Grammar 4 Handbook JL945 - British English

Han d book

Sara Wernham and Sue Lloyd

Introduction

The Jolly Grammar 4 Handbook is designed to follow The Jolly Phonics Handbook and the Handbooks for Jolly Grammar 1, 2 and 3. It is intended to:

• extend and refine the children’s understanding of the grammar already taught,

• introduce new elements of grammar,

• teach new spelling patterns systematically,

• develop dictionary and thesaurus skills,

• improve vocabulary and comprehension, and

• reinforce the teaching in the Handbooks for Jolly Grammar 1, 2 and 3.

The teaching is multisensory, active and progresses at a challenging pace. It places emphasis on consolidating the children’s learning and helping them to apply their skills. Each part of speech is taught with its own action and colour. The actions enliven the teaching and make the learning easier. The colours, which are useful for identifying parts of speech in sentences, match those used by Montessori Schools. Like The Jolly Phonics Handbook, the Handbooks for Jolly Grammar 1 to 4 provide all the essential teaching ideas.

Children’s Achievement

The most dramatic improvements to result from using the Jolly Grammar Handbooks will be found in the children’s writing. The children will spell and punctuate more accurately, use a wider vocabulary, and have a clearer understanding of how language works.

In their first year at school, The Jolly Phonics Handbook teaches children to write independently by listening for the sounds in words and choosing letters to represent the sounds. This enables the children to write pages of news and stories. It is a joy to read their work and to see the great pride and confidence they derive from their newly acquired skill. However, it is important to build on this foundation in the following years. The Jolly Grammar Handbooks provide teaching ideas for developing writing skills. The children become more aware that they are writing for a purpose: that their words are intended to be read and understood. They learn that writing is easier to understand if it is grammatically correct, accurately spelt, well punctuated and neatly written – and that if the words used are interesting too, their writing can give real pleasure. Even in the early stages, it is valuable for children to have a simple understanding of this longterm goal.

The Format of The Jolly Grammar 4 Handbook

The programme consists primarily of photocopiable activity sheets for two lessons a week. Each lesson is designed to be about one hour in duration, and material is provided for 36 weeks. Teaching ideas are offered alongside each activity sheet.

There are two elements to the programme, namely spelling and grammar. Each week the first lesson is devoted to spelling and the second to grammar. These terms are used loosely and there is some overlapping: parts of speech, punctuation and vocabulary development are among the areas covered in both spelling and grammar lessons. This is a deliberate feature of the programme, as the two elements complement each other when blended together, and is very strong in The Jolly Grammar 4 Handbook, where most Spelling Sheets have an activity based on a related, or recently introduced, grammar point, which is then developed further in a weekly extension activity sheet.

The teaching is intended to be envisaged as part of a broader literacy programme. If two days’ literacy sessions are devoted to grammar and spelling each week, this leaves three for other areas, such as comprehension, group and individual reading, formal and creative writing, and handwriting practice. The children should be shown how spelling and grammar relate to their other literacy work; for instance, if they have recently covered alliteration or onomatopoeia and there are examples in the text they are studying, the children should be encouraged to look at them and discuss the effects such language has on the writing.

The teaching ideas alongside each activity sheet give useful suggestions and reminders. More detailed explanations and advice are provided in the following two chapters: ‘Teaching Ideas for Grammar’ and ‘Teaching Ideas for Spelling’.

To avoid confusion, the Jolly Grammar Handbooks follow the convention of using different symbols to distinguish between letter names and letter sounds. Letter names are indicated by the symbols ‹ ›, whereas letter sounds are indicated by the symbols / / : so, for example, the word ‘ship’ begins with the letter ‹s› and starts with the /sh/ sound.

Spelling 1 – ‹ch›, ‹sh›, ‹th›

Revision: Revise the consonant digraphs: ng, ch, sh, th, qu; the vowel digraphs: or, oo, ou, oi, er, ar; the five vowel letters and the spelling of their short sounds, /a, e, i, o, u/; and the different spellings of the long vowel sounds: /ai/ ai, ay, a_e; /ee/ ee, ea, e_e; /ie/ ie, y, igh, i_e; /oa/ oa, ow, o_e; / ue/ ue, ew, u_e. Flash cards can be used for reading and sound dictation for spelling. These are sounds and spellings that the children should know well by now, so if anyone in the class is unsure about them, time should be taken during the week to go over the digraphs and how they are written.

Prepare...

Spelling/Ext. Sheet 1Revision flash cardsColoured pencils

Builds on...

Spelling Sheets

JGH1: 7, 13; JGH3: 1Grammar Sheets

JGH3: 6 & 12

Main point: As well as knowing the sounds when they see or hear them, the children must be able to use them to read and write words correctly; revise blending sounds to read words and sounding out words to spell them. Remind them how words can be broken down into syllables, which are units of sound containing a vowel sound, and explain that doing this can help them with their spelling, particularly of longer words. Write a few words on the board, including some with double consonants, ‹ck› and ‹le›, and remind the children how to first identify the vowel sound(s) and then split the words into syllables with a line.

Spelling list: Read the spelling words with the children, go over the meaning of any words they may not know, and ask them to find and highlight any ‹ch›, ‹sh› and ‹th› digraphs. It is also a good opportunity to reinforce the children’s phonic knowledge and go over anything they are unsure of: for example, make sure that they understand when to use ‹ck› and ‹k›, as in ‘backlash’ and ‘benchmark’ (see Spelling Rules, page 27), how the ‘magic’ in a vowel can change the preceding short vowel sound into a long one, as in ‘anchovy’ and ‘betrothed’, and the spelling rules for adding the suffixes in words like ‘squashed’, ‘betrothed’, ‘loathing’, ‘cheerless’, ‘bashful’ and ‘faithful’ (see page 28). Remind them that when ‹y› is on the end of words like ‘thorny’ and ‘anchovy’ it says /ee/ and that the /ai/ sound on the end of a word is often spelt ‹ay›, as in ‘archway’. Point out the ‹ie› spelling of /ee/ in ‘achieve’, the ‘soft ‹g›’ in ‘gibberish’, the ‹y› saying /i/ in ‘mythical’ and the ‹a› spelling of /o/ when it follows the /w/ sound in ‘squashed’. It is a good idea to blend and sound out the spelling words quickly every day with the class.

Spelling Sheet 1: The children decide whether the missing digraph in each of the words is ‹ch›, ‹sh› or ‹th› and write it in. Then they look at the words in the logs, underline the letters making the vowel sounds and separate the words into syllables with a line [out/land/ish, cheer/less, gib/ber/ish, fam/ish, bash/ful, thorn/y]. Finally, the children parse the sentence, underlining each part of speech in the correct colour, and identify the subject [I]. Point out that ‘fishy’ is an adjective made by adding the suffix ‹-y› to the noun ‘fish’ and that ‘my’ is a possessive adjective describing who the pizza belongs to.

IP loatheV fishyAdj anchovyN onPre myAdj pizzaN

NounN (black), VerbV (red), PronounP (pink), AdjectiveAdj (blue), AdverbAdv (orange), ConjunctionC (purple), PrepositionPre (green)

Dictation: Call out the sentences for the children to write down. Remind them that ‘Viking’ is a proper adjective and needs a capital letter.

1. The chimpanzee was talking a lot of gibberish.

2. The Viking longship was vanishing into the distance.

3. Both of the girls wished for good weather

Extension activity (page 185): The children complete the words by filling in the missing di graph, ‹ch›, ‹sh› or ‹th›. They then write each word in the correct column, or cut up the words and stick them in, and add any more that they can think of.

ment

ing

way

mark orny

ed my ical

ful gibberi

ieve

ful

also missing

ed an ovy

you

er vani ing

ed fea er impanzee

Grammar 3 – The Subject and Object of a Sentence

Aim: Refine the children’s ability to identify both the subject and object of a sentence. Develop their understanding that all sentences have a subject, but not all sentences have an object.

Prepare...

Builds on...

Grammar Sheets

JGH3: 25-27, 34-35

Introduction: Briefly revise sentences and phrases. Write ‘The snake eggs.’ on the board and ask whether this is a sentence or a phrase [phrase]. Ask why it is not a sentence [although it starts with a capital letter, ends in a full stop and makes sense, it has no verb or subject]. Remind the children that a sentence must make sense, start with a capital letter, contain a subject and verb, and end with a full stop, question mark or exclamation mark. If a group of words has no verb but makes sense when you read it, it is usually a phrase. Ask the children how the phrase could be turned into a sentence: for example, ‘The snake eats eggs.’ Write it on the board and underline the verb in red. Call out some more examples and ask the children whether they are sentences or phrases; when it is a phrase, ask them to turn it into a simple sentence.

Main point: Look at the sentence ‘The snake eats eggs’ and remind the children that a sentence must have a subject. The subject is the noun or pronoun that does the verb action, and can be identified here by asking who, or what, eats eggs. Ask the children to call out the answer and draw a box around the word ‘snake’, with a small ‹s› in the corner. Now ask whether the sentence has an object, which is the noun or pronoun that receives the verb action; the children need to ask themselves ‘The snake eats what?’ to find the answer. Draw a ring around ‘eggs’ and put a small ‹o› inside. Now replace ‘eggs’ with the pronoun ‘them’ and point out that, like the subject, the object of a sentence is always a noun or pronoun. Finally, write ‘Snake eats.’ on the board and discuss how it is a sentence even though it is very short. Ask the children whether there is an object [no] and remind them that a sentence always has a subject, but it does not necessarily have an object.

Grammar Sheet 3: The children identify the verb in each sentence, underlining all the parts in red. They find the subject by deciding who or what is doing the verb action and write it in the rectangular box. Then they find the object, deciding who or what is receiving the verb action, and write it in the oval box [1. annoyed; Martha; brother, 2. will bake; He; cake, 3. delivers; boy; newspapers, 4. arrested; detective; thief, 5. will weigh; Sanjeev; flour, 6. dusted; Miss Beech; bookshelves, 7. phoned; She; doctor, 8. phoned; doctor; her, 9. carried; They; suitcases, 10. sings; girl; song]. Remind them to write only the noun or pronoun for the subject and object and not any adjectives or articles that go with it.

Extension activity: The children write some sentences of their own with a subject and an object. Then they work in pairs to identify the subject and object in each others’ sentences.

Rounding off: Go over the sheet with the children, checking their answers. If they have done the extension activity, ask some of the children to read out their sentences.

The Subject and Object of a Sentence

In each sentence, underline the verb in red. Then find the subject and object and write them in their boxes.

1. Martha annoyed her brother.

subject subject subject subject subject subject subject

subject

subject subject

Martha brother

2. He will bake a cake.

3. A boy delivers the newspapers.

4. The detective arrested a thief.

5. Sanjeev will weigh the flour.

6. Miss Beech dusted the bookshelves.

7. She phoned the doctor.

8. The doctor phoned her.

9. They carried their suitcases upstairs.

10. The little girl sings a happy song.

object object object object object object object object object object

Dictation: ‹ear› for /er/

Identify the verbs in these sentences and underline them in red. Then rewrite each sentence in the tense shown on the beehive.

1. Granny knits a long striped scarf for me.

2. He collects football stickers.

3. You camp in a tent in August.

They sing in the choir every week.

The cat licks its paws.

simple past past continuous future continuous simple future present continuous simple present

We were late for school this morning.

Jolly Grammar Handbooks