Our Key Findings
- Teaching grammar in the context of pupils’ other learning makes it meaningful – they are developing the tools they need to achieve particular ends. Teach grammar as it crops up in texts (even if you have to choose the text to make sure this happens), discuss the way writers’ effects are created in the text you are reading, teach the structures relevant to the type of writing you are working on.
- Make sure children have the opportunity to implement their new learning, and to receive praise for it as soon as possible.
- Use contrast and comparison to highlight the language choices writers and speakers have made – ‘How would it be different if the writer had said……?’
- Use the Imitate, Innovate, Invent sequence where children use the original text as a model and gradually take ownership of it.
- Always make sure children have plenty to say before asking them to write – use drama, media, event experiences, and other stimuli and explore them thoroughly through talk.
Above all, remember the Grammar Mantra:
- What options were available?
- Why was this one chosen?
- What impact does it have on the audience