Browney Academy SPAG Planning Overview and Progression 2020-2021
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Browney Academy
SPAG Planning Overview and Progression
2020-2021
GrammarSPAG Progression Browney Academy
Word Sentence Text Punctuation Terminology
• Regular plural noun suffixes –s or • How words can combine to make sentences • Sequencing sentences to form • Separation of words with spaces Word, sentence, letter
–es (e.g. god, dogs, dish, dishes) • Joining words and joining clauses using short narratives • Begin to use of capital letters, full ,capital letter, full stop,
• Suffixes that can be added to and • The correct choice and consistent stops, question marks and exclamation punctuation, singular,
verbs (e.g. helping, helped, helper) • Sub-ordination (using when, if, that or use of present tense and past marks to demarcate sentences plural, question mark,
• How the prefix –un changes the because) and co-ordination (using or, and, tense • Capital letters for names and the exclamation mark
meaning of verbs and adjectives but) • Use of the progressive form of personal pronoun I Verb, tense (past,
(negation, for example, unkind, or • Expanded noun phrases for description verbs in the present and past • Capital letters, full stops, present), adjective,
undoing: untie the boat) and specification (e.g. the blue butterfly) tense to mark actions in progress question marks and exclamation marks noun, suffix,
• Formation of nouns using suffixes • Sentences with different forms: statement, (e.g. she is drumming, he was to demarcate sentences apostrophe, comma
such as –ness, -er question, exclamation, command shouting) • Commas to separate items in a list Word family,
• Formation of adjectives using • Expressing time, cause or place using • Introduction to paragraphs as a • Apostrophes to mark contracted forms conjunction, adverb,
suffixes such as –ful, -less conjunctions (e.g. when, before, after, way to group related material and singular possession preposition, direct
• Use of the suffixes –er and –est to while, because), adverbs (e.g. then, next, • Headings and sub-headings to • Begin to use inverted commas to speech, inverted
form comparisons of adjectives soon, so), or prepositions (e.g. before, aid presentation punctate direct speech commas (or ‘speech
and adverbs after, during, in, because of) • Use of the present perfect from of • Secure use of direct speech marks’), prefix,
• Formation of nouns using a range • Wider range of conjunctions verbs instead of simple past (E.g. punctuation and layout consonant, vowel,
of prefixes, such as super-, anti-, • Appropriate choice of pronoun or noun for He has gone out to play versus • Apostrophes to mark singular and clause, subordinate
auto clarity and cohesion He went out to play) plural possession (e.g. the girl’s name, clause
• Use of the determiners a or an • Use fronted adverbials (including the correct • Use of paragraphs to organise the boys’ books) Pronoun, possessive
pronoun, adverbial
according to whether the next use of commas) ideas around a theme • Use of commas after fronted
word begins with a consonant or • Relative clauses beginning with who, which, • Appropriate choice of pronoun or adverbials (e.g. Later that day, I heard Relative clause, modal
vowel (e.g. a rock, an orange) where, why, or whose noun across sentences the bad news.) verb, relative pronoun,
• • parenthesis, bracket,
Word families based on common • Indicating degrees of possibility using modal Devices to build cohesion across • Brackets, dashes or commas to
words a paragraph (e.g. then, after that, dash, determiner,
verbs (e.g. might, should, will, must) or indicate parenthesis
• cohesion, ambiguity,
The grammatical difference adverbs (e.g. perhaps, surely) this, firstly) • Use of commas to clarify meaning or
between plural and possessive –s • semi-colon
• Subject-verb agreement Linking ideas across paragraphs avoid ambiguity
• Active and passive
Standard English forms for verb • Use of the passive voice to affect the using adverbials of time (e.g. • Semi-colons
voce, subject and
inflections instead of local spoken presentation of information in a sentence later), place (e.g. nearby) and • Colons to introduce a list and semi-
forms (e.g. we were instead of we number (e.g. secondly) object, hyphen,
(e.g. I broke the window in the greenhouse colons within complicated lists.
• synonym, colon, bullet
was, or I did instead of I done) versus The window in the greenhouse was Linking ideas across paragraphs • Colons, semi-colons and dashes to points
• Converting nouns to adjectives broken {by me}) using a wider range of cohesive mark boundaries between independent
into verbs using suffixes (e.g. –ate; • Expanded noun phrases to convey devices: semantic cohesion clauses (Its raining; I’m fed up).
(e.g. repetition of a word or Key
-ise; -ify) complicated information concisely (e.g. the • Punctuate bullet points consistently.
• Verb prefixes (e.g. dis-, de-, mis-, boy that jumped over the fence is over there phrase), grammatical • Hyphens to avoid ambiguity (e.g. a Y1
over- and –re) or the fact that it was raining meant the end connections (e.g. the use of man-eating shark versus man eating
• The difference between of sports day) adverbials such as on the other Y2
shark, or recover versus re-cover)
vocabulary typical of informal • The differences between structures typical hand, in contrast, or as a Y3
speech and vocabulary of informal speech and structures consequence), and elision.
appropriate for formal speech and appropriate for formal speech and writing • Layout devices, such as Y4
writing (e.g. find out – discover; such as the use of question tags, e.g. He’s headings, sub-headings,
Y5
ask for – request; go in – enter) your friend, isn’t he? or the use of the columns, bullets, or tables, to
subjunctive form in some very formal structure text. Y6
writing and speech (If I were or Were they to
come)
Classroom Secrets GPS scheme Autumn Spring Summer
of work unitsSPAG Progression Browney Academy
Year 1 Ready to write Conjunctions Questions
Spacing Exclamations Singular and Plural
Punctuating sentences Capital letters 2 Prefixes
Word classes Suffixes
Capital letters 1 Sequencing sentences
Year 2 Year 1 revision Word classes Suffixes 2
Word classes 1 Apostrophes SATS
Conjunctions Sentence types 2 Consolidation
Sentence types 1 Tenses
Suffixes 1
Year 3 Year 2 revision Adverbs Paragraphs
Conjunctions Prepositions Word families
Determiners Speech Prefixes
Tenses
Year 4 Year 3 revision Adverbs Paragraphs
Conjunctions Prepositions Word families
Determiners Speech Prefixes
Tenses
Year 5 Year 4 revision Parenthesis Commas
Relative clauses Expanded noun phrases Cohesion
Modal verbs Tenses Prefixes and suffixes
Adverbs
Year 6 Revision from Y5 Punctuation 1 Cohesion
Synonyms and Antonyms Active and Passive SATS
Word classes Formal and Informal Consolidation
Subjunctive form Punctuation 2
Hyphens
Year 1SPAG Progression Browney Academy
Autumn Spring Summer
1. Ready to write 3. Sentences 1. Conjunctions 3. Capital Letters 1. Question Marks 3. Prefixes
• To leave spaces • To combine words to
between words. make sentences. • To use joining words • To use a capital letter • To begin to punctuate • To know how the
2. Punctuating sentences and joining clauses for names of people, sentences using a prefix un– changes
• To begin to use 4. Capital letters 1 using ‘and’ places, the days of question mark the meaning of verbs
capital letters to • To use a capital letter • the week, and the and adjectives
punctuate for names of people, To know how words personal pronoun ‘I’ 2. Singular and Plural [negation, for
sentences. places, the days of can combine to make example, unkind, or
• To begin to use full the week, and the sentences undoing: untie the
stops to punctuate personal pronoun ‘I’ • To learn to add
boat]
sentences. suffixes using the
spelling rule for
• To name the letters Handwriting: Form. 4. Suffixes
adding –s or –es as
of the alphabet in Digits. 0-9
2. Exclamations the plural marker for
order.
• To understand how Maths link: nouns and the third
person singular
• To add suffixes using
words can combine • To recognise and use • To begin to punctuate –ing, –ed, –er and –
sentences using an marker for verbs
to make sentences. language relating to est where no change
dates, including days exclamation mark is needed in the
Handwriting of the week, weeks, spelling of root words
• To form capital months and years. [for example, helping,
letters. helped, helper,
• To begin to form eating, quicker,
lower-case letters in quickest]
the correct direction,
starting and finishing 5.Sequencing sentences
in the right place.
• To learn to sequence
sentences to form
short narratives
Year 2SPAG Progression Browney Academy
Autumn Spring Summer
1. Ready to Write (Y1 4. Conjunctions 1. Word Classes 2 4. Tenses 1. Suffixes 2 Consolidation Key Stage 1
revision) • To use co-ordinating
• To use a capital letter conjunctions (or, and or • To learn to spell words • To learn how to use the • To learn to add the
for names of people, but) by adding the suffix –ly present and past tenses suffixes –er, –est to
places, the days of the to turn adjectives into correctly and create adjectives
week, and the personal • To use sub-ordinating adverbs consistently including
pronoun ‘I’ conjunctions (when, if, the progressive form
that or because)
• To learn how to use 2. Apostrophes
both familiar and new 5. Sentence types 1 5. Suffixes 1 Assessment SATS
punctuation correctly (A • To know how • To learn to use
. ? !) grammatical patterns in apostrophes to mark • To learn to form nouns
a sentence indicate its where letters are using suffixes such as –
• To join words and function as a question missing in spelling and ness, – er and by
clauses using and to mark singular compounding [for
• To know how possession in nouns [for example, whiteboard,
2. Commas grammatical patterns in example, the girl’s superman]
• To learn how to use a sentence indicate its name] • To learn to form
commas to separate function as a command adjectives using suffixes
items in a list 3. Sentence Types 2 such as –ful, – less (A
fuller list of suffixes can
3. Word classes 1 be found in the year 2
• To learn how to use • To know how the spelling section in
expanded noun phrases grammatical patterns in English Appendix 1)
to describe and specify a sentence indicate its
(for example, the blue function as a
butterfly, plain flour, the exclamation or
man in the moon) statement
Year 3SPAG Progression Browney Academy
Autumn Spring Summer
1. Ready to Write – Y2 3. Conjunctions 1. Adverbs 3. Speech 1 Nouns 3. Word Families
revision (week 1-4) • To extend the range of
• To learn how to use sentences with more • To learn to use adverbs • To begin to use inverted • To know the different • To learn about word
expanded noun phrases than one clause by to express time, place commas to punctuate types of nouns including families based on
to describe and specify using a wider range of and cause using direct speech abstract nouns common words,
• To learn how to use conjunctions, including: adverbs [for example, showing how words are
both familiar and new when, if, because, then, next, soon, related in form and
punctuation correctly (A although 4. Tenses
therefore] meaning [for example,
.?!,‘) • To use conjunctions to solve, solution, solver,
• To know how the express time, place and • To use the present 2. Paragraphs dissolve, insoluble]
grammatical patterns in cause (for example, 2. Prepositions perfect form of verbs in
a sentence indicate its when, before, after, contrast to the simple
function as a question, while, so, because) • To learn to use past [for example, He 4. Prefixes
command, exclamation prepositions to express has gone out to play
or statement time, place and cause contrasted with He went • To learn to form nouns
• To be able to use co- using prepositions [for out to play] using a range of
ordination (or, and, but) example, before, after, prefixes [for example
and sub-ordination during, in, because of] super–, anti–, auto–]
(when, if, that, because)
• To use the present and
past tenses correctly
and consistently
including the
progressive form
2. Determiners (weeks 5-7)
• To use the forms a or
an according to whether
the next word begins
with a consonant or a
vowel [for example, a
rock, an open box]
Year 4SPAG Progression Browney Academy
Autumn Spring Summer
1. Ready to write (year 3 revision) 3. Fronted Adverbials 1. Apostrophes 3. Noun Phrases 1. Standard English 3. Suffixes 2
• To use the forms a or an
according to whether the next
• To use fronted • To indicate possession • To create phrases • To use the correct • To use further prefixes
word begins with a consonant or
a vowel [for example, a rock, an adverbials [for by using the possessive expanded by the Standard English forms and suffixes and know
open box] example, Later apostrophe with plural addition of modifying for verb inflections how to add them (-ation,
• To extend the range of sentences that day, I heard nouns adjectives, nouns and instead of local spoken -lu, -ous)
with more than one clause by the bad news.] • To understand the preposition phrases forms [for example, we • To spell words with
using a wider range of • To use commas grammatical difference (e.g. the teacher were instead of we was, endings which sound
conjunctions, including: when, if, after fronted between plural and expanded to: the strict or I did instead of I like /ʃən/, spelt – tion,–
because, although adverbials. possessive –s maths teacher with curly done] sion, –ssion, –cian
• To express time, place and cause • To use apostrophes to hair)
using conjunctions [for example, mark plural possession 2. Paragraphs
when, before, after, while, so, [for example, the girl’s 4. Suffixes
because] name, the girls’ names]
• To express time, place and cause • To use paragraphs to
using adverbs [for example, then, • To spell words with organise ideas around a
next, soon, therefore] 2. Speech endings sounding like theme
• To express time, place and cause /ʒə/ or /tʃə/
using prepositions [for example, • To use of inverted
before, after, during, in, because commas and other
of] punctuation to indicate
• To begin to use inverted commas direct speech [for
to punctuate direct speech example, a comma after
• To use the present perfect form the reporting clause;
of verbs instead of the simple end punctuation within
past [for example, He has gone inverted commas: The
out to play contrasted with He
conductor shouted, “Sit
went out to play]
down!”]
2. Pronouns
• To be able to choose nouns or
pronouns appropriately within
and across sentences for clarity
and cohesion and to avoid
repetition
Year 5SPAG Progression Browney Academy
Autumn Spring Summer
1. Ready to Write (Year 4 revision) 3. Modal Verbs 1. Parenthesis 3. Tenses 1. Commas 3. Prefixes
• To choose nouns or pronouns
appropriately for clarity and • To use modal • To use the perfect form • To use commas to • To use further verb
cohesion and to avoid verbs to indicate • To use brackets, of verbs to mark clarify meaning or avoid prefixes [for example,
repetition degrees of dashes or commas to relationships of time ambiguity in writing dis–, de–, mis–, over–
• To use noun phrases possibility indicate parenthesis and cause and re–]
expanded by the addition of • To indicate
modifying adjectives, nouns 2. Cohesion
degrees of 2. Expanded Noun Phrases 4. Suffixes
and preposition phrases (e.g. possibility using
the teacher expanded to: the modal verbs [for • To use devices to build
strict maths teacher with curly example, might, • To use expanded noun cohesion within a • To learn to convert
hair) should, will, must] phrases to convey paragraph [for example, nouns or adjectives into
• To use fronted adverbials and complicated information then, after that, this, verbs using suffixes [for
commas after fronted concisely firstly] example, – ate; –ise; –
adverbials • To link ideas across ify]
• To understand the paragraphs using
grammatical difference • 4. Adverbs adverbials of time [for
between plural and To use adverbs to example, later], place
possessive –s indicate degrees [for example, nearby]
• To use inverted commas and of possibility [for and number [for
other punctuation to indicate example, example, secondly] or
direct speech [for example, a perhaps, surely] tense choices [for
comma after the reporting example, he had seen
clause; end punctuation within her before]
inverted commas: The
conductor shouted, “Sit
down!”]
2. Relative clauses
• To use relative clauses
beginning with who, which,
where, when, whose, that or
with an implied (ie omitted)
relative pronoun
Year 6
Autumn Spring SummerSPAG Progression Browney Academy
1. Ready to Write (Year 5 Consolidating Word Classes 1. Punctuation 1 4. Punctuation 2 Revision Consolidation KS2
revision) 2
• To use relative clauses • To consolidate • To use a colon to • To use semi-colons to SATS
beginning with who, understanding of word introduce a list mark boundaries
which, where, when, classes (conjunction, Cohesion
• To use semi-colons. between independent
whose, that or with an preposition, determiner, within lists clauses [for example,
implied (ie omitted) subject, object) It’s raining; I’m fed up] •
• To use bullet points To link ideas across
relative pronoun • To use colons to mark paragraphs using a
consistently to list
• To use modal verbs to 4. . Subjunctive Form boundaries between wider range of cohesive
information
indicate degrees of independent clauses devices: repetition of a
possibility • To use dashes to mark word or phrase,
• To be able to indicate • To be able to recognise 2. Active and Passive
vocabulary and boundaries between grammatical
degrees of possibility independent clauses connections [for
structures that are
using modal verbs [for • To learn to use passive example, the use of
example, might, should, appropriate for formal
verbs to affect the adverbials such as on
will, must] and speech and writing, 5. Hyphens
presentation of the other hand, in
adverbs [for example, including subjunctive
information in a contrast, or as a
forms
perhaps, surely] sentence • To learn to use hyphens consequence], and
• • To recognise
To use brackets, • To understand the use to avoid ambiguity [for ellipsis
subjunctive forms
dashes or commas to of the passive voice to example, man eating • To use layout devices
indicate parenthesis • To understand the shark versus man-
affect the presentation [for example, headings,
• To use expanded noun difference between of information in a eating shark, sub-headings, columns,
phrases to convey structures typical of sentence [for example, I or recover versus re- bullets, or tables, to
complicated information informal speech and broke the window in the cover] structure text]
concisely structures appropriate greenhouse versus The
• To use the perfect form for formal speech and window in the
of verbs to mark writing [for example, the greenhouse was broken
relationships of time use of question tags: (by me)]
and cause He’s your friend, isn’t
he?, or the use of
• To use commas to 3. Formal and Informal
subjunctive forms such
clarify meaning or avoid
as If I were or Were
ambiguity in writing
they to come in some • To recognise
very formal writing and vocabulary and
2. Synonyms and Antonyms
speech] structures that is
• To know how words are
related by meaning as appropriate for formal
synonyms and speech and writing,
antonyms [for example, including subjunctive
big, large, little] forms
• To understand the
3. Consolidating Word difference between
Classes 1 vocabulary typical of
To consolidate informal speech and
understanding of word vocabulary appropriate
classes (noun, verb, for formal speech and
adjective, adverb) writing [for example,
find out – discover; ask
for – request; go in –
enter]SPAG Progression Browney Academy
• To understand the
difference between
structures typical of
informal speech and
structures appropriate
for formal speech and
writing [for example, the
use of question tags:
He’s your friend, isn’t
he?, or the use of
subjunctive forms such
as If I were or Were
they to come in some
very formal writing and
speech]You can also read
