Navigation
Home Page

English

English - Writing

 

Throughout the school Year, we focus on many important aspects to improve children's writing skills and ability. We work hard to develop these skills within a variety of fun and engaging topics. We are currently writing some very exciting Myths.

 

Below are some  of the key Grammar Objectives that we implement in our writing throughout the school year:

 

Grammar Objectives

Examples

Terminology

Use adverbs to modify verbs

Children need to understand that we can not only say that something is done or happened, but also HOW.

She went off happily to see her granny.

He kicked the ball furiously into the wall.

Adverb

Use conjunctions to express time or cause

Extend children’s use of complex sentences by encouraging them to think about how, when, where or why something was done or happened.

Dad tripped on the stairs because the cat was lying there.

When the film was over, we all went and had a meal.

He was certainly still angry so the dogs thought it best to keep out of his sight for a while.

Conjunction

Clause

Sentence

Subordinate clause

Use prepositions to express time and place

Help children make their writing more interesting by using prepositional phrases.

With a heavy heart, the princess put the frog back in the pond.

He kicked the ball right over the wall.

Preposition

Phrase

Person – understanding that writing can be third or first person

Children need to become aware that writing can be ‘She did this...’ or ‘I did this...’. We can write in the 3rd or the 1st person.

The dog wandered down the street looking for cats and food.

I wandered down the street looking for my dog.

Verb

Use adverbs and adverbials (prepositional phrases which act as adverbs)

Extend children’s understanding of adverbs, showing them how to use a phrase to say HOW something is done or HOW it happened.

He spoke crossly and in a loud voice to all the children.

The dog ran with the lead in its mouth, down the street.

Adverb

Use commas after or before phrases and clauses

 

Introduce the idea of a ‘short pause’ which does not merit a new sentence but does require a comma. Show chn how we can use commas before or after phrases or clauses.

After the door slammed, the class sat in total silence.

As light as a bird, the glider disappeared into the clouds.

 

Comma

Pronouns – using pronouns to avoid repetition or ambiguity and to add clarity and cohesion

 

Encourage children to use pronouns to help them make sense and be clear:

1. Avoid repetition: While Sam watched the TV programme. Sam finished making his Lego spaceship.

2. Avoid ambiguity: Mary wanted to help her granny and she was feeling very tired.

3. Add to the cohesion: When she went to bed, Mog was feeling rather full of milk and cat food.

Pronoun

Use dialogue in narrative or in drama, emphasising the differences between spoken and written speech.

 

Extend children’s use of dialogue, consolidating the use of speech punctuation and ensuring that what is in the speech marks is what is SAID, not what might be written.

E.g. We can use contracted forms, and we can use slang...

“Give me a break,” sneered Tom, “You can’t expect me to believe that!”

“Ger’off, you’re hurting me,” Sam told his younger brother.

 

Inverted commas or speech marks

Direct speech

Use the possessive apostrophe

 

Use for singular and plural nouns.

Joanna’s temper was rising fast.

He really wanted his brother’s football shirt.

All the dogs’ dinners had been stolen.

Apostrophe

Use fronted adverbials

Extend children’s use of adverbs by encouraging them to start their sentences with an adverbial.

In total silence, the children tiptoed along the corridor.

Without blinking, Max stared into all their yellow eyes.

Adverbial

Phrase

Peterbrook Primary School, High Street, Solihull Lodge, Shirley, Solihull, West Midlands, B90 1HR

Tel: +44(0)121 4302545 office@peterbrook.solihull.sch.uk

Top