Grammar 1 Handbook JL855 - British English precursive

1

b d o n o a k H S

pelling

Sara Wernham and Sue Lloyd

Punc t uat ion

Gramm

ar

100+ photocopy masters

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Introduction

Jolly Grammar is a six-level programme designed to build on the teaching of Jolly Phonics. This handbook, the first in the series, is intended to: • • • • • •

introduce the basic elements of grammar, teach spelling patterns systematically, improve vocabulary and comprehension, develop dictionary skills, reinforce the teaching in Jolly Phonics, and extend the children’s phonic knowledge.

The teaching is multisensory, active and progresses at a challenging pace. It is especially suitable for young children: each part of speech, for example, 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. As in Jolly Phonics, each handbook provides all the essential teaching ideas for the year. This handbook can be used alone or with the valuable support of the Big Book for Jolly Grammar 1.

Children’s Achievement

The most dramatic improvements to result from using Jolly Grammar 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, Jolly Phonics 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 materials in Jolly Grammar 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 long-term goal.

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INTRODUCTION

The Format of Jolly Grammar 1 Handbook

The teaching material in this handbook 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: punctuation, vocabulary development and alphabet work 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.

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 reading, independent and creative writing, and handwriting practice. The children should be shown how spelling and grammar relate to their other literacy work in comprehension, reading, and independent writing; for instance, if they have recently covered compound words and there is an example of one in the poem they are studying, the children should be encouraged to look for it.

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, Jolly Grammar follows 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 / /: for example, the word ‘ship’ begins with the letter ‹s› and starts with the /sh/ sound.

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Prepare...

Grammar 6 – Common Nouns

Aim: Develop the children’s understanding of common nouns.

Pictures of common Gramma nouns r Sheet 6 Black pe ncils (Big Boo k for Joll y Gramma r 1) (Camera )

Introduction: Revise proper nouns with the class. Call out some words. When the children hear a proper noun, they do the action. Remind them that proper nouns are special names given to people, places or things and they need a capital letter at the beginning because they are important.

Main point: Remind the children that their school has a special name. Write it on the board and point out the capital letter in ‘School’. Explain that the word ‘school’ is not always special; there are many similar places and ‘school’ is the common name we use to refer to them. In fact, everything we can see or touch has a common name; these things are also nouns, but they are not proper nouns.

Instead, they are called Common Nouns and do not need a capital letter. If it makes sense to put ‘a’, ‘an’ (the indefinite articles) or ‘the’ (the definite article) in front of a word, then the word is probably a noun. At this stage, it helps the children to think of nouns as things that can be photographed. (Later they will learn that this is true for concrete nouns, but not for abstract nouns such as ‘happiness’.) There is a page in the Big Book for Jolly Grammar 1 that will help introduce common nouns.

Action:

Colour:

The action for common nouns is to touch your forehead with all the fingers of one hand.

The colour for nouns is black. (If using a blackboard, explain that as there is no black chalk, white chalk is used instead.)

Call out some words. The children do the action for those that are common nouns.

Grammar Sheet 6: The children write inside the outlined words Common Nouns, using a black pencil. Then, in each ‘photograph’, the children draw an object or animal. It may help them to look around and choose three things that they can see. The children write the common noun for each picture underneath it.

In the next activity, they read the sentences and write a noun that makes sense in each space. Then they draw pictures for their nouns in the ‘photograph’ frames.

Extension activity: The children write nouns and draw pictures for other things they can see around them. They can pretend to have a camera and look around for things to photograph.

Rounding off: Call out words including some proper nouns and common nouns.

When the children hear either type of noun, they do the appropriate action; otherwise, they keep still.

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Black

Common Nouns Draw three pictures and write the nouns underneath.

Write a noun to finish each sentence. Draw a picture to match.

1.

The

2.

I throw the

3.

A

4.

I like to eat

is black.

.

can swim.

.

Action: Put your hand on your forehead.

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Grammar Sheet 6

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Spelling 16 – ‹o_e›

Revision: Practise the short vowel actions. Use flashcards to revise the long vowel spellings ‹a_e› and ‹i_e›, and some of the other spellings covered so far. Revise the tricky words go, no, so, my, one, by, only, old, like and have.

Prepare...

Flashcard s: • basic s ounds • new sp ellings • tricky w ords Spelling Sheet 16 Spelling List 16 Tadpole shape

Main point: Remind the children that the main ways of writing the /oa/ sound are ‹oa›, ‹o_e› and ‹ow›. Revise the ‹o_e› spelling of the /oa/ sound, which can be referred to as ‘‹o› hop-over ‹e›’. It is important for the children to understand that the ‹e› is a ‘magic ‹e›’. Although it makes no sound in the word, the ‹e› sends magic back over the consonant before it, and changes the short vowel sound into a long one.

Make a list of words which use ‹o_e› with the class. Then ask the children to make up sentences using some of the words. To see the difference magic ‹e› makes, try covering it in some of the words, and then read the words again: so that ‘hope’ becomes ‘hop’, for example. The words could also be written onto a big tadpole shape to make a word bank display.

Spelling Sheet 16: In each tadpole, the children write ‹o_e› in the spaces. Then they read the words and draw pictures to match. Afterwards they can colour the sheet.

Dictation: Read the words and sentences for the children to write down. The Dictation Master on page 171 may be photocopied onto the back of the spelling sheets for the children to write on.

Spelling list: Read the spelling words with the children. As a class, call out the sounds in the words, and identify the tricky parts in live and give. Tell the children to be particularly careful with ‘live’, as it could take either an /ie/ sound or a short /i/ sound. When reading, they will have to work out which word is meant from the context. Again, despite the ‹i_e› spelling, ‘give’ has an /i/ sound. The ‹e› is there because English words do not end in ‹v›. The longer word ‘tadpole’ has two syllables and can be remembered as ‘tad’ and ‘pole’ for spelling.

Dictation 1. rode 2. rod 3. hope

Spelling List 16 4. hop 5. note 6. not

1. It is time to go home.

2. Those roses are pink.

3. The mole is in his hole.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

cod lot snap bone nose home globe live give tadpole

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Add ‹o_e› to make a word in each tadpole. Read the words and draw pictures to match.

tad

po

le st n

n s

s r

m h

sm

k

b n

Action: Bring your hand over your mouth as if something has gone wrong, and say oa!

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Spelling Sheet 16

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Prepare...

Grammar 36 – Revision

Aim: Revise the parts of speech learnt so far.

Any big b o Big Book ok for Jolly Gramma r1 (Acetate & pens) Gramma r Sheet 3 6 Colour p encils

Introduction: Revise proper nouns, common nouns and pronouns. Revise adjectives. Call out some nouns and ask the children to think of adjectives to describe them. Revise verbs. Conjugate a verb. Call out some verbs and ask the children to think of adverbs to describe them.

Main point: This is a revision session, allowing the children to apply some of what they have learnt to a piece of writing. Look at the last page in the Big Book for Jolly Grammar 1. Alternatively you could choose a page from any big book available. Read it with the children, identifying the parts of speech they have learnt. A large sheet of acetate could be placed over the page and used to underline the words in the appropriate colours.

Grammar Sheet 36: With the children, read the story on the sheet. First the children write inside the word Nouns in black, and underline all the nouns they can find. They then repeat for the verbs, underlining in red. It does not matter if the children do not find all the nouns and verbs, so long as they see some of them and show that they are beginning to understand how words work in sentences.

Extension activity: The children repeat the exercise, looking for the pronouns, adjectives and adverbs.

Rounding off: Go over the sheet with the children. (See answers below.)

Key: NounN VerbV PronounP AdjectiveAdj AdverbAdv

InkyN toilsV longAdv and hardAdv in the gardenN. SheP digsV the brownAdj earthN. The birdsN watchV her interestedlyAdv. TheyP waitV eagerlyAdv for the grubsN. In the springN, InkyN plantsV the seedsN in the groundN. SheP growsV orangeAdj carrotsN, crispyAdj lettucesN and tallAdj, greenAdj beansN. In summerN, sheP carefullyAdv harvestsV the yummyAdj vegetablesN and eatsV them.

InkyN also growsV tallAdj, yellowAdj sunflowersN in the gardenN. SheP likesV the lovelyAdj sunflowersN. The birdsN also likeV the sunflowersN. TheyP hungrilyAdv eatV the stripedAdj blackAdj and whiteAdj seedsN.

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Red

Blac‡

Nouns

Verbs

Underline the nouns in black and the verbs in red.

Inky toils long and hard in the garden.

She digs the brown earth. The birds watch her interestedly. They wait eagerly for the grubs.

In the spring, Inky plants the seeds in the ground. She grows orange carrots, crispy lettuces and tall, green beans.

In summer, she carefully harvests the yummy vegetables and eats them.

Inky also grows tall, yellow sunflowers in the garden. She likes the lovely sunflowers. The birds also like the sunflowers. They hungrily eat the striped black and white seeds.

Pronouns

Orange

Blue

Pin‡

Adjectives

Adverbs

Now see if you can underline the pronouns in pink, the adjectives in blue and the adverbs in orange.

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Grammar Sheet 36

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Ages 5+

Jolly Grammar Handbooks A complete resource for teaching

Spelling

Punctuation

Grammar

Jolly Grammar is a six-level programme that gives young children the skills they need to be confident readers and enthusiastic writers. It builds on the teaching in Jolly Phonics and has the same multisensory, active and fun approach. The systematic and cumulative syllabus enables children to spell and punctuate more accurately, use a wider vocabulary, and have a clearer understanding of how language works.

Each Handbook in the series • Has extensive photocopiable material, including a full set of lesson sheets for the academic year.

• Provides step-by-step lesson plans and a wealth of practical advice.

• Introduces complex grammatical concepts in an engaging and child-friendly way.

• Systematically reinforces the learning so that no one is left behind.

• Teaches new spelling patterns, supports a greater understanding of sentence structure, expands vocabulary and comprehension, and cultivates dictionary and thesaurus skills.

The material in the Jolly Grammar Handbooks for Levels 1 to 3 is recommended by Cambridge Assessment International Education to support the Cambridge Primary English curriculum framework.

To see the full range of Jolly Grammar products, visit our website at www.jollylearning.co.uk 77 Hornbeam Road, Buckhurst Hill, Essex, IG9 6JX, UK Tel: +44 20 8501 0405 82 Winter Sport Lane, Williston, VT 05495, USA Tel: +1-800-488-2665 Printed in Malta. All rights reserved.

www.jollylearning.co.uk info@jollylearning.co.uk

ËxHSLIRAy946858z ISBN 978-1-87094-685-8

Reference: JL855