grammar-and-punctuation-guidelines

Transcription

grammar-and-punctuation-guidelines
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CANNONVALE STATE SCHOOL CURRICULUM
GRAMMAR and PUNCTUATION GUIDELINES
WHAT IS GRAMMAR?
In the Australian Curriculum: English, the purpose of punctuation and grammar is to reflect that in describing language, attention is paid to both structure
(form) and meaning (function) at the level of the word, the sentence and the text. The punctuation content of the curriculum moves from a focus in the early years
of schooling on how punctuation works to perform different functions in a text, to applying punctuation conventions when creating texts for different purposes and
audiences. In grammar, the content descriptions in the early stages of schooling focus on developing students’ foundational knowledge of how language works. Students
learn about the structures and functions of word- and sentence-level grammar and text patterns and the connections between them. Students also develop a clear,
consistent and shared language (metalanguage) for talking about learning. Across the years of schooling, students learn how texts are structured to achieve particular
purposes, how language is used to create texts that are cohesive and coherent, and how texts about more specialised topics contain more complex language patterns and
features. (Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials)
Grammar and Punctuation is explicitly taught, daily in the English block.
1. Model an example of text. Always begin with an interesting or exciting piece of text to ‘hook’ your students.
2. Introduce the Grammar concept. Read definitions and explore the use of the concept in the modelled text.
3. Model the writing of a simple sentence. Grammar and punctuation start with the basic sentence. Ensure that your children are
absolutely secure in their concept of a sentence.
4. Ask students to individually, in pairs or as small groups enhance the sentence. This could be by adding at either end, joining it to
another sentence, or inserting something in it. Whatever you do, always start with a well-composed (and intriguing) sentence.
5. Combine the teaching of grammar and punctuation. Teach and explore the use of punctuation within the sentence. Students’ will
often grasp how commas and other punctuation marks work when these are taught within the context of phrases and clauses, as
opposed to isolated ‘insert the commas’ exercises.
6. Guide students through modelling and exploration of text samples to show how any author uses a skill that you have recently
been practising to enhance the text’s impact.
7. Spend time playing with each new skill/concept together. Study the concept and explore making sentences using the rules that
apply to this concept at the appropriate level of instruction required.
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CANNONVALE STATE SCHOOL CURRICULUM
8. Model and compose grammatical sentences using it together (making shared writing an intrinsic part of the process),
then have the children apply the new skill in their writing.
9. Have children work in pairs to write with the new skill, then swap and peer-assess and improve.
10.Use the correct terminology when teaching grammar, and use it when marking, giving feedback and setting targets. Have
children use it in self- and peer-assessment.
11.Spend time returning to the new language skill to ensure mastery: hear it, speak it and write it in as many different contexts as
possible.
TIPS
 Be organized – good warm ups don’t happen accidentally! 
 Always use formative assessment to decide next steps for your class. This might seem really obvious, but can be too easily
overlooked- look at the grammar and punctuation in children’s actual writing – their stories, their reports, biographies and
explanations – as well as any grammar testing you might do. Have children evaluate examples, and then you will have an
extremely clear idea of what to teach next and their prior knowledge/understanding of a particular concept.
 Demonstrate and model an enthusiasm and love for language; relish a wonderful subordinate clause and take joy in a wellchosen verb. If grammar is reduced to a dreary exercise, learning is unlikely; positive emotional resonance supports memory and
deep learning.
 Make Grammar fun – use of multi-sensory and game-based activities for the weekly teaching concept is acceptable.
 Broaden the application of grammar across the curriculum: start a History lesson with children composing a single sentence that
recaps your last lesson’s learning, applying the grammar skill taught most recently: “Give me a sentence about the olden days
that includes an embedded clause.”
 Keep moving at a fast pace.
 Provide feedback and generous praise at a class and individual level.
 Consider having some students write their sentence out at another time to be placed on the exemplary work display.
 If something is not working, change it! Be prepared to make adjustments to this process to cater for the needs and learning
styles of your students.
 MAKE IT FUN, ENGAGING AND CHALLENGING 
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CANNONVALE STATE SCHOOL CURRICULUM
GRAMMAR MAPPING
Prep
Nouns
Pronouns
Adjectives
Articles
Verbs
Verb Tense
Adverbs
Prepositions
Conjunctions
Time
Connectives
Simple
Sentence
Compound
Sentence
Complex
Sentence
Clauses
Commands
Contrast
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
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CANNONVALE STATE SCHOOL CURRICULUM
GRAMMAR TEACHING SEQUENCE
PREP
WEEK
1
2
3
4
5
6
7
8
9
10
TERM 1
Nouns
Nouns
Nouns
Nouns
Nouns
Simple Sentence
Simple Sentence
Simple Sentence
Simple Sentence
Simple Sentence
TERM 2
Verbs
Verbs
Verbs
Verbs
Verbs
Simple Sentence
Simple Sentence
Simple Sentence
Simple Sentence
Simple Sentence
TERM 3
Simple Sentence
Simple Sentence
Simple Sentence
Simple Sentence
Simple Sentence
Adjectives
Adjectives
Adjectives
Adjectives
Adjectives
TERM 4
Simple Sentence
Simple Sentence
Nouns
Nouns
Verbs
Verbs
Verbs
Adjectives
Adjectives
Adjectives
TERM 3
Adjectives
Adjectives
Adjectives
Adjectives
Simple Sentences
Simple Sentences
Simple Sentences
TERM 4
Pro-nouns
Pro-nouns
Verbs
Verbs
Ad-verbs
Ad-verbs
Adjectives
YEAR 1
WEEK
1
2
3
4
5
6
7
TERM 1
Nouns
Nouns
Nouns
Nouns
Pro-nouns
Pro-nouns
Pro-nouns
TERM 2
Verbs
Verbs
Verbs
Verbs
Ad-verbs
Ad-verbs
Ad-verbs
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8
9
10
Pro-nouns
Simple Sentence
Simple Sentence
Ad-verbs
Simple Sentence
Simple Sentence
Simple Sentences
Nouns
Nouns
Adjectives
Simple Sentences
Simple Sentences
TERM 3
Compound Sentence
Compound Sentence
Compound Sentence
Compound Sentence
Prepositions
Prepositions
Prepositions
Conjunctions
Conjunctions
Conjunctions
TERM 4
Clauses
Clauses
Clauses
Compound Sentence
Compound Sentence
Compound Sentence
Revision
Revision
Revision
Revision
TERM 3
Compound Sentence
Compound Sentence
Compound Sentence
Compound Sentence
Prepositions
TERM 4
Clauses
Clauses
Clauses
Compound Sentence
Compound Sentence
YEAR 2
WEEK
1
2
3
4
5
6
7
8
9
10
TERM 1
Nouns
Nouns
Pro-nouns
Pro-nouns
Verbs
Verbs
Ad-verbs
Ad-verbs
Compound sentence
Compound Sentence
TERM 2
Compound sentence
Compound sentence
Compound sentence
Compound sentence
Verb tense
Verb tense
Verb tense
Articles
Articles
Articles
YEAR 3
WEEK
1
2
3
4
5
TERM 1
Nouns
Nouns
Pro-nouns
Pro-nouns
Verbs
TERM 2
Compound sentence
Compound sentence
Compound sentence
Compound sentence
Verb tense
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6
7
8
9
10
Verbs
Ad-verbs
Ad-verbs
Compound sentence
Compound Sentence
Verb tense
Verb tense
Articles
Articles
Articles
Prepositions
Prepositions
Conjunctions
Conjunctions
Conjunctions
Compound Sentence
Revision
Revision
Revision
Revision
TERM 3
Compound Sentence
Compound Sentence
Compound Sentence
Compound Sentence
Prepositions
Prepositions
Prepositions
Conjunctions
Conjunctions
Conjunctions
TERM 4
Clauses
Clauses
Clauses
Compound Sentence
Compound Sentence
Compound Sentence
Revision
Revision
Revision
Revision
TERM 3
Complex Sentence
Complex Sentence
Complex Sentence
TERM 4
Clauses
Clauses
Clauses
YEAR 4
WEEK
1
2
3
4
5
6
7
8
9
10
TERM 1
Nouns
Nouns
Pro-nouns
Pro-nouns
Verbs
Verbs
Ad-verbs
Ad-verbs
Compound sentence
Compound Sentence
TERM 2
Compound sentence
Compound sentence
Compound sentence
Compound sentence
Verb tense
Verb tense
Verb tense
Articles
Articles
Articles
YEAR 5
WEEK
1
2
3
TERM 1
Nouns
Nouns
Pro-nouns
TERM 2
Complex sentence
Complex sentence
Complex sentence
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4
5
6
7
8
9
10
Pro-nouns
Verbs
Verbs
Ad-verbs
Ad-verbs
Complex sentence
Complex Sentence
Complex sentence
Verb tense
Verb tense
Verb tense
Articles
Articles
Articles
Complex Sentence
Prepositions
Prepositions
Prepositions
Conjunctions
Conjunctions
Conjunctions
Complex Sentence
Complex Sentence
Complex Sentence
Revision
Revision
Revision
Revision
TERM 3
Complex Sentence
Complex Sentence
Complex Sentence
Complex Sentence
Prepositions
Prepositions
Prepositions
Conjunctions
Conjunctions
Conjunctions
TERM 4
Clauses
Clauses
Clauses
Complex Sentence
Complex Sentence
Complex Sentence
Revision
Revision
Revision
Revision
YEAR 6
WEEK
1
2
3
4
5
6
7
8
9
10
TERM 1
Nouns
Nouns
Pro-nouns
Pro-nouns
Verbs
Verbs
Ad-verbs
Ad-verbs
Complex sentence
Complex Sentence
TERM 2
Complex sentence
Complex sentence
Complex sentence
Complex sentence
Verb tense
Verb tense
Verb tense
Articles
Articles
Articles
ENGLISH GRAMMAR SCOPE AND SEQUENCE: FOUNDATION TO YEAR 6 /AUSTRALIAN CURRICULUM (ACARA)
Focus of thread within
the sub-strand
Sentences and clause
level grammar
What a clause is and
Foundation Year
Recognise that sentences
are key units for
expressing ideas
Year 1
Identify the parts of a
simple sentence that
represent ‘What’s
happening?’, ‘Who or
Year 2
Understand that simple
connections can be made
between ideas by using a
compound sentence with
Year 3
Understand that a clause
is a unit of grammar
usually containing a
subject and a verb and
Year 4
Year 5
Year 6
Understand that the
meaning of sentences can
be enriched through the
use of noun
Understand the difference
between main and
subordinate clauses and
that a complex sentence
Investigate how complex
sentences can be used in a
variety of ways to
elaborate, extend and
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CANNONVALE STATE SCHOOL CURRICULUM
how
sim
and complex sentences
are constructed through
one clause (simple) or by
combining clauses using
different types of
conjunctions (compound
and complex)
Word level grammar
The different classes of
words used in English
(nouns, verbs etc) and the
functions they perform in
sentences and when they
are combined in
particular recognisable
groups such as phrases
and noun groups.
what is involved?’ and the
surrounding
circumstances
two or more clauses
usually linked by a
coordinating conjunction
that these need to be in
agreement
groups/phrases and verb
groups/phrases and
prepositional phrases
involves at least one
subordinate clause
explain ideas
Understand how noun
groups/phrases and
adjective groups/phrases
can be expanded in a
variety of ways to provide
a fuller description of
Understand how ideas can
be expanded and
sharpened through careful
choice of verbs,
elaborated tenses and a
range of adverb groups/
phrases
Investigate how quoted
(direct) and reported
(indirect) speech work in
different types of text
Recognise that texts are
made up of words and
groups of words that
make meaning
Explore differences in
Understand that nouns
words that represent
represent people, places,
people, places and
t things and
id
(nouns, including
be, for example, common,
pronouns), happenings
proper, concrete or
and states (verbs),
abstract, and that noun
qualities (adjectives) and
groups/ phrases can be
details such as when,
expanded using articles
where and how (adverbs)
and adjectives
Understand that verbs
represent different
processes (doing, thinking,
saying, and relating) and
that these processes are
anchored in time through
tense
Understand how adverb
groups/phrases and
prepositional phrases
work in different ways to
provide circumstantial
details about an activity
the person, place, thing or
idea

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