Spelling, Punctuation And Grammar English Curriculum 2014 Changes
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,
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) Word Regular 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] Sentence How words can combine to make sentences Joining words and joining clauses using and Text Sequencing sentences to form short narratives Punctuation Separation of words with spaces
Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences Year 6: Detail of content to be introduced (statutory requirement) Word The 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].
Sentence Use 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: Hes your friend, isnt he?, or the use of subjunctive forms such as If I were or Were they to come in some very formal writing and speech] Text
Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the Year 6: Detail of content to be introduced (statutory requirement) Punctuation Use of the semi-colon, colon and dash to mark the boundary between independent clauses [for example, Its raining; Im 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 maneating shark, or recover versus re-cover] Terminology for pupils subject, object active, passive synonym, antonym ellipsis, hyphen, colon, semi-colon, bullet points 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. https://www.gov.uk/government/collections/nationalcurriculum http://www.theschoolrun.com/primary-literacy-glossaryfor-parents Spelling Test! separate definitely transparent diarrhoea How to help with spellings Look Say Cover 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!
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