Grammar in
‘Curriculum 2014’
Sarah Cook
Jokes Challenge
Curriculum 2014
English breakdown
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
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.
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.
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.
Appendix 2: page 74
Vocabulary, grammar and punctuation
• 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.
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
Grammar terminology
Subject Knowledge…
NC Glossary
SLN Passports
Assessment Y2 and Y6 - 2016
Sample Tests for KS1 and KS2
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
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
The Teaching Sequence for Writing
Primary National Strategy
Read
Analyse
Plan
Write
Review
SHARE
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
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
In development…
Using drama to develop grammar
Pair improvisation
Telephone conversations
Thought Tracking
Freeze Frame
Forum Theatre
Hot Seating
Conscience Alley
Fast Forward
Meetings
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
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
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…
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
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
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
SPAG: Current Year 6 assessment
70 marks
50 marks
Grammar
25 – 35
Punctuation 10 – 20
Vocabulary 5 – 10
20 marks
Spelling
1 per word
SLN Grammar Support Materials
Outcomes – sample school (2013)
10. Identify pronouns
12. Synonym/antonym
8. Identify adverbs
6. Identify adjectives
13. Contractions
9. Punctuate speech
14. Identify prepositions
11. Singular/plural
2. Correct use of me & I
1. Choose suitable connective
7. Identify verbs
3. Capital letters
5. Identify nouns
4. Final punctuation marks
Right answers
2
5
6 /24
12
13
22
22
23
29
33
33
38
38
40
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
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.
Minimum cost to schools - maximum benefit to staff and children
Annual subscription: £300 + VAT
• Three twilight update meetings
– Literacy Subject Leaders
• E-mail and telephone support
• Access to quality resources for literacy - website
Also available…
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• Reduced cost – consultancy
sarahcook@somersetliteracynetwork.com
01278 663569