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GRAMMAR AT WORD AND SENTENCE LEVEL, cat and fish verbs: liked, know, told,…
GRAMMAR AT WORD AND SENTENCE LEVEL
parts of speech
noun
types of nouns, irregular plural nouns
verb
verb tenses, linking and helping verbs, irregular verbs, verb aspect (simple, modal and perfect)
pronoun
possessive and reflexive pronouns, relative pronouns, subject, order, person and number, indefinite pronouns, pronoun vagueness, empathetic pronouns
modifier
adjectives, articles, adverbs, adjective order and commas with adjectives, comparative, superlative intensifiers and adverbs of degree
preposition and conjunction
types of prepositions and phrases, correlative conjunctions and starting sentences
comma and apostrophe
commas in space and time, apostrophes and contractions, possessive, its vs it's
colon, semicolon and more
colon, semicolon, formatting styles, hyphens, dashes and ellipses
sentences and clauses
types of sentences, subjects and predicates, phrases and clauses
conventions of standard English
subject-verb agreement and pronoun-antecedent agreement, fragments and run ons, dangling modifiers and parallel structure
usage and style
frequently confused words, common expressions, styles
teaching grammar in the course of reading and writing education
"it is important to link the teaching of grammar to the teaching of text forms... this is achieved through reading and discussing a wide range of texts and having students write for authentic purposes"
curriculum cycle
building the field of knowledge (content)
deconstruction of exemplar text (explicitly teach the grammar)
joint construction of text (pupils help you write a text using the explicitly taught grammar)
independent construction of text (pupils write a text using the grammar modelled)
tips
explicitly teach the process of writing and strategies which emphasise the different stages, such as planning, drafting, and sharing ideas (Higgins, 2015)
emphasise self-evaluation and developing pupils' capability to assess their own work through revising and editing (Higgins, 2015)
work on summarising text in writing and combining sentences (Higgins, 2015)
model specific skills to support pupils, but where the support is deliberately faded out so that there is a gradual shift in responsibility from the teacher to the pupil so that they become independent writers (Higgins, 2015)
actively engage children with grammar through writing rather than teaching grammar as a separate topic (Myhill et al, 2012)
model your use of grammar you are explicitly teaching to comprehend a text
set pupils tasks requiring them to use the grammar you have explicitly taught to comprehend a text
set pupils texts which require them to use the grammar you have explicitly taught to comprehend a text
verb types
what we do (action verbs)
what we say (saying verbs)
what we think, feel and perceive (sensing verbs)
how we create links between bits of information (relating verbs)
how we refer to things that simply exist (existing verbs)
as readers and writers we can
use different types of verbs to change and add meaning to a sentence
explore action and saying words in narrative texts to show how they give information about what characters do and say
explore the use of sensing verbs and how they allow readers to know what characters think and feel
select action verbs that represent a character in a particular way
distinguish how choice of verbs presents different evaluations of characters in texts
identify that verbs often represent actions and that the choice of more expressive verbs makes an action more vivid eg. we can help children make their texts "come alive" by choosing more expressive action verbs
"to be" and "to have" are relating verbs- they don't represent action, speaking, thoughts or feelings, rather, they link or relate two different pieces of information- they make it possible to describe and define (common in factual texts)
when introducing grammar components (eg verbs) consider-
beginning with a text that you read and investigate (to provide context)
including some explicit teaching
providing opportunities for students to discuss and experiment with the grammar
using the grammar in writing
cat and fish verbs: liked, know, told, played, showed, climb, live, found, took, met, rest