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This strategy offers learning about punctuation marks and how they are used in writing. In this activity the children will choose a book to read and while they are reading they have to identify the full stops, question marks and exclamation marks in the book and tally them up on a board to see how many there are altogether. This activity is a great way for the children to visualise how punctuation marks should be used in writing. They also see how professional writers use them in their books and are modelled to do so. To extend this the children could then write their own sentences using full stops, question marks and exclamation marks to reinforce their learning. Seely Flint et al., discusses that a language process such as this "are ways in which children come to learn ideas and concepts as well as how to do things in the world" (Seely Flint,  Kitson, Lowe, Shaw, 2014). This relates to Hallidays model concept of "learning about language" in which he discusses that "language is governed by a set of rules, also known as grammar" (Seely Flint et al., 2014). Learning about grammar and punctuation through using this activity will enable learning to be "systematic and functional" and increases the students abilities to be effective writers.

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This strategy is a helpful way to engage children with learning about prepositions. Prepositions are words to describe "where" something is and the positioning of it, these are words such as 'on, near, beneath'. Prepositions relate to the component of 'learning about language' from Hallidays model which encourages writers to "take more risks with language and to use language more effectively in a variety of settings" (Seely Flint et al., 2014) In this activity the children can use the monster picture and read where the monster should be placed. For example, "under the bed", the children would need to place it under the bed. Next the children could write a story about the monster, ensuring that they use prepositions to describe where it will be positioned. This is a great way to give children a visual of how to use these words in their writing and improve their grammar skills. It helps them to visualise how important it is to use prepositions. This gives the children the ability to use their new knowledge in a practical way in their writing. In doing so, it gives the children an opportunity to be "motivated and engaged in the process of writing" (Topfer, 2014).

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This strategy offers learning about phonics and the amount of sounds in certain words. In this activity the children will have two containers; one with number 2 and one with the number 3 on it. The children will also have some flash cards that have a picture and a word on that card. The children have to find out how many sounds are in that word, if it is a digraph or a trigraph, and then put it in the appropriate bucket. This activity relates to the Australian Curriculum content structure of Literacy as it states that children will "develop knowledge about the sounds of English... and learn how to represent spoken words using a combination of these letters" (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2011). Phonics should be taught in detail using an activity like this as "experts agree that phonics is one of the aspects of literacy critical to successful literacy learning" (New South Wales Department of Education and Training. (NSW DET), (2009) and also aids with students writing as once they are are of the sounds letters make in words, then they will be able to spell them.

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This image is an example of an anchor chart to support grammar learning. This could be used in the classroom and it relates to Cambourne's conditions for oral language development. These are conditions "in place when children learn to talk that could be applied to the classroom settings" (Seely Flint et al. 2014) to help develop and maintain language and writing. One of these conditions is Immersion which explores how children are "surrounded by a variety of texts in the classroom" (Seely Flint et al., 2014), an example of which being environmental print on the classroom walls or on the students desks. These could be the children's written work, posters, and anchor charts. This strategy is successful for writing and grammar as it supports the teachers instruction and is a tool that "provides students with access to the words they need to write" (Topfer, 2014), how to write them, and the grammar rules they need to know in order to be an effective writer.

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This strategy offers learning about phonic blends which involves knowing "the connections between printed letters and speech sounds (NSW DET, 2009). This relates to the Graphophonic cueing system in which students pay attention to the sounds in the words, not just the individual letters. Phonics instruction involves teaching students "how to use this knowledge to... spell words when writing" (NSW DET, 2009). Each letter has its own sound but when it is grouped together in a blend and pronounced quickly it has a different sound. This activity would be good to be taught specifically as it introduces children to the common blends that are at the beginning of words and the sounds that they make. The children use the pegs to demonstrate which is the appropriate blend for the specific picture. This will help them with their spelling and writing as they will become aware of the sounds that two letters that are grouped together will make and how to represent them.

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This strategy offers learning about prefixes and suffixes. This relates to the concept of morphemes which is linked to the semantic cueing system. This cueing system is focused on the "content of the language" (Seely Flint et al., 2014) and to consider the context of the word in the sentence to be able to understand what it means. Suffixes and prefixes are morphemes as they are the "smallest unit that carries meaning" (Seely Flint et al., 2014) and they change the meaning of words. This activity is set up as a puzzle with several prefixes and suffixes and words that can be changed. It encourages children to discover how the meaning of a word can be changed when a prefix or a suffix is added. This helps children with their writing as they can use this knowledge to change the word and its meaning

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This strategy offers learning about CVC (consonant-vowel-consonant) words which are considered to be the simplest words and a good starting point for learning phonics. Phonics relate to the Graphophonemic cueing system which pays attention "to the sounds and symbols of language" (Seely Flint et al., 2014) and the relationships of letters and sounds. This needs to be learnt specifically as phonemic awareness is a "critical precursor to learning to read and preventing reading difficulties" (Seely Flint et al., 2014). This activity allows the children to read the CVC words and become aware of the sounds in the words and to match them up to another word that is similar sounding.Through learning about the different sounds in the words such as m/o/p, they can then apply this knowledge to larger words with different sounds. This relates to the Australian Curriculum literacy content description where children "recognise rhymes, syllables and sounds (phonemes) in spoken words" (ACARA, 2011). This will help them with their writing as the children will be able to identify the sounds in words and how they are correctly written.

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This strategy offers learning about contractions which are "two words made shorter by placing an apostrophe where the letter has been omitted" (Your dictionary, 2016). Contractions relate to the concept of syntactics which is the "structure of language" (Seely Flint et al., 2014) and helps the writer to know how to structure their sentence. Contractions are also an important part of grammar and should be taught in detail in an activity like this in order to reinforce the idea that "grammar is the 'glue' that holds text together" (Robinson-Kooi, 2013). Correct knowledge of contractions allows the writer to be able to use them appropriately in a sentence and to use correct punctuation when using them. This activity is used as a memory game where the children have to match up the two words to what its contraction would be. This would give them knowledge regarding the certain words that can be contracted together.

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This strategy offers learning about Conjunctions and how to use them in writing and language. This relates to the concept of syntactics which "reveals how words relate to one another within a sentence or paragraph" (Seely Flint et al., 2014). Using conjunctions is important as they are joining words and help to make connections with words in order to structure a sentence correctly. These are words such as "and", "although", "because", "before". This activity is encouraged to be used as a magnet activity in which the students have to join the words on the "carriages" correctly with the appropriate conjunction. There are several different words and conjunctions that can be used so the children can explore what the sentence would sound like with different conjunctions. This will aid the students as it will give them an insight into how conjunctions help the sentence to flow and also provide them with a plethora of conjunctions to use in their own writing.