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Words and phrases

This section deals with morphemes and word classes, which you may know as 'parts of speech'. Now, the focus is on the structural features that signal the way in which groups of words behave rather than on a definition based on meaning such as 'naming words' or 'doing words'.

The National Strategies Last update: 2011

Using grammar: What aspects could be taught – Section A

Find details about some aspects of grammar, relating to word classes and sentence types, that you might wish to teach. This focuses on Framework for English substrand 9.2: 'Using grammar accurately and appropriately', and is part of Teaching for progression: Writing.

http://www.directoryofchoice.co.uk/ Last update: 2011

Defining good language-input

Early Language Consultants (ELCs) can read about the benefits of this kind of input and its four defining principles: sensitive responses, observation and comment, using their language, and taking time to respond. This is part of Every Child a Talker (ECaT).

http://www.directoryofchoice.co.uk/ Last update: 2011

Writing assessment focuses

Use these descriptions of the key elements of performance in writing to help you understand how pupils can meet the assessment focuses (AFs) in this attainment target. This is part of About assessment focuses in Assessing Pupils Progress (APP).

http://www.directoryofchoice.co.uk/ Last update: 2011

Vocabulary knowledge

Examines the type of vocabulary knowledge required for reading comprehension and discusses the problem of closing the gap between the vocabulary rich and poor and which particular vocabulary sets should be taught.

The National Strategies Last update: 2011