PowerPoint Presentations for Year 4 of the Grammar and Punctuation Scheme of Work
If you are teaching Year 5 and are using Hamilton Catch-up Materials, the RED text in your Responses Document refers to the presentations on this page.
Use Conjunctions to express time, cause and place.
Extend children’s use of complex sentences by encouraging them to think about how, when, where or why something was done or happened.
Dad tripped on the stairs because the cat was lying there.
When the film was over, we all went and had a meal.
He was certainly still angry so the dogs thought it best to keep out of his sight for a while.
Terminology: Conjunction. Clause, Sentence, Subordinate clause
Use Prepositions to express time, cause and place
Help children make their writing more interesting by using prepositional phrases.
With a heavy heart, the princess put the frog back in the pond.
He kicked the ball right over the wall.
Terminology: Preposition, Phrase
Use adverbs and Adverbials, incl. fronted adverbials
Extend children’s understanding of adverbs, showing them how to use a prepositional phrase to say HOW something is done or HOW it happened.
He spoke crossly and in a loud voice to all the children.
The dog ran with the lead in its mouth, down the street.
Extend children’s use of adverbs by encouraging them to start their sentences with an adverbial.
In total silence, the children tiptoed along the corridor.
Without blinking, Max stared into all their yellow eyes.
Terminology: Adverb, Adverbial, Fronted adverbial
Use Pronouns to avoid repetition or ambiguity and to add clarity and cohesion
Encourage children to use pronouns to help them make sense and be clear:
Avoid repetition: While Sam watched the TV programme. Sam finished making his Lego spaceship.
Avoid ambiguity: Mary wanted to help her granny and she was feeling very tired.
Add to the cohesion: When she went to bed, Mog was feeling rather full of milk and cat food.
Use Dialogue in narrative or in drama, emphasising the differences between spoken and written speech
Extend children’s use of dialogue, consolidating the use of speech punctuation and ensuring that what is in the speech marks is what is SAID, not what might be written.
E.g. We can use contracted forms, and we can use slang...
“Give me a break,” sneered Tom, “You can’t expect me to believe that!”
“Ger’off, you’re hurting me,” Sam told his younger brother.
Terminology: Inverted commas or Speech marks, Direct speech
Use the Possessive Apostrophe (and Apostrophes for Contractions)
Use for singular and plural nouns.
Joanna’s temper was rising fast.
He really wanted his brother’s football shirt.
All the dogs’ dinners had been stolen.
Person – understanding that writing can be third or first person
Children need to become aware that writing can be ‘She did this...’ or ‘I did this...’. We can write in the 3rd or the 1st person.
The dog wandered down the street looking for cats and food.
I wandered down the street looking for my dog.
Terminology: Subject, Verb
Use Commas after or before phrases and clauses
Introduce the idea of a ‘short pause’ which does not merit a new sentence but does require a comma. Show chn how we can use commas before or after phrases or clauses.
After the door slammed, the class sat in total silence.
As light as a bird, the glider disappeared into the clouds.
ALL MATERIALS WILL BE AVAILABLE BEFORE END OF AUGUST – THEY’RE BEING ADDED DAILY