powerpoint presentations for year 3 of the grammar and punctuation scheme of work
if you are teaching year 4 and are using hamilton catch-up materials, the red text in your responses document refers to the presentations on this page.
extend sentences with more than one clause using conjunctions
co-ordination: using ‘and’, ‘or’ and ‘but’ (compound sentences)
subordination: using a wider range of conjunctions to add subordinate clauses (complex sentences).
extend children’s use of longer sentences in their writing, so they frequently use sentences with at least one subordinate clause.
use joining words (conjunctions) such as: and, or, but, if, when, where, because, so, although, etc.
terminology: conjunction, clause
add information about time, cause and place using conjunctions, prepositions and adverbs
encourage children to use conjunctions to add subordinate clauses, prepositions to add phrases and adverbs. all of these can tell us when, where or how something happened.
we were on our way to lunch, when the ufo landed. (conjunction - time)
silently, we crept along the hedge to see better. (adverb - how, preposition - where.)
use and recognise nouns, adjectives and qualifying adverbs
when writing descriptions, use a wider variety of language.
explain what a noun is, and how an adjective or adjectival phrase can modify the noun.
mrs coles’ house was noisy, loud and messy.
the messy and rather overcrowded room was bubbling with noise.
terminology: noun, adjective, adverb
use powerful verbs; understand tense in verbs, use continuous and perfect forms
explain the concept of a verb and encourage children to use powerful verbs in their writing
not: i went out of the room but i stormed out of the room or i plodded out of the room or
i crept out of the room...
recognise that verbs have tense, and relate the tense to the type of writing. e.g. narrative is usually past tense, description can be present tense.
she ran along the road and saw the robber vanishing down a trapdoor.
my friend has red hair, blue eyes and is always telling jokes.
terminology: verb, tense, continuous, progressive, perfect form
use dialogue in narrative or drama
start by relating speech bubbles to speech marks. make sure what is inside the speech bubble (marks) is what we or the characters say.
“i’m hungry!” yelled the big, bad wolf. “give me some food!”
terminology: inverted commas or speech marks, direct speech
use commas to separate items in a list and to indicate a pause
revise using commas to separate items in a list and introduce the idea of a ‘short pause’ which does not merit a new sentence but does require a comma. show children how we can use commas before or after phrases or clauses.
for lunch the monster ate sticky toads, wilted cabbage and mud mash.
after the window slammed, the children stared in silence.
use pronouns for clarity and cohesion and to avoid repetition
understand the different types of pronoun and how they can be used instead of nouns to avoid repetition.
the owl is merlin's. the owl is his.
while sam watched the tv programme, he finished making his spaceship.
organise writing into paragraphs
understand how paragraphs are used in both fiction and non-fiction texts. teach children how to start a new line and indent their writing to show the start of a different aspect of a topic or a change in the focus of their story.
revise correct sentence punctuation
review the use of capital letters and end of sentence punctuation. look at the use of commas to demarcate a 'short pause' in a sentence.
as he was very hungry, his auntie had cooked a big tea.
terminology: sentence, capital letter, full stop, question mark, exclamation mark, comma
begin to understand the point of view in writing
introduce the idea that writing can be written from different points of view and we call these the first, second and third person.
i sat down quickly at the table. he was astonished at the amount of cheese. the mice lived in a tall house.
terminology: first, second, third person, verb
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