Summary
Contents
Subject index
In order to have a strong understanding of primary English, teachers need to understand how children learn reading, writing and language, and how these develop throughout childhood. Covering the interconnected areas of speaking, listening, reading and writing, and aware of the new National Curriculum in England, this book gives beginning teachers clear pragmatic guidance on how to plan, deliver and assess high-quality teaching. Key features: Recurring case studies in each chapter provide realistic examples of children’s literacy development across the primary age phase • Research focus boxes explore contemporary research findings and what they mean for the classroom • Activities and classroom application sections give practical advice that can be used in teaching. • This is essential reading for all students studying primary English on initial teacher education courses, including undergraduate (BEd, BA with QTS), postgraduate (PGCE, PGDE, School Direct, SCITT), and also NQTs.
Grammar
Grammar
Objectives
- To identify key features of progression in written grammar
- To examine key models of the process of sentence construction
- To relate progression in written grammar to daily classroom practice
- To evaluate common forms of assessment for written grammar
Introduction
This is the second of three chapters that look at the progression of writing in primary-aged children.
Grammar is the organisation of language. It includes words (morphology), sentence structure (syntax), meaning (semantics) and sounds (phonology). In the primary classroom, the written grammar curriculum addresses the knowledge and structure of words, sentences and whole texts. Progression in written grammar is underpinned by pupils’ speaking and oral comprehension. It is also linked to reading. The use of syntactic reading cues such as reading on and back in a sentence to determine ...
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