SCITT English course days

1. SCITT English course days Day 9 – Teaching Grammar (Part 3) Periodic Assessment

2. Which book/ poem?

3. Task 7 • Analyse the writing from a group of children solely for their grammar use. What can they do well and what can’t they do? Plan, teach and evaluate an intervention session to teach the group’s next step in grammar. • EYFS - Analyse the writing from a group of children. What can they do well and what can’t they do? Plan, teach and evaluate a guided writing session to teach the group’s next steps. • Standard 6bc - Make use of formative and summative assessment to secure pupils’ progress + use relevant data to monitor progress, set targets, and plan subsequent lessons • What foundation subject knowledge did you choose? How did you transform this? When did you use contingency subject knowledge?

4. English Assignment • During your second placement teaching practice you must plan, teach and evaluate a sequence of lessons for a specific unit of work in literacy • Choose a unit of literacy for your teaching sequence that develops pupils’ literacy skills • Research effective learning and teaching approaches/ideas to help plan and deliver this unit • Plan an effective learning sequence • Teach the learning sequence • Evaluate the impact on pupils’ learning • Consider implications for future teaching & learning

5. EYFS variation • During your second placement teaching practice in EYFS you must plan, teach and evaluate a sequence of adult led and child led activities to develop pupils’ English/literacy skills • Research effective learning and teaching approaches/ideas to help plan and deliver English/literacy in EYFS • Design and plan an effective sequence of learning experiences based on this research that will develop pupils’ English/literacy skills • Teach the sequence • Evaluate the impact on pupils’ learning • Consider implications for future teaching and learning

6. Day 9 – Grammar (3) and Periodic assessment • You will understand: • Text cohesion • How Standard English works • Some practical approaches for grammar • How to use periodic assessment in reading and writing • EYFS, KS1 and KS2 transitional assessment

7. Grammar (part 3) – Standard English and text cohesion

8. From last time - Spot the clause • The hare, which was ancient, had been missing for years • It had been made in Baghdad, under the light of a full moon, nine centuries ago • Hal was astonished as he gently lifted it from the box • It glittered and seemed to come alive in the firelight • It was theirs but, placing it gently back into the tissue paper, they wondered for how long.

9. Answers • The hare, which was ancient, had been missing for years • It had been made in Baghdad, under the light of a full moon, nine centuries ago. • Hal was astonished as he gently lifted it from the box • It glittered and seemed to come alive in the firelight • It was theirs but, placing it gently back into the tissue paper, they wondered for how long.

10. How we put sentences together

11. Text cohesion • Tense • Pronouns • Adverbials

12. Grammatical devices which create cohesion The big dog enjoyed barking. Moreover, he was very good at it, and very loud. However, the baby needed some sleep, so the dog was despatched to the garden. He barked and yelped for some time, until he grew sleepy himself. Eventually, he stretched out under the stars and fell into a deep sleep. 25

13. Adverbials showing links between ideas The big dog enjoyed barking. Moreover, he was very good at it, and very loud. However, the baby needed some sleep, so the dog was despatched to the garden. He barked and yelped for some time, until he grew sleepy himself. Eventually, he stretched out under the stars and fell into a deep sleep. At last, the big dog stopped barking. 29

14. Pronouns creating cohesion The big dog enjoyed barking. Moreover, he was, very good at it, and very loud. The baby, however, needed some sleep, so the dog was despatched to the garden. He barked and yelped for some time, until he grew sleepy himself. Eventually he stretched out under the stars and fell into a deep sleep. The big dog - at last - stopped barking. 33

15. Consistency of tense creating cohesion The big dog enjoyed barking. Moreover, he was very good at it, and very loud. The baby, however, needed some sleep, so the dog wasdespatched to the garden. He barked and yelped for some time, until he grew sleepy himself. Eventually he stretched out under the stars and fell into a deep sleep. The big dog - at last - stopped barking. 34

16. Mr Peters was outside digging his potatoes when a dreadful din started up round the corner of the house. Suddenly his dog dashed past followed by a black creature in hot pursuit. He gets his spade and hurls it at the animal, but it misses. 35

17. Put the butter in the bowl and then add the sugar.Mix together until it seems creamy.Then we separated the eggs. 36

18. Further cohesive devices • Repetition • Synonyms or near synonyms • Superordinates (words that include the meaning of another word) • Words that are closely related to what is being discussed • Lions are the only cats to live in groups. Male lions are also the only cats that have manes, giving them a regal appearance that has earned them the title of ‘king of the beasts’. This king of animals is a top predator

19. Passive voice • Most writing is in active voice • Passive voice reverses object and subject and makes the object more important • The school arranged a visit - active • A visit was arranged by the school – passive • Try these • Time eroded the crumbling cliffs • He gave bad advice • You must secure the doors • Johnny and Miriam danced the rumba • Passive lets you manipulate your writing. You can hide things, downplay things and emphasise certain elements of your sentence

20. What we need to work on • Linking sentences with appropriate adverbials • A judicious use of pronouns • Maintaining consistency of tense • Using further cohesive devices • Using the passive voice appropriately

21. How we teach about standard English

22. What we need to work on • Modelling language that is grammatically correct • Correcting children (model-repeat-praise) • Helping children to hear what sounds correct

23. Watch out for... • Double negatives • Irregular verb forms e.g. did and done • Was and were • Ain’t • Missing words e.g. I went Southend • Overuse of colloquial tags e.g. innit, like, right • Using them as a determiner – ‘them trees’ • Missing the ‘ly’ from adverbs – ‘He did it quick’

24. How regular verbs work...

25. Verb tenses Perfect form – he has, we have, I had...

26. Typical mistakes • You done that maths very well • You have wrote a good poem • I begun the story • I have chose the blue one

27. ‘To be’ is very irregular! • I am • you are • he is, she is, it is • we are • they are • I was • you were • he was, she was, it was • we were • they were Present Past

28. So these mistakes happen... • They was busy so I didn’t go in • I were waiting for you • You was late again • He were a terrible liar • We was finished by midnight

29. Verbs can be singular or plural • Plays • Is • Was • Has • Does • Play • Are • Were • Have • Do Third person singular Third person plural

30. Third person singular and plural • A singular subject takes a singular verb while a plural subject takes a plural verb • The pot of eggs is boiling on the stove • The eggs are boiling on the stove • Try • Each of them _ wrong • Many outcomes _ possible • Tom and Fred _ hiding • The flock _ in the field • The scissors _ in the cupboard • Staff _ asked to go to the hall at 9.00 • Many a true word _spoken in jest

31. Using subjunctive verbs for wishes and conditions that aren’t true • The subjunctive is firstly used when something isn’t true • ‘Were’ is usually the verb used • Not “If I was a rich man” but “If I were a rich man” • Not “He wished that Len was here” but “He wished that Len were here”

32. Using subjunctive verbs for commands and requests • In this case the subjunctive form is the infinitive form without the ‘to’. This is called the simple form e.g. be, walk, ask, enter • It’s used to emphasize urgency and importance in commands and requests • The school requires that all pupils be honest • It is vital that Jack collect all the books • It is important that she attend the meeting

33. Which are correct? • If I were to ask you, would you agree? • If Franz was going, I would come too • It is recommended that he take a gallon of water with him • Lucy requested that Frank come to the party • I ask that Mark submits his research paper

34. Which are correct? - Answers • If I were to ask you, would you agree? • If Franz waswere going, I would come too • It is recommended that he take a gallon of water with him • Lucy requested that Frank come to the party • I ask that Mark submitssubmit his research paper

35. Double negatives • David doesn’t know nothing • Jenny did not see no car • I don’t believe in no Father Christmas • He did not mention neither the flooding nor the landslide • It wasn’t uninteresting • I cannot say that I do not disagree with you (Groucho Marx)

36. I and me • ‘I’ must be the subject of the verb • ‘Me’ must be the object of the verb • Pronouns following prepositions in a prepositional phrase are objective • Jack and I went to the beach • The teacher was talking about Jack and me • Between you and me • The teacher asked Tom and _ to collect the books • Tom and _ collected the books for the teacher

37. Examples • It is a present from Martin and _. • You and _ argue about this every day. • He was stopped by Terry and _. • During the show, Tony gave the book to Emma and _. • After the very exciting show, Dad and _ went home. • Stan and _ received the letter on Friday • The letter was written by Lily and _.

38. Tools for grammar teaching • Analysis in reading (but look at purpose first) • Grammar and punctuation investigations • Identify, create, change • Shared writing • Demonstration • Scribing • Supported composition

39. Avoiding forced grammar • Avoid decontextualised exercises • Emphasise purpose constantly in the teaching of writing • Remember that purpose in story shifts constantly • Link grammar to purpose where possible • Read lots of quality examples of grammar in context • Shared write in context • Draw attention to false notes • Explain if you can but don’t worry if you can’t

40. Identify, create, change • Spot where a comma separates off a subordinate clause e.g. “As he dropped the loop of rope over the hurdle stake, everyone could see the judges’ marks” • Write two more • Now add some subordinate clauses with commas to improve the paragraph

41. The White Ship The waves crashed in the darkness. The white ship swept towards the rocks. It hit them and there was an almighty scream of tearing timbers. The mast slowly fell. It broke up on the jagged teeth below. The ship disappeared from view under the deadly waves. She had gone and William had gone with her.

42. Shared writing • Work in threes • You are in year 2 and you are writing stories • You are focusing on noun phrases and joining sentences with ‘or’ and ‘but’ • Demonstrate a sentence • Scribe the next one • Use supported composition for the last one

43. Using starters / mini practices • Grammar/punctuation can be practised in quick-fire whiteboard sessions • Question types from the GPS test can be used • And content can be tailored to your children’s needs • Try cloze, human sentences, building noun phrases, hit-miss-maybe, bad grammar

44. Periodic Assessment in English

45. The pedagogy behind assessment

46. 4 ways of looking at mastery • A mastery approach – Principles and beliefs • A mastery curriculum – One set of knowledge, concepts and skills for all • Teaching for mastery – A set of pedagogic practices that keep the class working together on the same topic whilst at the same time addressing different needs • Achieving mastery – Having a full understanding of knowledge, concepts and skills so you can apply it in new and unfamiliar situations

47. Mastery • Most children are expected to learn the content in their year • Most children are expected use and apply this content before learning something new • Assumes that given time and quality teaching, all pupils can and will eventually master the content • The time required for some learners to do so will be greater than that required by others

48. Mastery • Everyone is taught the new learning • Then the teacher assesses the children • Some children need more time, support or teaching • Some children have mastered the learning and now need opportunities to deepen and enrich their understanding

49. HOW CHILDREN MAKE PROGRESS

50. Changes in pedagogy • Expectations are not based on children moving at their own rate and pace • The class are “kept together” more • The more able are learning the same thing but in a more demanding/ different setting • Children who have good understanding of what they are learning might aid those who haven’t. This helps them to master it. • More practising in a slower curriculum