Word Classes Do you know what each word

Word Classes Do you know what each word is? The surprised giant bellowed angrily at the boy and chased him down the beanstalk.

Nouns – naming words. Classifying nouns – common, proper Countable, thing, boy or non-countable – stuff, money, imagination Two chocolates are countable, some chocolate is non-countable Noun phrases (do not contain a verb!) A group of words which describe the noun e. g. a dilapidated cottage with a straw roof

Adjectives Tell us more about the noun The bendy path Other things we need to teach: Comparatives – bigger, biggest Formation using suffixes – e. g. _ful, _less Adjectival phrase A group of words to describe: The bendy, twisty, windy path. (although this would be bad writing as they all mean the same thing!)

Verbs We often say this is a doing word – but what about this sentence? Lucy did lots of jumps and skips around the hall. A verb has a tense and needs to agree with a subject. Common mistake They was (Instead of ‘they were’) There are many verb forms the children now need to know!

Clauses and Phrases Children need to know the difference between a clause and a phrase A clause has a verb in it. A phrase does not.

Verb forms The dragon breathes fire (present) The dragon breathed fire (past) The dragon is breathing fire. (present progressive) The dragon was breathing fire (past progressive) He has breathed fire (present perfect) He had breathed fire (Past perfect) ‘The subjunctive form!!! This is just a very formal way of writing If I were you It’s important that the lesson be funny I wish it were the weekend

Determiners These ‘specify’ the noun I would like those pens But What about ‘those’ in this sentence? : I would like those. (This is now a pronoun!) There are different types of determiners: Articles (a, an, the) , demonstratives (this, that, these, those), possessives (his, hers…), quantifiers (some…. )

Prepositions Most relate to space and time On, behind, with, by, from, tomorrow, later. Prepositional phrase (a group of words telling us where or when) At home … Over the hill …. Behind the hedge…. In the weedy overgrown garden …

Adverbs Many end in ly – quickly, quietly but not always, e. g. stand still Can you spot the adverb in this sentence Granny is always pleased to see her. Adverbial phrase (a group of words describing how, when, where or how often something happens) We were sleeping peacefully in our beds when the earthquake struck. At the start of the sentence this is a fronted adverbial! Before the sun came up, he sprang out of bed.

Understanding sentence construction ‘clause’ elements they Subject Cheered Verb ‘They cheered’ One clause sentence (Or a simple sentence)

The crowd were cheering their team Subject Verb Object Active sentence the subject is first! Passive sentence - the object is first: The team was being cheered by the crowd

Varying sentence construction The crowd cheered Subject verb their team excitedly object adverbial This afternoon the crowd cheered their team excitedly. Adverbial phrase (because it describes when they cheered!) Excitedly, the crowd cheered their team this afternoon. The subjunctive form of a verb is very formal e. g. If it were to be exciting, the crowd may cheer this afternoon. Still a (not very!) simple sentence as there is only 1 clause (or 1 subject and 1 verb!)

Co-ordinating conjunctions – Compound sentences These join 2 clauses of equal weighting together. I like green tea and I like latte but I don’t like expresso I would like a glass of red wine or a gin and tonic. Can be known as : FANBOYS The children need to be able to identify co-ordinating and subordinating conjunctions

Complex sentences Multi clause sentences with subordinating conjunctions Show the relationship between 2 clauses: When, because, if, after, before, since, while We had wet break because it was raining. There is a main clause and a subordinate (less important) clause) The children have to underline the maon or subordinate clause.

Apostrophes for contraction and possession Possession is tricky: Singular noun – add ‘s’ Jack’s Names that end in ‘s’s Thomas’s Exceptions – places or organisations St. Thomas’ hospital Exception – names not spoken with an extra s Connors’ final appearance Plural nouns that end in ‘s’ Girls’ school, horses’ stables, boys’ shoes Plurals that do not end in s – add ‘s’ children’s father

Parenthesis This is a word or phrase inserted for an explanation into a passage which is grammatically complete without it. The word or phrase can be shown by brackets, dashes or commas. Children need to be able to identify where they should go. Mr. Robinson, the school’s head teacher, had a lovely Christmas holiday.

Punctuating direct speech “I knitted it myself, ” said grandma. “I hope it fits!” Jack said, “Oh how nice, another Christmas jumper. ” “Oh how nice, ” thought mum, “although it is a little big!”

How does the position of the comma affect the meaning of sentences? Children need to be able to explain the difference: The children who got the ice cream were very happy The children, who got the ice cream, were very happy

They need to know and understand how to use semi colons, colons and dashes They will be asked in which sentences they are used correctly or to add them into the correct place within a sentence.