Shoal Bay Public School
Grammar, Punctuation and VocabularyKindergarten / Stage 1 / Stage 2 / Stage 3
ENe-9B demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts / EN1-9B uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts / EN2-9B uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts / EN3-6B uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
Students develop and apply contextual knowledge
ü begin to understand that grammar, punctuation and vocabulary are needed to achieve the purpose of the text
ü show a growing awareness of words that enrich their vocabulary / ü understand that ideas in texts can be organised to enhance meaning using sentences and paragraphs
ü begin to understand that choice of vocabulary adds to the effectiveness of text / ü understand that effective organisation of ideas in imaginative, informative and persuasive texts enhances meaning
ü understand that choice of vocabulary impacts on the effectiveness of texts / ü understand that language is structured to create meaning according to audience, purpose and context
ü understand that choices in grammar, punctuation and vocabulary contribute to the effectiveness of texts
Understand and apply knowledge of language forms and features
ü recognise that texts are made up of words and groups of words that make meaning (ACELA1434)
ü recognise that sentences are key units for expressing ideas (ACELA1435)
ü identify statements, questions, commands and exclamations and their functions in texts
ü experiment with adverbial phrases in structured and guided activities to indicate when, where and how actions occurred, eg last week, at home
ü demonstrate an awareness of nouns, pronouns and conjunctions
ü recognise simple pronoun references to maintain meaning
ü understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)
ü identify features of sentence punctuation, eg question marks and exclamation marks, when reading and composing / ü understand that paragraphs are used to organise ideas
ü understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction(ACELA1467)
ü explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452)
ü recognise that a preposition placed in front of a noun group can show where, when, eg 'on the box' (where), 'before my birthday' (when)
ü recognise that time connectives sequence information in texts
ü recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)
ü recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)
ü experiment with the use of quoted (direct) and reported (indirect) speech / ü understand that paragraphs are a key organisational feature of written texts (ACELA1479)
ü understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)
ü understand how to elaborate on ideas in texts through the use of prepositional phrases
ü understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
ü understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)
ü identify and use grammatical features, eg pronouns, conjunctions and connectives, to accurately link ideas and information
ü understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense(ACELA1482)
ü experiment with punctuation to engage the reader and achieve purpose
ü investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)
ü use apostrophes for contractions
ü identify a variety of connectives in texts to indicate time, to add information and to clarify understanding / ü identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)
ü understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507)
ü experiment using a range of language features, eg connectives, topic sentences, active and passive voice and nominalisation
ü understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508)
ü understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)
ü show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)
ü identify a variety of connectives in texts to indicate time, add information, clarify understanding, show cause and effect and indicate condition/concession
ü use complex punctuation to engage the reader and achieve purpose
ü understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns(ACELA1506)
ü understand the uses of commas to separate clauses (ACELA1521)
Understand and apply knowledge of vocabulary
ü begin to build personal vocabulary
ü know the meaning of commonly used words
ü demonstrate an awareness that some words have multiple meanings / ü understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms(ACELA1464)
ü recognise, discuss and use creative word play, eg alliteration and onomatopoeia / ü learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
ü experiment with vocabulary choices to engage the listener or reader / ü understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)
ü investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion
Respond to and compose texts
ü compose effective sentences in writing using appropriate word order
ü begin to use statements and questions with appropriate punctuation
ü attempt to incorporate unfamiliar words in writing
ü use a growing vocabulary to describe everyday events and experience / ü begin to organise ideas into paragraphs when composing texts
ü compose sentences effectively using basic grammatical features and punctuation conventions
ü use subject–verb and noun–pronoun agreement when composing texts and responding to texts orally and in writing
ü demonstrate the use of more precise vocabulary to describe emotions and experiences when writing / ü compose a range of effective imaginative, informative and persuasive texts using language appropriate to purpose and audience
ü use grammatical features to create complex sentences when composing texts
ü experiment with figurative language when composing texts to engage an audience, eg similes, metaphors, idioms and personification
ü incorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered in research (ACELA1498) / ü select some more challenging language features, literary devices (eg irony, humour) and grammatical features (eg modality) to engage and influence an audience
ü experiment with different types of sentences, eg short sentences to build tension and complex sentences to add detail
ü use topic sentences and appropriately organise main (independent) and subordinate (dependent) ideas to enhance coherence in written texts
ü select appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative, emotive and colloquial, when composing texts
ü use grammatical features, eg pronouns, conjunctions and connectives, to accurately link ideas and information to ensure meaning when composing texts
Sequence of Grammar, Punctuation and Vocabulary
Term 1
Week / Kindergarten / Year 1 / Year 2 / Year 3 / Year 4 / Year 5 / Year 6
1 / sentence - one or more clauses; a key unit for expressing ideas. A written sentence begins with a capital letter and ends with a full stop, question mark or exclamation mark. / capital letters (JG unit 1)
start of sentences / word families (JG unit 25)
words linked because they deal with the same topic / dictionary use (JG unit 1) / clause – main a clause may be a sentence on its own (main clause) or may be combined with a main clause to form a sentence / topic sentence - a sentence that introduces the main idea or theme of a paragraph / author voice - use of first-person and third-person narration
2 / capital letter - used for names and to signal the beginning of a sentence / time connectives words that sequence information in texts,
eg first, next, finally / paragraphing (JG unit 25) - begins with a ‘topic sentence’ (introducing the idea) in factual texts / complex sentence an independent (main) clause and a dependent (subordinate) clause linked by a subordinating conjunction . eg We all went outside when the sun came out. When the sun came out, we all went outside. / Clause – verb
a clause includes a verb
3 / full stop - used to signal the end of a sentence / word families - rhyming / speech marks (JG unit 3)
quoted (direct) speech eg, Kim said, ‘I want to go home’ / clauses – a complete message or thought expressed in words: a clause includes a verb / clause – noun a clause includes a subject (noun or noun group that agrees with the verb in person and number), eg The children ran to the bus / noun group - a group of words built around a noun that describes or specifies the noun:
may include adjectival phrases, eg the chair next to my desk / noun group - a group of words built around a noun that describes or specifies the noun: may include adjectival/ relative clauses, eg the chair that is next to my desk
4 / noun - a naming word for a person, place or thing / common nouns
(JG unit 6) / questions (JG unit 4) question mark -used to signal the end of a question / paragraphs (JG unit 13) / clause – noun group a clause may include an object (additional noun or noun group, affected by the action), eg The children ran to the bus
5 / proper nouns (JG unit 5) a naming word for a person, place eg Mary, Sydney / commas in lists (JG unit 5) / paragraphs (JG unit 14) / plurals / adjective a word that describes a noun: classifying, eg native flower / adjective a word that describes a noun: modal, eg possible
answer
6 / statement - provides information, eg I am leaving now / synonyms (JG unit 33) words that have the same or similar meaning ,eg leave/depart / exclamation marks
(JG unit 6) / simple tense
eg Koalas eat leaves (present) / noun –singular a naming word for a person, place or thing: singular, eg girl
7 / antonyms (JG unit 30) words that have opposite meanings, eg hot/cold, arrive/leave / noun–pronoun agreement selection of the correct pronoun for the noun or noun group to which it refers, eg The girl ate her lunch / past tense
eg, She went home (past) / noun – plural a naming word for a person, place or thing: plural, eg girls
8 / pronoun reference – determining the noun to which a pronoun refers, eg Koalas eat leaves. Koalas are not bears. They are… / article - a or an
(JG unit 8)a, an, the
placed before a noun to form part of a noun group; may refer to a specific person or thing (the), or a non-specific person or thing (a, an) / proper nouns (JG unit 8) / direct speech
(JG unit 15 and 16)
eg, ‘I am going to leave,’ she said / noun – collective a naming word for a person, place or thing: collective eg crowd / pronoun - a word that stands instead of a noun: relative pronoun, eg who, that (for people) and which, that (for things) / elaborated tenses -multiple word tenses, eg We have been working for three hours
9 / plurals (JG unit 9) / adjectives (JG unit 9)
describing, eg size, colour, shape round, beautiful, sunny) numbering,eg two / indirect speech
eg, She said that she was going to leave / noun groups
a group of words built around a noun that describes or specifies the noun
Sequence of Grammar, Punctuation and Vocabulary
Term 2
Week / Kindergarten / Year 1 / Year 2 / Year 3 / Year 4 / Year 5 / Year 6
1 / capital letter - used for names and to signal the beginning of a sentence / pronouns (JG unit 10) a word that stands instead of a noun: personal pronoun, eg I, me, it / plurals and es (JG unit 10) / nouns – singular and pluraleg girl, girls / verbs – relating a word that tells what is happening or what is: eg She is my teacher / main clause (independent clause)
a clause that can stand alone as a complete sentence, though it may be joined with other clauses,
eg The child came first. / subordinate clause (dependent clause)
a clause that cannot stand alone as a sentence
2 / command
tells us to do something, eg Close the door / capital letter
used for proper nouns / possessive adjective (JG unit 11) / homonyms words with the same sound and the same spelling,but a different meaning, eg bark (tree), bark (sound made by dog) / verb – feeling a word that tells what is happening or what is eg I liked the movie
3 / command
tells us to do something, eg Close the door / commas
separates items in a list / homophones
(JG unit 12) / homophones ( JG unit 29) words with the same sound but different spelling and meaning, eg fair, fare / verb – possessing a word that tells what is happening or what is: eg He has a new car