Australian Curriculum ID

ACELA 1449: 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.
ACELA 1452: Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) .
ACELA 1465: Recognise that capital letters signal proper nouns and commas are used to separate items in lists.
ACELA 1467: 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.
ACELA 1480: Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters.
ACELA 1481: Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement.
ACELA 1482: Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense .
ACELA 1491: Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives .
ACELA 1492: Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech.
ACELA 1493: Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases.
ACELA 1506: Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns.
ACELA 1507: Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause.
ACELA 1508: 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, place, thing or idea .
ACELA 1521: Understand the uses of commas to separate clauses.
ACELA 1523: derstand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases.
ACELA 1524: entify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts.
ACELA 1532: Understand the use of punctuation to support meaning in complex sentences with prepositional phrases and embedded clauses.
ACELA 1536: Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns.
ACELA 1539: Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them.
ACELA 1544: 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.
ACELA 1465: Recognise that capital letters signal proper nouns and commas are used to separate items in lists.
ACELA 1468: Understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives.
ACELA 1480: Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters.
ACELA 1482: Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense.
ACELA 1484: Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs.
ACELA 1491: Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives.
ACELA 1521: Understand the uses of commas to separate clauses.
ACELA 1780: Recognise homophones and know how to use context to identify correct spellingACELY1692: Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts

K–6/ 7–10 Outcomes

WS3.10: Uses knowledge of sentence structure, grammar and punctuation to edit own writing

Item Descriptor

Identifies an adverb in a sentence

Statements of Learning for English

p.9

Stages


STAGE 3-5

Skill Focus: Identifying and using adverbs

Adverbs are words that modify verbs, adjectives and other adverbs.

  • a verb eg She walked slowly. (How did she walk?)
  • an adjective eg He drove a very fast car. (How fast was his car?)
  • another adverb eg It moved quite slowly down the mountainside. (How slowly did it move?)

Adverbs often tell when, where, why, or under what conditions something happens or happened. Adverbs usually end in -ly; however, many words and phrases not ending in -ly serve an adverbial function and an -ly ending is not a guarantee that a word is an adverb.

Comparative and superlative forms of adverbs

Most adverbs form the comparative using more and the superlative using most:

Some adverbs are irregular in the formation of comparatives and superlatives:

Adverbs were tested in 2012 NAPLAN Language Conventions Year 3

The question is asking which word is an adverb.

The answer has been highlighted. The word safely tells us how the action (getting into the pool) was done.

Adverbs were tested in 2012 NAPLAN Language Conventions Year 5

The answer has been highlighted. The word lazily tells us how the action (shuffling along the rocky bush path) was done.

Adverbs were tested in 2012 NAPLAN Language Conventions Year 7 Q54 and Year 9 Q44

The answer has been highlighted.

Only the second sentence has the correct form of the adverb. The correct form of the adverbs in the other three sentences:

  • Jan arrived late to the chess club.
  • Ben pulled at the string slowly so it did not break.
  • Cass grabbed her bag and ran to the shops as quickly as she could.

Online resources

BBC Skillswise: www.bbc.co.uk/skillswise/topic/adverbs

English zone: www.english-zone.com/grammar/pos-adv

Writing Centre: www.writingcentre.uottawa.ca/hypergrammar/adverbs

Adverbs: grammar.ccc.commnet.edu/grammar/adverbs

Adverbs quiz: www.ucl.ac.uk/internet-grammar/adverbs/adverbs

Primary resources: www.primaryresources.co.uk/english/PC_adverb4