Transcript Slide 1

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Objectives for the day
• have a clearer understanding of
grammatical terms, in order to
develop confidence in teaching
and assessing sentence level and
identifying next steps.
• explore how expanding and
varying sentence structures can
improve children’s writing
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Outline of day
• What is a sentence? Developing and
expanding sentences – the noun phrase
•
• More developing and expanding sentences –
verbs and adverbials
•
• Combining clauses to make sentences
• Linking sentences to text types
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Strand 11 – Sentence structure and
punctuation
FS - …and begin to form simple sentences
sometimes using punctuation.
Year 1 – Use capital letters and full stops
when punctuating simple sentences.
Year 2 – Write simple and compound
sentences and begin to use subordination in
relation to time and reason.
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Year 3
Show relationship of time, reason and cause
through subordination and connectives.
Compose sentences using adjectives, verbs
and nouns for precision, clarity and impact.
Year 4
Clarify meaning and point of view by using
varied sentence structure (phrases, clauses
and adverbials).
Use commas to mark clauses.
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Year 5
Adapt sentence construction to different text
types, purposes and readers.
Punctuate sentences accurately.
Year 6
Express subtle distinctions of meaning,
including hypothesis, speculation and
supposition, by constructing sentences in
varied ways.
Use punctuation to clarify meaning in complex
sentences.
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 ‘Knowing
a language includes the ability to put
words together to form phrases and sentences
that express our thoughts. That part of the
grammar that represents a speaker’s knowledge
of the structure of phrases and sentences is
called syntax.’
‘Sentences are not simply random strings of
words; they conform to specific patterns
determined by the syntactic rules of the
language.’
‘We comprehend sentences because we know
the meaning of individual words and we know
rules for combining their meanings.’
(Fromkin & Rodman, 1974)
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What is a
sentence?
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•Grapheme (e, p, t, z, ai, sh, eigh, tch)
•Morpheme (boy, press, -ish, re-, de-, com-,
-ed, dis-, -ing)
•Word (child, childish, depress, compressed)
•Phrase (the small, velvet-furred, grey
rabbit)
•Clause (Hilary opened the door. Open the
door! Will you open the door please?)
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Subject (noun
phrase)
the man
Verb
crashed
Object (noun
phrase)
the car
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Detail can be added to sentences in the
following ways:
• developing the noun phrase by adding
words before the main noun;
• developing the noun phrase by adding
words after the main noun;
• developing the verb phrase to provide a
wider range of meaning;
• using adverbs or adverbial phrases;
• using clauses to link or extend ideas.
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Developing the noun phrase by adding
words before the main noun
Determiners Adverbs
Adjectives
Nouns
Head noun
a, an, the
this, that,
these,
those,
some, any,
my, our,
his, their,
several,
few, last,
next, first,
seventh,
six, twelve
pretty,
fierce,
large, grey,
sparkling,
loud,
tinkling,
silver,
annoying,
terrifying
sleigh
wolf
bells
hound
slightly,
very,
extremely
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Developing the noun phrase by adding
words after the main noun
Using a prepositional phrase, e.g.
• The man in the road was being watched suspiciously
by the policeman.
• The three small girls with matching pigtails …
• A woman from the advertising agency …
• The house without a chimney …
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Using a relative clause, e.g
Relative Example, with noun phrase emboldened
pronoun
who
The small boy, who was hiding under the table,
sneezed.
whom
Aunt Eliza, whom she loved dearly, was coming
to stay.
which
The house, which stood on the corner of the
street, was derelict.
that
The main reason that they came was the
football.
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Progression
•
•
•
•
•
•
•
The man ...
He ...
The brave man ...
That strong, brave man ...
The first strong, brave knight ...
His strong, brave knight in the shining armour ...
The strong, brave knight in the shining armour,
who was loyal to King Arthur, ...
• Sir Galahad ...
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Detail can be added to sentences in the
following ways:
• developing the noun phrase by adding
words before the main noun;
• developing the noun phrase by adding
words after the main noun;
• developing the verb phrase to provide a
wider range of meaning;
• using adverbs or adverbial phrases;
• using clauses to link or extend ideas.
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Different verb forms and tenses
Infinitive
simple present
simple past
simple future
present continuous (be)
past continuous (be)
present perfect (have)
past perfect (have)
present participle
to ride
ride/rides
rode
will/shall ride
am/is/are riding
was/were riding
has/have ridden
had ridden
past participle
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Auxiliary verbs
• Primary auxiliaries, which can also occur
alone as main verbs (be, have, do).
• Modal auxiliaries, which are used to build
up verb phrases and contain an element of
possibility. (Will, may, can, must, ought
(to), shall, might, could, would, should.)
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Using the infinitive to create verb
phrases:
• he continued to look
• she was starting to run
• they began to cry
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Progression:
• tenses correct
• developing use of different forms
• using verb phrases to create subtle differences
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Detail can be added to sentences in the
following ways:
• developing the noun phrase by adding
words before the main noun;
• developing the noun phrase by adding
words after the main noun;
• developing the verb phrase to provide a
wider range of meaning;
• using adverbs or adverbial phrases;
• using clauses to link or extend ideas.
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how
when
Adverbial
Every
morning
Subject (noun
phrase)
Beauty
Verb
found
where
Object (noun
phrase)
little
presents
Adverbial
at the end of
her bed
mysteriously
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Adverbials show:
• where – in the park, at the shop, over the hill, in forests,
next to the bowl, at a 90° angle
• when – at midnight, later that day, next morning, for 3
minutes, in their early years, during the Jurassic period,
while they are spawning, until you reach the station
– frequency – often, never, regularly, daily, rarely, continually,
occasionally
• how – in silence, angrily, with a smile, as carefully as you
can, with great skill, cautiously
– degree of intensity - very, fairly, really, extremely, incredibly,
slightly, quite
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Ctd……
• connections in meaning between sentences
(connectives) – however, furthermore, finally, on
the other hand, in addition, in contrast, moreover
– attitude of speaker – perhaps, obviously, fortunately,
surprisingly
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connectives
conjunctions
co-ordinating
connecting
adverbs
subordinating
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conjunctions
• Compound sentences (use clauses joined by
co-ordinating conjunctions – and, but, then,
yet, or, nor), eg: Hilary opened the door but David
opened the window. The dog jumped and barked.
• Complex sentences (use clauses joined by
subordinating conjunctions, such as because,
so, as, when, until, although, if), eg: Hilary opened
the door, as David opened the window. As soon
as he saw his master, the dog jumped.
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connecting
adverbs
Maintain the cohesion of a text in several basic ways:
• addition – also, furthermore, moreover, in addition
• opposition – however, nevertheless, on the other hand
• reinforcing – besides, anyway, after all
• explaining – for example, in other words, that is to say
• listing – first(ly), first of all, finally
• indicating result – therefore, consequently, as a result
• indicating time – just then, meanwhile, later
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Difference between an adverb, adverbial phrase,
adverbial clause
•
•
•
•
•
•
•
•
silently (adverb – one word)
without a sound (adverbial phrase)
in silence (adverbial phrase)
as silent as a mouse (adverbial phrase)
like a mouse (adverbial phrase)
keeping silent (adverbial clause)
stunned into silence (adverbial clause)
while he was silent (adverbial clause)
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Sentence types:
• Declarative/statement (She opens
the door.)
• Interrogative/question (Will you
open the door?)
• Imperative/command (Open the
door!)
• Exclamative/exclamation (What a
nice door that is!)
clip
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Sentences
• Simple sentences (use only one clause), eg:
The sword struck.
• Compound sentences (use clauses joined by
co-ordinating conjunctions – and, but, then, yet,
or, nor), eg: Robin shouted to the men and Much
pulled the string. The soldiers looked and
listened.
• Complex sentences (use clauses joined by
subordinating conjunctions, such as because,
as, while, until, although, if), eg: The feathers
whistled, as the arrow flew through the air.
When the soldiers caught Alan, he was afraid.
notebook
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Suddenly
the hooded man
In silence
Robin
Mysteriously
he
aimed
to save
stood
carried
appeared
raised
the leaves
crunched
the feathered
arrow
emerging
holding
his long bow
determined
and
but
as
before
(, participles)
the prisoner
Sentence
wheel
.
silently
slowly
firmly
because
at the soldier
under foot
through the trees
from the shadows
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Mucking about with a sentence
(Jumpstart – page 33)
The cat ran along the wall.
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The cat ran along the wall.
• Cat sighted on town wall!
• Leave the cat to run along the wall for
one minute.
• At night, cats like to roam. They will
even walk along walls.
• Locally there is much debate about
whether we should allow cats to run
along the town walls.
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