Ages 5+
Jolly Grammar 1 Workbooks make spelling, punctuation and grammar practice fun This set of six workbooks offers a wealth of practice material, with engaging exercises and fun activities for young children in their first year of Jolly Grammar. Each of the books helps children develop their language skills further, enabling them to spell and punctuate more accurately, use a wider vocabulary, and have a clearer understanding of how language works.
Children learn about alphabetical order, plurals, pronouns, short vowels, the use of ‘a’ and ‘an’ before nouns and key rules for spelling. They also build upon their learning of capital letters, sentence formation, proper nouns and initial consonant blends.
Set of all six books ISBN: 978-1-84414-463-1 JL631
ISBN: 978-1-84414-457-0 ISBN: 978-1-84414-458-7 ISBN: 978-1-84414-459-4 ISBN: 978-1-84414-460-0 ISBN: 978-1-84414-461-7 ISBN: 978-1-84414-462-4
JL577 JL585 JL593 JL607 JL615 JL623
To see the full range of Jolly Grammar products, visit our website at www.jollylearning.co.uk © Sara Wernham and Sue Lloyd 2015 (text) © Lib Stephen 2015 (illustrations) 77 Hornbeam Road, Buckhurst Hill, Essex, IG9 6JX, UK Tel: +44 20 8501 040582 82 Winter Sport Lane, Williston, VT 05495, USA Tel: +1-800-488-2665 Printed in Poland. All rights reserved.
www.jollylearning.co.uk info@jollylearning.co.uk
she you
it
In Workbook 2
Workbook 1 Workbook 2 Workbook 3 Workbook 4 Workbook 5 Workbook 6
1
uns Prono ds that r ort wo are sh e place of take th ns. nou
ËxHSLIOEy14 587z
ISBN 978-1-84414-458-7
Reference: JL585
we
I he
they
o b o k r k o 2 W Sara Wernham and Sue Lloyd
Checklist
Further Guidance
The Jolly Grammar 1 Workbooks teach progressively, with more to learn in each Workbook. Progress can be assessed on the skills checklist below.
Spelling
Can read and write regular words that end in double letters, ‹ck› pages and ‹y› as /ee/. 6, 10–11, 14–15, 18, 22 Can identify short vowel sounds in regular words. Being able to identify the short vowel sounds – /a, e, i, o, u/ – helps children know when to double a consonant at the end of words like jazz, dress, ill, doll and luck.
pages 2–3
Can read and write the following tricky words: you, your, come, some, said, here, there, they, go, no, so, my. Each Workbook revises twelve tricky words and more are found in the reading activities.
page 24
Grammar and Punctuation Can recite the alphabet, correctly form the capital letters and sort letters into alphabetical order. These key skills need frequent practice in preparation for dictionary work later on.
pages 1, 4, 9, 13
Can write several simple sentences about a topic. Knowing that sentences begin with a capital letter, end in a full stop and make sense helps children organise their writing into manageable units.
pages 5, 23
Knows whether to put ‘a’ or ‘an’ in front of a singular noun. If it makes sense to put ‘a’, ‘an’ or ‘the’ in front of a word, then the word is probably a noun.
pages 8, 19
Knows how to form regular plurals correctly. Most nouns change in the plural. Regular plurals are usually formed by adding ‹s› to the end of the word.
pages 12, 17, 21
Can identify both places and names as proper nouns and understand that they begin with a capital letter.
pages 15, 23
Can identify the personal pronouns: I, you, he, she, it; we, you, they.
page 16
G1WB_1–6_inside_covers_all_BEpc.indd 4-5
Pages 2–3: Short Vowels and Consonant Doubling One of the most important spelling rules that children need to know is the doubling rule. Hundreds of words follow this rule and very few do not, so it is definitely worth learning. To use the doubling rule, children must first be able to identify the short vowels confidently, so plenty of practice is required. Pages 6, 10–11, 14–15, 18, 22: ‹ff›, ‹ll›, ‹ss›, ‹zz›, ‹ck›, ‹y› as /ee/ One of the rules for consonant doubling is this: when a short word with a short vowel ends in ‹f›, ‹l›, ‹s› or ‹z›, the final consonant is doubled, as in cliff, bell, miss and buzz. Because ‹c› and ‹k› represent the same letter sound, they act in a similar way, appearing together at the end of words like sack, deck, pick, sock and tuck. Consonant doubling also applies to words like happy, messy, kitty, holly and sunny, where ‹y› is acting as a vowel. This stops the ‘magic’ from ‹y› changing the short vowel sound into a long one. Pages 8, 19: ‘A’ or ‘An’ Children need to know when to use ‘an’ instead of ‘a’. The easiest way for them to work this out is to see whether the first letter of the word is a vowel, as in an apple, an eagle, an insect, an oak and an umbrella. In fact, it is the vowel sound that is important, which explains why ‘a’ goes before words like uniform and unicorn (the /ue/ is really two sounds: y-oo) while ‘an’ goes before hour because the ‹h› is silent. For now, the ‘an’ words in the activities all start with short vowels. Pages 15, 23: Proper nouns Proper nouns start with a capital letter and are the names of specific people, places and things. Once children understand that people’s names are proper nouns, they can also learn that places like towns, cities and countries are proper nouns too. Writing out their address is a good way for children to do this. Page 16: Pronouns Pronouns are the little words used to replace nouns. For example, in a story about Inky, Snake and Bee, the word ‘they’ could be used instead of repeating the three names each time; this stops the story becoming boring and repetitive. Pronouns are also used when conjugating verbs (for example, I swim, you swim, he/she/it swims). It is important that children understand that ‘you’ can be singular or plural. Encourage your child to use a pink pencil when underlining pronouns in sentences. Answers p2 ‹a›: sad, at; ‹e›: egg, bed, net; ‹i›: six, in, bin; ‹o›: on, not, box; ‹u›: bus, duck, mug; p3 missing vowels: hat, hit; (any four of the following) bag, beg, big, bog, bug; fan, fin, fun (fen, an area of low flat wet land, is also a possible answer); ship, shop; p4 missing letters: S(T)U; F(G)H; A(B)C; P(Q)R; N(O)P; I(J)K; Q(R)S; X(Y)Z; p5 possible answers: (The cat) is spotty. (Three fish) swim in the pond; (Inky) stands on the box; p6 correct words: off, sniffs, stuff, cliff; p8 an (otter), a (squirrel), an (umbrella), a (fish), an (arrow), an (insect), a (crab), an (apple); p9 letter order: mno; vwx; ijk; efg; stu; pqr; p10 drill, skull, hill, shell, well, doll; p16 I, you, It, He, She; p17 chicks, chick; crab; crabs; pen, pens; rings, ring; cars, car; p18 duck, clock, brick, black, truck, (pad)lock, chopsticks, backpack/rucksack, broomstick; p19 An (octopus), a (cup), an (egg), an (apple), An (ostrich), a (pet); p20 top activity: sl (slipper); fl (flag); gl (globe); pl (plug); bottom activity: ‹br-› bridge; ‹pr-› present; ‹fr-› frog; ‹dr-› drink; ‹gr-› grass; ‹cr-› crayon; p21 drum, stars, chest, books, hat, snails, bell, flags, spoon; p22 possible answers: sunny, cloudy, windy, snowy, foggy, frosty, chilly.
23/10/2020 17:37
Capital Letters Join each capital letter to its lower case letter.
H
K g
Y F
q
E
T Q
R y
G
B f
r
i h
k
I
N d
n
b j
a
J
A
D e
t 1
J585_JG1WB2_insides_BEpc.indd 1
24/10/2020 03:05
ll
Action: Pretend to lick a lollipop, saying llllll.
Look at the pictures in the bells and write the words beneath.
10 J585_JG1WB2_insides_BEpc.indd 10
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Draw the gruff troll that lives in this windmill.
Read the words and write over the dotted letters.
11 J585_JG1WB2_insides_BEpc.indd 11
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Tricky Words Write over the dotted words in the tricky word flowers. Then decorate the page with colourful bugs.
24 J585_JG1WB2_insides_BEpc.indd 24
24/10/2020 03:05
Checklist
Further Guidance
The Jolly Grammar 1 Workbooks teach progressively, with more to learn in each Workbook. Progress can be assessed on the skills checklist below.
Spelling
Can read and write regular words that end in double letters, ‹ck› pages and ‹y› as /ee/. 6, 10–11, 14–15, 18, 22 Can identify short vowel sounds in regular words. Being able to identify the short vowel sounds – /a, e, i, o, u/ – helps children know when to double a consonant at the end of words like jazz, dress, ill, doll and luck.
pages 2–3
Can read and write the following tricky words: you, your, come, some, said, here, there, they, go, no, so, my. Each Workbook revises twelve tricky words and more are found in the reading activities.
page 24
Grammar and Punctuation Can recite the alphabet, correctly form the capital letters and sort letters into alphabetical order. These key skills need frequent practice in preparation for dictionary work later on.
pages 1, 4, 9, 13
Can write several simple sentences about a topic. Knowing that sentences begin with a capital letter, end in a full stop and make sense helps children organise their writing into manageable units.
pages 5, 23
Knows whether to put ‘a’ or ‘an’ in front of a singular noun. If it makes sense to put ‘a’, ‘an’ or ‘the’ in front of a word, then the word is probably a noun.
pages 8, 19
Knows how to form regular plurals correctly. Most nouns change in the plural. Regular plurals are usually formed by adding ‹s› to the end of the word.
pages 12, 17, 21
Can identify both places and names as proper nouns and understand that they begin with a capital letter.
pages 15, 23
Can identify the personal pronouns: I, you, he, she, it; we, you, they.
page 16
G1WB_1–6_inside_covers_all_BEpc.indd 4-5
Pages 2–3: Short Vowels and Consonant Doubling One of the most important spelling rules that children need to know is the doubling rule. Hundreds of words follow this rule and very few do not, so it is definitely worth learning. To use the doubling rule, children must first be able to identify the short vowels confidently, so plenty of practice is required. Pages 6, 10–11, 14–15, 18, 22: ‹ff›, ‹ll›, ‹ss›, ‹zz›, ‹ck›, ‹y› as /ee/ One of the rules for consonant doubling is this: when a short word with a short vowel ends in ‹f›, ‹l›, ‹s› or ‹z›, the final consonant is doubled, as in cliff, bell, miss and buzz. Because ‹c› and ‹k› represent the same letter sound, they act in a similar way, appearing together at the end of words like sack, deck, pick, sock and tuck. Consonant doubling also applies to words like happy, messy, kitty, holly and sunny, where ‹y› is acting as a vowel. This stops the ‘magic’ from ‹y› changing the short vowel sound into a long one. Pages 8, 19: ‘A’ or ‘An’ Children need to know when to use ‘an’ instead of ‘a’. The easiest way for them to work this out is to see whether the first letter of the word is a vowel, as in an apple, an eagle, an insect, an oak and an umbrella. In fact, it is the vowel sound that is important, which explains why ‘a’ goes before words like uniform and unicorn (the /ue/ is really two sounds: y-oo) while ‘an’ goes before hour because the ‹h› is silent. For now, the ‘an’ words in the activities all start with short vowels. Pages 15, 23: Proper nouns Proper nouns start with a capital letter and are the names of specific people, places and things. Once children understand that people’s names are proper nouns, they can also learn that places like towns, cities and countries are proper nouns too. Writing out their address is a good way for children to do this. Page 16: Pronouns Pronouns are the little words used to replace nouns. For example, in a story about Inky, Snake and Bee, the word ‘they’ could be used instead of repeating the three names each time; this stops the story becoming boring and repetitive. Pronouns are also used when conjugating verbs (for example, I swim, you swim, he/she/it swims). It is important that children understand that ‘you’ can be singular or plural. Encourage your child to use a pink pencil when underlining pronouns in sentences. Answers p2 ‹a›: sad, at; ‹e›: egg, bed, net; ‹i›: six, in, bin; ‹o›: on, not, box; ‹u›: bus, duck, mug; p3 missing vowels: hat, hit; (any four of the following) bag, beg, big, bog, bug; fan, fin, fun (fen, an area of low flat wet land, is also a possible answer); ship, shop; p4 missing letters: S(T)U; F(G)H; A(B)C; P(Q)R; N(O)P; I(J)K; Q(R)S; X(Y)Z; p5 possible answers: (The cat) is spotty. (Three fish) swim in the pond; (Inky) stands on the box; p6 correct words: off, sniffs, stuff, cliff; p8 an (otter), a (squirrel), an (umbrella), a (fish), an (arrow), an (insect), a (crab), an (apple); p9 letter order: mno; vwx; ijk; efg; stu; pqr; p10 drill, skull, hill, shell, well, doll; p16 I, you, It, He, She; p17 chicks, chick; crab; crabs; pen, pens; rings, ring; cars, car; p18 duck, clock, brick, black, truck, (pad)lock, chopsticks, backpack/rucksack, broomstick; p19 An (octopus), a (cup), an (egg), an (apple), An (ostrich), a (pet); p20 top activity: sl (slipper); fl (flag); gl (globe); pl (plug); bottom activity: ‹br-› bridge; ‹pr-› present; ‹fr-› frog; ‹dr-› drink; ‹gr-› grass; ‹cr-› crayon; p21 drum, stars, chest, books, hat, snails, bell, flags, spoon; p22 possible answers: sunny, cloudy, windy, snowy, foggy, frosty, chilly.
23/10/2020 17:37
Ages 5+
Jolly Grammar 1 Workbooks make spelling, punctuation and grammar practice fun This set of six workbooks offers a wealth of practice material, with engaging exercises and fun activities for young children in their first year of Jolly Grammar. Each of the books helps children develop their language skills further, enabling them to spell and punctuate more accurately, use a wider vocabulary, and have a clearer understanding of how language works.
Children learn about alphabetical order, plurals, pronouns, short vowels, the use of ‘a’ and ‘an’ before nouns and key rules for spelling. They also build upon their learning of capital letters, sentence formation, proper nouns and initial consonant blends.
Set of all six books ISBN: 978-1-84414-463-1 JL631
ISBN: 978-1-84414-457-0 ISBN: 978-1-84414-458-7 ISBN: 978-1-84414-459-4 ISBN: 978-1-84414-460-0 ISBN: 978-1-84414-461-7 ISBN: 978-1-84414-462-4
JL577 JL585 JL593 JL607 JL615 JL623
To see the full range of Jolly Grammar products, visit our website at www.jollylearning.co.uk © Sara Wernham and Sue Lloyd 2015 (text) © Lib Stephen 2015 (illustrations) 77 Hornbeam Road, Buckhurst Hill, Essex, IG9 6JX, UK Tel: +44 20 8501 040582 82 Winter Sport Lane, Williston, VT 05495, USA Tel: +1-800-488-2665 Printed in Poland. All rights reserved.
www.jollylearning.co.uk info@jollylearning.co.uk
she you
it
In Workbook 2
Workbook 1 Workbook 2 Workbook 3 Workbook 4 Workbook 5 Workbook 6
1
uns Prono ds that r ort wo are sh e place of take th ns. nou
ËxHSLIOEy14 587z
ISBN 978-1-84414-458-7
Reference: JL585
we
I he
they
o b o k r k o 2 W Sara Wernham and Sue Lloyd