New! Guided Grammar Lessons for Yr 2
Hello!
This new course was part of a research project and grammar and writing, funded by the Nuffield Foundation. We are now making it available to everyone.
It consists of 10 lessons that are designed to cover the grammar requirements for Key Stage 1, Year 2 of the National Curriculum for England.
- Before you start teaching the lessons, please make sure that you have carefully read the 'Manualisation Handbook'. A PDF version of this Manual is attached on this page.
- There is a description of each lesson in the Manual. Please make sure that you have read this description before delivering the lesson.
- The Manual also includes important information and instructions on how to use this website.
- Finally, here's the link to the National Curriculum specifications for Grammar, Punctuation and Spelling for Year 2 at Key Stage 1.
We hope you enjoy teaching these lessons. Let us know your thoughts!
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01: Nouns
This is Lesson #1 of a unit of 10.
Teacher Slide
Objective: grammar
To understand that nouns are words that represent people, places and things, to understand how they are formed, and to understand what some of their grammatical characteristics are.
Please read the lesson plan in the Manual before delivering this lesson.
Objective: writing
To explore what role nouns play in writing, and to apply this to the pupils’ own writing.
Terminology for pupils:
noun, singular, plural, possessive, suffix
What kinds of things do these words represent?
All of these words represent nouns.
Nouns represent people, places and things.
- A rabbit is a noun because it represents a ...?
- London is a noun because it represents a ...?
- Harry is a noun because it represents a ...?
- What other nouns can you think of?
- How do we know when a word is a noun?
- Why is happy not a noun?
What are nouns?
- Nouns can name one thing, person, animal, etc. or more than one thing.
When a noun names one thing we call it a singular noun (e.g. table). When it names more than one thing we call it a plural noun (e.g. tables). To make a noun into a plural, we normally add an –s on the end. Can you think of another example? Can you think of some exceptions?
- Nouns can come after a word such as the, a, an, some, and your.
These words identify the noun that comes after them. For example, the weekend; a dream; your pencil case; some fruit. Can you think of another example?
- Nouns can show belonging.
These are called possessive nouns. For example, the noun Billy can be changed to Billy’s as in Billy’s coat. Possessive nouns usually take an –’s ending. Can you think of another example?
Quick check: what are the three things we have learnt about nouns?
Which words do you think are nouns, and why? You can move the boxes around on the screen.
Now let's think about nouns in writing.
Can you identify the nouns in these extracts?
- Taller than a house, the Iron Man stood on the cliff, on the very edge, in the darkness.
- Taller than a house, the Iron Man stood on the cliff, on the very edge, in the darkness.
- Passengers travel down to the platforms on escalators. They travel around the city speedily in trains, through tunnels that are deep under the ground
- Passengers travel down to the platforms on escalators. They travel around the city speedily in trains, through tunnels that are deep under the ground.
- It was Monday, it was pouring with rain, and it was the first day back at school after the holidays. That’s why the class were in a bad temper.
- It was Monday, it was pouring with rain, and it was the first day back at school after the holidays. That’s why the class were in a bad temper.
- Which word tells us what day it was?
- What was the weather like, and how do you know?
- How were the pupils feeling, and how do you know?
- Do the nouns tell us about people, places or things?
In writing we can always make choices. How could the writing have been different?
- It was Monday, it was pouring with rain, and it was the first day back at school after the holidays. That’s why the class were in a bad temper.
- How can some of these nouns be changed by giving extra information? For example: It was pouring with cold rain. Can you change some of the nouns?
- Why would a writer want to add extra information to nouns?
Choosing one example of the nouns you changed, which do you prefer? Why do you prefer it?
Now write a short text of your own. This should be the opening to a story, about the first day back at school after the summer holidays. You should:
- Use nouns in order to fill the story with people, places and things.
- Circle the nouns in your writing.
- Share your writing with a partner, and discuss the nouns used in each other’s writing, and what they do in the story.
What three things have you learnt about nouns today?
02: Adjectives and expanded noun phrases
This is Lesson #2 of a unit of 10.
Teacher Slide
Objective: grammar
To understand the grammatical characteristics of adjectives and expanded noun phrases.
Objective: writing
To explore the roles that adjectives and expanded noun phrases play in writing, and to apply this to the pupils' own writing.
Terminology for pupils:
adjective, noun phrase, expanded noun phrase
I am going to choose and then describe one of these dogs. You have to listen carefully, and then tell me which one you think I am describing.
- Which words did I use to describe the dog?
Adjectives are words that we can use to describe nouns.
- Who can remember what nouns are?
Adjectives give us more information about nouns.
- How does the adjective change the way that the dog is described?
Adjectives describe nouns and give more information about them.
For example, the tired teacher, the big tree. Adjectives can occur in two places:
- They can come before a noun (for example, the happy rabbit, the cheerful fox), or
- They can come after a verb like is, am, are, were (for example, the teacher is happy).
Which words do you think are adjectives, and why? You can move the boxes around on the screen.
 The gorilla. |
How can we change the noun gorilla by adding one or more adjectives? Think about how the different adjectives you can use might change the way that the gorilla is described. |
When we use adjectives with nouns in this way, we create an expanded noun phrase.
- gorilla = a noun
- hairy = an adjective
- The hairy gorilla = an expanded noun phrase
Can you put your expanded noun phrase into a sentence?
For example:
- The hairy gorilla roared as she moved through the jungle.
Now let’s read the opening to a story, from Jamela’s Dress by Niki Daly.
Questions for discussion:
- Can you identify the adjectives?
- What words do the adjectives describe?
- What do they tell us about the nouns?
- Can you find any expanded noun phrases?
In stories, adjectives are really important because they give readers extra information, for example in descriptions of people, places and things in stories.
Now choose one of these characters, and create a short piece of writing about them. Your aim is to give your reader a good idea of who your character is, and what they are like. Try to use adjectives to provide information and description.
Now share your writing with a partner, and discuss how adjectives and nouns are working together to give readers information and descriptions.
What three things have you learnt about adjectives today?
03: Verbs
This is Lesson #3 of a unit of 10.
Teacher Slide
Objective: grammar
To understand what verbs are, how they are formed, and their grammatical characteristics.
Objective: writing
To explore what role verbs play in writing, and to apply this to the pupils' own writing.
Terminology for pupils:
verb, tense, present tense, past tense
What actions can you see here?
We can talk about all of these actions by using verbs. For example, to describe what is happening in the picture you can use the verbs jump and eat. Can we use any other verbs here?
We can use different verbs to mean the same thing. For example:
- We could choose to say walk, stroll or plod. What’s the difference between these verbs?
- We could choose to say eat, gobble or munch. What's the difference between these verbs?
Can you think of verbs that could replace:
- sleep?
- think?
- drink?
Discuss these questions with a partner:
- What other verbs can you think of?
- Is cat a verb? How do you know?
- How do we know when a word is a verb?
Verbs:
- Tell us about actions (He washed his hair.), thoughts (She wondered about it.) and states (She likes football.).
- Tell us when something takes place:
We can talk about things happening right now (She walks to school every day.)
We can talk about things that happened in the past (She walked to school.).
Identify the verb in each of the following examples by clicking on them.
Answers
Now let's see how verbs can change the meaning of sentences. Take a look at this sentence: The girl made a snowman.
We could change it to:
- The girl created a snowman.
- The girl drew a snowman.
- The girl imagined a snowman.
How do these sentences differ in meaning? What does the verb tell us about the girl? What is she doing?
Change the verb in the following sentences, and discuss with a partner how your new verbs have changed the meaning of the sentences:
- The boy walked to school.
- I like the summer holidays.
- Everyone in the class ate an apple.
Looking at the picture below, write a short story which uses verbs.
The teacher asks the pupils to think of three things they have learnt about verbs. Pupils think to themselves, share with each other and then the class.
04: Adverbs
This is Lesson #4 of a unit of 10.
Teacher Slide
Objective: grammar
To understand what adverbs are, how they are formed and their grammatical characteristics.
Objective: writing
To explore what role adverbs play in writing, and to apply this to the pupils’ own writing.
Terminology for pupils:
adverbs, verbs
- Do you remember what verbs are, and what we use them for?
- Which verbs can you use to describe what is happening in the picture? One has been done for you.
We can add extra information about the verbs and adjectives in sentences. Here are some examples:
- She is talking quickly.
- We were singing loudly.
- He writes slowly.
- The bus was driving fast.
- He is very nice.
When we want to describe verbs and adjectives, we can use words called adverbs. These:
- Tell us when, where, how or why things happened (The bus is leaving now).
- Give us more information about verbs (The head teacher snored loudly).
- Tell us more information about adjectives (We were all really hungry).
- Can usually be moved around (Loudly, the head teacher snored).
- Can be left out.
- Often, but not always, end in -ly.
Now let's think about how adverbs can be moved around. In this exercise first create a sentence using these words. The boxes can be ‘clicked together’, and they can be ‘uncoupled’ by double clicking on them. Then try to move the adverbs around. Does the meaning of the sentence change? How?
Let's read this section from a story.
Entering the cave carefully, Jack saw the dragon sitting fiercely beside its treasure. He had never seen a dragon before. Steam came loudly from its nostrils, animal bones lay thickly on the floor and the whole cave smelled strongly of... something unpleasant. Jack looked at the scene fearfully. He felt very, very afraid, and almost turned to run.
- Which adverbs can you identify?
- Is each adverb being used to describe an adjective or a verb?
- What kind of meaning does each adverb add to the story?
Please write a short story about one or more of the characters you can see in the picture, which we used already in the lesson on verbs.
In your writing, try to think about:
- What you want to tell your reader.
- How you will use words like verbs, adjectives and adverbs to describe to your reader what is happening.
Who wants to share their writing? Can you tell us which kinds of word you used to create your story?
Final activity
Which words do you think are adjectives, adverbs or verbs?
05: Present tense
This is Lesson #5 of a unit of 10.
Teacher Slide
Objective: grammar
To understand, identify and apply the present tense, including the present progressive form of the verb.
Objective: writing
To explore when the present tense is used in writing and apply this to the pupils’ own writing.
Terminology for pupils:
tense, present tense, past tense, simple present tense
Can you remember what verbs are? Can you give some examples?
Here are some sentences. Look at the verb. Does it tell us that it is happening now, or in the past? Move the sentences into the right box. What do you notice about the ending of the verbs in each sentence, depending on which group we place it into?
Verbs can tell us about when things happened. This is known as tense.
- Tense is shown by changing the ending of the verb.
- Things that are happening now use the present tense (For example, He walks to the shops every day.).
- Things that have already happened use the past tense (For example, He walked to the shops last night.).
Today we will look at the present tense. We use the present tense when we are:
- Talking about the present (e.g. She lives in Sheffield).
What do you notice about the ending of the verb?
We can also talk about things that are happening right now, and that will go on happening for a while. Then we have a verb in the present tense followed by a verb that has the ending -ing.
- She is living in London.
- My bus is leaving now!
- They are cutting the cake!
Can you use a verb in the present tense and an -ing verb to describe what is happening in each of these images? Here is an example: He is pointing with his stick.
Can you try and add adverbs to your sentences, to describe what the verb is doing in more detail?
Now let's think about verbs in writing. First, let's look at these two bits of writing.
- She raced through the jungle, and looked around her in every direction. Then she ran towards the distant opening in the trees.
- She races through the jungle, and looks around her in every direction. Then she runs towards the distant opening in the trees.
- Which version do you prefer? Why?
- Which version is written in the past tense? And which one in the present tense? How do you know?
- Why do you think a writer would choose to write in the past tense or in the present tense?
Writers sometimes use the present tense because it makes things feel as if they are happening right now. It can make the reader feel like they are part of the story. For example:
- Emily's day begins at 7am, when she wakes up. She yawns, rubs her eyes and walks downstairs for breakfast. In the kitchen, she finds Dad, who always makes toast and sings as he makes tea ...
Now have a go at writing your own description of your morning routine, using present tense verbs and -ing verbs to show your reader what is happening. Try to include adverbs to add extra detail to your verb choices.
In each of the following examples, indicate whether the highlighted verb is in present or past tense:
Answers
06: Past tense
This is Lesson #6 of a unit of 10.
Teacher Slide
Objective: grammar
To understand, identify and apply the past tense, including the past progressive form of the verb.
Objective: writing
To explore when the past tense is used in writing and apply this to the pupils’ own writing.
Terminology for pupils:
tense, past tense
In the previous lesson we talked about 'tense'. Does anyone remember what tense is?
Below are some sentences written in the present tense. What would happen to them if we wanted to write them in the past tense?
- The children love painting pictures.
- She sings in the school choir.
- We go home at 3:15.
Today we will be looking at verbs in the past tense.
- A verb in the past tense usually has the letters -ed at the end, but not always. (For example, I loved the food that you made; We wrote a story.)
- The past tense is used when we want to talk or write about things that happened in the past (For example, I walked to the shops yesterday.).
Sometimes, the spelling of the verb changes completely when we put it into the past tense.
- bring > Last week I brought some treats to school.
- eat > Yesterday I ate my sandwich.
- sleep > I slept for eight hours last night.
What do you notice about the sentences shown below?
- He was playing games all day long.
- We were walking through the rain for hours.
Here we have two verbs!
The first verb in each sentence (was and were) is in the past tense, and it is followed by another verb that has -ing on the end. This allows us to talk or write about things that happened for a while in the past.
Can you think of some other examples, describing what you did last weekend?
Answers
Can you create a sentence using a verb in the past tense for each of these pictures? For example,
- He ate the cake.
Can you then write a sentence using a verb in the past tense followed by a verb which has -ing on the end, for each of these pictures? For example,
- He was eating the cake.
Take a look at this sentence, from the last lesson:
- She raced through the jungle.
- What do you think is the difference between She raced through the jungle and She was racing through the jungle?
- Which version do you prefer, and why?
Now let's think about writing.
Can you write a story which uses verbs in the past tense?
What three things have you learnt about the past tense of verbs?
07: Sentence patterns
This is Lesson #7 of a unit of 10.
Teacher Slide
Objective: grammar
To understand the grammatical characteristics of the sentence patterns statement, question, command, and exclamation in English, and how they are used.
Objective: writing
To explore what role sentence patterns play in writing, and to apply this to the pupils’ own writing.
Terminology for pupils:
statement, question, command, exclamation
Let's look at two sentences:
- It's Saturday tomorrow.
- What did you eat for lunch?
What's the difference between these two sentences? When would you use these sentences?
- Sentence 1 is an example of a statement.
- Sentence 2 is an example of a question.
In English we have four different types of sentence patterns:
- statements
- questions
- commands
- exclamations
Statements
- Statements are used to tell other people about something. For example, I feel great today; This book is expensive.
- The 'do-er' (agent) of the action comes before the verb.
Look around the classroom. Make as many statements as you can about what you see.
Questions
- Questions are used to ask people for information. For example, What time is it?
- They begin with a word like who, what, why, when, do, will, etc.
- They end with a question mark.
Can you think of examples where we use statements and questions in the classroom?
In this exercise say whether each sentence is a statement or question (punctuation has deliberately been left out):
Answers
Commands
- We use commands to tell people to do things (or not to do things). For example: Shut the door; Pass me the tomato ketchup; Don't lick your fingers.
- The 'do-er' is usually left out.
- They begin with a verb.
Exclamations
- Exclamations are used to show emotions such as surprise, anger or admiration. For example: What a mess you've made! and How hot it is!
- They begin with what a or how.
- They end with an exclamation mark.
In this exercise say whether each sentence is a command or exclamation (punctuation has deliberately been left out):
Answers
Now let's think about sentence patterns in writing. Imagine that we could travel to the middle of the Earth, and that your friend Kadidja tried to persuade to come with her on the trip. She says this to you:
- Have you ever wondered what is in the middle of the Earth? Is there a nest of fire-breathing dragons? Is there a pot of shining gold? Is there an enormous lake filled with gigantic fish? What a mystery it is!
- Well, now we can find out. A brand new invention means that we can travel miles down into the Earth, exploring things that have never been seen before. The journey takes three weeks, and it will be dark and dangerous. Come with me if you want to find out what lies there!
Now look at these questions:
- Would you go with Kadidja to the middle of the Earth? Why? Or why not?
- Can you spot the different sentence patterns (statement, question, command, exclamation)?
- What is each sentence pattern used to do? For example: It makes a statement, asks a question, etc.
Now create your own piece of writing. Try to use at least one statement, question, command and exclamation. You can choose from the following topics, or use your own topic:
- travel to the moon
- read more books
- go on more adventures
Can you think of three things you have learnt about sentence patterns?
08: Linking (1)
This is Lesson #8 of a unit of 10.
Teacher Slide
Objective: grammar
To understand how we can link words, phrases, and clauses using coordination.
Objective: writing
To encourage pupils to join words, phrases and sentences in their writing using for, and, nor, but, or, yet and so.
Terminology for pupils:
There is no new terminology for this lesson, although pupils will be required to draw on existing knowledge from previous lessons.
Look at these three sentences:
- We went to the cinema and the zoo.
- Do you prefer reading or writing?
- I like tomatoes but not potatoes.
Why do we use words like and, or and but?
The words and, or, but are used to link words, phrases or whole sentences together. Let's look at each of them.
Can you think of a reason why we would use the word and?
Here are some examples with and:
They visited London and Manchester. (linking words)- They went to the park and the cinema. (linking phrases)
- They went to the park and they played on the slide. (linking sentences)
Can you think of a reason why we would use the word or?
We use the word or when we make a choice. It can also be used to link words, phrases or sentences.
- Do you want fruit or cake? (linking words)
- Does she like the yellow bananas or the green bananas? (linking phrases)
- We leave today or we leave on Friday. (linking sentences)
Can you think of some more sentences which use and or or?
Can you think of a reason why we would use the word but?
We use this word when we want to point out things that are different. It can also be used to link words, phrases or sentences.
- It's not bread but cheese. (linking words)
- I didn't want the red apple but the green apple. (linking phrases)
- We were not tired but we really wanted to go. (linking sentences)
Can you create a sentence using but for each one of these images?
For example:
- Jimmy wanted to go swimming but he had hurt his leg.
Activity
Answers
Now let's think about and, or and but in writing. These words can:
- Link ideas and create pace: She rushed out of the room, looked around and breathed a sigh of relief.
- Create a contrast: Some animals sleep at night, but others use the darkness for hunting.
Here are some beginnings of sentences. Can you use or, and or but to link ideas or to create a contrast?
For example: They went out to look for the monster but didn't dare to go very far.
- We saw a big tree in the park ...
- She opened the curtains ...
- Inside the room, it was dark ...
- Worms wriggled in the mud ...
Let's look at a piece of writing.
- Earthworms are small and wriggly creatures that live in the mud, but they are also fascinating and important creatures. They tunnel through the mud, eating grass or leaves as they go, and making sure that plants get enough air to live.
Find each linking word and say how it is used to link bits of language.
Choose your favourite insect or animal and write a short paragraph about it, using the linking words and or or to join words, phrases and clauses, or but to create a contrast.
Share your writing with a partner. What do you think of the way that they have used linking words?
09: Linking (2)
This is Lesson #9 of a unit of 10.
Teacher Slide
Objective: grammar
To understand how we can link clauses using subordination.
Objective: writing
To encourage pupils to join clauses in their writing using when, because, after, before, since, etc.
Terminology for pupils:
There is no new terminology for this lesson, although pupils will be required to draw on existing knowledge from previous lessons.
Let's look at some sentences.
- We stayed inside because it was raining.
- Before we left, we checked our bags.
- When we go out, we’ll get some snacks.
- We’ll go to the park if it is nice weather.
Why do we use words like because, before, when and if?
Can you swap each highlighted word with another word, so that the meaning is changed?
For example, We stayed inside when it was raining.
What do you remember about the linking words and, or and but from the previous lesson?
This lesson also looks at linking words, but a different type. We will look at linking words that give readers extra information about why something happened (using because), or when it happened (using while, when, after, before, etc.), or when there is a condition (using if).
For example, the linking word because is used to give a reason for something:
- We are happy because it is Friday afternoon.
Activity
Answers
Linking words such as after, while, because, so and if all introduce information which is:
- optional: if we remove it, then the sentence will still make sense. For example, you can say I’m leaving because it is late, but also leave out the reason: I'm leaving.
- moveable: it can be moved around in the sentence. For example, you can say I’m leaving because it is late, but also Because it is late, I’m leaving.
Let's check this with our earlier sentences. Here they are again with a different word order:
- Because it was raining, we stayed inside.
- We checked our bags, before we left.
- We’ll get some snacks, when we go out.
- If it is nice weather, we’ll go to the park.
Linking words are important in writing because they mean that we can join ideas, and give our readers extra information. Let's look at an example:
- They climbed the mountain after they had lunch.
- Which is the linking word?
- What information does the linking word introduce?
- Could the linking word (together with what comes after it) be removed? What is the effect when you do this?
- Could the linking word (together with what comes after it) be moved? What is the effect when you do this?
We use linking words and the parts of the sentence they introduce to give extra information, and tell our readers about the reason something happened or when something happened.
Here are some incomplete sentences. Each is introduced by a linking word.
Your job is to make a complete sentence. One example has been done for you.
- While we were eating ...
... the doorbell rang
Now can you try to finish these sentences?
- If you ever look inside that room ...
- While she looked into the mirror ...
- After the noise had stopped ...
- Before you open that door ...
- When the sun goes down ...
10: Consolidation
This is Lesson #10 of a unit of 10.
Teacher Slide
Objective: grammar
To consolidate and revisit existing grammatical knowledge.
Objective: writing
To explore the way in which pupils can construct meaning in texts through grammar.
Terminology for pupils:
noun, noun phrase, adverb, verb, tense, adjective, statement, question, exclamation, command
Select the type of word being referred to by the feature.
Answers
Grammar is an important part of writing.
- Writers can change the way sentences look, just like you can change the shape of a piece of putty.
- Writers make choices. For example, they can use an adjective to describe a noun, or they can leave it out. But every choice has an effect on the meaning of the sentence.
- You too are a writer, and you too can change the words in sentences!
Here is the opening to The BFG by Roald Dahl.
- What happens in this story opening?
- How does it make you feel as a reader?
Sophie couldn’t sleep. A brilliant moonbeam was shining through a gap in the curtains. It was shining right onto her pillow.
The other children in the dormitory had been asleep for hours. Sophie closed her eyes and lay quite still. She tried very hard to doze off.
It was no good. The moonbeam was like a silver blade slicing through the room onto her face. The house was absolutely silent. No voices came up from downstairs. There were no footsteps on the floor above either.
The window behind the curtain was wide open, but nobody was walking on the pavement outside. No cars went by on the street. Not the tiniest sound could be heard anywhere. Sophie had never known such a silence.
Perhaps, she told herself, this was what they called the witching hour.
- Which adjectives and adverbs are used to describe the room and the night? What does this make you think about what is happening?
- What kind of character do you think Sophie is, and which words tell you this?
- Which nouns are used to talk about things in the story?
- Two tenses are used in the story. Which ones? Which one is used the most? Why do you think the writer chose this?
Your task is to now continue the story. Try to write in the same way as the author, thinking carefully about your choices in language. Here are some suggestions:
- Use nouns related to things in the room and the night time.
- Use adjectives to describe the sounds in the night.
- Use adverbs to describe how things are done.
- Try to use some linking words such as and, or, because, when, while, etc., but not too many!
Once you have finished, share your writing with a partner and talk to them about some of the choices you made.
Here is how the author Roald Dahl continued the story:
The witching hour, somebody had once whispered to her, was a special moment in the middle of the night when every child and grown-up was in a deep deep sleep, and all the dark things came out from hiding and had to the world themselves.
What are some of the similarities and differences between this piece of writing and the choices you made in your own piece?