Spelling, Punctuation And Grammar

English Curriculum 2014 Changes Stronger emphasis on vocabulary development, grammar, punctuation and spelling (for example, the use of commas and apostrophes will be taught in KS1) Handwriting – not currently assessed under the national curriculum – is expected to be fluent, legible and speedy. Spoken English has a stronger emphasis, with children being taught debating and presenting skills

Grammar is the system of language; the way in which words are put together to form sentences. Punctuation is a set of marks which link parts of grammar and help us make sense of texts.

Reception Class Spoken language. Talking in play. Linking to phonics. Speaking in sentences. Using tenses appropriately Moving from speaking in sentences to writing down ideas in sentences. Modelling by adults

Key Stage 1 Speaking in whole sentences Counting words Making sure sentences make sense Spaces between words Capital letter and Full Stop. Enhancing writing (e.g. adjectives, e.g. commas)

Key Stage 2 Specific teaching of aspects of grammar Application of new grammar in writing Identification of grammar in texts

Year 1: Detail of content to be introduced (statutory requirement) WordRegular plural noun suffixes –s or –es [for example, dog, dogs; wish, wishes], including the effects of these suffixes on the meaning of the noun Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper) How the prefix un– changes the meaning of verbs and adjectives [negation, for example, unkind, or undoing: untie the boat] SentenceHow words can combine to make sentences Joining words and joining clauses using and TextSequencing sentences to form short narratives PunctuationSeparation of words with spaces Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences Capital letters for names and for the personal pronoun I Terminology for pupils letter, capital letter word, singular, plural sentence punctuation, full stop, question mark, exclamation mark

Year 6: Detail of content to be introduced (statutory requirement) WordThe difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing [for example, find out – discover; ask for – request; go in – enter] How words are related by meaning as synonyms and antonyms [for example, big, large, little]. SentenceUse of the passive to affect the presentation of information in a sentence [for example, I broke the window in the greenhouse versus The window in the greenhouse was broken (by me)]. The difference between structures typical of informal speech and structures appropriate for formal speech and writing [for example, the use of question tags: He’s your friend, isn’t he?, or the use of subjunctive forms such as If I were or Were they to come in some very formal writing and speech] TextLinking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis ayout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text]

Year 6: Detail of content to be introduced (statutory requirement) PunctuationUse of the semi-colon, colon and dash to mark the boundary between independent clauses [for example, It’s raining; I’m fed up] Use of the colon to introduce a list and use of semi- colons within lists Punctuation of bullet points to list information How hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover] Terminology for pupils subject, object active, passive synonym, antonym ellipsis, hyphen, colon, semi-colon, bullet points

curriculum parents Help from parents and carers Speaking Reading with your child – looking at the use of punctuation and grammar in the text. Support for homework about specific aspects of Grammar.

Spelling Test! separate definitely transparent diarrhoea

How to help with spellings LookSayCover Write Check Look for patterns/letter strings/rules Make use of phonic knowledge (sounds) Try to put words into sentences Joining digraphs and trigraphs (2 and 3 letter sounds) A little and often!