Quick Practice – GrammarSentences, clauses and phrasesLearning objectives:

Year 1: Pupils should be taught to:

• WritefrommemorysimplesentencesdictatedbytheteacherthatincludewordsusingtheGPCsandcommonexceptionwordstaughtsofar.

• Howwordscancombinetomakesentences.

• Developtheirunderstandingoftheconceptsby:

oLeavingspacesbetweenwords.

oJoiningwordsandjoiningclauses.

oSequencingsentencestoformshortnarratives.

Year 2: Pupils should be taught to:

• WritefrommemorysimplesentencesdictatedbytheteacherthatincludewordsusingtheGPCs,commonexceptionwordsandpunctuationtaughtsofar.

oSubordination(usingwhen,if,that,because)andco-ordination(using or,and,but)

oExpandednounphrasesfordescriptionandspecification[forexample, thebluebutterfly,plainflour,themaninthemoon]

oHowthegrammaticalpatternsinasentenceindicateitsfunctionasa statement,question,exclamationorcommand

• Learnhowtouse:

oSentenceswithdifferentforms:statement,question,exclamation, command.

oExpandednounphrasestodescribeandspecify[forexample,theblue butterfly]

oThepresentandpasttensescorrectlyandconsistentlyincludingthe progressiveform

oSubordination(usingwhen,if,that,orbecause)andco-ordination (usingor,and,orbut)

oThegrammarforyear2inEnglishAppendix2

Year 2: Pupils should be taught to: (cont...)

• Learntouse:

oCorrectchoiceandconsistentuseofpresenttenseandpasttense throughoutwriting

oUseoftheprogressiveformofverbsinthepresentandpasttenseto markactionsinprogress[forexample,sheisdrumming,hewas shouting]

oSomefeaturesofwrittenStandardEnglish.

oUseandunderstandthegrammaticalterminologyinEnglishAppendix2 indiscussingtheirwriting.

Year 3 and 4: Pupils should be taught to:

• Writefrommemorysimplesentences,dictatedbytheteacher,thatincludewordsandpunctuationtaughtsofar.

oExpressingtime,placeandcauseusingconjunctions[forexample, when,before,after,while,so,because],adverbs[forexample,then, next,soon,therefore],orprepositions[forexample,before,after, during,in,becauseof]

oNounphrasesexpandedbytheadditionofmodifyingadjectives,nouns andprepositionphrases(e.g.theteacherexpandedto:thestrictmaths teacherwithcurlyhair)(Y4)

oFrontedadverbials[forexample,Laterthatday,Iheardthebadnews.](Y4)

oUseofcommasafterfrontedadverbials(Y4)

oIntroductiontoparagraphsasawaytogrouprelatedmaterial

oHeadingsandsub-headingstoaidpresentation

oUseofthepresentperfectformofverbsinsteadofthesimplepast[for example,HehasgoneouttoplaycontrastedwithHewentouttoplay]

oUseofparagraphstoorganiseideasaroundatheme(Y4)

oAppropriatechoiceofpronounornounwithinandacrosssentencesto aidcohesionandavoidrepetition(Y4)

• Developtheirunderstandingoftheconceptssetoutby:

oExtendingtherangeofsentenceswithmorethanoneclausebyusinga widerrangeofconjunctions,includingwhen,if,because,although

oUsingthepresentperfectformofverbsincontrasttothepasttense

oChoosingnounsorpronounsappropriatelyforclarityandcohesionandto avoidrepetition

oUsingconjunctions,adverbsandprepositionstoexpresstimeandcause

oUsingfrontedadverbials

oLearningthegrammarforyears3and4inEnglishAppendix2

Year 3 and 4: Pupils should be taught to: (cont...)

• Indicategrammaticalandotherfeaturesby:

oUsingcommasafterfrontedadverbials

oIndicatingpossessionbyusingthepossessiveapostrophewithplural nouns

oUsingandpunctuatingdirectspeech

• UseandunderstandthegrammaticalterminologyinEnglishAppendix2accuratelyandappropriatelywhendiscussingtheirwritingandreading.

Year 5 and 6: Pupils should be taught to:

• Developtheirunderstandingoftheconceptssetoutby:

oRecognisingvocabularyandstructuresthatareappropriateforformal speechandwriting,includingsubjunctiveforms

oUsingpassiveverbstoaffectthepresentationofinformationina sentence

oUsingtheperfectformofverbstomarkrelationshipsoftimeandcause

oUsingexpandednounphrasestoconveycomplicatedinformation concisely

oUsingmodalverbsoradverbstoindicatedegreesofpossibility

oUsingrelativeclausesbeginningwithwho,which,where,when,whose, thatorwithanimplied(i.e.omitted)relativepronoun

oUseofthepassivetoaffectthepresentationofinformationina sentence[forexample,Ibrokethewindowinthegreenhouseversus Thewindowinthegreenhousewasbroken(byme)].(Y6)

oThedifferencebetweenstructurestypicalofinformalspeechand structuresappropriateforformalspeechandwriting[forexample,the useofquestiontags:He’syourfriend,isn’the?,ortheuseofsubjunctive formssuchasIfIwereorWeretheytocomeinsomeveryformalwriting andspeech](Y6)

• Learningthegrammarforyears5and6inEnglishAppendix2:

oRelativeclausesbeginningwithwho,which,where,when,whose,that, oranomittedrelativepronoun

oIndicatingdegreesofpossibilityusingadverbs[forexample,perhaps, surely]ormodalverbs[forexample,might,should,will,must]

oDevicestobuildcohesionwithinaparagraph[forexample,then,after that,this,firstly]

oLinkingideasacrossparagraphsusingadverbialsoftime[forexample, later],place[forexample,nearby]andnumber[forexample,secondly] ortensechoices[forexample,hehadseenherbefore]

Year 5 and 6: Pupils should be taught to: (cont... )

oLinkingideasacrossparagraphsusingawiderrangeofcohesive devices:repetitionofawordorphrase,grammaticalconnections[for example,theuseofadverbialssuchasontheotherhand,incontrast,or asaconsequence],andellipsis(Y6)

oLayoutdevices[forexample,headings,sub-headings,columns,bullets, ortables,tostructuretext](Y6)

• Indicategrammaticalandotherfeaturesby:

oUsingcommastoclarifymeaningoravoidambiguityinwriting

oUsinghyphenstoavoidambiguity

oUsingbrackets,dashesorcommastoindicateparenthesis

oUsingsemi-colons,colonsordashestomarkboundariesbetween independentclauses

oUsingacolontointroducealist

oPunctuatingbulletpointsconsistently

• UseandunderstandthegrammaticalterminologyinEnglishAppendix2accuratelyandappropriatelyindiscussingtheirwritingandreading.

Year 1 – Activity 1Can you use the words to make different sentences?

Cutoutthewordsandusethemtomakedifferentsentences.Canyoureadthewordsandreadthesentences?

off the boy happy football

girl I your toy school

on go home very bed

sad jump box dad mum

play with my ball and

Year 1 – Activity 2Can you join sentences using ‘and’?

Cutoutthecardsbelow.Findapartnerandturnoveronecardeach.

Canyouuse‘and’tojointhesentences?

Trychangingtheorder,sothatthesecondsentencegoesfirstandthefirstoneislast.Dotheystillmakesenseifyoujointhemwith‘and’?

Writeyoursentencesdownonlinedpaperoronawhiteboard.

Thecathissed.Thedogatehis

food.Thegirldanced. Theboylaughed.

Mumwashappy. Dadwassinging.Thedoghadfloppyears.

Theboyhadstripyhair.

Mumtalkedonthetelephone.

Tomjumpedupanddown.

Thecatwenttosleep.

Thegirlhadafluffyjumper.

Thecatpurredloudly.

Sararanquickly. Theboysneezed.Mumhadhiccups.

Dadwentoutonhisbike.

Thedogfellover.Thecatjumped

up.Sallydrankoutof

abowl.

Year 2 – Activity 1Can you sort the sentences into statements,

questions, exclamations, commands and sentences using expanded noun phrases?

Cutoutthecardsandputthemdownfacedown.Turnoverthecardsoneatatimeandsortthemintothedifferentsentencetypes.

Whatisyourname?

Whatbigteethyouhave!

Howhorriblethismustbeforyou!

Thegreentreewastall.

Whatabeautifuldayfortennis!

Howoldareyou?Wheredoyou

live?Whyisthesky

blue?

Thedogslivedinakennel.

Thepencilisblunt.

Myteacherlivesinacupboard.

Thealienlivesonthemoon.

Doyourwork.Walkquietlyin

school.

Thebeautiful,bluebutterfly

flew.

Themaninthemoonshouted

hello.

Howmessyyourroomis!

Putthecolouringpencilsaway.

Pourthewaterintoaglass.

ThegreenalienwithpinkspotscametoEarth.

Year 2 – Activity 1What are statements, questions, exclamations, commands

and sentences using expanded noun phrases?

Astatementprovidesinformationaboutsomething.Itstartswithacapitalletterandendsinafullstop.

Aquestionaskssomething.Itusesquestionwordssuchaswhy,how,what,when.Itstartswithacapitalletterandendswithaquestionmark.

Anexclamationusesemotion.Itcanbeasuddencry.Itwillstartwithacapitalletterandendinanexclamationmark.Itusuallystartswithhoworwhat.

Acommandgivessomebodyanorder.Itnormallystartswithanimperative(bossy)verb.Ittellsyouwhattodo.

An expanded noun phraseusesadjectivestohelpdescribeanoun,e.g.thebluebutterfly.Itprovidesmoredetail.

Year 2 – Activity 2Can you use expanded noun phrases in your writing?

Lookatthepicture.Writesomewordstodescribewhatitisdoingandwhatitlookslike.

Thenusesomeofyourwordstowriteexpandednounphrasesaboutthepicture.

Forexample,The golden, sleeping lion…

Year 3 – Activity 1Can you tell the difference between a phrase and a clause?

Writedownthedefinitionsofbothaphraseandaclause.

Phrase:

Clause:

Cutoutthecards.Sortthemoutintophrasesandclauses.

Thesmall,fluffycatsleepsallday

Thebig,greenaliensitsnexttomeinclass

Ilikeapples

Throughtheamazingforest ForatleasttwoweeksThechildwascovered

inaredrash

Pizzaismyfavouritefood Thehungrymouseledtheway Onthecomfortablecushion

Especiallysour,greenones WelovetoreadspacestoriesWhenwearesitting

inthelibrary

Theruleisquiet Toenjoythesunshine Wewentintothegarden

Inthedarkmidnightsky Thegreenandjuicygrapes Throughthejungle

Themonkeylovesswinging Grewonthevine Thestarsshonebrightly

Cananyoftheseclausesandphrasesgotogethertomakenewcompoundorcomplexsentences?Whatwouldyouneedtousetojointhem?

Year 3 – Activity 2Can you identify prepositions and prepositional phrases?

What is a preposition? Can you give some examples?

Link the preposition phrases with the clauses to make sentences. You might need to change some of the capital letters or add punctuation.

Theboywalked Thecargotstuck

Thechildrenstopped Throughoutthecomedyshow

Afterdark Theowlcameouttoplay

Theleavesfell Duringthefiercestorm

Theadultstalked Nexttothecrossing

Becauseofthewater Throughthelongandwindingtunnel

Highlight the prepositions and prepositional phrases in these sentences. Try changing the prepositions to see what happens to the sentences.

1.Elliejumpedineverypuddlethroughouttheirwalk.

2.Infrontofthemgrewaverylargebeanstalk.

3.Shepassedherexamsbecauseofherhardwork.

4. Itwasannoyinghowtheytalkedthroughoutthefilm.

5. Thecardrovebythesideoftheriver.

Year 4 – Activity 1Can you use expanded noun phrases?

Whatisanoun?

Whatisanadjective?

Whatisanounphrase?

Highlight the noun phrases in this piece of writing.

Theoldclockstruckthreeo’clockasthebellrangtotellallthechildrenitwastheendofthelongschoolday.ThefourEnglishchildrenweresoexcitedastheyranoutofthemodernbuilding.Itwastheendoftheterm.Theyhadalovely,beautifulsummerwaitingforthem.Theyhadlotsofgoodthingsplannedsuchascrazygolf,swimminginthelocalpoolandlotsofshoppingfortheirMediterraneansummerholiday.

Take the phrase ‘The boy’ and expand it into a noun phrase. Use this example to help you:

1. Thegirl2. Thelittlegirl 3. Thelittle,excitedgirl

4. Thelittle,excitedgirlwholived…

The boy...

Highlight the adverbials in these sentences. Then rewrite the sentences, but move the adverbials to make them ‘fronted adverbials’.

1.Thecatranoutofthekitchenasfastashecould.

2.Theyoungmanstoodandwaitedundertheshelter.

3. IalwayscheckmymessagesbeforeIgotobedatnight.

4.IalwayshaveacupofteawhenIgohome.

5.Weplayhideandseekduringplaytime.

6.Hibernatinganimalsarereallydifficulttofindduringwintertime.

What is an adverb? It’sawordusedtodescribeaverb,e.g.quickly,forcefully

What is an adverbial? They’rewordsorgroupsofwordswhichmodify(addinformationto)averb.

Adverbial phrasesgiveinformationonwhen,whereandhow,e.g.‘downinthevalley’,afterawhile,afewminuteslater,laterthatday

Adverbial clausesalsogiveinformationonwhen,whereandhowe.g.‘whenamangrowshairalloverhisface’

What is a fronted adverbial? It’swhenanadverbialisusedtostartasentence.Itcomesbeforetheverbtohelpdescribetheactionthatfollowsit.

Year 4 – Activity 2Can you use fronted adverbials?

Whatisamainclause?

Whatisamulti-clausesentence?

Whatisasubordinateclause?

Identify the main clause and subordinate clause in each sentence (you could colour code them):

1.Thebeautifulpinkcherryblossom,whilegrowingwellonthetreeinspring,blewoffinthestrongwind.

2. Theblazingsunwasshininglikeaballoffire,beforethestormhit.

3. TommetKatieinLondonwherehelivedwhenhewasateenager.

4.Thechildrenplayedintheparkbecauseitwasasunnydayoutside.

5. Theghosthadfilledtheroomwithanicychill,sinceitenteredthelounge.

Now add a subordinate clause to these sentences.

1. Yatesplayedfootballallevening, .

2. Theship, ,enteredtheharbour.

3. Shecried, ,asshecouldn’tfindit.

4.Theteacherwasangry, .

Year 5 – Activity 1Can you use subordinate clauses?

Year 5 – Activity 2Can you use relative clauses?

Whatarerelativeclausesandwhendoyouusethem?

Identify the relative clauses in the sentences below.

1.Thegirl,whowaseatinganicecream,smiledwithdelight.

2.Theunicorn,whosehornwasasbeautifulasashiningmoon,prancedaroundtheforest.

3. Sally’sholiday,whichwassohot,wasontheislandofCrete.

4.Theice-creamvan,whichwasparkedatthesideoftheroad,hadrunoutoflollipops.

5.Theaccidentthathappenedlastweekwasunfortunate.

Write some of your own sentences, using relative clauses, to describe your reading book.

Year 6 – Activity 1Can you use co-ordinating conjunctions?

Jointhetwosentencesusingaco-ordinatingconjunction.Thinkaboutwhatyouhavetodowiththepunctuation.

Susiewasveryilllastweek. Shestillwenttoschool.

HenrylikestowatchStarWars.Minalikestowatchdocumentaries.

He’salreadyhadfourbooksoutofthelibrary.

Nowhewantsafifth.

Shecansitatthefrontofthecinema.

Shecansitattheback.

Hisfriendshoutedather. Shecried.

Theywantedtobuildaraftusingthebarrel.

MrThomsondidn’twantthemtouseit.

Sitawasallbyherself. Shefeltreallysad.

Thomasdidn’thaveafamily. Hedidn’thaveahousetolivein.

Shepassedherexams. Shedidn’tstudyveryhard.

Helikestoeatice-cream. Jellyishisfavourite.

Co-ordinationgivesequalattentiontotwoitems.

Co-ordinatingconjunctionscancomebetweentwomainclausestoformamulti-clausesentence.

Eachclausecanstandaloneandstillmakesense.

and but so or

nor if yet for

Year 6 – Activity 2Can you use subordinating conjunctions?

Highlight the subordinating conjunctions in these sentences. Then, rewrite the sentences on a separate piece of paper, but this time move the subordinate clause so that it appears in a different place in the sentence.

1.IcangooutonmybikeafterIfinishallmyhomework.

2.Thealarmclockblaredoutbeforeshewasreadytowakeup.

3. Hewasveryfullafterhehadeatenthehugepizza.

4.Hersisterwascrossbecauseshedidn’tgetthemarkshefeltshedeserved,despiteherhardwork.

5.Olafwashappyeventhoughthesunwasblazingdownonhim.

6. ThomassaidaholidayinSpainwasagoodidea,whereasIwantedto gotoSicily.

Subordinationgiveslessattentiontooneideasothattheotherhasemphasis.

Itcancomeatthebeginningormiddleofasentence.Itcansometimesevencomeattheend.

Asubordinatingconjunctioncausestheclausethatitappearsintobecomedependent.

Itshowsarelationshipbetweentheindependentanddependentclauses.

when while before after since

until if although that even