SPaG and extended writing

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By Gillian Ravenscroft

With time at a premium for the busy classroom teacher, finding opportunities for extended writing tasks while still meeting the SPaG requirements of the National Curriculum can be a challenge. The activities below aim to combine both these strands by identifying ways of integrating specific SPaG success criteria into an extended writing task and developing children’s understanding of the purpose of grammar through a process of focused peer- and self-assessment.

Children writing

The Statutory Requirements set out in the Writing – composition section of the programmes of study for both lower and upper Key Stage 2 include expectations that children evaluate and edit their own and others’ writing. They should be taught to assess effectiveness, suggest improvements and propose changes to vocabulary, grammar and punctuation to improve consistency or enhance effects. The use of adverbials is identified in the Detail of content to be introduced (statutory requirement) from the English Appendix 2: Vocabulary, grammar and punctuation:

Year 3:
  • Expressing time, place and cause using … adverbs [for example, then, next, soon, therefore],
Year 4:
  • Fronted adverbials [for example, Later that day, I heard the bad news.]
  • Use of commas after fronted adverbials
Year 5:
  • Linking ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for example, secondly] or tense choices [for example, he had seen her before]
Year 6:
  • Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence]
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