Insight into the new Curriculum for English - Delivering Grammar, Punctuation and Spelling

maddybarnes@hotmail.comJanuary 2015

Mastering the essentials…

• Guidance in helping you to teach even the trickiest areas with confidence• Clear explanations to ensure you fully understand the

required technical English• Assessing pupil progress and assimilation of learning• Review of GPS tests, sample papers and updates on

marking• The opportunity to ask questions about areas of concern

for your school

Less emphasis on Key Stage 1 AND 2 Writing assessment = G&P test and more Teacher Assessment

Teacher Assessment – we all do it…

Do you see a young woman or and old woman?If you see a young woman, and wish to see the old woman, imagine the ear as an eye, the necklace as a mouth and the chin as a nose.If you see an old woman, and wish to see the young woman, imagine the eye as an ear, the mouth as a necklace and the nose as a chin.Your brain wants to flip to either one or the other image but if you study it long enough you might see both images at once. Can you do it?

Putting the pieces together

Reading and writing

Grammar within the Primary Framework for Literacy

• Strand 11 • Has been there since 1998 in The National Literacy

Strategy • Grammar for Writing - 2000 • Became a little lost in the Renewed Framework for

Literacy (2006) • Quality first teaching = direct impact on pupil progress

(writing)

Grammatical terms/word classes

• Nouns • Verbs • Adjectives • Connectives • Pronouns • Adverbs • Prepositions • Articles

Why can’t the English learn how to speak?

Nouns – naming and application into writing•Knowledge•Games•Feature spotting•Chanting•Switching

Changing nouns

What happens when you change the noun?• The man sipped his drink as he stroked the dog.• The vicar sipped his cocoa as he stroked the poodle.• The politician sipped his whisky as he stroked the

Rottweiler.

Create collective nouns for each of these

• jellyfish• pirates• alligators• teachers• trolls • cakes

Inventing more unusual Collective Nouns

Invent ones that are opposites:• A stagger of ballet dancers• A silence of politicians• A warmness of Ofsted Inspectors• A frost of flames

Adjectives

• GOT A MINUTE?• Mallet’s mallet!

Verbs and adverbs

• This includes: • Past, present, future • Powerful verbs • Subject/verb agreement • Imperative • Auxiliary • Modal • Active/passive verbs (L6)

Would, should, could, might

• Carlos would fly his kite every night.• Carlos should fly his kite every night.• Carlos could fly his kite every night.• Carlos might fly his kite every night

Active/Passive

• Transforming a sentence from active to passive and vice-versa• To note and discuss how changes from active to passive

affect the word order and sense of a sentence• To know how sentences can be re-ordered by changing

from one to the other• To consider how the passive voice can conceal the

agent of a sentence, e.g. The chicks were kept in an incubator

Standard English

• Errors…

Me, myself and I?

• Bryan Adams, “Run to You” – “But that’d change if she ever found out about you and I.” Simple rule here, folks. Take out the “you and” and see if the sentence makes sense. Sorry, Bryan. It’s supposed to be “you and me.” I’ll give you a break because you’re Canadian.

• Queen, “Good Old Fashioned Lover Boy” – “I’d like for you and I to go romancing.” D’oh! I thought only bad artists committed grammar violations! Freddie, no!

• Eric Carmen, “Hungry Eyes” – “I feel the magic between you and I.” “I” doesn’t even rhyme with “eyes,” and it’s almost the same word!

• Paula Cole, “I Don’t Want to Wait” – “So open up your morning light /And say a little prayer for I.” Good Lord. She followed the above rule and still screwed it up. And again, the verses don’t rhyme. “What about “Have a cup of morning tea / And say a little prayer for me?” Makes about as much sense and is grammatically correct.

Adverbials

• Subordination Adverbials:

Where When How

Connectives

• Pie Corbett on Grammar - CPD for you • http://www.oxfordschoolimprovement.co.uk/

professional-development/issueVideo/Grammar_punct_spelling/pie-tips-grammar

• Short training videos on: • Nouns and adjectives • Verbs and adverbs • Conjunctions • Prepositions • Simple, compound and complex sentences • Writing powerful and interesting sentences • Improving sentences • Writing accurate and varied sentences • Reading as a writer • Shared writing

Pronouns

• Maddy put on Maddy’s glasses, walked down Maddy’s stairs and sat in Maddy’s chair, drinking Maddy’s tea.

Prepositions

Determiners and articles

Progression and sentence types

•Alan Peat levelled sentences

Varying sentences – why?

• Short – Tom ran.• Compound – Tom ran and Daisy skipped.• Complex – Tom ran while Kitty ate the cake.• Question – What was he doing?• Exclamation – Run for it!• X3 for description – Tom wore a dark cloak, shiny

shoes and a tall hat. • X3 for action – Tom ran home, opened the door and

went straight to the fridge.

CAP

• Connective opener – When it rained, the dog howled.• Adverb opener – Unfortunately, the dog smelt!• Preposition opener – At the end of the lane, the smelly dog waited on its own.

ED- ING-LY

ed’ opener – Scared of the dog, Homer waited.‘ing’ opener – Hoping the dog had run away.Homer entered the monastery.‘ly’ opener – Reluctantly, Homer patted the hound’s head.

Positive or negative?

• Barry stared at the ___________ burger. Outside the _____________ window, a ____________wind swept across the __________town. __________ cars purred by and on the _____________ promenade, ___________ newspapers tumbled along, driven by the ___________ wind. The sea rolled up the _________ beach, crashing against the ___________ rocks that fringed the __________ shoreline.

Marking the test

2014 GPS LEVEL 3-5

What’s new?• GPS reference codes, sg/ga1.1, (Sentence

Grammar, Grammatical Accuracy) p1.1/ga6 (Punctuation)

• Whatever pupils do in the test – the box wins - if they have attempted more than one answer, the box ticking over rides, 50% rule,

• Each question has an AF and that is how the question is marked, sometimes punctuation/spelling needs to be accurate question 3, 9, 38, 46 other times it doesn’t

• Discuss questions 16, 18, 23, 31

• Mark positively – rubbing out etc…

How to pass?• Following instructions,

• Minor spelling,

• Question marks, (when posing)

• Literal v’s figurative,

• Converting to direct speech,

• Apostrophe for contraction/possession,

Level 6 GPS

Different to L3-5?• More to do for 2 marks,

• Box does not win ‘one chance’,

• Rubbing out must be clear – no benefit of doubt,

• Subordinate clause = must have a verb,

• Expanded noun phrase = no verb allowed,

• Appropriate to task – question 10 and colon,

• 50% rule,

Extended Writing task• SSP /6 marks, (most weight)TSO /4 marks,

• New terminology C&E REPLACED by A&V (Appropriacy and vocabulary) /4

• Strands: Threshold and Below Threshold

• TSO: no visual line breaks for paragraphs = below threshold,

• Not talking in levels!

• Looking for controlled, focussed and crafted writing,

• Likely or unlikely spread of marks,

• Definition of terms required to mark,

Features of L6 writing

BELOW THRESHOLD• Variety of sentence

structure, connectives, • Fronted and embedded

clauses,• Range of punctuation for

control,• Cohesive devices,• Logically developed with

purposeful links,

AT THRESHOLD• Range of grammatical

structures e.g. secure control of phrases and clauses within complex sentences, complex verb phrases and transition between tenses,• Deliberate control of verbs,• Punctuation to support clarity,• Constructions to support

purpose,

BOO by Kevin Crossley-Holland

She didn’t like it at all when her father had to go down to London and, for the first time, she had to sleep alone in the old house. She went up to her bedroom early. She turned the key and locked the door. She latched the windows and drew the curtains. She peered inside her wardrobe, and pulled open the bottom drawer of her chest-of-drawers; she got down on her knees and looked under the bed. She undressed; she put on her nightdress.

She pulled back the heavy linen cover and climbed into bed. Not to read but to try and sleep – she wanted to sleep as soon as she could. She reached out and turned off the lamp.

• And in a puff of glittering smoke… a genie appeared! “Your wish is my command!” it announced.• A deadly spider, that had been biding its time, crawled down from the

headboard and sunk its teeth into her neck.• “That’s good,” said a little voice. “Now we’re safely locked in for the

night.”• In the silent darkness, she heard footsteps ascending the stairs.• The door was flung open.• “Surprise! The conference was cancelled,” announced Dad.• She was soon asleep and dreaming of a picnic on a summer’s day.• The telephone rang. The hoarse voice hissed “I’m watching you,” … and

then the line went dead.

Useful resources

• Developing Early Writing Ref: DfEE 0055/2001 • Grammar for Writing Ref: DfEE 0107/2000 • Jumpstart! Key Stage 2/3 Literacy Games – Pie Corbett

ISBN 1 84312 102 6

Skills Builders Range – Pupil Books

Skills Builders Range – Teacher Books

Skills Builders Range – Year group specific packs

Helping hands

Playing with language

Ever tried, ever failed,

No matter, try again,

Fail again,Fail better.’

Samuel Beckett

All the best…