Different Kinds of Circumstances – Grammar

From ‘A New Grammar Companion For Teachers’

Beverly Derewianka

Time

When?

(Point in time)

I’ll see you at eight o’clock.

He’s got an appointment in the morning.

She sprained her ankle yesterday.

We’re going over there now.

How long?

(Duration in time)

I haven’t seen him for ages.

That film lasted forever.

During this period he was unemployed.

How many times?

(Frequency)

We play tennis every Saturday.

They regularly visit his mother.

On weekdays she catches the bus.

We often see him at the club.

Place

Where?

(Point in space)

I’ll see you there.

Place eggs in the bowl.

He snuggled under the warm blankets.

Where to/ from?

(Direction)

He was walking backwards.

They drove towards the village.

How far? (Distance) We walked for miles.
Manner

How?

(Quality)

Slowly, she made her way through the crowd.

The singers performed well.

By what means? (Means)

Beat the mixture with a fork.

They travelled by train.

What like?

(Comparison)

She laughed like a hyena.

Unlike her mother, she enjoyed reading.

How much?

(Degree)

To a large extent they only had themselves to blame.

She always pays too much.

She loved him deeply.

Accompaniment

Who/what with?

(In the company of)

She went to the dentist alone.

Together they fought for justice.

He left with Susan.

And who/what else?

(In addition)

There was blancmange as well as jelly.

Besides her best friend, no-one knew her secret.

The children cleaned up instead of their mother.

Matter

What about?

(Topic)

Regarding your question, can you put it in writing?

They talked all night about the situation.

Cause

Why?

(Reason)

Due to poor visibility, the flight will be cancelled.

As a result of her illness, she was unable to continue.

They invited her out of pity. 

Why? What for?

(Purpose)

He was making lasagne for dinner.

She went to the party in the hope of seeing him.

Who for? (Behalf)

I wanted to thank you on our behalf.

Mick laid the table for his mother.

Contingency

What if…?

(Condition)

In case of cancellation, tickets will be refunded.

In the event of a draw, there will be a penalty shootout.

Although…?

(Concession)

Beached whale dies, despite recue attempts.

They let him play in spite of their misgivings.

Role

What as?

(Guise)

As an expert in the field, she was often asked for her opinion.

In his role as president, he chaired the meeting.

Angle

According to whom?

(Source)

In the words of Martin Luther King Jr., a right delayed is a right denied.

According to you, I’m difficult.

In whose view?

(Viewpoint)

In my opinion, she could do much better.

From the customer’s perspective, it’s a legitimate gripe.

Analysing Narratives – Using the EALD Language and Literacy Levels – Staff Meeting 24th February 2016

Suggested order to explore texts:
 – foregrounding
 – noun groups
 – verbs
 – circumstances

NB: Decide on some benchmarks – to ensure consistency. Check with your year level colleagues that a Level 6 (for example) looks the same.

Refer to moderated evidence here (Narratives) and here (our Recounts from 2015).

Notes page to help with assigning a level:
EALD Notes for Assigning a level
EALD Notes

Oral Proforma from Moderated Evidence

2016 Oral Proforma from Mod Evidence p 1 Oral Proforma Mod Evid

Some Year Levels Teams might like to explore these areas in further depth:

Sentences
language-and-literacy-levels-module-1-2a-sentences

Circumstances
language-and-literacy-levels-module-1-2b-circumstances

Nominalisation
language-and-literacy-levels-module-1-2c-nominalisation

Where to next?
Maintain teaching focus on Sentence Structure and expand to also explicitly teach Text Cohesion.
There are some great suggestions here for explicit teaching:

Teaching Strategies:
teachingstrategies_1 (1)

Words Their Way – Resources

The online site for Words Their Way is up and running – much more effectively now! Check it out by going to the link on the right hand side of this blog, under the heading ‘Links’.

Once you have logged in using the Username and Password (emailed to you), go to the ‘Assessment’ tab. There you will be able to create your class and start to enter each student’s test results. (Don’t bother to mark the tests before entering, as you do this as you go along.)

The program will then analyse the results showing you exactly where each students strengths and needs are: whether that be digraphs, short vowel sounds, long vowel sounds, etc. It will also show you where each student lies on a spelling developmental continuum.

WTW Spell Dev Contin

If you look up ‘Words Their Way’ on Pinterest, or teacher blogs you will find plenty of resources to help.
WTW organisation

Here are some resources you might like to access:

A video showing Year 5 students at Plympton PS
http://englishatpps.edublogs.org/2013/04/09/words-their-way-in-room-2-2/

Words-Their-Way-weekly-program-2014
Words%20Their%20WaySelfAssessmtTool

Chinese New Year Resources

Google images of Chinese New Year
https://www.google.com.au/search?q=image+of+chinese+new+year&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwjn8ufBwNvKAhVhGKYKHQ70C0wQsAQIGw&biw=1873&bih=962

http://www.asiaeducation.edu.au/curriculum/details/chinese-new-year

How to make dumplings

Narrative Prompts – Some suggestions

Here are some narrative prompts to help you choose something that would be useful for your students. Could teachers please get together to decide which prompt they will use:
– Receptions – will orally retell a well known story
– Year 1/2 – a fluffy green frog used as a prompt
– Year 3-6 – Trouble prompt (see below)
– Year 7 – Through the doors

Please decide with your group the exact wording to be used by the teacher when introducing the prompt. Explicit teaching is not required at this stage of baseline data collection. Confirm the prompt and wording with Nicola, Julie or Daniela prior to undertaking the task with students.

 

A special Summer Day

Gr4-5_Summer_Day
Cow Story
Cow Story

Strange Events prompt
Narrative Promptstrange events
Past NAPLAN prompt:

The Box

Narrative prompt the box

Danger prompt

Trouble

Missing Parts
Missing Parts

Aliens

aliens

Touch down
Touch down
Fine details

Fine details

Reference:
https://www.qcaa.qld.edu.au/p-10/naplan/test-preparation/writing2/imaginative-writing