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© Herts for Learning Ltd Grammar… Understanding Language not Identifying Features Lead Secondary English Adviser Secondary NQT Induction Adviser
© Herts for Learning Ltd Three word challenge e.g. Three word Monday… Argentinian hopes dashed Final week agony Leaving presents bought Ofsted call alert Three word grammar… (What does it do/mean?)
© Herts for Learning Ltd What is… The most commonly used word in English language?
© Herts for Learning Ltd Hmm
© Herts for Learning Ltd Grammar Needs Context It’s about meaning and clarity. Clarity unites us. David Crystal
© Herts for Learning Ltd dear jon I want a man who knows what love is all about you are generous kind thoughtful people who are not like you admit to being useless and inferior you have ruined me for other men i yearn for you i have no feelings whatsoever when we're apart i can be forever happy will you let me be yours jane
© Herts for Learning Ltd At the start of a relationship… Dear Jon, I want a man who knows what love is all about. You are generous, kind, thoughtful. People who are not like you admit to being useless and inferior. You have ruined me for other men. I yearn for you. I have no feelings whatsoever when we're apart. I can be forever happy - will you let me be yours? Jane
© Herts for Learning Ltd At the end… Dear Jon, I want a man who knows what love is. All about you are generous, kind, thoughtful people, who are not like you. Admit to being useless and inferior. You have ruined me. For other men, I yearn. For you, I have no feelings whatsoever. When we're apart, I can be forever happy. Will you let me be? Yours, Jane
© Herts for Learning Ltd Helping students who are not natural readers and writers Rules v conventions -‘tell them the rule after they have used it’ Grammar (sits within ‘writing composition’) but need to be based on reading texts Year 6 – Explore reasons behind language (grammar) choice Important to see real texts (not texts to teach grammar)
© Herts for Learning Ltd High currency features Noun phrases Conjunctions and adverbs (connectives) Active and passive Tenses Modal verbs
© Herts for Learning Ltd Humpty Dumpty
© Herts for Learning Ltd One day Humpty Dumpty went for a walk. He found a big wall. Humpty Dumpty sat on the wall and had a great fall. Humpty Dumpty was sitting on Mr Gill’s old, crumbling wall when a gust of wind whipped past. Poor Humpty! What would happen to him?
© Herts for Learning Ltd As the sun rose above the horizon, Humpty Dumpty, who never listened to good advice, sat contentedly on the old, crumbling wall in the middle of Mr Gill’s field. Without warning, a gust of wind – as strong as a hurricane - whipped past.
© Herts for Learning Ltd Noun phrases Adding to detailed knowledge of noun All noun phrases can be replaced by pronouns ‘They hesitantly put him together’
© Herts for Learning Ltd Hopper picture
© Herts for Learning Ltd Adverbs – adding colour and shape to writing Three basic questions How? The boy ran swiftly When? Yesterday, the boy ran swiftly. Where? The boy ran to the edge of the cliff
© Herts for Learning Ltd Hopper picture
© Herts for Learning Ltd Creative prose writing skills. 24 marks are awarded for communication and organisation; 16 marks are awarded for vocabulary, sentence structure, spelling and punctuation. Write a story which begins: I didn’t know if I had the courage to do this …
© Herts for Learning Ltd Openings He came into my life in February 1932 and never left it again. More than a quarter of a century has passed since then, more than nine thousand days, desultory and tedious, hollow with the sense of effort or work without hope – days and years, many of them as dead as dry leaves on a dead tree.
© Herts for Learning Ltd Writing to Persuade/Argue A proposal has been made to hold a motorcycle race on the roads in your area. You have decided to write an article for your community magazine to share your views on this proposal. You could write in favour or against this proposal. Write a lively article for the magazine giving your views.
© Herts for Learning Ltd What the examiner will look for the writing is fully coherent and controlled (plot and characterisation are developed with detail, originality and imagination) the writing is clearly and imaginatively organised (narrative is sophisticated and fully engages the reader’s interest) structure and grammatical features are used ambitiously to give the writing cohesion and coherence communication is ambitious and consistently conveys precise meaning
© Herts for Learning Ltd Every word a gem there is appropriate and effective variation of sentence structures virtually all sentence construction is controlled and accurate a range of punctuation is used confidently and accurately virtually all spelling, including that of complex irregular words, is correct control of tense and agreement is totally secure a wide range of ambitious, appropriate vocabulary is used to create effect or convey precise meaning
© Herts for Learning Ltd Mr Smith got up early and ate his b________ in the kitchen.
© Herts for Learning Ltd Although women do not drive b____ they often work as conductoresses.
© Herts for Learning Ltd I go to the m_____ to buy a hat.
© Herts for Learning Ltd F____ me, I’m hot.
© Herts for Learning Ltd Don’t trust atoms; they make up everything!
© Herts for Learning Ltd Don’t be afraid It’s about meaning and clarity. Audience and purpose is key.
Englewood Public Schools Englewood, Colorado 2009 A Compilation of E.W. Dolch 1936, The Reading Teachers Book of Lists, Fourth Edition,© 2000 by Prentice.
The. of and a to in is you that it he for.
High-Frequency Phrases First 100 Words. The people.
Lets build fluency! The people By the water You and I.
Can you see?. I like him. When will we go? All or some.
Oral Reading Fluency First 100 Most Used Phrases.
The. of and a to in is you that it he was.
Leon County Schools 8 th and 10 th Grade Writing Training Leon County Schools Office of Curriculum Services Friday, September 30, 2013.
A. as is a couldn’t does could has wouldn’t.
The people Look for some people. Write it down. By the water So there you are. Who will make it? You and I A long time What will they do?
Sight Word Phrases Group 1. the little boy a good boy.
Advice from Eats, Shoots & Leaves By Lynne Truss.
Moving On Up …how to move up the levels What to do to get a L5 or higher.
This is a PowerPoint presentation that was used with my sixth and seventh grade Deaf and Hard of Hearing Students. It was projected onto a white dry-erase.
Of. and a to the in is you that it at be.
Dolch Words the of and to a in that is was.
High Frequency Words List A Group 1. the of and.
Frequency Words. a about after again all always.
DOLCH Sight Word Test (Say each word as it appears on the screen.)
List 1 Sight Words the to and he a I you it.
List 1. the List 1 to List 1 and List 1 he List 1.
DOLCH Sight Word Test (Say each word as it appears on the screen.) Press the Esc key to stop the slide show Click this button below to start the slide.
To develop students ability to write a continuous text. To reinforce students understanding of sentence syntax. To reinforce work on structure and vocabulary.
Enabling successful communication of geographical understanding in written assessments AE SIG GA Conference 2013.
High School Writing Lesson Using the Writing Process to Perfect Your Work.
National Curriculum Testing For Year Olds: Year 6 Testing: May 2012.
1 Functional Skills E nglish: implications for teaching and learning.
First 100 High Frequency Words a her see am about.
Sight Words Complete Dolch Sight Word List Preprimer through Third.
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