Shoal Bay Public School Grammar, Punctuation and Vocabulary

Kindergarten
ENe-9B demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts begin to understand that grammar, punctuation and vocabulary are needed to achieve the purpose of the text show a growing awareness of words that enrich their vocabulary

Stage 1

Stage 2

Stage 3
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 understand that language is structured to create meaning according to audience, purpose and context understand that choices in grammar, punctuation and vocabulary contribute to the effectiveness of texts

EN1-9B uses basic grammatical features, EN2-9B uses effective and accurate sentence punctuation conventions and vocabulary structure, grammatical features, punctuation appropriate to the type of text when responding conventions and vocabulary relevant to the type to and composing texts of text when responding to and composing texts Students develop and apply contextual knowledge understand that ideas in texts can be understand that effective organisation of organised to enhance meaning using ideas in imaginative, informative and sentences and paragraphs persuasive texts enhances meaning understand that choice of vocabulary begin to understand that choice of impacts on the effectiveness of texts vocabulary adds to the effectiveness of text

Understand and apply knowledge of language forms and features recognise that texts are made up of words and groups of words that make meaning (ACELA1434) recognise that sentences are key units for expressing ideas (ACELA1435) identify statements, questions, commands and exclamations and their functions in texts experiment with adverbial phrases in structured and guided activities to indicate when, where and how actions occurred, eg last week, at home demonstrate an awareness of nouns, pronouns and conjunctions recognise simple pronoun references to maintain meaning 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) identify features of sentence punctuation, eg question marks and exclamation marks, when reading and composing understand that paragraphs are used to organise ideas 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) 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) recognise that a preposition placed in front of a noun group can show where, when, eg 'on the box' (where), 'before my birthday' (when) recognise that time connectives sequence information in texts 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) recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465) experiment with the use of quoted (direct) and reported (indirect) speech understand that paragraphs are a key organisational feature of written texts (ACELA1479) 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) understand how to elaborate on ideas in texts through the use of prepositional phrases understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495) understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493) identify and use grammatical features, eg pronouns, conjunctions and connectives, to accurately link ideas and information understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense(ACELA1482) experiment with punctuation to engage the reader and achieve purpose investigate how quoted (direct) and reported (indirect) speech work in different types of identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615) understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507) experiment using a range of language features, eg connectives, topic sentences, active and passive voice and nominalisation 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) understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523) 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) identify a variety of connectives in texts to indicate time, add information, clarify understanding, show cause and effect and

Shoal Bay Public School

text (ACELA1494) use apostrophes for contractions identify a variety of connectives in texts to indicate time, to add information and to clarify understanding indicate condition/concession use complex punctuation to engage the reader and achieve purpose understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns(ACELA1506) understand the uses of commas to separate clauses (ACELA1521)

Understand and apply knowledge of vocabulary begin to build personal vocabulary know the meaning of commonly used words demonstrate an awareness that some words have multiple meanings

understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms(ACELA1464) recognise, discuss and use creative word play, eg alliteration and onomatopoeia

learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484) experiment with vocabulary choices to engage the listener or reader

understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512) investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion

compose effective sentences in writing using appropriate word order begin to use statements and questions with appropriate punctuation attempt to incorporate unfamiliar words in writing use a growing vocabulary to describe everyday events and experience

Respond to and compose texts begin to organise ideas into paragraphs compose a range of effective imaginative, when composing texts informative and persuasive texts using compose sentences effectively using basic language appropriate to purpose and grammatical features and punctuation audience conventions use grammatical features to create use subjectverb and nounpronoun complex sentences when composing texts agreement when composing texts and experiment with figurative language when responding to texts orally and in writing composing texts to engage an audience, eg demonstrate the use of more precise similes, metaphors, idioms and vocabulary to describe emotions and personification experiences when writing incorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered in research (ACELA1498)

select some more challenging language features, literary devices (eg irony, humour) and grammatical features (eg modality) to engage and influence an audience experiment with different types of sentences, eg short sentences to build tension and complex sentences to add detail use topic sentences and appropriately organise main (independent) and subordinate (dependent) ideas to enhance coherence in written texts select appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative, emotive and colloquial, when composing texts use grammatical features, eg pronouns, conjunctions and connectives, to accurately link ideas and information to ensure meaning when composing texts

Shoal Bay Public School Sequence of Grammar, Punctuation and Vocabulary

Term 1 Week
1

Kindergarten
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.

Year 1
capital letters (JG unit 1)
start of sentences

Year 2
word families (JG unit 25)
words linked because they deal with the same topic

Year 3
dictionary use (JG unit 1)

Year 4
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

Year 5
topic sentence - a sentence that introduces the main idea or theme of a paragraph

Year 6
author voice - use of firstperson and third-person narration

capital letter - used for

names and to signal the beginning of a sentence

time

connectives

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. clauses a complete message or thought expressed in words: a clause includes a verb

Clause verb
a clause includes a verb

words that sequence information in texts, eg first, next, finally

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

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 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

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)

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

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

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

adjective a word that describes a noun: modal, eg possible answer

antonyms (JG unit 30)

words that have opposite meanings, eg hot/cold, arrive/leave

nounpronoun 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

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) plurals (JG unit 9)

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

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

Shoal Bay Public School

Sequence of Grammar, Punctuation and Vocabulary

Term 2 Week 1 Kindergarten
capital letter - used for names and to signal the beginning of a sentence command tells us to do something, eg Close the door command tells us to do something, eg Close the door who/what/when/where words

Year 1
pronouns (JG unit 10) a word that stands instead of a noun: personal pronoun, eg I, me, it capital letter used for proper nouns

Year 2
plurals and es (JG unit 10)

Year 3
nouns singular and pluraleg girl, girls

Year 4
verbs relating a word that tells what is happening or what is: eg She is my teacher verb feeling a word that tells what is happening or what is eg I liked the movie

Year 5
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.

Year 6
subordinate clause (dependent clause) a clause that cannot stand alone as a sentence

possessive adjective unit 11)

(JG

commas separates items in a list

homophones (JG unit 12)

homonyms words with the same sound and the same spelling,but a different meaning, eg bark (tree), bark (sound made by dog) homophones ( JG unit 29) words with the same sound but different spelling and meaning, eg fair, fare quotation marks used to signal dialogue, titles and quoted (direct) speech collective nouns (JG unit 33) eg crowd

verb possessing a word that tells what is happening or what is: eg He has a new car verb groups a group of words
built up around a verb: may include auxiliary (helping) verbs, eg She is sitting here may include two or more verbs, eg He huffed and puffed

word families -word webs (JG unit 33)

alphabetical order (JG units 1, 7, 13)

who/what/when/where words

action verbs (JG unit 14) describes doing or saying, eg run, shout

sentences, verbs (JG unit 14) clauses - a complete message or thought expressed in words: a clause includes at least one noun and one verb adverbs (JG unit 15) adverbial phrases contributes extra information about the main clause, eg how, when, where, why verb to be present (JG unit 16)

adjectives possessive a word that describes a noun: possessive, eg our

questions and question marks asks for an answer, eg Are you busy? pronouns (he, she, they) a word that stands instead of a noun, eg I, me, he, she conjunctions joining word, eg and, so, but

past tense verbs (JG unit 15)

clauses subject and object (JG unit 35)

adjectives comparative a word that describes a noun: comparative, eg bigger adverbs modality a word that tells something about a verb, adjective or another verb modality, eg possibly adverbs degree a word that tells something about a verb, adjective or another verb degree, eg very apostrophes used to signify a contraction

evaluative language words used to give a text a particular perspective(eg judgemental, critical ,emotional), to evoke a particular audience response, and to express shades of feeling, meaning or opinion, eg: emotive language nominalisation forming nouns from verbs (eg reaction from react or departure from depart)

evaluative language words used to give a text a particular perspective(eg judgemental, critical ,emotional), to evoke a particular audience response, and to express shades of feeling, meaning or opinion, eg modality (possibility, probability, obligation, conditionality)

present tense verbs (JG unit 26)

adjectives (JG unit 23)

nominalisation adjectives (eg length from long, eagerness from eager)

future tense verbs (JG unit 18)

regular past tense (JG unit 17)

contractions (JG unit 19)

clause structure revision statement, command, question

nouns

irregular past tense (JG unit 18)

syllables (JG unit 6 and 12)

Shoal Bay Public School

Sequence of Grammar, Punctuation and Vocabulary

Term 3 Week Kindergarten
adjectives a word that describes a noun

Year 1
compound sentences and conjunctions two
or more clauses usually linked by a coordinating conjunction ,eg The bell rang and Kim went home

Year 2
creative language features onomatopoeia, eg the wind whooshed - repetition proofreading sentences and paragraphing (JG Unit 20)

Year 3
subject of sentence (JG unit 25)

Year 4
noun a naming word for a person, place or thing: terms of address, eg Mr Jones

Year 5
apostrophe - used to signify possession

Year 6
comma - used to separate clauses

adjectives a word that describes a noun

nouns (JG unit 20)

object of a sentence (JG unit 26)

word origins the source and history of words (etymology), eg telephone (Greek), pedestrian (Latin), bungalow (Indian) preposition placed in front of a noun group to show time (when), place (where), manner (how) or causality (why), eg in front of, throughout, underneath prepositional phrase
units of meaning within a clause that begin with a preposition; indicate how, when, where or why, eg She ran into the garden, He is available from nine oclock

conjunctions joining word, eg and, so, but

adjectives - describing (JG units 21 and 22) describing, eg size, colour, shape (big, red, round, beautiful, sunny)

verb to be past and subject verb agreement (JG Unit 21) selection of a verb
form which matches the number of its subject (noun or noun group), eg They were at home; The cat is sitting still; The people are on the boat

subject and object pronouns (JG unit 27)

reference links links that keep track of the people, animals or objects throughout a text; usually nouns or pronouns, eg Mabel played netball on Saturday. She fell over and hurt her arm

creative language features emphasis, irony, humour

conjunctions joining word, eg and, so, but

adjectives - numbering numbering, eg two

expanding a sentence and compound sentences (JG Unit 22) two or more
clauses usually linked by a coordinating conjunction ,eg The bell rang and Kim went home

Adverb a word that tells

something about a verb, adjective or another verb, eg manner, place or time. Adverbs may show: modality, eg possibly, degree, eg very comments or opinions, eg luckily

pronoun a word that stands instead of a noun, eg I, me, he, she pronoun a word that stands instead of a noun, eg I, me, he, she

word families colours words linked because they deal with the same topic compound words (JG unit 24)

conjunctions and indirect speech (JG Unit 23) eg, Kim said that she wanted to go home plurals s and ies (JG Unit 24)

connectives words with link

paragraphs and sentences, eg on the other hand, however, furthermore, therefore, because, although

cohesive links eg, pronouns, conjunctions, connectives connectives words which link
paragraphs and sentences, eg on the other hand, however, furthermore, therefore, because, although

idiom eg Pull yourself together

Voice indicates who or what is performing an action; modified by changing the beginning focus of a clause :active voice the doer comes before the verb, eg Mark (doer) finished (verb) the work (done to)

7 8 9

exclamations and exclamation marks for emphasis, eg I won! exclamations and exclamation marks for emphasis, eg I won! clause structure revision statement, command, question, exclamation

antonyms and synonyms (JG Unit 30) action verbs (JG Unit 26) thinking verbs a word that tells what is happening or what is: eg wonder, imagine

abstract nouns eg happiness, surprise proofreading stories (JG Unit 26) prefixes (JG Unit 27) attached to the beginning of a base word to change the meaning, eg unhappy

collective nouns (JG unit 33) verb tense (JG unit 36)

complex and compound sentence personification eg The water licked at my feet nonsense words spoonerisms, neologisms, puns

Voice indicates who or what is performing an action; modified by changing the beginning focus of a clause- passive voice the receiver of the action is placed before the verb, eg The work (receiver) was finished (action) by Mark (doer)

possessive pronouns (JG unit 28)

Shoal Bay Public School

Sequence of Grammar, Punctuation and Vocabulary

Term 4 Week 1 Kindergarten
adverbial phrases (where) contributes extra information about the main clause adverbial phrases (when) contributes extra information about the main clause adverbial phrases (how) contributes extra information about the main clause conjunctions joining word, eg and, so, but quotation marks used to signal quoted (direct) speech quotation marks used to signal quoted (direct) speech pronoun a word that stands instead of a noun, eg I, me, he, she adjective/noun clause structure revision statement, command, question, exclamation

Year 1
adverbs (JG units 27 and 28)

Year 2
apostrophes (JG unit 28) used to signify a contraction

Year 3
metaphor eg She is an angel

Year 4
homonyms words with the same sound and the same spelling, but a different meaning, eg bark (tree), bark (sound made by dog) homophones words with the same sound but different spelling and meaning, eg fair, fare cohesive links

Year 5
verb group a group of words built up around a verb :may include a preposition or adverb, eg The plane took off

Year 6
verb group a group of words built up around a verb: may include modal verbs, eg It might be finished tomorrow

base words eg happy

contractions (JG unit 29) apostrophe for missing letter or letters

simile eg She sings like an angel

alliteration eg slippery, slithering snakes

prepositions (JG unit 30)

nonsense words nonsense words, spoonerisms, neologisms, puns

noun a naming word for a person, place or thing: technical, eg nucleus

verb group a group of words built up around a verb: may be complex verbs, eg The plane started to move

articles and adjectives eg the sunny day, a long and bumpy road speech marks (JG unit 32) question mark (JG units 34 and 35) exclamation mark

finding the meaning (JG unit 31) suffix ing (JG unit 32)

homophones (JG unit 30) personification eg The water licked at my feet irregular plurals (JG unit 24) contractions (JG unit 2419)

simile eg She sings like an angel metaphor eg She is an angel idiom eg Pull yourself together direct speech eg, I am going to leave, she said indirect speech eg, She said that she was going to leave quotation marks used to signal dialogue, titles and quoted (direct) speech elaborated tenses multiple word tenses,eg We have been working for three hours

suffixes er and est (JG unit 33) verbs action and thinking

7 8 9

nouns revision nouns, verbs, adjectives, adverbs, pronouns (JG unit 36)

commas in speech (JG unit 35) parsing (JG unit 36)

proper nouns places (JG unit 10) proper adjectives (JG unit 11)