Punctuation and Grammar Overviews
Reception
| Text Structure | Sentence Constructions | Word / Language | Punctuation | Terminology |
| Introduce: Planning Tool –Story map Whole class retelling of story Understanding of beginning/ middle / end Retell simple story: Once upon a time First / Then / Next But So Finally,.happily ever after | Introduce: Say a sentence, write and read it back to check it makes sense. Write simple sentences that can be read by themselves and others. Some words spelt correctly, and some are phonetically plausible Spell some irregular words | Introduce high frequency words Set 1 / 2 red words Introduce Prepositions: up down in out Next to behind Introduce Adjectives e.g. old, little, big | Introduce: Finger spaces Full stops Capital letters | Introduce: Finger spaces Letter Word Sentence Full stops Capital letter |
Year 1
| Text Structure | Sentence Constructions | Word / Language | Punctuation | Terminology |
| Consolidate Reception list. Introduce: Fiction: Planning Tools: Story map Plan opening around character(s), setting, time of day and type of weather. Understanding - beginning /middle /end to a story Understanding - 5 parts to a story: Opening: Once upon a time… Build-up: One day… Problem / Dilemma: Suddenly/ Unfortunately, Resolution: Fortunately, Ending: Finally
Non-fiction: Planning tools: text map / washing line Heading Introduction Opening factual statement Middle section(s) Simple factual sentences around a them Bullet points for instructions. Labelled diagrams Ending Concluding sentence | Consolidate Reception list. Introduce: Types of sentences: Statements, questions, exclamations Simple Connectives: and, or, but, so, because, so that, then, that, while, when, where, Also as openers:   While… When… Where… ‘ly’ openers Fortunately, Unfortunately, Sadly, … Simple sentences e.g. I went to the park. The castle is haunted. Adverbials of time e.g. First, Next, Then, After that, and Finally. Embellished simple sentences. using adjectives e.g. The giant had an enormous beard. Red squirrels enjoy eating delicious nuts. Compound sentences using connectives (coordinating conjunctions) and/or/ but/so e.g. The children played on the swings and slid down the slide. Spiders can be small or they can be large. | Consolidate Reception list. Introduce: Prepositions: Inside, outside, towards, across, under Determiners: The, a, my, your, an, this, that, his, her, their, some, all, lots of, many, more, those, these Adjectives to describe e.g. The old house… The huge elephant Alliteration e.g., dangerous dragon, slimy snake Adverbs to describe a verb e.g., carefully, slowly, angrily, happily. Introduce Similes using as….as… e.g. as tall as a house as red as a radish Precise, clear language to give information e.g. First, switch on the red | Consolidate Reception list. Capital Letters Full stops Finger spaces Introduce: Capital letter for names Capital letter for the personal pronoun I Question marks Exclamation marks Inverted Commas Bullet points | Consolidate: Finger spaces Letter Word Sentence Full stops Capital letter Simile – ‘like’ Introduce: Punctuation Question mark Exclamation mark Inverted commas Bullet points Singular / plural Adjective Verbs Nouns Adverbs Imperative verbs Adverbials of time Connective Alliteration Simile – ‘as’ |
Year 2
| Text Structure | Sentence Constructions | Word / Language | Punctuation | Terminology |
| Consolidate Year 1 list Introduce: Fiction: Secure use of planning tools: Story map and ‘Boxing up’ grid. Plan opening around character(s), setting, time of day and type of weather. Understanding 5 parts to a story with more complex vocabulary: Opening: e.g. In a land far away…. One cold but bright morning….. Build-up: e.g. Later that day Problem / Dilemma: e.g. To his amazement Resolution: e.g. As soon as Ending: e.g. Luckily, Fortunately Ending should be a section rather than one final sentence. e.g., suggest how the main character is feeling in the final situation. Non-Fiction Introduce: Secure use of planning tools: Text map / washing line / ‘Boxing –up’ grid Introduction: Heading Hook to engage reader Factual statement / definition Opening question Middle section(s) Group related ideas / facts into sections Subheadings to introduce sentences /sections # Use of lists – what is needed / lists of steps to be taken, Bullet points for facts and diagrams Ending- Make final comment to reader Extra tips! / Did-you-know? facts / True or false? The consistent use of present tense versus past tense throughout texts Use of the continuous form of verbs in the present and past tense to mark actions in progress (e.g. she is drumming, he was shouting) | Consolidate Year 1 list Introduce: Types of sentences: Statements Questions Exclamations Commands ‘ly’ starters e.g., Usually, Eventually, Finally, Carefully, Slowly, … Vary openers to sentences. Embellished simple sentences using: adjectives e.g. The boys peeped inside the dark cave. Adverbs e.g. Tom ran quickly down the hill. Secure use of compound sentences (Coordination) using connectives: and/ or / but / so (coordinating conjunctions) Complex sentences (Subordination) using: Drop in a relative clause: who/which e.g.  Sam, who was lost, sat down and cried, The Fire of London, which started in Pudding Lane, spread quickly. Additional subordinating conjunctions: what/while/when/where/ because/ then/so that/ if/to/until e.g. While the animals were munching breakfast, two visitors arrived. During the Autumn, when the weather is cold, the leaves fall off the trees. Use long and short sentences: Long sentences to add description or information. Use short sentences for emphasis. Expanded noun phrases e.g. lots of people, plenty of food List of 3 for description e.g. He wore old shoes, a dark cloak and a red hat. African elephants have long trunks, curly tusks and large ears | Consolidate Year 1 list Introduce: Prepositions: behind above along before between after Alliteration e.g., wicked witch slimy slugs Similes using…like… e.g., … like sizzling sausages …hot like a fire Noun Phrase e.g. The scary, old woman… Squirrels have long, bushy tails Adverbs for description e.g., Snow fell gently and covered the cottage in the wood. Adverbs for information e.g., Lift the pot carefully onto the tray. The river quickly flooded the town. Generalisers for information, e.g. Most dogs…. Some cats…. Formation of nouns using suffixes such as –ness, –er Formation of adjectives using suffixes such as –ful, –less Use of the suffixes –er and –est to form comparisons of adjectives and adverbs | Consolidate Year 1 list Introduce: Demarcate sentences: Capital letters Full stops Question marks, Exclamation marks Commas to separate items in a list. Comma after –ly opener e.g. Fortunately…. Slowly,…. Inverted commas for direct speech Apostrophes to mark contracted forms in spelling e.g., don’t, can’t. Apostrophes to mark singular possession e.g., the cat’s name | Consolidate: Punctuation, Finger spaces, Letter, Word, Sentence, Full stops, Capital letter, Question mark, Exclamation mark, inverted commas, Bullet points, Singular/ plural, Adjective, Verb Connective, Alliteration Simile – ‘as’/ ‘like’, adverbials of time, imperative verbs, causal conjunctions Introduce: Apostrophe (contractions and singular possession) Commas for description ‘Speech marks’ Suffix Verb / adverb Statement, question, exclamation Command (Bossy verbs) Tense (past, present, future) ie not in bold Adjective / noun Noun phrase |
Year 3
| Text Structure | Sentence Constructions | Word / Language | Punctuation | Terminology |
| Consolidate Year 2 list. Continue to develop text structure in both fiction and non-fiction writing. Continue to build upon use of planning tools such as story maps. Continue to develop vocabulary to discuss the structure of texts. For example in fiction: Introduction Build-up/suspense Problem/dilemma Resolution Ending. Use paragraphs to organise ideas. Use headings and sub-headings to aid presentation. Use of the perfect form of verbs to mark relationships of time and cause (e.g. I have written it down so we can check what he said). Evaluate and edit. | Consolidate Year 2 list. Vary long and short sentences: Long sentences to add description or information Short sentences for emphasis and making key points. Embellishing simple sentences using: Adverb starters to add detail Adverbial phrases Prepositional phrases. Compound sentences (using coordinating conjunctions and/or/but/so/for/nor/yet). Complex sentences (using subordinating conjunctions). Statement/ question/ exclamation/ command. | Consolidate Year 2 list. Prepositions e.g. Next to By the side of In front of During Through Throughout Because of Word Families based on common words e.g. teach – teacher beauty – beautiful Singular/plural Continue to develop more specific/technical vocabulary. Nouns formed from prefixes e.g. anti… Use of determiners a or an according to whether next word begins with a vowel sound e.g. a rock, an orange. | Consolidate Year 2 list. Inverted commas for direct speech Use of commas after fronted adverbials (e.g. Later that day, I heard the bad news). Colons before a list in instructions e.g. What you need: Ellipses to keep the reader hanging on! | Consolidate Year 2 list. Punctuation
Adjective/noun/verb/noun phrase/adverb Imperative verbs Tense (past/present/future) Conjunctions Alliteration Simile Prefix/suffix Word family Preposition Consonant/vowel Clause/subordinate clause Synonyms Determiner Pronouns |
Year 4
| Text Structure | Sentence Constructions | Word / Language | Punctuation | Terminology |
| Consolidate Year 3 list. Continue to develop text structure in both fiction and non-fiction writing. Secure use of planning tools such as story maps/boxing up. Use paragraphs to organise ideas around a theme and with logical organisation e.g. to indicate a change in place or jump in time. Build suspense in writing. Develop the 5 part story structure e.g. introduction, build-up, problem/dilemma, resolution, ending. | Consolidate Year 3 list. Continue to develop sentence starters. Vary long and short sentences: Long sentences to enhance description or information. Short sentences to move events on quickly. Secure use of simple/ embellishing simple sentences. Secure use of compound sentences (using coordinating conjunctions and/or/but/so/for/nor/yet). Develop use of complex sentences (using subordinating conjunctions). Dialogue – verb + adverb – “Hello,” she whispered shyly. Appropriate choice of pronoun or noun within a sentence to avoid ambiguity and repetition. | Consolidate Year 3 list. Prepositions e.g. at underneath since towards beneath beyond Conditionals – could, should, would. Comparative and superlative adjectives e.g. small…smaller…smallest good…better…best Proper nouns – refers to a particular person or thing e.g. Monday, Jessica, October, England. The grammatical difference between plural and possessive –s Standard English for verb inflections instead of local spoken forms (e.g. we were instead of we was, or I did instead of I done). | Consolidate Year 3 list. Introduce Commas to mark clauses and to mark off fronted adverbials. Full punctuation for direct speech: Each new speaker on a new line Comma between direct speech and reporting clause e.g. “It’s late,” gasped Cinderella! Apostrophes to mark singular and plural possession (e.g. the girl’s name, the boy’s books) as opposed to s to mark a plural. | Consolidate Year 3 list. Punctuation
Statement, questions, exclamation, command Singular/plural Adjective/noun/verb/noun phrase/adverb Imperative verbs Tense (past/present/future) Conjunctions Alliteration Simile Prefix/suffix Word family Preposition Consonant/vowel Clause/subordinate clause Synonyms Determiner Relative clause Relative pronoun Pronoun Possessive pronoun Adverbial Fronted adverbial |
Year 5
| Text Structure | Sentence Constructions | Word / Language | Punctuation | Terminology |
| Consolidate Year 4 list. Continue to develop text structure in both fiction and non-fiction writing. Independent planning across all genres and application. Plan (fiction): Description/action/dialogue Use 5 part story structure. Secure use of a range of layouts suitable to text. Vary connectives within paragraphs to build cohesion into a paragraph. Use change of place, time and action to link ideas across paragraphs. Non- fiction: Express own opinions. Consistently maintain viewpoint. Develop ways to draw in the reader e.g. rhetorical questions. | Consolidate Year 4 list. Relative clauses beginning with who, which, that, where, when, whose or an omitted relative pronoun. Secure use of simple/ embellished simple sentences. Secure use of compound sentences. Develop complex sentences (using a full range of subordinating conjunctions). Continue to develop sentence starters and adverbial phrases e.g. Beyond the dark gloom of the cave, … Lengthening/shortening sentences for effect/meaning. Stage directions in speech | Consolidate Year 4 list. Metaphor Personification Onomatopoeia Develop use of technical language. Converting nouns or adjectives into verbs using suffixes (e.g –ate; -ise; -ify). Verb prefixed (e.g. dis-, de-, mis -,) | Consolidate Year 4 list. Rhetorical questions Dashes Brackets/dashes/commas for parenthesis Colons Use of commas to clarify meaning or avoid ambiguity. | Consolidate Year 4 list. Punctuation
Singular/Plural Suffix/Prefix Word family Consonant/vowel Adjective/noun/verb/noun phrase/adverb Imperative verbs Modal verb Parenthesis Tense (past/present/future) Conjunction Preposition Determiner Pronoun Relative clause Subordinate clause Adverbial/fronted adverbial Alliteration Simile/Metaphor Onomatopoeia Personification Synonyms Cohesion Ambiguity |
Year 6
| Text Structure | Sentence Constructions | Word / Language | Punctuation | Terminology |
| Consolidate Year 5 list. Continue to develop text structure in both fiction and non-fiction writing. Secure independent planning across fiction and non-fiction genres. Maintain fiction plot consistently working from plan. Secure use of linking ideas within and across paragraphs using a wider range of cohesive devices. Secure development of characterisation. Build suspense in writing. Use a variety of text layouts and format appropriate to purpose. Use a range of techniques to involve the reader. Formal and informal styles. | Consolidate Year 5 list. Secure use of simple/embellished simple sentences. Secure use of compound sentences (using coordinating conjunctions and/or/but/so/for/nor/yet). Develop use of complex sentences (using a full range of subordinating conjunctions). Active and passive verbs to create effect and to affect presentation of information. Develop use of rhetorical questions for persuasion. Expanded noun phrases to convey complications information concisely. Use of the subjunctive in some formal writing and speech (e.g. If I were you). | Consolidate Year 5 list. Build in literary feature to create effect e.g. alliteration, onomatopoeia, similes, metaphors. The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing. How words are related as synonyms and antonyms. | Consolidate Year 5 list. Use of the semi-colon, colon and dash to indicate a stronger subdivision of a sentence than a comma. Use of colon to introduce a list and semi-colons within lists. Punctuation of bullet points to list information. How hyphens can be used to avoid ambiguity (e.g. man eating shark/ man-eating shark). | Consolidate Year 5 list. Punctuation
Consolidate Year 5 terminology Synonyms/antonyms Cohesion Ambiguity Active and passive Subjunctive Subject and object |