the term ,)erb. appropriately and to understand the function of )erbs in sentences through7 8oticing that sentences cannot make sense without them 9ollecting and classifying examples of )erbs from own reading and own knowledge e"g" run, chase, sprint5 eat, consume, gobble !o use the term ,ad1ecti)e. appropriately and to understand the function of ad1ecti)es in sentences through7 -dentifying ad1ecti)es in shared reading :iscussing and defining what they ha)e in common i"e" words which *ualify nouns ;xperimenting with deleting and substituting ad1ecti)es and noting the effects on meaning 9ollecting and classifying ad1ecti)es, e"g" for colours, si<es, moods ;xperimenting with the impact of different ad1ecti)es through shared writing Year Group in which stage would typically be taught #eception #eception #eception Year Year Year Year

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>xxxx School Scheme of Work for Grammar

Stage Grammatical knowledge and skills (grammatical awareness, sentence construction and punctuation)
!o use the term ,pronoun. appropriately and to understand the function of pronouns in sentences through7 noticing in speech and reading how they stand in place of nouns5 substituting pronouns for common and proper nouns in own writing5 distinguishing personal pronouns, e"g" -, you, him, it and possessi)e pronouns, e"g" my, yours, hers5 distinguishing the st, $nd, %rd person forms of pronouns e"g" -, me, we5 you5 she, her, them in)estigating the contexts and purposes for using pronouns in different persons, linked to pre)ious term?s work on st and %rd person5 in)estigating how pronouns are used to mark gender7 he, she, they, etc", !o ensure grammatical agreement in speech and writing of pronouns and )erbs, e"g" am, we are, in standard ;nglish !o extend knowledge and understanding of pluralisation through recognising the use of singular and plural forms in speech and through shared writing transforming sentences from singular to plural and )ice )ersa, noting which words ha)e to change and which do not understanding the term ,collecti)e noun. and collecting examples experimenting with in)enting other collecti)e nouns noticing which nouns can be plurali<ed and which cannot, e"g" trousers, rain !o secure knowledge of *uestion marks and exclamation marks in reading, understand their purpose and use appropriately in own writing !o use the term ,comma. appropriately and to understand the function of commas in sentences through7 noting where commas occur in reading and discussing their functions in helping the reader to become aware of the use of commas in marking grammatical boundaries within sentences !o understand the basic con)entions of speech punctuation through7 identifying speech marks in reading beginning to use speech marks in own writing using capital letters to mark the start of direct speech to use the term ,speech marks. beginning to use speech marks and other dialogue punctuation appropriately in writing and to use the con)entions which mark boundaries between spoken words and the rest of the sentence !o understand the differences between )erbs in the st, $nd, and %rd person, e"g" -4we do, you do, he4she4does, they do, through 9ollecting and categorising examples and noting the differences between the singular and plural persons :iscussing the purposes for which each can be used #elating to different types of text, e"g" st person for diaries and personal letters, $nd person for instructions and directions, %rd person for narrati)e, recounts ;xperimenting with transforming sentences and noting which words need to be changed !o use capitalisation for new lines in poetry !o understand and use the term ,ad)erb. !o experiment with deleting words in sentences to see which are essential to retain meaning and which are not" !o understand and use the term ,tense. in relation to )erbs !o know that tense refers to time !o know that one test of whether a word is a )erb is whether or not its tense can be changed !o compare sentences from different text types eg narrati)e in past tense, explanations in present tense, forecasts4directions in future tense !o de)elop an awareness of how tense relates to purpose and structure of text Year Group in which stage would typically be taught Year %

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>xxx 6 School Scheme of Work for Grammar

Stage Grammatical knowledge and skills (grammatical awareness, sentence construction and punctuation)
!o extend knowledge and understanding of ad)erbs through7 -dentifying common ad)erbs with ly suffix and discussing their impact on the meaning of sentences 8oticing where they occur in sentences and how they are used to *ualify the meaning of )erbs 9ollecting and classifying examples of ad)erbs, e"g" for speed7 swiftly, rapidly, sluggishly5 light7 brilliantly, dimly -n)estigating the effects of substituting ad)erbs in clauses or sentences, e"g" !hey left the house @"ly Asing ad)erbs with greater discrimination in own writing !o extend knowledge, understanding and use of expressi)e and figurati)e language in stories and poetry through7 9onstructing ad1ecti)al phrases ;xamining comparati)e and superlati)e ad1ecti)es 9omparing ad1ecti)es on a scale of intensity (e"g" hot, warm, tepid, lukewarm, chilly, cold) #elating them to the suffixes which indicate degrees of intensity (e"g" ish, 6er, 6est) #elating them to ad)erbs which indicate degrees of intensity (e"g" )ery, *uite, more, most) and through in)estigating words which can be intensified in these ways and words which cannot !o use commas to mark grammatical boundaries within sentences Bink this to work on editing and re)ising own writing !o use apostrophes to mark possession through7 -dentifying possessi)e apostrophes in reading and to whom or what they refer Anderstanding the basic rules for apostrophising singular nouns, e"g" the manCs hat5 for plural nounds ending in ,s., e"g" !he doctorsC surgery and for irregular plural nouns e"g" childrenCs playground :istinguishing between uses of the apostrophe for contraction and possession !o begin to use the apostrophe appropriately in their own writing !o understand the significance of word order, e"g" 7 some re6orderings destroy meaning5 some make sense but change meaning5 sentences can be reordered to retain meaning (sometimes adding words)5 subse*uent words are go)erned be preceding ones !o recognise how commas, connecti)es and full stops are used to 1oin and separate clauses" !o identify in their writing where each is more effecti)e !o identify the common punctuation marks including commas, semi6colons, colons, dashes, hyphens, speech marks, and to respond to them appropriately when reading !o be aware of the use of connecti)es, e"g" Dd)erbs, ad)erbial phrases, con1unctions, to structure an argument, e"g" ,-f @", then., ,on the other hand@., ,finally., ,so. !o in)estigate word order by examining how far the order of words in sentences can be changed7 Which words are essential to meaning Which can deleted without damaging the basic meaning Which words or groups of words can be mo)ed into a different order !o re6order simple sentences, noting the changes which are re*uired in word order and )erb forms and discuss the effects of changes !o construct sentences in different ways, while retaining meaning through7 9ombining $ or more sentences #e6ordering them :eleting or substituting words Writing them in more telegraphic ways !o understand the basic con)entions of standard ;nglish and consider when and why standard ;nglish is used7 agreement between nouns and )erbs consistency of tense and sub1ect a)oidance of double negati)es a)oidance of non6standard dialect words Year Group in which stage would typically be taught Year &

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xxxx School Scheme of Work for Grammar

Stage Grammatical knowledge and skills (grammatical awareness, sentence construction and punctuation)
!o discuss, proof6read and edit their own writing for clarity and correctness, e"g" by creating more complex sentences, using a range of connecti)es, simplifying clumsy constructions !o adapt writing for different readers and purposes by changing )ocabulary, tone and sentence structure to suit, e"g" simplifying for younger readers !o understand the difference between direct and reported speech (e"g" , She said, , am going. and ,She said she was going.) e"g" through Einding and comparing examples from reading :iscussing contexts and reasons for using particular forms and their effects !ransforming direct into reported speech and )ice )ersa, noting changes in punctuation and words that ha)e to be changed or added !o use the term ,preposition. appropriately and to understand the function of prepositions in sentences through7 Searching for, identifying and classifying a range of prepositions ;xperimenting with substituting different prepositions and their effect on meaning !o understand the need for punctuation as an aid to the reader e"g" commas to mark grammatical boundaries5 a colon to signal, e"g" a list Erom reading, to understand how dialogue is set out, e"g" on separate lines for alternate speakers in narrati)e, and the positioning of commas before speech marks !o extend knowledge, understanding and use of )erbs, focussing on7 !enses7 past, present, future5 in)estigating how different tenses are formed by using auxillary )erbs e"g" ha)e, was, shall, will Eorms7 acti)e, interrogati)e, imperati)e Ferson7 st, $nd, %rd, -dentify and classify examples from reading ;xperimenting with transforming tense4form4person in these examples discuss changes that need to be made and effects on meaning !o identify the imperati)e form in instructional writing and the past tense in recounts" !o use this awareness when writing for these purposes !o use further punctuation marks7 colon, semi6colon, dashes, brackets !o use punctuation marks accurately in complex sentences !o use punctuation effecti)ely to sign post meaning in longer and more complex sentences !o be aware of the differences between spoken and written language, including7 !he need for writing to make sense away from immediate context !he use of punctuation to replace intonation, pauses, gestures !he use of complete sentences !o explore ambiguities that arise from sentence contractions, e"g" through signs and headlines7 ,police shot man with knife., ,nothing acts faster than Dnadin., ,baby changing room. !o ensure that, in using pronouns, it is clear to what or whom they refer !o in)estigate clauses through7 -dentifying the main clause in a long sentence -n)estigating sentences which contain more than one clause Anderstand how clauses are connected (e"g" by combining % short sentences into ) !o use connecti)es to link clauses within sentences and to link sentences in longer texts !o understand and use the terms ,acti)e. and ,passi)e. when referring to )erbs, and to be able to apply their knowledge in their own writing !ransforming a sentence from acti)e to passi)e and )ice6)ersa !o note and discuss how changes from acti)e to passi)e affect the word order and sense of a sentence !o in)estigate further the use of acti)e and passi)e )erbs !o know how sentences can be re6ordered by changing from one to the other !o consider how the passi)e )oice can conceal the agent of a sentence, e"g" !he chicks were kept in an incubator Year Group in which stage would typically be taught Year '

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xxxxx 6 School Scheme of Work for Grammar

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!o understand the term ,impersonal )oice. and to be able to write in this style !o understand features of formal official language through, e"g" 7 9ollecting and analysing examples, discussing when and why they are used 8oting the con)entions of the language, e"g" use of the impersonal )oice, imperati)e )erbs, formal )ocabulary 9ollecting typical words and expressions, e"g " ,!hose wishing to @., ,hereby @., ,forms may be obtained @". !o re)ise the language con)entions and grammatical features of the different types of text such as7 8arrati)e (e"g" stories and no)els) #ecounts (e"g" anecdotes, accounts of obser)ations, experiences) -nstructional texts (e"g" instructions and directions) #eports (e"g" factual writing, description) ;xplanatory texts (how and why) Fersuasi)e texts (e"g" opinions and promotional literature) :iscursi)e texts (e"g" balanced arguments) !o conduct detailed language in)estigations through inter)iews, research and reading e"g" of pro)erbs, language change o)er time, dialect, study of headlines !o in)estigate connecting words and phrases7 9ollect examples from reading and thesauruses Study how points are typically connected in different kinds of text 9lassify useful examples for different kinds of text for example, by position (besides, nearby, by)5 se*uence (firstly, secondly)5 logic (therefore, so, conse*uently) -dentify connecti)es which ha)e multiple purposes (e"g" on, under, besides) !o identify, understand and form complex sentences through, e"g"7 Asing different connecting de)ices #eading back complex sentences for clarity of meaning, and ad1usting as necessary ;)aluating which links work best -dentifying main clauses Asing appropriate punctuation !o secure control of complex sentences, understanding how different clauses can be manipulated to achie)e different effects" !o re)ise work on contracting sentences7 Summary 8ote6making editing !o become aware of conditionals through7 Asing reading to in)estigate conditionals, e"g" using if@then, might, could, would, and their uses, e"g" in deduction, speculation, supposition Asing these forms to construct sentences which express, e"g" possibilities, hypotheses ;xploring the use of conditionals in past and future, experimenting with transformations, discussing effects, e"g" speculating about possible causes (past), re)iewing a range of options and their outcomes (future) !o re)ise formal styles of writing7 !he impersonal )oice !he use of passi)e 3anagement of complex sentences Year (

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