The Grammar 2 Pupil and Teacher’s Books are a comprehensive resource for teaching spelling and grammar. The Grammar 2 Pupil and Teacher’s Books provide a thorough programme for teaching spelling and grammar. They are designed to follow on from the Grammar 1 and Phonics Pupil and Teacher’s Books. The Grammar 2 Teacher’s Book provides a detailed introduction to the Jolly Phonics grammar programme and offers a set of structured lesson plans, which correspond to the activites in the Grammar 2 Pupil Book. The Grammar 2 Pupil 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 Pupil and Teacher’s Books cover the following areas: Silent Letters, Grammar 2 Teacher’s Book
Comparatives & Superlatives Contractions, Regular & Irregular Verbs,
Synonyms,
Proofreading, Alphabetical Order,
Parsing, Parts of Speech,
Using a Thesaurus,
Prefixes & Suffixes,
Punctuation,
Sentence Structure,
Questions, Using a Dictionary,
Plurals, ...and much more.
© Sue Lloyd and Sara Wernham 2012 (text) © Lib Stephen 2012 (illustrations) Printed in China. All rights reserved
Jolly Learning Ltd www.jollylearning.co.uk info@jollylearning.co.uk Tailours House, High Road, Chigwell, Essex, IG7 6DL, UK Tel: +44 20 8501 0405 Fax: +44 20 8500 1696 82 Winter Sport Lane, Williston, VT 05495, USA Tel: 1-800-488-2665 Fax: (802) 864-7626
TPPN_Gr2_Teacher'sBook_BritPrint JL937_cover.indd 1
in print letters
Homophones,
ISBN 978-1-84414-393-1
ËxHSLIOEy143931z Reference: JL937
Sara Wernham and
Sue Lloyd
Edited by Louise Van-Pottelsberghe
22/05/2013 09:49
GRAMMAR 2 PUPIL BOOK: PAGE 7
Grammar: Speech Marks Aim •Develop the children’s ability to use speech marks. Introduction •Show the children a comic book or a storybook that uses speech bubbles. Ask the children what the speech bubbles are for. •Look at the words contained in one of the speech bubbles. Ask the children how they would show that these words were spoken if they were writing a story. •On the board, write the words in a sentence. Use speech marks around the words that are spoken, and explain who speaks the words. For example, if the words in the speech bubble are: I want to go home. The sentence on the board would be: “I want to go home,” said Karen. •Remind the children how to write speech marks and where to position them above the line. •Point out that the closing speech marks are written after the comma in the sentence (as above). •Explain that closing speech marks are placed after any punctuation that comes directly after the speech. •Write some more examples on the board. “Can you come to my party?” asked Jon. “Help!” yelled Emma. •Point out that the closing speech marks are written after the question and exclamation marks in these sentences. Main Point •The children look at their Pupil Book pages. •With the children, read the sentences at the top of the page. Ask them which words are spoken, and where the speech marks should be placed. •Now look at the picture and ask the children to suggest what each character might say next.
•They look at the picture, decide what each character should say next, and write the words in the appropriate speech bubble. •Finally, they write out the words in their speech bubbles as sentences. Remind the children to explain, in each case, which character is speaking, and to put in the speech marks. Extension Activity •The children continue the conversation, using more paper if necessary. Rounding Off •Look at the activity page with the class, ensuring that the children understand how and where to use speech marks. •Ask some of the children to read out what they wrote in the speech bubbles.
Activity Page •The children write inside the outlined speech marks and add speech marks to the sentences.
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GRAMMAR 2 PUPIL BOOK: PAGE 14
Spelling: Soft ‹c› Spelling Test •The children turn to the backs of their books and find the column labelled Spelling Test 6. •In no particular order, call out the spelling words the children learnt last week: glad, plum, read, head, bread, weather, treasure, breakfast, cousin, friend. •The children write the words on the lines. Revision •Revise the sounds with alternative spellings. •As the children give the alternative spellings for each sound, write them on the board: for example, ‹ai›, ‹ay› and ‹a_e›. •Revise the new spelling patterns covered so far. Spelling Pattern •Revise soft ‹c›, using some of the words from the word bank on page 26. •Remind the children that when the letter ‹c› is followed by the vowels ‹e›, ‹i› or ‹y›, its sound is usually changed from a /k/ to a /s/, as in ice, city and cycle. •With the children, make a list of soft ‹c› words. •To help them remember the words, the children could try making up silly sentences using as many of the words as possible: for example, The circus mice danced twice in a circle. Spelling List •The children complete the words mill in the spelling list by writing in tell the missing letter pattern. ice •Read the spelling words with dance the children. city •For circle, point out that the /er/ circle sound is spelt ‹ir› and that the police swallowed /ool/ sound is spelt cylinder January ‹le›. Explain that the /ee/ sound February in police is spelt ‹i_e›. •Point out the ‘toughy ‹y›’ at the end of the months January and February. Tell the children to pronounce each syllable carefully to help them remember the spelling: ‘Jan-u-ar-y’ and ‘Feb-ru-ar-y’.
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Activity Page •Revise the punctuation marks covered so far: full stops, question marks, speech marks, exclamation marks and commas in lists. •Remind the children that closing speech marks are placed after any punctuation that comes directly after the speech. •The children write some soft ‹c› words in the circus tent. •They complete the sentences by choosing one of the words from the spelling list to fit each gap, and practise spelling January and February. •Then they add the missing punctuation marks to the passage at the bottom of the page. Dictation •Dictate the following words and sentences. 1. mice 2. place 3. face 4. twice 5. slice 6. pencil 7. They danced in a circle. 8. My aunt and uncle took me to the circus. 9. The police found the stolen treasure.
GRAMMAR 2 PUPIL BOOK: PAGE 28
Spelling: the /ee/ sound Spelling Test •The children turn to the backs of their books and find the column labelled Spelling Test 13. •In no particular order, call out the spelling words the children learnt last week: next, quit, make, pay, main, clay, waist, rainstorm, half, quarter. •The children write the words on the lines. Revision •Revise the sounds with alternative spellings. •As the children give the alternative spellings for each sound, write them on the board. •Revise the new spelling patterns covered so far. Spelling Pattern •Revise the main ways of writing the /ee/ sound, which are ‹ee› and ‹ea›. •Now that these spellings are familiar, the children need to start memorising which words use which spelling pattern. •With the children, make a list of words for each spelling of the /ee/ sound. •To help them remember the words, the children could try making up silly sentences using as many of the words as possible: for example, Have you seen the sweet, green queen bee? Spelling List •The children complete the words arm in the spelling list by writing in shark the missing letter pattern. seen •Read the spelling words with three the children. Remind them that seat they need to remember how the cream /ee/ sound is spelt in each of the please words. Point out the silent ‹e› at teenager the end of please, and explain eleven that the /j/ sound in teenager is twelve spelt with a soft ‹g›. •For the number words, tell the children to emphasise the last syllable in eleven, so that it rhymes with pen, and explain that the ‹e› is needed at the end of twelve because English words do not end with the letter ‹v›.
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Activity Page •Revise putting words into alphabetical order. •The children underline the correct /ee/ word spellings in the sheep. •They complete the sentences by choosing one of the words from the spelling list to fit each gap. •The children practise spelling eleven and twelve. •Then they put the sets of words into alphabetical order. Dictation •Remind the children that closing speech marks are placed after any punctuation that comes directly after the speech. •Dictate the following words and sentences. 1. tea 2. leaf 3. each 4. sweet 5. bee 6. feet 7. A young swan was seen on the sea. 8. We climbed the large green tree. 9. “A cup of weak tea, please,” said Tim.
GRAMMAR 2 PUPIL BOOK: PAGE 28
Spelling: the /ee/ sound Spelling Test •The children turn to the backs of their books and find the column labelled Spelling Test 13. •In no particular order, call out the spelling words the children learnt last week: next, quit, make, pay, main, clay, waist, rainstorm, half, quarter. •The children write the words on the lines. Revision •Revise the sounds with alternative spellings. •As the children give the alternative spellings for each sound, write them on the board. •Revise the new spelling patterns covered so far. Spelling Pattern •Revise the main ways of writing the /ee/ sound, which are ‹ee› and ‹ea›. •Now that these spellings are familiar, the children need to start memorising which words use which spelling pattern. •With the children, make a list of words for each spelling of the /ee/ sound. •To help them remember the words, the children could try making up silly sentences using as many of the words as possible: for example, Have you seen the sweet, green queen bee? Spelling List •The children complete the words arm in the spelling list by writing in shark the missing letter pattern. seen •Read the spelling words with three the children. Remind them that seat they need to remember how the cream /ee/ sound is spelt in each of the please words. Point out the silent ‹e› at teenager the end of please, and explain eleven that the /j/ sound in teenager is twelve spelt with a soft ‹g›. •For the number words, tell the children to emphasise the last syllable in eleven, so that it rhymes with pen, and explain that the ‹e› is needed at the end of twelve because English words do not end with the letter ‹v›.
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Activity Page •Revise putting words into alphabetical order. •The children underline the correct /ee/ word spellings in the sheep. •They complete the sentences by choosing one of the words from the spelling list to fit each gap. •The children practise spelling eleven and twelve. •Then they put the sets of words into alphabetical order. Dictation •Remind the children that closing speech marks are placed after any punctuation that comes directly after the speech. •Dictate the following words and sentences. 1. tea 2. leaf 3. each 4. sweet 5. bee 6. feet 7. A young swan was seen on the sea. 8. We climbed the large green tree. 9. “A cup of weak tea, please,” said Tim.
GRAMMAR 2 PUPIL BOOK: PAGE 67
Grammar: Comparatives and Superlatives Aim •Develop the children’s understanding of suffixes, and their ability to use suffixes to make comparative and superlative adjectives. Introduction •Revise suffixes. A suffix is one or more syllables added at the end of a word to change its meaning, for example: the ‹-ness› in goodness and kindness. •Revise the rules for adding a suffix that starts with a vowel. The children have already learnt that a suffix that starts with a vowel may be added in one of three different ways (see page 95). •Tell them to be careful when adding a suffix to a base word that ends with the letter ‹y›. •If the letter before the ‹y› is a vowel, they simply add the suffix. So, grey becomes greyness. •However, if the letter before the ‹y› is a consonant, they need to replace the ‹y› with an ‹i› before adding the suffix. So, happy becomes happiness (because the ‘shy ‹i›’ is not at the end of the new word, it no longer needs to be replaced by a ‘toughy ‹y›’). Main Point •Introduce the two new suffixes, ‹-er› and ‹-est›. •The suffix ‹-er› is added to a positive adjective to make its comparative; ‹-er› means more. So, ‘more small’ becomes smaller. •The suffix ‹-est› is added to a positive adjective to make its superlative; ‹-est› means most. So, ‘most small’ becomes smallest. •Explain that short adjectives usually form their comparatives and superlatives with these suffixes, whereas longer ones often use the words more and most. So, we say prettier and prettiest, but more beautiful and most beautiful. •Comparatives and superlatives are special sorts of adjectives. They describe a noun by comparing it with one or more other items. A comparative is used for comparing a noun with one other item, and a superlative for comparing it with two items or more. •With the children, practise saying an adjective followed by its comparative and superlative, for
example: high, higher, highest. Ask the children which spelling they would use in each case. Good examples include: a. short, tall, high, sweet, dark, soft; b. safe, blue, nice, close, rude, large; c. sad, red, big, hot, flat, thin; d. happy, heavy, silly, floppy, dusty, lazy. Activity Page •The children read the adjectives in Est-er Elephant and her friends. •They decide which way to spell the comparative and superlative for each adjective, and write them in the appropriate elephants. Extension Activity •Write the words: thin, brave and tidy on the board. •The children add the ‹-er› and ‹-est› suffixes to make the comparative and superlative adjectives for these words. Rounding Off •Go over the activity page as a class.
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GRAMMAR 2 PUPIL BOOK: PAGE 69
Grammar: Interesting Words Aim •Develop the children’s ability interesting words in their writing.
to
choose
Introduction •Write two sentences on the board that feature commonly overused words. Good examples include: I went home. Their house has a big garden. •With the children, read each sentence in turn. Ask which words could be replaced to make the sentences more interesting, while leaving the basic meaning unchanged. •Possible alternatives include: walked, ran, strolled, hurried, cycled, drove (for went); large, huge, vast, enormous, long, wide (for big). •Remind the children that a thesaurus lists words with similar meanings. Explain that to find a verb they should look up its root, so for went, which is a ‘tricky past’, they should look up go. Main Point •Explain that writing becomes more vivid for the reader if the words are interesting and not overused. However, the children need to think carefully about which word to use in place of an overused one. It can affect the meaning of a sentence when an overused word is replaced with a more interesting one. The new word should express what the children want to say as accurately as possible. •Ask the children what effect each of their new words had on the meanings of the example sentences. Activity Page •As a class, read the sentences on the page. •For each underlined word, the children think of an alternative word to make the sentence more interesting, and write it on the line. •They can use thesauruses to help them. •Remind the children that to find ran and said, which are ‘tricky pasts’, the children should look
up the verb roots run and say. •Possible alternatives include: scuttled/scurried, rushed/hurried, chased/raced (for run); hot/sunny, delicious/tasty, kind/sweet (for nice); brilliant/fantastic, exciting/fun, wonderful/great (for good); whispered/warned, ordered/insisted, called/ invited (for said); buy/choose, bring/fetch, grow/become (for get). •The children’s answers are right as long as the words they choose make their sentences more interesting and leave the basic meaning unchanged. Extension Activity •Provide some lined paper for each child. •The children expand the sentences from the page by adding adjectives and adverbs. Rounding Off •Ask some of the children to read out one of their interesting words.
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