Scope and Sequence of Grammar and Punctuation
Year Level |
Content Descriptions
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Key Concepts |
Prep
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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)
Recognise that sentences are key units for expressing ideas (ACELA1435) Recognise that texts are made up of words and groups of words that make meaning (ACELA1434) Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652) |
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Year 1
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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)
Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is involved?’ and the circumstances (ACELA1451) Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states actions (verbs), qualities (adjectives) and details like when, where and how (adverbs) (ACELA1452) Recognise and know how to use morphemes in word families for example ‘play’ in ‘played’ and ‘playing’ (ACELA1455) Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661) |
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Year 2
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Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)
Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465) 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) Understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete and abstract, and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468) Recognise common prefixes and suffixes and how they change a word’s meaning (ACELA1472) Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672) |
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Year 3
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Examine how evaluative language can be varied to be more or less forceful (ACELA1477)
Understand how different types of texts vary in use of language choices, depending on their function and purpose, for example tense and types of sentences (ACELA1478) Understand that paragraphs are a key organisational feature of written texts (ACELA1479) Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters(ACELA1480) 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 that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (ACELA1482) Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484) Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683) |
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Year 4
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Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)
Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492) Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493) Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494) Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495) Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606) |
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Year 5
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Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506) Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507) 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, thing or idea (ACELA1508) Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611) 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) |
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Year 6
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Understand the uses of objective and subjective language and bias (ACELA1517)
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518) Understand the uses of commas to separate clauses (ACELA1521) Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522) Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523) Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525) Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615) Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800) Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711) |
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