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Grammar in ‘Curriculum 2014’ Sarah Cook Jokes Challenge.

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Presentation on theme: "Grammar in ‘Curriculum 2014’ Sarah Cook Jokes Challenge."— Presentation transcript:

1 Grammar in ‘Curriculum 2014’ Sarah Cook Jokes Challenge

2 Curriculum 2014

3 English breakdown

4 Additional information Appendix 1: Spelling Appendix 2: Vocabulary, grammar and punctuation Glossary for the programmes of study for English SLN ‘at a glance’ Curriculum 2014

5 Appendix 2: page 74 Vocabulary, grammar and punctuation The grammar of our first language is learnt naturally and implicitly through interactions with other speakers and from reading. Explicit knowledge of grammar is, however, very important, as it gives us more conscious control and choice in our language. Building this knowledge is best achieved through a focus on grammar within the teaching of reading, writing and speaking.

6 Appendix 2: page 74 Vocabulary, grammar and punctuation Once pupils are familiar with a grammatical concept (for example ‘modal verb’), they should be encouraged to apply and explore this concept in the grammar of their own speech and writing and to note where it is used by others. Young pupils, in particular, use more complex language in speech than in writing, and teachers should build on this, aiming for a smooth transition to sophisticated writing.

7 Appendix 2: page 74 Vocabulary, grammar and punctuation The table focuses on Standard English and should be read in conjunction with the programme of study as it sets out the statutory requirements. The first strand refers to the structure of words and vocabulary building. The table shows when concepts should be introduced first, not necessarily when they should be completely understood. It is very important, therefore, that the content in earlier years be revisited in subsequent years to consolidate knowledge and build on pupils’ understanding. Teachers should also go beyond the content set out here if they feel it is appropriate.

8 The grammatical terms that pupils should learn are set out at the bottom. They should learn to recognise and use the terminology through discussion and practice. All terms in bold should be understood with the meanings set out in the glossary. Appendix 2: page 74 Vocabulary, grammar and punctuation

9 Teaching grammar Consistently use the terminology Spot in reading – shared and guided Interactive starter activities and games linked to focus Shared writing – success criteria/toolkit Editor pairs – success criteria/toolkit Build into other areas of the curriculum

10 Grammar terminology Subject Knowledge… NC Glossary SLN Passports

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12 Assessment Y2 and Y Sample Tests for KS1 and KS2

13 Teaching grammar Consistently use the terminology Spot in reading – shared and guided Interactive starter activities and games linked to focus Shared writing – success criteria/toolkit Editor pairs – success criteria/toolkit Build into other areas of the curriculum

14 Grammar and Reading James and the Giant Peach by Roald Dahl adjectives The Daydreamer by Ian McEwan verbs Way Home by Libby Hathorne nouns, expanded noun phrases prepositions BOO! By Kevin Crossley-Holland pronouns From The Summer Day by Mary Oliver determiners

15 The Teaching Sequence for Writing Primary National Strategy Read Plan Analyse Review Write SHARE

16 Teaching grammar Consistently use the terminology Spot in reading – shared and guided Interactive starter activities and games linked to focus Shared writing – success criteria/toolkit Editor pairs – success criteria/toolkit Build into other areas of the curriculum

17 SLN Resource Pack Get up and Go Grammar! Interactive, kinaesthetic approach Games act as a ‘hook’ for the concepts and terminology Terminology gives children meta-language 25 games with resources Y1 – Y6

18 In development… Using drama to develop grammar Pair improvisation Telephone conversations Thought Tracking Freeze Frame Forum Theatre Hot Seating Conscience Alley Fast Forward Meetings

19 Teaching grammar Consistently use the terminology Spot in reading – shared and guided Interactive starter activities and games linked to focus Shared writing – success criteria/toolkit Editor pairs – success criteria/toolkit Build into other areas of the curriculum

20 Teaching grammar Consistently use the terminology Spot in reading – shared and guided Interactive starter activities and games linked to focus Shared writing – success criteria/toolkit Editor pairs – success criteria/toolkit Build into other areas of the curriculum

21 Editor pairs Refer back to writing ‘toolkit’ Year 2 upwards… Write on every other line Read aloud to your partner 2 stars and a wish… Green and pink highlighters… Purple polishing pen…

22 Teaching grammar Consistently use the terminology Spot in reading – shared and guided Interactive starter activities and games linked to focus Shared writing – success criteria/toolkit Editor pairs – success criteria/toolkit Build into other areas of the curriculum

23 Using a SLN Photo Story to promote a grammar objective Year 3: Volcanoes Watch and fill in ‘I wonder’ bubbles… Share in threes and read fact sheet Text mark answers – answering other questions Volcano vocabulary: Flip chart Generate adverbs with - ly endings: Flip chart In threes: Generate sentences on strips starting with –ly endings Sequence 4 – 6 together to make a poem

24 Teaching grammar Consistently use the terminology Spot in reading – shared and guided Interactive starter activities and games linked to focus Shared writing – success criteria/toolkit Editor pairs – success criteria/toolkit Build into other areas of the curriculum

25 SPAG: Current Year 6 assessment 70 marks 50 marks Grammar25 – 35 Punctuation10 – 20 Vocabulary5 – marksSpelling 1 per word

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27 SLN Grammar Support Materials Outcomes – sample school (2013) Right answers 10. Identify pronouns Synonym/antonym 5 8. Identify adverbs 6 /24 6. Identify adjectives Contractions Punctuate speech Identify prepositions Singular/plural Correct use of me & I Choose suitable connective Identify verbs Capital letters Identify nouns Final punctuation marks 40

28 Pupil interviews… not answering question as asked not knowing the terminology not having a ‘Have a go’ problem solving approach lack of accuracy – e.g. apostrophes – 2014 DFE guidance on marking – 2014 Y6 Glossary for the test

29 Joke Challenge 1.The Past, The Present and The Future walked into a bar. It was tense. 2. What do you call Santa’s little helpers? Subordinate clauses. 3.A pregnant woman went into labour and began to yell, "Couldn't! Wouldn't! Shouldn't! Didn't! Can't!“ She was having contractions.

30 Minimum cost to schools - maximum benefit to staff and children Annual subscription: £300 + VAT Three twilight update meetings – Literacy Subject Leaders and telephone support Access to quality resources for literacy - website Also available… Access to workshops at minimum cost Reduced cost – consultancy


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