GrammarForWriting2007

Information about GrammarForWriting2007

Published on January 3, 2008

Author: Gourangi

Source: authorstream.com

Content

Grammar for Writing:  Grammar for Writing 7th March 2007 Teaching and applying sentence level objectives to writing Slide2:  Aims To update grammatical knowledge To show the relationship between grammatical skills and effective writing To introduce ‘Grammar for Writing’ To illustrate lively, interactive sentence level teaching To illustrate the effective use of shared writing Slide3:  Bell Work How did you learn to write? What are your most memorable experiences of writing at school? Slide4:  Context ‘Grammar for Writing’ published in 2000 Renewed literacy framework 2006 Strand 11 - sentence structure and punctuation Fewer sentence level objectives for each year group Objectives there need to be interpreted and ‘broken down.’ Previous framework can support this. Slide5:  Writing for Different Audiences and Purposes Involves… Seeing the craft: read like a writer, write like a reader Secretarial skills: handwriting, spelling, IT Content of writing: life experience, reading, curriculum Writing process: planning, composing, revising, editing Text structure: organisation, layout, coherence Grammatical knowledge and skills: Word modification Sentence construction and punctuation Cohesion Slide6:  FS/KS1 General vocabulary development and basic sentence construction KS2 – Y3 and Y4 Use of various word classes, effectiveness of the words used, different sorts of connectives between sentences KS2 – Y5 and Y6 Complex sentences, range of conjunctions, varying word order for economy, emphasis or effect, organising whole texts and use of connectives to create cohesion Progression Slide7:  The Grammatical Skills for Writing Word modification: the ability to control, select and vary language to create impact in relation to the audience and purpose of the writing Sentence construction and punctuation: the ability to construct, control, vary and punctuate sentences Text cohesion: the ability to create cohesive chronological and non-chronological texts Slide8:  The man went down the road. Task In pairs, make a change to this sentence to improve it. Slide9:  Adding adjectives/adverbs… The fat, hairy man went slowly down the long road. Changing specific vocabulary to be more precise… The tramp shuffled down Piccadilly. Using a subordinate clause to add further detail… While the house was burning, the man went down the road. Slide10:  Deleting information to create suspense… The man went. Re-ordering words within the sentence… Down the road went the man. Children often start by adding strings of adjectives! Slide11:  Word to Sentence Slide12:  Task Match the word class to the word to the definition! Slide13:  Word Classes determiner adjective noun pronoun verb adverb preposition conjunction the a big dog Rover It he barked slowly then with at in and when because Slide14:  Henry VIII had two of his wives killed. Camels are sort of large animals. The tiny, little pieces of water in the air join together and make raindrops. Attach the beautiful, blue string to the stick. Buy this house. It has nice views. The reason why smoking is harmful is because it can give you cancer. Non-Fiction How do these sentences need to be adapted? Slide15:  Henry VIII ordered two of his wives to be killed. Camels are large animals. The droplets of water in the air join together and make raindrops. Attach the blue string to the stick. Buy this house. It has superb views of the countryside. Smoking is harmful is because it causes cancer. Non-Fiction Slide16:  The man got in the car. The tired, weary, sleepy cat dozed. The hot flame quivered. Joan said quietly… An enormous shark opened its enormous mouth and showed its enormous teeth. She was frightened. Task How could these fiction sentences be improved? Slide17:  Improve Writing Through… Choosing precise nouns and expressive verbs Using adjectives and adverbs in moderation Avoiding stating the obvious Using repetition for effect Balancing telling (She was frightened) with showing or hinting (Her lip trembled) Selecting and limiting words for the intended purpose and audience Selecting stylistic devices such as alliteration, onomatopoeia, simile, metaphor Slide18:  Chunks of Meaning Words Phrases Clauses Sentences Slide19:  Phrases A group of words that act a one unit eg. the dog, the big dog, the dog over there Strictly speaking can also just be one word, eg. splendid! Can act as a noun, verb or adjective Noun – a big dog, my last holiday Adverbial – (she walks) very slowly, (she lives) along the lane Adjectival – (I’m) really hungry, (he’s) in a hurry Prepositional phrases start with a preposition. Slide20:  Clauses A group of words that express an event or situation eg. she wanted a drink, a big dog chased me Differs to a phrase as a phrase doesn’t describe what happened Sentences are made up of one or more clauses: It was raining (one clause) It was raining and we went for a walk (two clauses joined by ‘and.’) It was raining when we went out (main clause and a subordinate clause) Main clauses are complete on their own, sub clauses can’t stand on their own. Slide21:  Sentences Can be simple, compound or complex All consist of at least one clause It was late. (simple) It was cold but we went outside. (compound) Although it was late, I wasn’t tired. (complex) Slide22:  Punctuation is about awareness of these grammatical chunks. To split up texts into sentences, indicating clearly where each major chunk of meaning begins and ends, we use capital letters and full stops. Within the sentence, we use a variety of punctuation marks to show breaks between phrases, clauses and sometimes, words. Punctuation Slide23:  Coffee Slide24:  Sentence to Text Varying Word Order Slide25:  S Teachers S Teachers V teach V are O children. C wonderful. Subject, Verb, Object Slide26:  Subject, Verb, Object/Complement (At the start of the sentence) English has three common clause structures: SV – The dog was barking in the garden. (SVA) SVO – The queen was eating a jam sandwich daintily. (SVOA) SVC – Teachers are wonderful, usually. (SVCA) Slide27:  Subject, Verb, Object/Complement (At the end of the sentence) SV – In the garden the dog was barking. (ASV) SVO – Very daintily, the queen was eating a jam sandwich (ASVO) SVC – Usually, teachers are wonderful. (ASVC) Slide28:  Subject, Verb, Object/Complement (Split by adverb/adjective) SV – The dog, in the garden, was barking. (SAV) SVO – The queen, very daintily, was eating a jam sandwich (SAVO) SVC – Teachers, usually, are wonderful. (SAVC) Slide29:  Varying Word Order to Improve Sentences How does altering the position of the adverbial phrase affect the meaning? The teacher was talking to the class in a loud voice. In a loud voice, the teacher was talking to the class. The teacher, in a loud voice, was talking to the class. The teacher was talking, in a loud voice, to the class. Slide30:  Improve Writing Through… Varying sentence openings: John hurried down the street carefully, with a box of eggs in his hands. With a box of eggs in his hands, John carefully hurried down the street. Down the street, John hurried carefully with a box of eggs in his hands. Carefully, with a box of eggs in his hands, John hurried down the street. Slide31:  Cohesion Cohesion within a text is achieved through accurate use of: Connectives Pronouns Tense Slide32:  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. Connectives 25 Slide33:  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. Pronouns 25 Slide34:  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. Consistency of Tense 25 Slide35:  Improve Writing Through… Linking sentences with appropriate connectives Judicious use of pronouns Maintaining consistency of tense Slide36:  Grammar to Writing Applying the Principles Slide37:  Improve Writing Through… Questions to draw the reader in: Have you ever flown a kite? Why be the only teacher without a laptop? What had Darren heard? Using different sentence types: Imperatives to add impact: Buy now! Take care! The wiring is dangerous. ‘Stop!’ they yelled. Slide38:  Eventually, feeling exhausted, they decided to finish for that day, but where was the golden snake? It was illusive! Wearily, fearing they would never find it and feeling dejected, they went to bed. (Guess who fell asleep first?) Melodine had no idea that Eldero was asleep and started talking to him. ‘I wonder what tomorrow will be like?’ but, of course, there was no answer. ‘Typical!’ Melodine was worried, but as Eldero’s snoring, which could be heard echoing through the woods, became regular she felt more at ease and fell asleep, sensing that she was safe. Example Slide39:  Improving Writing Using short sentences for dramatic emphasis: She stopped. He gasped sharply. Through varying sentence length Using longer sentences to move the narrative on. Buy Slide40:  My heart is racing, the helpless light from the moon is wasting itself on the tree tops as the inconspicuous labyrinth towers over me; I am writing this diary. There is a sudden tug on the silken string, I call my beloved’s name, ‘Theseus?’ although I know that he cannot hear me. Is he still alive? Then, as the pale moon’s light shines upon me, a viscous path of blood is harshly illuminated. I flinch. Move away, not knowing what to expect. Then there is a roar. I sit here and wonder if my poor, poor Theseus is alright. I abide being here. I feel so guilty. What if it assassinates my brave Theseus? Gingerly stepping forward, I hear a terrifying scream as from the corner of my eye I glimpse a figure in the shadows, just perceptible in the waning light. My heart stops. Example Slide41:  That had been yesterday. It was now 6.30. Dibling and Blubow set off on foot to the path that led to Mountain Serchew. As they approached the mountain, which cascaded tauntingly over them, looking as if it would collapse should a monstrous gush of wind blow past, Blubow detected an unfamiliar noise. ‘Wait! I don’t think this path is safe! Something terrible is going to happen. I can feel it!’ Dibling however, had already commenced his journey up the foreboding path, resolute in his determination to reach the soul of Mountain Serchew and recover the Sapphire stone. Example Slide42:  Improve Writing Through… To hide the source of the action: The gun had been removed from the cabinet. Using the passive voice for effect To create impact: The victim was torn apart by the cheetah. Slide43:  Example The Greeks fought a considerable number of wars, one of the most famous of which was the battle between Athens and Persia, known as the Battle of Marathon. The Athenians had only 10, 000 soldiers whereas the Persians had twice as many. The Athenians devised a plan to ensure victory, unsure as to whether it would work. Their intention, under Miltiades, their leader, was to attack the flanks first. The flanks of the Persian army were relentlessly battered, leaving the centre unguarded. The Athenians grasped this opportunity and King Darius, directing from the centre, was mercilessly killed. Slide44:  The Book! Slide45:  The Book Part 1 – Introduction & rationale Part 2 – Teaching units Part 3 – Teachers’ notes and glossary Slide46:  Teaching Sequence for Writing Whole class sentence level teaching focus Whole class sentence level activities Define principles Teacher demonstration and scribing Support composition Independent writing Review Slide47:  Teaching Units Units are on the ncnet website Flipchart files with key resources Slide48:  Activities Function:  Function Bridie called softly. Carefully she picked up the candle and peered into the darkness. Shadows flickered. She stood still and listened. Cautiously she moved down the corridor. Her dress rustled, and she paused. A gust of wind blew gently and the candle flickered. Fortunately, it did not blow out. Her mind raced madly. I will arrive soon, she muttered anxiously. For children to investigate the function of a word class, sentence structure or punctuation mark. Compare:  Compare ‘I hate you,’ she whispered. ‘Let’s find the others,’ he suggested. ‘That’s not fair!’ he exclaimed. She whispered that she hated him. He suggested that they find the others. He exclaimed that it was not fair. For children to deduce principles governing a grammatical feature by comparing texts containing different facets of the same feature. Cloze:  Emma strolled around the supermarket, collecting the items on mum’s list, humming her favourite song. she had collected everything she made her way to the checkout. the groceries were packed she reached into her bag for her purse , it was nowhere to be found. Cloze For children to consider the effectiveness of a particular word within a sentence & to practice using language appropriate to audience & purpose. whilst After Once however Construct:  Construct For children to experiment with sentence structure to reinforce knowledge of word classes and sentence construction. although he was scared he walked on , Slide53:  I saw the plane and then it flew over and then it seemed to disappear and then, just when I thought that it had gone, it came back. I could hardly believe it and then just when I did not know if I was awake or dreaming it shot in over the trees and then it landed on the lake. Then out climbed a man, he was rowing across to me and then he spoke to me. I found myself talking to the first human being that I had seen in months and then I knew that it was over. Improve For children to practice re-drafting. Quick Make Replace Re-order :  Quick Make Replace Re-order Task - Jigsaw Read through the activity and discuss it’s purpose and how it could be used. Share with you ‘home’ group Slide55:  Plenary Read through your learning points from today What have you learnt that you didn’t know before? How will this impact upon your classroom practice? What are your next steps?

Related presentations


Other presentations created by Gourangi

PEARL HABOR
09. 10. 2007
0 views

PEARL HABOR

Ruth Nat
13. 10. 2007
0 views

Ruth Nat

8Nuclear041
15. 10. 2007
0 views

8Nuclear041

ayli
15. 10. 2007
0 views

ayli

GA EKS 03 Summary v3
19. 10. 2007
0 views

GA EKS 03 Summary v3

EEX Stefan Niessen
19. 10. 2007
0 views

EEX Stefan Niessen

Ceiling Fans
24. 10. 2007
0 views

Ceiling Fans

Dye slides
02. 10. 2007
0 views

Dye slides

lecture01 1
15. 10. 2007
0 views

lecture01 1

Moving to GroupWise Mac
31. 10. 2007
0 views

Moving to GroupWise Mac

ecc
05. 10. 2007
0 views

ecc

View PowerPoint Now
23. 11. 2007
0 views

View PowerPoint Now

475GroupInfluence
28. 12. 2007
0 views

475GroupInfluence

Building Bridges powerpoint
01. 01. 2008
0 views

Building Bridges powerpoint

12 Queuing and Capacity Planning
07. 01. 2008
0 views

12 Queuing and Capacity Planning

8GMP
17. 10. 2007
0 views

8GMP

berman
29. 10. 2007
0 views

berman

OD3Chonapresentation
25. 10. 2007
0 views

OD3Chonapresentation

Chapter 24
04. 01. 2008
0 views

Chapter 24

LOGICA1
23. 10. 2007
0 views

LOGICA1

climate cop11 anne hammill
18. 10. 2007
0 views

climate cop11 anne hammill

Gun Control and Mental Illness
27. 02. 2008
0 views

Gun Control and Mental Illness

Freight TRB 0405
29. 02. 2008
0 views

Freight TRB 0405

Color Your Plate Power Point
04. 03. 2008
0 views

Color Your Plate Power Point

ACOEM Schopfer Presentation
06. 03. 2008
0 views

ACOEM Schopfer Presentation

Bedford rev 2004 10 25
23. 12. 2007
0 views

Bedford rev 2004 10 25

MSchulzLCGSHORT
18. 03. 2008
0 views

MSchulzLCGSHORT

davis03
07. 04. 2008
0 views

davis03

blend
27. 03. 2008
0 views

blend

Strategy 2008 PPT ch 2
08. 04. 2008
0 views

Strategy 2008 PPT ch 2

sigmod2003
28. 09. 2007
0 views

sigmod2003

393
10. 04. 2008
0 views

393

DMCH05
17. 04. 2008
0 views

DMCH05

teaching scholarship
30. 10. 2007
0 views

teaching scholarship

RE seatmtft
22. 04. 2008
0 views

RE seatmtft

Boulder BroomfieldMarkeFacts
05. 10. 2007
0 views

Boulder BroomfieldMarkeFacts

ASHAjess
23. 10. 2007
0 views

ASHAjess

sep indiachem syngenta
26. 03. 2008
0 views

sep indiachem syngenta

chapter1F
14. 04. 2008
0 views

chapter1F

2007 09 27 HRServices Holincheck
28. 04. 2008
0 views

2007 09 27 HRServices Holincheck

Toth FejelKass
02. 05. 2008
0 views

Toth FejelKass

SMU Privacy Overview 2007
02. 05. 2008
0 views

SMU Privacy Overview 2007

TMBrainDisorders
02. 05. 2008
0 views

TMBrainDisorders

FI244
24. 10. 2007
0 views

FI244

Japan Spring 08
09. 10. 2007
0 views

Japan Spring 08

VUstudiedag2003
15. 10. 2007
0 views

VUstudiedag2003

plenary16 doc1 wgisschair
30. 03. 2008
0 views

plenary16 doc1 wgisschair

Ascustpres
07. 10. 2007
0 views

Ascustpres

cw thomas wind 103106
19. 10. 2007
0 views

cw thomas wind 103106

histpol
15. 10. 2007
0 views

histpol

Killeen
03. 04. 2008
0 views

Killeen

CiscoNetworkAcademyP rogram
15. 10. 2007
0 views

CiscoNetworkAcademyP rogram

sirko
21. 10. 2007
0 views

sirko

IHEPCCC icfa feb06
24. 10. 2007
0 views

IHEPCCC icfa feb06

Raul Eamets uus
26. 11. 2007
0 views

Raul Eamets uus

zawadski
19. 11. 2007
0 views

zawadski

Skyscrapers1
25. 03. 2008
0 views

Skyscrapers1

ling411 09
16. 11. 2007
0 views

ling411 09

T1 4 Zou Xuecheng WSN
12. 10. 2007
0 views

T1 4 Zou Xuecheng WSN

Family Gift List Web
15. 11. 2007
0 views

Family Gift List Web

truong
29. 12. 2007
0 views

truong

Lars Ekholm
07. 01. 2008
0 views

Lars Ekholm

weidnerrpt
15. 11. 2007
0 views

weidnerrpt

Jarad Carleton EDRM
29. 10. 2007
0 views

Jarad Carleton EDRM

prog 01 s
10. 10. 2007
0 views

prog 01 s

Masao Fujita NTT
10. 10. 2007
0 views

Masao Fujita NTT

2 1 m
04. 10. 2007
0 views

2 1 m

AI 930 Safe Communication
07. 01. 2008
0 views

AI 930 Safe Communication