Teaching Grammar in KS1, Study notes of English

Download Teaching Grammar in KS1 and more Study notes English in PDF only on Docsity! 10 February 2021 Senior Teaching and Learning Consultant: Natalie Derry Teaching Grammar in KS1 Spelling and Phonics: What is going well? Is there anything you want to cover? Please remember to… • Mute your microphone​ • If you have connection issues please turn off your camera​ otherwise leave it on • If you would like to ask a question just type your name and the word question into the chat box​ • e.g. Natalie - question In 2014, the revised National Curriculum raised the profile of grammar teaching in primary schools. The 2014 English National Curriculum states: ‘Explicit knowledge of grammar is very important, as it gives us more conscious control and choice in our language.’ So, Why do you think it is important to explicitly teach grammar in primary school? Share your thoughts using the slido link: Grammar is the business of taking a language to pieces to see how it works. Professor David Crystal 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. National Curriculum 2014 It is important that young readers and writers know about how language is organised to make meaning. David Reedy and Eve Bearne Language study is a vitally important aspect of learning in English, and grammar is an important strand of language study, for its own intrinsic interest and for its contribution to communication and the making of meaning. UKLA • What are your recollections of being taught grammar at primary school? • How confident are you of the grammar expectations by the end of KS1 and beyond? ® ISLINGTON -Regular plural noun suffixes —s or-es | -How words can combine to Sequencing sentences | -Separation of words with | letter, capital letter, [for example, dog, dogs; wish, wishes], | make sentences to form short narratives | spaces word, singular, including the effects of these suffixes on plural, sentence, the meaning of the noun -Joining words and joining -Introduction to capital punctuation, full clauses using and letters, full stops, question | stop, question mark, -Suffixes that can be added to verbs marks and exclamation exclamation mark where no change is needed in the spelling marks to demarcate of root words (e.g. helping, helped, sentences helper) -Capital letters for names -How the prefix un— changes the and for the personal meaning of verbs and adjectives pronoun J [negation, far example, unkind, or undoing: untie the boat] -Formation of nouns using suffixes such | -Subordination (using when, if | -Correct choice and -Use of capital letters, full | noun, noun phrase, as —ness, -erand by compounding /far | that, because) and co- consistent use of stops, question marks and | statement, question, example, whiteboard, superman] ordination (using or, and, but) | present tense and exclamation marks to exclamation, past tense throughout | demarcate sentences command, -Formation of adjectives using suffixes | -Expanded noun phrases for writing compound, suffix, such as -ful, less (A fuller list of description and specification /for -Commias to separate adjective, adverb, suffixes can be found in the year 2 example, the blue butterfly, plain | -Use of the progressive | items in a list verb, tense (past, spelling section in English Appendix 1) flour, the man in the moon] form of verbs in the present), present and past -Apostrophes to mark apostrophe, comma -Use of the suffixes -ey, -estin -How the grammatical tense to mark actions in | where letters are missing adjectives and the use of -/yin patterns in a sentence progress [for example, _| in spelling and to mark Standard English to turn adjectives into | indicate its function as a she is drumming, he was | singular possession in adverbs statement, question, exclamation | shouting] nouns [/or example, the or command girl’s name] The old man jumped quickly over the rusty fence. He jumped over it. Where are the nouns? Where are the adjectives? Where is the verb? Where is the adverb? Where are the pronouns? Where is the preposition? And ‘the’ is a ….. ? Word Level The old man jumped quickly over the rusty fence. He jumped over it. Nouns-Name the things we talk about Adjectives-Describe the nouns Verb-Say what the action is Adverb- Describe the verb Pronouns-Stand in the place of a noun Preposition-Tell you the position of the action And ‘the’ is a determiner which pin down the noun precisely. Word Level ® ISLINGTON ‘Grammar Explained) “ Welcome to Grammar Explained This resource was designed by Simon Pile, Assistant Headteacher at ‘Anson Primary School in Brent and Director of iCreate Learning. For the last 15 years, Simon has led the development of supporting parents through video technology. His approach has helped more parents engage with their children’s education across the entire curriculum. He was responsible for the development of Maths at Home on the London Grid for Learning. Harnessing the relationship between the school, the child and their Parents, as well as extending learning beyond the classroom, is crucial in ensuring every child makes progress at school. ‘This resource is closely mapped to the National Curriculum appendix for vocabulary, punctuation and grammar, with every item in the appendix scripted into a short, clear video to demonstrate what the term means and how it can be applied to every day situations. It is designed to support pupils in their understanding of the terms, empower parents to support their children and refresh subject knowledge of teachers. Learn about modal verbs. ® ISLINGTON How do we assess grammar in primary education? • In year 2, pupils are tested on their knowledge about grammar, punctuation and spelling. • The tests are structured so that they can be easily marked online so the questions require simply identifying particular grammatical features. • In order to perform well in the test, children need to be familiar with the terminology and able to apply their understanding of grammatical terms in an unfamiliar and artificial context. • Since these were introduced, they have been optional at KS1. The pupil can, after discussion with the teacher: • write simple, coherent narratives about personal experiences and those of others (real or fictional) • write about real events, recording these simply and clearly • demarcate most sentences in their writing with capital letters and full stops, and use question marks correctly when required • use present and past tense mostly correctly and consistently • use co-ordination (e.g. or / and / but) and some subordination (e.g. when / if / that / because) to join clauses • segment spoken words into phonemes and represent these by graphemes, spelling many of these words correctly and making phonically-plausible attempts at others • spell many common exception words* • form capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters • use spacing between words that reflects the size of the letters. KS1: Working at Expected Standard What is the most effective way to teach grammar? The key to effective use of grammar is to open children’s eyes to the infinite repertoire of choices which are available to them as writers. Used in this way, grammar helps children understand how language works and how to express themselves with greater craft and creativity • Research from Safford, Messer, McLachlan and Walker (2015) looked at the impact that the statutory test has had on teachers and the teaching of grammar. • It is no surprise that it concludes that learning has become ‘routine, explicit and formalised’ and significant time is spent in preparation for the test. • Research by Hillocks (1986) and Andrews et al. (2006), concluded that no evidence exists that the formulaic teaching of grammar by labelling and identifying items of language use has any beneficial effect on language production. • However, there is powerful research evidence, including a large- scale study from Exeter University (Myhill et al., 2013) that demonstrates the benefits of relevant grammar when taught explicitly and in context. • Teachers who contextualised the study of grammar within the reading of literature and discussed real life texts reported a positive impact on pupils’ writing and a deeper knowledge and understanding of language. • Decide which features you want to focus on and devise games that help the pupils see how it functions within meaningful text. • Build the grammar features you are focusing on into the model text to increase understanding of, and confidence in using these features Bringing out the Grammar in a text The goal is to make direct and explicit links between being a reader and a writer. When we read texts we read like a reader but we also explore the author’s craft. When we write, we write like a writer, but also need to imagine the reader of our writing.’ Myhill, D. (2012) Wordplay: Rethinking Grammar and Writing https://www.youtube.com/watch?v=ZJlLXoaglow What could you draw attention to in this book? Personal Pronouns, Proper Nouns, Sentence Types, Punctuation, Suffixes (er, est, ful) Conjunction and, contractions, adjectives, nouns, verbs, sentences. • Hearing and speaking examples • Seeing examples in authentic texts • Working on texts and hearing the terminology used in context • Experimenting with techniques • Using the knowledge to make choices when writing Reading & Investigation Explicit Teaching Discussion and experimentation Making controlled choices REDM Sequence- The process of teaching grammar in context: Myhill, Reedy and Bearne leads to more successful learning rather than simply rehearsing definitions es BA BD Wy SLINGTON -- ‘=P | must take my passengers where they want to ge. Discussion and experimentation Teacher models choosing and writing adjectives into sentences which the pupils then apply in their own writing of a description. When writing independently, the children chose appropriate adjectives. The teacher also asked the children to identify the post powerful adjectives and explain why. Making controlled choices Making considered choices ensures that our writing reflects our intentions. This can only be done properly if we fully understand the purpose of the structures and concepts.. Making controlled choices what effect does this phrase have…?’ ‘why has the author chosen to …?’ The dog darted through the bushes searching for a place to hide. The dog meandered through the bushes looking for a place to settle Which makes you feel the most sympathetic or which builds tension more? Similar structures, but different language and different effects on the reader. What is the intention on the reader? Games that support the idea that a noun is a word that labels or ‘names’ something. Play I spy and jot down everything they can see. This is a list of nouns. Games that support the idea that a noun is a word that labels or ‘names’ something. noun tent Memories Setting up a tent in the living room Types Circus, camping, wigwam, Den Rhymes Went, sent, bent, lent, dent Words that start with the same sound Table, T-shirt, Ticket World Dumbo Angry Brave Cool Deadly Emerald Frosty Gorgeous Helpless Impressive Cup Table Chair Grass Tree Bus Car Bike Computer parrot Pencil Ruler Desk Bell Tower Forest Lake Banana Carrot Owl NOUNS:ADJECTIVES: Jealous Keen Lazy Moody Naughty Old Pale Quick Red Bad Tall Pairs-A game-choose six adjectives and six nouns. Write them on your whiteboard, number them 1-6. Roll a dice and first choose an adj, then repeat and choose a noun. Use your noun and adjective to make a sentence. Your sentence has to make sense but can be silly. Reading & Investigation Explicit Teaching Discussion and experimentation Making controlled choices Discussion: What happens when we change the noun? Can we change the nouns to make it more precise? How does this change the impact on the reader? The toddler went into the Wigwam. Charlie went into the tent. The drapes slowly parted. Reading & Investigation Explicit Teaching Discussion and experimentation What nouns can you see in this image? Choose 3 concrete nouns (e.g. wand, curtain, doorway). Now choose 3 abstract nouns that explain feelings of characters in the book (e.g. Excitement, kindness, hopefulness). Now collate your nouns to form an interesting noun phrase Making controlled choices A doorway of disappointment. A wand of kindness. A banjo of excitement. Games that support the concept of a sentence  Is a group of words that creates a unit of meaning  Is separated from other sentences by punctuation  Starts with a capital letter and ends with a full stop, question or exclamation mark or ellipsis  Consists on one of more clauses, one of which will be the main clause  Is built around a verb  Can be a single word but is usually several words or more that make sense together. What we know about sentences: A sentence… ↓ Reading and investigation ↓ Explicit teaching ↓ Discussion and experimentation ↓ Making controlled writing choices Do all of the sentences finish at the end of a line? Consider the ‘Reading and investigation’ part of the sequence. How could you support children and address this misconception. Where’s my other half? When the children have really got to know a book well, write some of the sentences out on card, and cut each sentence into two parts. Give the cards out to pairs of children and give them a few moments to read them together, checking with you or other children for any words they are stuck on. Now tell the children to find the pair of children with the other half of their sentence and to go and sit down with them. Ask them to be sure the sentence makes sense and that it has a capital letter at the beginning and a full stop at the end. Choose two or three groups of children to read their sentences out. Leon could smell the magic. Leon fell down, down until he tumbled onto a carpet. Sentence Doctor Copy a page of text from a book. Leave occasional verbs, pronouns or prepositions out, but don’t leave a space. Read through with the children sentence by sentence, stopping where they think there’s a word missed out. The children could write possible words on their dry-wipe boards and then you could discuss the best of the alternatives. Leon could the magic. fell down, down until he tumbled onto a carpet. Leon could smell the. Leon fell down, down until tumbled onto a carpet. Leon fell down, down until he tumbled onto a. When children write, ask them to put a small tick at the bottom of the page as they write each sentence – or count the number of sentences and write the number down. Encourage them to be sentence spotters and writers. Model not including punctuation. Give the children blue tac and ask them to add it where they think it needs to go. How do they know? • What are the different sentence types taught in KS1? Why has the author used a question here? Who is it to? Discuss other examples of directly asking the reader a question Questions?? context? How else might we teach questions in # ISLINGTON Wo? Way? WHere? Waar? Who invented spoons? - : I don’t know. Do buffaloes eat spaghetti? n't know. hy do O} t e What was the first eg cat se don’t know. Where was I before I was born? You were — er you wet ren't — er If I could turn my head round and round could I walk backwards looking forwards? Could you stop asking me questions? Commands Explore commands through playful use of language. What do you get told off for doing? Discuss with a partner the sorts of things grownups tell you not to do. Then think about a list of daft things you might be told not to do. How might we use the context of Leon to teach commands? Commands Explore commands through playful use of language. Walk run swim push pull move stretch open crawl tiptoe hop pour Commands Explore commands through playful use of language. Fantasy Commands: Walk to the distant mountain. Pick up the first feather that falls from the sky. Ride the purple unicorn until you reach the purple bridge made of clouds. Co- ordinating conjunctions Co-ordinating conjunctions join clauses of equal weight. So, each clause could be a stand alone sentence. We tend to use and but or so It will rain in the morning it will rain in the afternoonand Co-ordinating conjunctions When we use these 3 conjunctions and but or to join two main clauses, we make a compound sentence. It was late and I ran home I felt ill and I went to bed I like playing computer games and I like going to the park. In Y1 we can help pupils to extend their sentences using and. As pupils progress into Y2 we introduce a wider range of co-ordinating conjunctions but and or . I like playing computer games but my brother likes playing football. We can go home on the train or we can go home on the bus. A compound sentence has more than one action going on. It contains two simple sentences, joined by a co-ordinating conjunction, such as: and, but, or, nor, yet, so, for, neither The door shut and Leon could smell the magic. Painted animals paraded into the ark and a flying machine lurched through the air Subordinating conjunctions Subordinating conjunctions connect a subordinate clause to a main clause: if when because that If it rains, we will get wet. I am hungry because it is tea time. In Y2 pupils further develop sentence structure using some subordinating conjunctions to make complex sentences. A complex sentence has a main clause and a subordinate clause. As Y2 pupils begin to use complex sentences it helps them to express ideas more economically and to show the inter relationship between ideas. Their writing moves on from the relentless and…and…and….and then…. A complex sentence is a simple sentence plus a subordinate clause which adds extra information. The subordinate clause cannot stand on its own as a sentence, as it doesn’t make sense without the main clause. When the door shut, Leon could smell the magic. Can add complexity and sophistication to ideas in your writing; allows you to interweave ideas or express the relationship between ideas Join it after but as As soon as Because while before although whenever when so immediately • The teacher smiled… • The wolf looked up. • He ran after the girl Reading & Investigation Explicit Teaching Discussion and experimentation Making controlled choices • Read the text aloud to the children • Ensure the children know the meaning of the vocabulary • Pull out the text and highlight the learning opportunities. • Ask the children to repeat parts with you so they are used to saying …’is…’ • What do you notice about the words in red? Traction Man is diving in the foamy waters of the sink. He is searching for the Lost Wreck of the Sieve. Present progressive form of Verbs Reading & Investigation Explicit Teaching Discussion and experimentation Making controlled choices • Read the text again and scribe down examples from the text of action words with the children’s help. Present progressive form of Verbs Traction man… • Is zooming • Is guarding • Is diving • Is searching • Is crawling • Is wearing • Is speeding • Is sitting What do you notice about all of these verbs? They all end in the suffix ing. Progressive tense verbs end in ing.* Sentences written in the present progressive tense have the words am, are or is before the verb. * Opportunity to teach/revise root and suffix The present continuous tense is used to describe an action that is happening at the moment. In Traction Man, it shows the reader that this is happening right now! Reading & Investigation Explicit Teaching Discussion and experimentation Making controlled choices • What happens if we want to write verbs from the past tense? • Model changing to past tense verbs and writing in a sentence: • Traction man zoomed all around. • Traction man dived into the foamy waters. Present progressive form of Verbs Traction man… • Is zooming • Is guarding • Is diving • Is searching • Is crawling • Is wearing • Is speeding • Is sitting Children continue to write verbs in the past tense. Make it fun! ® ISLINGTON &% BATS, SHAOTS 8 LEAVES mane sancti 3 bby Mew YORK TaMCS Lest selling ahs iiss seam uth ina Abc...def!ghi?j.k.I,m,n opaqrstu...v.wxyz! The slim, thin, slender boy went into the tent. The youthful boy was young. The magical magician was magic. We can always improve our sentences when we add more information. Agree or Disagree? • Children can have the misconception that certain grammatical features have intrinsic merit. For example: “adding adjectives in makes it more descriptive”, “avoid simple sentences because they look basic”, or “use complex sentences because they make the writing look fancier”. • Sometimes, a simple, but powerful sentence has much more impact than a longer, more complex sentence. • Improving writing isn’t about adding lots of adjectives, verbs or adverbs but about achieving the effect that the writer wants. Collaborative writing Create a rhetorical question which includes a modal verb. Create a command using powerful language. Describe how the magician moves using a powerful verb. Describe the magician in a sentence that begins with two adjectives. Starting a sentence with an adverb, describe how the magician looks out at the crowd gathering. Add a subordinate clause to this sentence to make it more descriptive. Excitedly, the magician gazes out with wide eyes. His stage, which is a magical space, can feel like it is out of this world. Hopeful and proud, he is keen to spread his joy. In what way would you approach this most mysterious man? The man of power strides around his stage of wonder. Believe in magic.