From the introduction to the new English PoS

Pupils should be taught to control their speaking and writing consciously and to use Standard English. They should be taught to use the elements of spelling, grammar, punctuation and ‘language about language’ listed....This is not intended to constrain or restrict teachers’ creativity, but simply to provide the structure on which they can construct exciting lessons.

Throughout the programmes of study, teachers should teach pupils the vocabulary they need to discuss their reading, writing and spoken language. It is important that pupils learn the correct grammatical terms in English and that these terms are integrated within teaching.

lindsay.pickton@rbk.kingston.gov.uk 1

Grammar...

• is language

• is clarity and precision

• is description and creativity

• is empowering

Concept of a Sentence

Physical Punctuation

Sentence maker

Retelling…

• One sentence at a time

• One word at a timelindsay.pickton@rbk.kingston.gov.uk

Where? When? How?

Which?

Compound sentences

The child smiled. The teacher grinned.

lindsay.pickton@rbk.kingston.gov.uk

and but orso for nor yet

“co-ordination”

Subordination:

Main clause

when, if, that, because

Subordination:

Main clause

time, place and causewith conjunctions, adverbs or prepositions

“Drop-ins”

The wolf huffed and puffed at the door.

The wolf,--------------, huffed and puffed at the door.

“who” or “which”

New NC:

Relative clauses, and relative pronouns

(who, that, which, whose, why, where)lindsay.pickton@rbk.kingston.gov.uk

More drop-ins

The wolf, pale and thin with hunger, huffed and puffed at the door.

The wolf, snarling with hunger and anger, huffed and puffed at the door.

The wolf, shocked by the lack of response, huffed and puffed at the door.

The wolf, suddenly aware of the gravity of the situation, huffed and puffed at the door.

Precision, clarity and impact

The man walked along the road.

Grammatical Terminology

Suddenly, the inspector leapt across the classroom.

Last week, a small child grinned with glee.

As the alarm clock trilled, the teacher smiled because it was Monday again.

The PC, which had seen better days, crashed again.

Now it is time to begin.

Why...

• ...shouldn’t we call an adjective a “describing word”?

• ...shouldn’t we call an adverb an “L-Y word”?

Analytic Grammar

DOES NOT IMPROVE WRITING

Compositional Grammar

A Head Teacher smiled.

Is that the right article? Or even determiner?

Is the verb precise enough?

Use a prepositional phrase to introduce the object of the sentence.

Add an adverbial phrase to say when this happened.

Add a relative clause to bring in some useful information about the HT.

lindsay.pickton@rbk.kingston.gov.uk16

The car shook.

Is that the right article? Or even determiner?

Is the verb precise enough?

Use a prepositional phrase to introduce the object of the sentence.

Add an adverbial phrase to say when this happened.

Add a relative clause to bring in some useful information about the car.

lindsay.pickton@rbk.kingston.gov.uk17

Standard English Grammar…is the grammatical form required in very

nearly all writing.

It does not involve accent.

The teaching and learning of Standard English is a priority, in order that children can

use it when and where necessary.

If necessary, treat it as another language.

Without Standard English, children’s chances and options in life are greatly reduced.

Phrase

“A group of words that act as one unit”

e.g. the dog, the big dog, that dog over there

noun phrase: a big dog; my last holiday

adjectival phrase: as old as you; really hungry

adverbial phrase: five minutes ago; very slowly

prepositional phrase: in a hurry; along the lane; under the stairs

19lindsay.pickton@rbk.kingston.gov.uk

Clause“A group of words that expresses an event or a situation”

– usually containing a subject & verb

e.g. she was thirsty (situation); she drank some water (event)

phrase: a big dog; clause: a big dog chased me

It was raining. (one clause)

It was raining and we were cold. (two main clauses linked by “and”)

It was raining when we went out. (main clause and a subordinate clause) 20lindsay.pickton@rbk.kingston.gov.uk

Clause – main and subordinateA main clause is complete on its own and can

form a complete sentence (e.g. it was raining).

A subordinate clause is part of the main clause and cannot exist on its own (e.g. when we went out).

You’ll hurt yourself if you’re not careful.

Although it was cold, the weather was pleasant enough.

Where are the biscuits that I bought this morning?

John, who was very angry, began shouting. 21lindsay.pickton@rbk.kingston.gov.uk

Clause – please note:

Most clauses require subject and verb

Some subordinate clauses don’t – for example, where the verb “be” can be inferred.

The weather, although rather cold, was pleasant enough. (although it was rather cold)

When in Rome, do as the Romans do. (when you are in Rome)

ConjunctionsUsed to link clauses within sentences:

It was raining but it wasn’t cold. (Coordinating conjunction)

We won’t go out if the weather’s bad. (Subordinating conjunction)

Coordinating conjunctions join two clauses of equal grammatical status. (and, or, but, so,)

Subordinating conjunctions go at the beginning of a subordinate clause. (when, while, before, after, since, until, if, because, although, that)

Conjunctions

Coordinating between items of equal status:

Alarmed but safe

Chocolate or vanilla

She laughed and he cried.

Conjunctions

Subordinating between items of unequal status:

When the girl comes in from play, she may tell you that she loves maths after all.

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

When (subordinating conjunction)

the girl comes in from play, (subordinate clause)

she may tell you (main clause)

that (subordinating conjunction)

she loves maths after all. (subordinate clause)

“Connectives”Informal term

Word or phrase that links clauses or sentences.

Connectives can be

Conjunctions (e.g. but, when, because)

Connecting adverbs (e.g. however, then, therefore)

Some connecting adverbs

Addition – also, furthermore, moreover

Opposition – however, nevertheless, on the other hand

Reinforcing – besides (preposition & adverb), anyway, after all

Explaining – for example, in other words, that is to say

Listing – first (ordinal number used as adverb), first of all, finally

Indicating result – therefore, consequently, as a result

Indicating time – just then, meanwhile, later27

What is an adverb?

A one-word adverbial:• How: simply, fast

• When: now, still, immediately, already

• Where: here, there, somewhere, away

• Intensifying: very sweet; rather exciting; fairly slowly

• Likelihood: definitely, seldom, often, never

What is an adverbial?

• A single word (an adverb), or

• A prepositional phrase: in addition, as fast as lightning, or

• An adverb phrase: too fast for me, very cleverly, or

• A noun phrase: last week, several times a day

Building sentences

Expanding noun phrases

She sat on the chair.

She sat on the armchair.

She sat on the old, brown armchair.

She sat on the old, brown armchair in the corner of the study.

Building sentences

Expanding noun phrases – Your turn

She walked towards the car.

1.Picture the scene!

2.(Improve the noun)

3.One or two adjectives before the noun

4.Where is the thing? in the/ over the/ beyond the/ under the …(etc)

Building sentencesAdverbial phrases: How? When? Where?

The mouse ran.The dormouse fled.The dormouse fled in panic.At the stroke of midnight, the dormouse fled in

panic.At the stroke of midnight, the dormouse fled out of

the kitchen in panic.At the stroke of midnight, the dormouse fled out of

the kitchen in panic.

Building sentencesAdverbial phrases: Your turn!

The dog barked.

1.Picture the scene

2.(Improve the noun and verb if possible)

3.How/ When/ Where? - Choose two, but start your sentence with one of them!

Try to use a phrase or clause rather than individual words:

“immediately” could become “all of a sudden”; “deafeningly” could become “loud enough to make the windows shake”

SIMPLE CONTINUOUS PERFECT PERFECT CONTINUOUS

PAST I walked I was walking I had walked I had been walking

PRESENT I walk I am walking I have walked I have been walking

FUTURE I shall walk I shall be walking I shall have walked I shall have been walking

Verb Tenses

Sentence functionsStatement

It was a lovely day.

Question

Was it a lovely day?

Exclamation

What a lovely day!

Command

Make it a lovely day.

Commas are for Meaning

She went to the shops and bought chocolate oranges butter biscuits and a coconut.

I hate that Mary!

She strode off her face glowing red.

Comma Splicing

If you can use a full stop, you can’t use a comma.

- or -

Don’t substitute a full stop for a comma.

(But you might use a comma with a connective)

Apostrophes

Contraction: do it physically

Refer to “contractions”: don’t, we’d, should’ve…

Ownership:

Create labels everywhere: Class 6’s scissors; Mrs Smith’s books; Mr Jones’ chair; The caretaker’s office; the children’s doorway…

Speech Punctuation

Parenthesis

• An afterthought, or additional information

• The sentence still works if you take it out

• Brackets, dashes and commas

• How do you choose between them?

Parenthesis

How do you choose between them?

He came, at long last, to the mountain of doom.

The Blue Whale (Balaenoptera musculus, to use its scientific name) is 25 metres in length.

She says – as you’d expect – that she’d already told you about the party.

Colon Vs Semi colon:

Introduce a list

Introduce a following example

Before a second clause that expands/ illustrates the first:

He was very cold: the temperature was below freezing

;Separate two main clauses in a

sentence, particularly where they are closely related:

I liked the book; it was a pleasure to read.

Separate items in a list if the items are longer phrases:

I need large, juicy tomatoes; half a pound of butter; a kilo of fresh pasta; and a jar of fresh olives

The Tyrannosaur was one of the largest predators of the Cretaceous era: a full-grown male would weigh more than a bull African elephant.

The Tyrannosaur was one of the largest predators of the Cretaceous era; it is amazing to think that it is quite closely related to a chicken.

Colon Vs Semi colon

Passive

The object becomes the subject:

The child popped the balloon.The balloon was popped by the child.

Passive

The child popped the balloon.The balloon was popped.

Passive

Hide the “do-er”:

I lost my reading diary.My reading diary was lost by me.

Passive

Hide the “do-er”:

I lost my reading diary.My reading diary was lost.

Subjunctive verb form desire, necessity, uncertainty

All the players are excellent.He required that all the players be excellent.

I insist that Mr Gove writes to me to explain. I insist that Mr Gove write to me to explain.

From the introduction to the new English PoS

r wolf

king dropinsthe wolf

king clarity

king terminologysuddenly

spoken language

standard english

r sentencesthe child

new english pospupils

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