Grammar 2 Teacher's Book (American English)(In Print Letters)

The Grammar 2 Student and Teacher’s Books are a comprehensive resource for teaching spelling and grammar.

The Grammar 2 Student and Teacher’s Books provide a thorough program for teaching spelling and grammar.

They are designed to follow on from the Grammar 1 and Phonics Student and Teacher’s Books. The Grammar 2 Teacher’s Book provides a detailed introduction to the Jolly Phonics grammar program and offers a set of structured lesson plans, which correspond to the activites in the Grammar 2 Student Book.

The Grammar 2 Student and Teacher’s Books work well when used on their own, but they can also be used in conjunction with the following products: the Jolly Dictionary, Grammar 2 Big Book, Jolly Phonics Cards (flash cards), Jolly Phonics Puppets, and the Jolly Phonics Alternative Spelling & Alphabet Posters.

This material is recommended by Cambridge International Examinations to support the Cambridge Primary English curriculum framework.

in print letters

The Grammar 2 Student and Teacher’s Books cover the following areas:

Silent Letters, Grammar 2 Teacher’s Book

Comparatives & Superlatives Contractions, Regular & Irregular Verbs, Homophones,

Proofreading, Alphabetical Order,

Parts of Speech,

Using a Thesaurus,

Prefixes & Suffixes,

Punctuation,

Sentence Structure,

Questions, Using a Dictionary,

Plurals, ...and much more.

© Sue Lloyd and Sara Wernham 2013 (text) © Lib Stephen 2013 (illustrations) Printed in China. All rights reserved

Jolly Learning Ltd www.jollylearning.com info@jollylearning.co.uk 82 Winter Sport Lane, Williston, VT 05495, USA Tel: 1-800-488-2665 Fax: (802) 864-7626 Tailours House, High Road, Chigwell, Essex, IG7 6DL, UK Tel: +44 20 8501 0405 Fax: +44 20 8500 1696

TPPN_Gr2_Teacher'sBook_AmerPrint_cover.indd 1

in print letters

Synonyms,

Parsing,

ISBN 978-1-84414-400-6

ËxHSLIOEy14 0 6z Reference: JL003

Sara Wernham and

Sue Lloyd

Edited by Louise Van-Pottelsberghe

20/05/2013 12:35

Spelling and Grammar Lessons For each lesson there is an activity page in the Student Book for the students to complete, and an accompanying lesson plan in the Teacher’s Book. The recommendations in the teacher’s lesson plans are intended to be followed systematically. However, if a suggestion seems inappropriate to a particular class situation, it can of course be adapted to suit.

Each lesson plan also features a reduced copy of the relevant activity page in the Student Book. It

can be helpful to refer to this prior to, or during, the lesson.

Spelling Lessons The first lesson of each week concentrates on spelling. The spelling lessons all follow the same basic format:

a. Spelling Test

b. Review

c. Spelling Pattern

d. Spelling List

e. Activity Page

f. Dictation

The list of words and sentences for dictation, and the weekly spelling list are provided in the teacher’s lesson plan.

Many teaching points are common to all of the spelling lessons, so these are explained in further detail on the following pages.

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Grammar 2 Student Book: Page 8

Spelling: the ‹wh› spelling of the /w/ sound Spelling Test •The students turn to the backs of their books and find the column labeled Spelling Test 3.

•In no particular order, call out the spelling words the students learned last week: song, trunk, knee, knit, know, knock, knight, penknife, grandma, grandpa.

•The students write the words on the lines.

Review •Review some of the letter sounds already taught.

For those sounds with alternative spellings, ask the students to list the other ways in which the sound can be spelled.

•Review the new spelling patterns covered so far.

Spelling Pattern •Review the ‹wh› spelling of the /w/ sound.

•Remind the students that ‹wh› is used for many question words, including what, why, when, where, who, whose, and which. (It helps the students to remember these words together, although who and whose are slightly different as their ‹w› is silent, and their ‹h› sounded.)

•Most words with a /w/ sound take the ‹w› spelling, but there are a number of exceptions which take ‹wh›. In some regions, ‹w› and ‹wh› are pronounced differently, which makes this task easier.

•With the students, make a list of ‹wh› words.

•To help them remember the words, the students could try making up silly sentences using as many of the words as possible: for example, The white whale whispered and whistled.

Spelling List this •The students complete the words that in the spelling list by writing in while the missing letter pattern. wheat •Read the spelling words with the whip students. Tell them to emphasize whistle the ‹t› in whistle to help them whiskers remember to write it. whatever •Point out that the /ool/ sounds at the ends of both whistle and aunt uncle are spelled ‹le›. uncle •The students should practice saying the letter names in the family word aunt. Point out that the /nk/ sound in uncle is spelled ‹nc›.

Activity Page •Review speech marks.

•Remind the students that closing speech marks are placed after any punctuation that comes directly after the speech.

•The students write some ‹wh› words in the whale.

•They complete the sentences by choosing one of the words from the spelling list to fit each gap.

•The students practice spelling aunt and uncle.

•Then they add the missing speech marks to the sentences at the bottom of the page.

Dictation •Dictate the following words and sentences.

1. when 2. which 3. what 4. why 5. where 6. whenever 7. “When will I be seven?” asked Ben. 8. “Which thumb did you knock?” I whispered.

9. “Who wrote about the white lamb?” asked Jill.

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Grammar 2 Student Book: Page 39

Grammar: Using a Dictionary Objective •Develop the students’ ability to use a dictionary to find the correct spelling, and the meaning, of a word.

Introduction •Review the alphabet in the four dictionary groups.

1.

2.

3.

4.

Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj K k Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww X x Yy Z z

•Call out a letter, and ask the students which letters come before and after it, and which group it belongs to. Repeat with other letters.

•Call out a letter and ask the students to try to open the dictionary in approximately the right place.

Repeat with other letters.

•Write two words on the board that have the same initial letter. Ask the students which word would come first in the dictionary, and why.

•Write up two more words that have the same first three or four letters, for example: sunny and Sunday, or thirty and thirteen. Ask the students which of these words would come first in the dictionary.

Main Point •One reason why the students need to know the order of the alphabet is that it will enable them to find words in a dictionary. Explain that a dictionary can help them in two ways.

•Firstly, it shows how a word is spelled. Write some misspelled words on the board, such as “dolfin”, “streem” and “retern.” Ask the students whether each word is spelled correctly, and how they could use a dictionary to find out. First they look up the given spelling to see if it is correct. If this spelling is not in the dictionary, the students need to think how else the sounds in the word might be spelled. They look up alternative spellings until they find the word.

•The second way in which a dictionary can help is by explaining what a word means.

•When the students come across an unfamiliar word in their reading, they can look up its meaning in a dictionary, rather than asking for help or ignoring the word altogether.

Activity Page •The students read the words at the top of the page, all of which are spelled incorrectly.

•They think how each word might be spelled instead, and look up alternative spellings in the dictionary until they find the word. They write each word correctly on the line below, and draw a picture of it.

•Next, they read the words in the books. They look up each word in the dictionary, and draw a picture to show what it means.

Extension Activity •The students look up some more words, and draw pictures for them.

Finishing the Lesson •Go over the answers as a class.

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Grammar 2 Student Book: Page 45

Grammar: Expanding a Sentence Objective •Develop the students’ ability to write interesting sentences by thinking carefully about the words they use.

Introduction •Review sentences.

•Remind the students that a sentence must make sense, and that it must start with a capital letter, end with a period, question mark, or exclamation mark, and contain a verb.

•Review proper and common nouns, verbs, adjectives, and adverbs. Remind the students of the colors for the different parts of speech: black for nouns, red for verbs, blue for adjectives, and orange for adverbs.

Main Point •On the board, write the sentence: The cat ran.

•Read this sentence with the students, and underline the noun in black and the verb in red.

•Point out that the sentence is rather boring.

Ask the students how they might make it more interesting and informative. Encourage them to think of ways of adding to the sentence.

•Ask them for words to describe the cat, such as black, small, or fluffy. Choose one of the students’ suggestions and add it to the sentence. Ask which part of speech the new word is. (It is an adjective, so underline it in blue.)

•Now ask the students for words to describe how the cat ran, such as quickly, silently, or happily.

Choose one of their suggestions and add it to the sentence. Ask which part of speech this new word is. (It is an adverb, so underline it in orange.)

•Now ask the students for more ideas, such as where or when the cat ran. Choose some of their suggestions and add them to the sentence. Some of these words may also be adverbs, such as away and today.

•Now ask why the cat ran, and choose from the students’ suggestions to add to the sentence.

•Compare the new sentence with the original.

Activity Page •As a class, read the sentence at the top of the page.

•The students underline the noun in black and the verb in red.

•Then they expand the sentence by adding adjectives, an adverb, and some more detail on the lines.

•Lastly, the students expand the additional sentences at the bottom of the page.

Finishing the Lesson •Ask some of the students to share their expanded sentences with the class.

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Grammar 2 Student Book: Page 54

Spelling: the ‹are› spelling of the /air/ sound Spelling Test •The students turn to the backs of their books and find the column labelled Spelling Test 26.

•In no particular order, call out the spelling words the students learned last week: land, quiz, scene, scent, muscle, science, scissors, crescent, gram, kilogram.

•The students write the words on the lines.

Review •Review some of the spelling patterns and tricky words covered so far this year.

Spelling Pattern •Introduce the ‹air› spelling of the /air/ sound.

•The main ways of writing the /air/ sound are ‹air›, ‹are›, and ‹ear›. Review the ‹air› spelling.

•With the students, make a list of words that use the ‹are› spelling of the /air/ sound.

•To help them remember the words, the students could try making up silly sentences using as many of the words as possible: for example, I dare you to scare the spare mare in the square.

Spelling List •The students complete the words in the spelling list by writing in the missing letter pattern.

•Read the spelling words with the students.

•Point out that the /k/ sound in scare is spelled with a ‹c›.

•Explain that the prefix ‹milli-› comes from the Latin word for a thousandth, because there are a thousand milliliters in a liter.

kiln wept hare care share scare square nightmare milliliter liter

Dictation •Provide some lined paper for each student.

•Read the following words and sentences for the students to write down.

1. fare 2. flare 3. bare 4. dare 5. share 6. compare 7. This story is about hares.

8. The mare had a foal last winter.

9. The spare wheel is in the back of the truck.

Activity Page •Review how to proofread a story.

•The students write some ‹are› words in the hare.

•They complete the sentences by choosing one of the words from the spelling list to fit each gap, and practice spelling milliliter and liter.

•Then they proofread the passage at the bottom of the page.

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