Primary Grammar and Word Study: Book A - Ages 5-6

RB-6240 4.7/305

Primary grammar and word study (Book A) Published by R.I.C. Publications® 2008 Copyright© by R.I.C. Publications® 2008 ISBN 978-1-74126-764-8 RIC–6240

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Titles available in this series:

Primary grammar and word study (Book A) Primary grammar and word study (Book B) Primary grammar and word study (Book C) Primary grammar and word study (Book D) Primary grammar and word study (Book E) Primary grammar and word study (Book F) Primary grammar and word study (Book G)

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Primary grammar and word study – Book A Foreword

Primary grammar and word study is a series of seven books designed to introduce students to parts of speech, ways to understand and choose words, punctuation and figures of speech.

Titles in this series:

Primary grammar and word study Book A (Ages 5– 6) Primary grammar and word study Book B (Ages 6–7) Primary grammar and word study Book C (Ages 7–8) Primary grammar and word study Book D (Ages 8–9) Primary grammar and word study Book E (Ages 9 –10) Primary grammar and word study Book F (Ages 10–11) Primary grammar and word study Book G (Ages 11–12)

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Contents © R. I .

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Teachers notes ...............................................iv – v

Words that change ..................................... 50–53

English curriculum links ....................................... v

Plurals ..................................................... 50–53

Literacy character explanation . .................... vi – vii

Words and their meanings . ....................... 54–57

Checklists ................................................... viii – xi

Synonyms ............................................... 54–55

Antonyms ................................................ 56–57

Confused words ......................................... 58–61

Parts of speech .............................................. 2–33

Nouns .............................................................. 2–5

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Verbs ............................................................. 6–11

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Punctuation .................................................. 62–75

Adjectives .................................................... 12–17

Full stops ..................................................... 62–63

Adverbs . ...................................................... 18–21

Question marks ............................................ 64–65

Pronouns . .................................................... 22–25

Exclamation marks . ..................................... 66–67

Conjunctions ................................................ 26–27

Capital letters . ............................................. 68–71

Determiners ................................................. 28–31

Commas ...................................................... 72–73

Prepositions ................................................. 32–33

Apostrophes ................................................. 74–75

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Figures of speech . ....................................... 76–83

Understanding and choosing words ........... 34–61

Words that are similar ............................... 34–49

Alliteration..................................................... 76–77

Homographs ............................................ 34–35

Similes.......................................................... 78–79

Homophones ........................................... 36–37

Onomatopoeia............................................... 80–81

Word groups ............................................ 38–49

Personification............................................... 82–83

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Primary grammar and word study

Teachers notes The Macquarie dictionary defines: • grammar as ‘the features of a language (sounds, words, formation and arrangement of words etc.) considered systematically as a whole, in particular referring to their mutual contrasts and relations’ • words as ‘the sounds or combination of sounds, or its written or printed representation, used in any language as the sign of a concept’.

Learning about grammar and studying words helps students to better comprehend and use language when they are reading, writing, speaking, listening and viewing. Students can use the ‘rules’ or features of grammar to make their own writing and speaking understood by others and to understand the writing and speaking of others.

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One major reference used during the writing of this series was the work of Professor George Stern, who was a member of the Systemic Functional Grammar Association, the Australian Linguistics Society and PEN International.

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Functional grammarians consider the way in which words are used within the context of a sentence; that is, they are more concerned with their FUNCTION in a particular context. In traditional grammar, the focus is more on defining the different parts of speech.

The book has been organised into four main sections, covering a variety of aspects of grammar and word study: • Parts of speech

• Understanding and choosing words

Groups of two pages within each section follow a similar format.

Each student page is accompanied by a corresponding teachers page.

• Punctuation

• Figures of speech

R.I.C. Publications® follows guidelines for punctuation and grammar as recommended by the Style manual for authors, editors and printers, sixth edition, 2002.

Note, however, that teachers should use their preferred guidelines if there is a conflict.

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C.Publ i cat i ons Teachers notes •f orr evi e wp upages r posesonl y•

The title of each section is given.

The focus of each corresponding student page is given.

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One or two examples of the focus are also given.

A literacy character for each focus provides a visual representation and corresponds to the one on the student page.

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A definition of each focus is given. For younger students, the definitions may be written in a more ‘child-friendly’ manner on the student page. For older students, the definition will be the same as that on the teachers page.

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Ideas for further practice to support or extend the student activity on the worksheet are supplied.

Where possible, the activities will include other key learning areas or other areas of English, such as speaking and listening.

An explanation is given of the focus. This may also include the purpose for learning about the focus.

Any necessary information about how to use the worksheet with the students is also provided.

Primary grammar and word study

Answers are provided for student pages where necessary.

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Teachers notes Student activity pages The focus of each student page is given. For younger students, the focus may be written in a more ‘childfriendly’ manner.

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A literacy character for each focus provides a visual representation.

Further information about the literacy characters can be found on pages vi and vii.

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A definition of the focus is given which may be written in a more ‘childfriendly’ manner for younger students. For older students, the definition will be the same as that on the teachers page.

Interesting activities expect students to use and practise the focus or to create examples of their own.

Clear, concise instructions for completing the student activities are supplied.

The focus is used in context in an appropriate text. A variety of different texts have been used on student pages.

Activities on the student page require the students to identify the focus in context to see how and why it is used.

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Note:

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RES1.5 RES1.6 RES1.7 RES1.8 WES1.9 WES1.10 WES1.11 WES1.13 WES1.14

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The student page activities give only a brief introduction to some of the concepts of grammar and word study included in this series of books. It is expected that teachers will use other resources and provide other activities to consolidate and extend students’ understanding of these concepts and to introduce other age-appropriate grammar and word study concepts.

English curriculum links . te o c . che e r o t r s super Qld

Refer to curriculum documents on <http:// www.qsa.qld.edu.au>

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1.3 1.4 1.7 1.8 1.11 1.12

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Level 1 or 2

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V 1.1 V 1.2 V 1.3 V 1.4 R 1.1 R 1.2 R 1.3 R 1.4 W 1.1 W 1.2 W 1.3 W 1.4

Primary grammar and word study

Teachers notes Literacy characters appear on each student page throughout the series. The ‘fun’ characters provide a representation that are easily recognisable for visual-spatial learners and teachers to facilitate learning and teaching. Teachers can use the characters to select appropriate student pages throughout the different books in the series for individual student learning.

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Parts of speech

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Understanding and choosing words

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Teachers notes Literacy characters appear on each student page throughout the series. The ‘fun’ characters provide a representation that are easily recognisable for visual-spatial learners and teachers to facilitate learning and teaching. Teachers can use the characters to select appropriate student pages throughout the different books in the series for individual student learning.

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Punctuation

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Figures of speech

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Primary grammar and word study

Parts of speech checklist Nouns

Verbs

Adjectives

Adverbs

Pronouns

Conjunctions Determiners Prepositions

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Name of student

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Understanding and choosing words checklist Homographs

Homophones

Word groups

Plurals

Synonyms

Antonyms

Confused words

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Name of student

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Primary grammar and word study

Punctuation checklist Full stops

Exclamation marks

Question marks

Capital letters

Commas

Apostrophes

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Name of student

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Figures of speech checklist Alliteration

Similes

Onomatopoeia

Personification

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Name of student

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Primary grammar and word study

Parts of speech Nouns

r o e t s Bo r e p ok u S Worksheet information

Focus Common nouns

Definitions

• The depth of the introduction necessary for the development of an understanding of nouns will vary.

Students must first understand what ‘words’ are.

They also need to be able to understand the concept of people, places and things.

• A suggested introduction is to prepare cutout pictures of people, places and things from magazines. Draw a table on the board with the headings: ‘people’, ‘places’ and ‘things’. Ask students to sort the pictures and classify them by sticking them on the board under the appropriate heading. Write the name (noun) for each picture next to it. Explain to the students that the words we use to name people, places and things are called ‘nouns’.

• Give each student a copy of the worksheet and explain the tasks.

In Question 1, students write three people, places and things from the picture.

In Question 2, they make up a funny story or song using three nouns of their own which they have written on the page. Encourage students to write a common noun—e.g. boy, man, cowboy—rather than a proper noun. They can tell or sing their funny stories or songs to each other.

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• Nouns are words used to name people, places, things, feelings and ideas.

• Common nouns name general, rather than particular, things that you can see and touch.

Example: The farmer’s dirty feet left marks all over the floor.

Explanation

• The word ‘noun’ comes from the Latin ‘nomen’, which means ‘name’. Nouns are often called ‘naming words’.

• While most nouns can be categorised as either common or proper nouns, there are two further main categories; collective (e.g. swarm) and abstract (e.g. sorrow) nouns.

• Some words used as nouns can also be verbs or adjectives, depending on the context in which they are used.

Example: John decided to ring (verb) the jeweller about Suzie’s damaged ring (noun).

• Common nouns are not capitalised unless they begin a sentence or start a title.

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Ideas for further practice

• Play ‘I-spy’ with the students to practise naming the ‘things’ in the classroom.

• Read simple stories with the students. Ask them to recall people, places and things from the story and list these under the appropriate headings.

• Students could go on a ‘noun hunt’ in the classroom or school grounds, finding as many nouns as they can.

• <http://www.learningplanet.com/act/rats/rats3. htm?rats_nounverb> is an interactive game where students practise identifying nouns.

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1. places: park, school, shop people: boy, girl, woman, baby things: swing, ball, tree, flower, bird, grass, bench, bin

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Nouns Nouns are naming words for people, places and things.

school

woman

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bird

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flower

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1. From the picture, write three:

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things.

places

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boy

grass

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2. Write one place, one person and one thing.

Use these nouns to make up a funny story or song to tell a partner.

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Parts of speech Nouns

Focus

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Ideas for further practice

Proper nouns

• Proper nouns are used to name specific people, places or things and begin with capital letters.

Example: Jarrad was due to fly in from London on Friday.

Explanation

Answers

• Nouns can provide us information about who, what and where. Proper nouns are also called proper names and name a specific or particular person, place, animal or thing. Proper nouns are almost always capitalised but not all capitalised words are proper nouns.

• Trademarks are also capitalised.

• Some words that would appear to need capitalisation, such as the names of the seasons (winter, summer, spring and autumn), are no longer capitalised because, through long usage, they have come to be considered common nouns. Cardinal directions (north, south, east and west); words for relatives (mum, aunty)—unless it is used as part of the name, such as Aunty Maude; and names of subject areas (maths, science) are also no longer considered proper nouns.

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Definition

• Students can find nouns in sentences online at <http://www.sd925.org/wps/staff/gr1proj/project10/ activities.html> • Students can create riddles where the answer is a proper noun. Partners try to guess the answers.

• Proper noun hunt: Students set off to find and write as many proper nouns from the classroom as they can in five minutes. Turn the students findings into a class book of proper nouns.

1. Teacher check

2. The pictures of Jess Gresham, Mrs Deering, Leroy and JoJo’s Cafe should be coloured.

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Worksheet information

• Review what a noun is with the students. Give each student a copy of the worksheet and read the text defining proper nouns. Explain that these are nouns that give special people, places or things their own name. Read the sentences about the boy and his cat.

Ask students to notice the words in bold; they have capital letters and are the name of the boy, the name of his cat, and the name of the city in which they live. They could then identify the common nouns (boy, cat, city).

• Students then practise writing proper nouns by providing information about themselves. They practise identifying proper nouns by colouring the pictures which have proper nouns written beneath them.

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Proper nouns Some nouns are the special names for a person, place or thing. They are called proper nouns and start with capital letters.

My name is Jacob. I’m a boy.

This is Puff. She is my cat.

My name is

I live in

I have/want a pet named

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r o e t s Bo r We live in Oxford.e It’s a big city. p ok u Syou?

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2. Colour the pictures of proper nouns.

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Jojo’s Cafe Primary grammar and word study

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Parts of speech Verbs

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Focus Finite verbs

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Definition

• Read the rhyme with the students, emphasising the verbs (doing words).

• Read the explanation about verbs to the students while they follow the words.

• Ask the questions: ‘What am I (row 1) doing?, What are the bells doing?, ‘What am I (row 3) doing?, ‘What are the elephants doing?’ etc.

• Students use coloured pencils to circle the verbs in the rhyme which were emphasised while reading.

Repeat the reading if necessary.

• Read the instruction for Question 3, then students can match the pictures to the most appropriate verb.

• As a class, read the picture–sentences together; e.g. dogs dig, cats lick etc.

• Verbs or ‘doing’ words show actions or states of being or having.

Example: The boy ran to the gate.

Humpty Dumpty sat on a wall.

The cow jumped over the moon.

‘Ran’, ‘sat’ and ‘jumped’ are verbs which tell about an action.

Example: He has a cold and he is sick.

‘Has’ is a form of the verb ‘to have’ and ‘is’ is a form of the verb ‘to be’.

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• Recite popular nursery rhymes with the students and whenever a verb (doing word) appears, ask the students to shout the word loudly. Give examples first.

• Make up simple sentences with missing verbs to complete orally with the students.

Example: The clown the car.

• Play action games such as ‘What can you do Punchinello, funny fellow?’ where students must make up actions for Punchinello to demonstrate for others to copy.

Explanation

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• Finite verbs change in form to match their subject or to indicate tense.

Example: runs, run, ran • Non-finite verbs do not change.

Example: present participles – working past participles – worked infinitives – to work • Verbs must have someone doing the action (the subject). For the examples in the Definition section above, the actions are done by ‘the boy’, ‘Humpty Dumpty’ and ‘the cow’.

• Most verbs describe actions, but verbs also show states of ‘being’ or ‘having’. The verbs ‘to have’ and ‘to be’ have many forms which change with the subject and the tense.

Example: to have – has, have, had to be – am, is, are, was, were • Every sentence must contain a verb.

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3. dogs dig, cats lick, ducks quack, rockets zoom

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Verbs Verbs are doing words.

1. Read the rhyme.

Bells ring. r o e t s B r e oo I jump. p u k Elephants thump.

S I cry.

Birds fly.

I sleep.

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I sing.

Mice creep.

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2. Circle the doing words in the rhyme.

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A sentence must have a ‘doing’ word.

3. Draw a line to match the doing word to the correct picture.

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Parts of speech Verbs

Focus

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• Read the instructions for Question 3. Tell the students that these are command verbs. Discuss a character from a well-known nursery rhyme or fairytale who may have said ‘Help!’ or ‘Stop!’

Students could also relate a situation where the verbs were spoken; for example: when someone is in deep water and cannot swim well or when a child runs near the road and Mum yells at him/her.

Students should draw simple pictures to match the spoken command verbs.

• Select a few students to talk about their pictures.

Ask them to tell who is saying the command verb and who they may be talking to.

Command verbs (imperatives)

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Definition

• Command verbs are used to order, command or instruct.

Example: Clean your teeth.

Mix the cake batter.

Explanation

• Verbs can describe actions (doing words) and must have someone ‘doing’ the action (the subject). Refer to pages 6 and 7.

• Most verbs describe actions but verbs can also show states of ‘being’ or ‘having’.

Example: to be – am, is, are, was, were to have – has, have, had • Every sentence must contain a verb.

• Command verbs are commonly used when writing procedures and are usually the first word in the sentence.

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• Learn and say rhymes which contain command verbs such as ‘“Stop”, said the red light; “Go”, says the green …’

• Identify command verbs in familiar fairytales and traditional stories such as ‘Run, run as fast as you can. You can’t catch me, I’m the gingerbread man’.

• Play games in the playground where students must listen to an order or command and carry out the action; for example: ‘Run to the tree and skip back’.

Emphasise the command verbs when speaking.

Answers

Worksheet information

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• Play a game such as ‘Simon says’ where students must follow the commands given.

• Read the heading and explain what ‘command’ means. Remind the students that a verb is a ‘doing’ or action word. A command verb is a word that commands or orders someone to do something.

Do not be overly concerned if the students do not remember the term.

• Read the text with the students and say the words for the pictures in the procedure. Emphasise the command verbs when reading the text.

• Ask students to identify the command verbs and write them to complete Question 2. Beginning sounds have been given to assist students with finding them in the text. Tell the students that all the command verbs in this text have a capital letter because they all start sentences.

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Ideas for further practice

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1. Teacher check

2. Mix, Melt, Add, Tip, Cook, Lick

3. Teacher check

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Command verbs 1. Read the procedure.

Mix

Melt

Add

and

in bowl.

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Mix all together.

Tip into

Cook in

Lick the

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2. Write six command verbs from the procedure.

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Stop!

Primary grammar and word study

Parts of speech Verbs

Focus

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However, young students will be very familiar with sentences which include ‘I am …’ and ‘I will …’ when writing or reading.

• Read the text with the students, encouraging them to say any words they recognise. Emphasise the verbs when reading aloud to make the students more aware of them.

• Discuss and identify which words are verbs or ‘doing words’, while the students circle them. Ensure that the students circle ‘will be’ (two parts). Tell them it is a ‘tricky’ verb that has two parts.

• Once the verbs are circled, the students can copy the verbs into the correct boxes.

NOTE: In Question 3, the future tense verbs, ‘will be’, ‘am’ and ‘went’ have been given. Students are only required to find and write the more obvious verbs from the text.

Past, present and future tense (with auxiliary verbs)

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Definitions

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• Verb tense shows whether the action of the verb occurs in the present, the past or the future.

• Auxiliary verbs are small verbs, often a form of the verb ‘to be’ or ‘to have’, that combine with another verb to form a compound verb.

Explanation

• There are three basic verb tenses—past, present and future. These tenses are often formed using an auxiliary or helping verb such as ‘is’, ‘can’, ‘had’ and ‘will’.

Example: I jump. She jumps. (present tense) I jumped. (past tense) I have jumped. (past tense with an auxiliary verb – ‘have’) I will jump. (future tense with an auxiliary verb – ‘will’) • Verbs must have someone ‘doing’ the action. For the examples above, the actions are done by ‘I’.

• Most verbs describe actions, but verbs also show states of ‘being’ or ‘having’.

Example: to be – am, is, are, was, were to have – has, have, had • Every sentence must contain a verb.

• Some verb tense forms are regular but many are irregular.

Example: ‘I buy my lunch today’ (present tense) becomes ‘I bought my lunch yesterday’ (past tense).

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• With the students sitting in a circle, select a few students to tell a sentence about something they did yesterday. Write the verbs on the board as each student relates his/her sentence. Repeat with other students, relating what they are doing today and what they will be doing tomorrow. Used different coloured chalk or markers for past, present and future verbs and compare them. Note any which have two parts.

• Ask students to write their own three sentences about yesterday, today and tomorrow and draw a picture to illustrate each. Students should be asked to identify the verbs.

• Listen to stories about children who have grown and changed and learnt to do new things.

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Worksheet information • As the concept of verb tense is very difficult for this age group, particularly in reference to auxiliary verbs, the intention is ONLY to expose the students to different tenses while reading a short text.

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3. Yesterday – went, played, climbed, zoomed Today – am, read, write, count, learn Tomorrow – will be

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Yesterday, today, tomorrow Verbs are doing words.

1. Read the text.

Yesterday, I went to the park.

I played on the swings.

r o e t s Bo r e p ok u SToday, I am at school.

I climbed up the ladder and zoomed down the slide.

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Teac he r

I read my books. I write my name and a story.

I count to 20 and learn my shapes.

Tomorrow, I will be a very smart sportsperson.

2. Circle all the ‘doing’ words in the text.

© R. I .

C.Publ i cat i ons 3. Copy the ‘doing words’ in the correct boxes.

•f orr evi ew pur posesonl y• I went.

w ww I cl

. te

I am.

Iw

I pl .

Iz

m . u

Yesterday

.

o c . che e Ir r o t r s super .

Ic

Il

Today

.

. .

.

Tomorrow

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Primary grammar and word study

Parts of speech Adjectives

Focus

r o e t s Bo r e p ok u S

Ideas for further practice

Common adjectives

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Teac he r

Definition

• Present the worksheet on an overhead projector, but this time without the words at the bottom.

Ask students to think of other words that could be written in the space under each picture. Alternatively, students could add another adjective before or after the one given; e.g. pretty, pink flower.

• Students form circles of five or six. One student chooses an object from a selection that has been placed in the middle of the circle. He or she names the object and then thinks of a word to describe it, saying the word (adjective) out loud; e.g. a ball, a round ball.

The object is passed to the next student, who then thinks of another adjective; e.g. a white ball.

This continues until each student has had a turn.

Other students can suggest an adjective if one student is having difficulty. The game continues with another object in the pile and so on.

• An adjective is a describing word. It adds meaning to or changes the meaning of a noun or a pronoun.

Example: These are shady trees. (describes the noun, ‘trees’) The pillow is soft. (describes the noun, ‘pillow’) Note: The adjective does not always come before the noun: She is quiet. (describes the pronoun, ‘she’)

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Explanation

• The use of suitable adjectives not only makes written or spoken language more interesting, it gives the reader or listener a clearer understanding.

Worksheet information

Answers

. te

Primary grammar and word study

1. a funny clown, a wet day, a hot drink, a pretty flower, a tall tree, a sad baby

m . u

w ww

• The pictures on page 13 have descriptions underneath with missing adjectives. Explain to the students that the missing words are at the bottom of the page. Discuss the pictures and descriptions with the students and read the words at the bottom. Ask them to suggest which would be the best word to cut out and glue under each picture.

• Depending on the ability of your students, they may like to know these words are ‘describing’ words or ‘adjectives’, which help to make our writing more interesting.

o c . che e r o t r s super

12

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Describing words – 1 An adjective is a describing word.

r o e t s Bo r e p ok u S

a

clown

a

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Teac he r

Cut out each describing word below. Glue it in the box under the correct picture.

day

a

drink

w ww

. te

flower

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a

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a

m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

tree

a

baby

wet

pretty

hot

tall

sad

funny

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Primary grammar and word study

Parts of speech Adjectives

Focus

r o e t s Bo r e p ok u S

Ideas for further practice

Common adjectives

• An adjective is a describing word. It adds meaning to or changes the meaning of a noun or a pronoun.

Example: Avoid busy roads. (describes the noun, ‘roads’) The kitten is cuddly. (describes the noun, ‘kitten’) Note: The adjective does not always come before the noun.

He is tall. (describes the pronoun, ‘he’)

Answers

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Teac he r

Definition

• On a separate sheet of paper, students make up their own phrase(s) with two adjectives describing a noun. Display students’ work.

• Provide students with a set of cards with nouns and a set of cards with words that can be used as adjectives. Place each face down or put in a container. Students take out one noun card and two adjective cards. They order the words and draw what they read. Some, of course, will be amusing!

For example, the cards might read ‘hairy, red car’.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Teacher check

Explanation

• The use of suitable adjectives not only makes written or spoken language more interesting, it gives the reader or listener a clearer understanding.

Worksheet information

. te

Primary grammar and word study

m . u

w ww

• Revise describing words by showing students various objects from the classroom or pictures of objects. Ask them to suggest words which tell about or describe each. List them on the board or chart next to the object/picture.

• Read the phrases on the worksheet, emphasising the describing words. Explain how their picture must match what the words say; e.g. It wouldn’t be raining in the hot, sunny day picture and any person in their picture shouldn’t have a coat on.

After discussion, students draw and colour their pictures and share them in a group or with the class.

o c . che e r o t r s super

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Describing words – 2 An adjective is a describing word.

1. Read the words.

r o e t s Bo r e p ok u S a small, green frog

ew i ev Pr

Teac he r

2. Draw and colour each picture in the box.

(One has been drawn for you to colour.)

a little, grey mouse

a hot, sunny day

w ww

. te

m . u

© R. I .

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o c . che e r o t r s super

a fluffy, yellow chick

a tall, thin man

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Primary grammar and word study

Parts of speech Adjectives

Focus

r o e t s Bo r e p ok u S

Ideas for further practice

Comparative and superlative adjectives

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Teac he r

Definitions

• Ask students to find things in the classroom that have specific qualities.

Example: narrow/narrower/narrowest tall/taller/tallest hard/harder/hardest • Some comparative and superlative adjectives are irregular.

Example: good/better/best Students at this age may say ‘gooder’ instead of ‘better’. Provide opportunities for oral practice. For example, the teacher purposely says a work sample is good and another is ‘gooder’ or ‘goodest’, and asks students what she/he should have said.

• Comparative adjectives are used to compare two things, usually by adding the suffix ‘er’.

Example: high, higher • Superlative adjectives are used to compare more than two things, usually by adding the suffix ‘est’.

Example: soft, softest

© R. I .

C.Publ i cat i ons •f orr evi ew pu r posesonl y• Answers

Explanation

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1.–2. Teacher check

3. silly, redder, silliest

m . u

w ww

• If the adjective has two or more syllables, ‘more’ or ‘most’ is usually added before the adjective.

Example: comfortable, more comfortable, most comfortable.

• But if an adjective of two or more syllables ends in ‘y’, ‘er’ or ‘est’ is usually used.

Example: dirty – dirtier – dirtiest • Some comparative and superlative adjectives are irregular.

Example: bad – worse – worst good – better – best

o c . che e r o t r s super

Worksheet information

• The words used for comparison on page 17 only include simple words requiring ‘er’ or ‘est’. Use the pictures at the top of the page to introduce the concept. Students can then draw animals in the boxes to show ‘big’, ‘bigger’ and ‘biggest’ for Activity 2.

• The story in Activity 3 will help to reinforce the concept in context. Read it with the students, asking them to add the missing correct word at the bottom of the page.

Primary grammar and word study

16

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Comparing things 1. Read what each animal is saying in the pictures.

I am small.

I am smaller.

I am the smallest.

r o e t s Bo r e p ok u 2. Draw pictures S to show a big animal, a bigger animal and an Teac he r

When we compare two or more things, we can add er or est to a word.

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animal that is the biggest.

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C.Publ i cat i ons I am big.

I am bigger.

I am the biggest.

•f orr evi ew pur posesonl y•

We saw three silly clowns with red noses.

w ww

First, the clown with a red nose was

m . u

3. Fill in the missing words to finish the story.

.

. te o c nose Then, the clown with a . che e r o t r s su was sillier. He tripped over shoe. er phis He fell off his bike.

But the clown with the reddest nose . He got a

was the custard pie in his face!

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silliest

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silly 17

redder Primary grammar and word study

Parts of speech Adverbs

Focus

r o e t s Bo r e p ok u S

• Read the story again and have the groups dramatise their parts as it is read.

• Students can complete Question 1 by showing how the action happened, saying the adverb or copying the adverb from the text. (The adverbs are all in italics to facilitate this task.) Some students may, however, choose to do all three.

• As preparation for completing Question 2, ask students from the different groups the questions: Who are you?

What are you doing? (verb) How are you doing it? (adverb) How do you move? (adverb) • Question 2 should be modelled to the class before students work with a partner; for example: ‘I am a crocodile; I am sleeping; I am sleeping peacefully; I move silently’. It may be helpful to have one student ask the other questions as a prompt.

Common adverbs of manner

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Teac he r

Definition

• An adverb is a word that adds information, usually to a verb and can tell about how (manner), when (time) or where (place) something happens.

Example: The cows waited patiently.

Note: Adverbs can modify (add information to) any words that are not nouns or pronouns. (These are modified by adjectives.)

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Explanation

. te

Ideas for further practice • Students take turns to mime an action, then ask others to identify what they are doing and to suggest adverbs to say how they were doing this action; for example: ‘You were playing a guitar beautifully/ quickly/happily/softly’.

o c . che e r o t r s super Answers

Worksheet information

1. (a) loudly (c) gracefully

• Introduce the worksheet by reading the story to the class, acting each of the verbs as described by the adverb; for example: roaring (verb) loudly (adverb).

This will help any students who are unsure of the vocabulary used.

• Read the story again, choosing particular students to show, for example, what Jack did and how he did it.

(Jack jumped on the bus happily.)

• The students can then be placed in small groups of: lions, elephants, birds, giraffes, the Jacks holding the rabbit, and the Jacks leaving. Each group should discuss what they are doing (the verb) and how they are doing it (the adverb) and practise it.

Primary grammar and word study

m . u

w ww

• Adverbs clarify meaning by telling more about the action, allowing for greater precision and adding interest to writing.

• The words in italics in the story are all adverbs of manner. They all modify a verb, telling how it happens.

• Some teachers may prefer to just focus on the concept of words telling how something happens, while others may like to also teach the term ‘adverb’. Many children enjoy the fact that they can remember, understand and use this term.

18

(b) quietly (d) gently

2. Teacher check

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How things happen – 1 Jack listened to the lions roaring loudly.

He listened to the elephants walking quietly.

He saw the birds eating greedily.

r o e t s Bo r e p o u k He saw the giraffes standing gracefully.

S He held the rabbits carefully and patted them gently.

ew i ev Pr

Teac he r

He saw the crocodiles sleeping peacefully.

He left the zoo sadly. He climbed slowly on to the bus and went back to school.

1. Show, tell or write your answers.

w ww

(a) How did the lions roar?

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m . u

© R. I .

C.Publ i cat i ons Words that tell how things happen are • f or r evi ew pur posesonl y• called adverbs.

o c . (c) How did the giraffes stand? ch e r er o t s su per (d) How did Jack pat the rabbits?

(b) How did the elephants walk?

2. Draw a picture of one of the zoo animals on the back of this sheet. Tell a friend:

(b) what it is doing (a) what animal it is (c) how it is doing it R.I.C. Publications®

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(d) how it moves.

19

Primary grammar and word study

Parts of speech Adverbs

Focus

r o e t s Bo r e p ok u S

• Read the text again, with the students emphasising the adverbs.

• Students work with a partner to complete Question 1. The adverbs are in bold italics in the text but could also be written on the board or on small cards for those students who have difficulty locating them in the text.

• Discuss different things people do quickly and slowly before students complete Question 2. Provide opportunities for students to discuss and compare their answers.

Common adverbs of manner

ew i ev Pr

Teac he r

Definition

• An adverb is a word that adds information, usually to a verb and can tell about how (manner), when (time) or where (place) something happens.

Example: They searched desperately.

Note: Adverbs can modify (add information to) any words that are not nouns or pronouns. (These are modified by adjectives.)

Ideas for further practice

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

• Discuss playing football or another sport and brainstorm to list some of the things the players and spectators do. Each of these verbs can be written on the board, circled and with a bigger circle drawn around it for adverbs describing how people do it.

Example: cheer – loudly, quietly, happily, sadly run – quickly, cleverly, dangerously, poorly, bravely • Discuss anger and some of the different things people do to show they are angry. Write the word ‘angrily’ on the board and model some sentences to help students think of some of their own.

Example: She stamped her foot angrily.

He slammed the door angrily.

Explanation

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m . u

w ww

• Adverbs of manner clarify meaning by telling more about the action, allowing for greater precision and adding interest to writing.

• The words in italics in the story, are all adverbs of manner. They all modify a verb, telling how it happens.

• Some teachers may prefer to just focus on the concept of words telling how something happens, while others may like to also teach the term adverb. Many children enjoy the fact that they can remember and use this term.

o c . che e r o t r s super

Worksheet information

• Introduce the worksheet by reading the story to the class, acting each of the verbs as described by the adverb; for example: climbs (verb) quickly (adverb).

This will help any students who are unsure of the vocabulary used.

• Discuss each adverb in the story by asking the students to suggest, for example, other ways Brad could have climbed out of bed (sleepily, sadly, happily, slowly).

• Explain why the writer added these adverbs; i.e. to tell the reader more about how things happen. This makes the writing more interesting. Make the point that writers need to choose their adverbs carefully or people won’t know how things are happening.

Primary grammar and word study

Answers

20

1. (a) quickly

(b) hard

2. Teacher check

(c) badly

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How things happen – 2 Brad climbs quickly out of bed.

He is late for football.

He tries hard to find his things.

He has carelessly left them all over the house.

r o e t s Bo r e His shirt is folded neatly on the table. p ok u Where areS his shorts?

Brad finds some old shorts to wear.

He is very late and he plays badly.

ew i ev Pr

Teac he r

Luckily he finds his boots and socks under his bed.

Words that tell how things happen are called adverbs.

(a) How Brad climbs out of bed

(b) How he tries to find things

w ww

(c) How he plays

m . u

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C .Pub l i ca t i othings ns happen.

1. Tell and try© to show a partner how these Then adverb andp write it o ons the line.

•find f othe rr evi ew ur p es onl y•

. te of the things you do.

2. Draw pictures o c . che e r o t r s super

I do this slowly.

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I do this quickly.

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Primary grammar and word study

Parts of speech Pronouns

Focus

r o e t s Bo r e p ok u S Worksheet information

Personal pronouns: subjective and objective

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Teac he r

Definitions

• While students learn the correct pronouns to use in place of a noun, they also need to know which noun the pronoun is replacing. The worksheet provides opportunities for both practices.

• Discuss the pictures in the story. Read the text together. Indicate the pronouns and discuss who/ what they refer to.

• In Questions 2 and 3, students use the words at the end of the sentence to replace those in bold print.

• Question 3 (b) has not been directly lifted from the text. Discuss why Mum might have been cross with Dad.

• A pronoun is a word substituted for a noun.

• A personal pronoun is used in place of a person or thing.

Example: he, she, it, they • A subjective pronoun is used as the subject of a verb.

• An objective pronoun is used as the object of a verb or a preposition.

Ideas for further practice © R. I .

C.Pu bl i ca t i o ns •f orr evi ew pur posesonl y•

Explanation

• Allow students to act out the story. Follow this by asking questions of the performers and the audience about what they did and how they felt. This will bring in the personal pronouns relating to the first and second person.

• With ideas from the students, create similar short stories, and, on the board, write the text for each scene. Students take turns to act out the scenes.

Determine the students’ understanding of personal pronouns in each context, through oral questioning of performers and audience.

• Plan a simple class biography, detailing activities groups of students enjoy. Display photographs of the students with matching text from the biography.

Make full use of personal pronouns in the text.

. te

o c . che e r o t r s super

Person

Subject

First

I, we

Second

you

you

Third

he, she, it, they

him, her, it, them

Primary grammar and word study

m . u

w ww

• Using pronouns prevents constant repetition of a noun, making the text run more smoothly.

• Within a sentence, a pronoun can perform the same role as a noun, indicating the subject or the object of a verb.

• A personal pronoun replacing either the subject or the object of a verb has a different form for each category of person it represents.

Example: I (subject) introduced her (object).

She (subject) introduced me (object).

• Subjective and objective personal pronouns (singular and plural), in the first, second and third person, are shown in the table below.

Answers

Object

me, us

22

2. (a) She baked it. (b) He ate it.

3. (a) Mum dropped the cake on the floor. (b) Mum was cross at Dad for eating the cake.

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She, he, it …

1. Read the picture story.

ew i ev Pr

Teac he r

r o e t s Bo r e p ok u Mum She dropped it on the floor.

Sbaked a cake.

© R. I .

C.Publ i cat i ons Dad ate the cake.

He won’t eat it again.

•f orr evi ew pur pos esonl y•

(a) Mum baked a cake.

She

w ww

(a) She dropped it on the floor.

it

. te

(b) Dad ate the cake.

He

it

m . u

2. Write a new sentence.

o c .

che e r o t r s s per 3. Write a new sentence. u

Mum the cake

(b) She was cross at him for eating it.

Mum the cake

Dad

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Primary grammar and word study

Parts of speech Pronouns

Focus

r o e t s Bo r e p ok u S Worksheet information

Possessive pronouns

Definitions

• While students learn the correct pronouns to use in place of a noun, they also need to know which noun the pronoun (in this case, possessive) is replacing.

The worksheet provides opportunities for both practices.

• Set the scene for the text: The family are clearing up a room in the house and returning the items to their owners. Read the text with the students and give them the opportunity to role-play the scene. With one group performing and the rest of the class as the audience, identify who each character is talking to or about. For example: Is it male or female?

A single person or more than one? Is it about themselves or a third person? Reinforce the pronoun used in each case.

• Students complete the activity sheet, choosing words from each box to fill the gaps.

Teac he r

ew i ev Pr

• A pronoun is a word substituted for a noun.

• A personal pronoun is used in place of a person or thing.

• A possessive pronoun is used to indicate possession of a noun.

Example: mine, hers, yours

Explanation

• Using pronouns prevents constant repetition of a noun, making the text run more smoothly.

• Within a sentence, a pronoun can perform the same role as a noun, indicating the subject or the object of a verb.

• There are four types of personal pronoun: subjective, objective, possessive and emphatic-reflexive.

• A personal pronoun replacing either the subject or the object of a verb has a different form for each category of person it represents.

Example: I (subject) taught her (object).

She (subject) taught me (object).

• The possessive form of the personal pronoun indicates possession of the noun it substitutes.

Example: The toy is mine.

The possessive pronouns are, in the first person: mine, ours; second person: yours; third person: his, hers, its, theirs Note: While the possessive pronoun its exists, it is not generally used.

© R. I .

C.Publ i cat i ons Ideas for further practice •f orr evi ew pu r posesonl y•

m . u

w ww

. te

• Students hand out personalised items to individual students and to groups repeating, for example, ‘This book belongs to Rachel. It is hers’; ‘These pens belong to the Green Group’; ‘They are theirs’.

• In groups of three, students work with a range of classroom items following the patterns: 1. ‘This ball belongs to James. It is his. This ball belongs to you, James. It is yours.’

2. ‘These books belong to you, James and Joanne.

They are yours.’

3. ‘These scissors belongs to us. They are ours.’

4. ‘This book is mine. Let’s read it together.’

• Laminate pieces of card on which are written different possessive pronouns and words and phrases which could be joined together to make simple sentences. Students work in small groups to make a number of sentences which must include possessive pronouns. Allow the groups to self-check their work.

o c . che e r o t r s super

Note: Possessive determiners do not replace the noun, so are not pronouns. They describe possession of the noun and always appear with it.

Example: My dog chased its tail.

Possessive determiners in the first person are: my, our; in the second person: your; and in the third person: his, her, its, their.

Primary grammar and word study

Answers

24

1. (a) mine

(b) theirs

(c) ours

2. (a) theirs

(b) hers

(c) his

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(d) yours

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Mine, yours, ours ...

Dad held up a brown bear.

‘This is yours, Ellie’, he said.

‘No, that’s mine’, squealed Robbie crossly.

‘The pink one is hers.’

Then the twins ran into the room. ‘The train set is ours’, they cried.

Teac he r

r o e t s B r e oo Dad handed some comics to Ben and Joe. p u k ‘These are yours, S too’, he said.

‘Haven’t you got anything, Dad?’ asked Ben.

ew i ev Pr

Ellie held her nose. ‘And these socks are theirs’, she giggled.

Mum walked in with a birthday cake. ‘This is his’, she said.

1. What did they each say? Choose and write a word.

© R. I .

C.Publ i cat i ons mine theirs ours yours • f orr evi e w pur pos esonl y•

(a) Robbie: The brown bear is

.

(b) Ellie: The socks are

.

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m . u

(c) Twins: The train set is

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o c . c e heword r 2. Choose the correct to write. t o r s super

(d) Dad: The comics are

theirs

hers

. .

his

(a) The comics belong to the twins. They are

.

(b) Ellie owns the pink bear. It is

.

(c) It is Dad’s birthday. The cake is

.

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25

Primary grammar and word study

Parts of speech Conjunctions

Focus

r o e t s Bo r e p ok u S

Ideas for further practice

Conjunctions: ‘and’, ‘but’

ew i ev Pr

Teac he r

Definition

• Make up simple sentences with missing conjunctions to complete orally with the students.

Example: Zac Jess went to the zoo.

• Students orally describe an object using adjectives and connect the adjectives with the joining word ‘and’.

Example: This ball is large and yellow.

• Students read simple texts aloud. Whenever the conjunctions ‘and’ and ‘but’ appear, they shout the words loudly. Give examples first.

• Conjunctions are joining words which can be used to connect words, phrases, clauses or sentences.

Examples: black and white a fast car but difficult to control We went to the beach and made a sandcastle.

I enjoy swimming but my sister likes diving better.

Explanation

© R. I .

C.Pu bl i cat i ons Answers •f orr evi ew pur posesonl y•

. te

1. Teacher check

2. brown and white small but strong soft and light little and long

m . u

w ww

• Using conjunctions enables a writer to build and combine ideas and to avoid needless repetition.

• Conjunctions can join: – one word with another, such as: cold and wet – one adjective with another, such as: The girl was hot and tired.

– one clause with another, such as: She left the room because she was ill.

– one sentence with another, such as: It was raining so I took an umbrella.

3. (a) bacon and eggs (b) bat and ball (c) I like peas and carrots, but I don’t like beans.

o c . che e r o t r s super

Worksheet information

• Read the rhyme with the students, emphasising the conjunctions. Students then complete Question 2 by circling the joining words.

• Explain the example given in Question 3 and explain that the joining words and and but are missing.

Students will need to work out which word should fit in each space.

Primary grammar and word study

26

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Conjunctions Conjunctions are joining words.

1. Read the rhyme.

My pet rat is …

Brown and white,

Small but strong,

r o e t s B r e oo Soft and p light, u k S Little but long.

ew i ev Pr

Teac he r

Conjunctions can be used to join ideas.

2. Circle the joining words in the rhyme.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

3. Fill in the missing joining words.

bread and butter

w ww

(b)

(c)

(a)

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eggs

bacon

m . u

o c . che e r o t r s super ball bat I like peas don’t like beans.

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27

carrots,

I

Primary grammar and word study

Parts of speech Determiners

Focus

r o e t s Bo r e p ok u S

• The indefinite article a precedes a noun that begins with a consonant sound.

Example: a yacht, a boat, a dog, a unicycle The indefinite article an precedes a noun that begins with a vowel sound.

Example: an apple, an ice-cream, an umbrella, an hour

Articles: the (definite); and, a/an (indefinite)

Definitions

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• A determiner is a word usually used before a noun that determines how definite it is.

Example: Our dog sat looking out that door at some old boots the gardener leaves here each week.

• An article is a type of determiner that precedes a noun and identifies how definite (specific) or indefinite (nonspecific) that noun is.

Example: a book (meaning any book), the book (meaning a particular book)

Worksheet information

• Definite and indefinite articles are a difficult concept and while some rely on noun phrases ‘sounding right’, there are definite rules which apply. At this stage, students may not be able to distinguish whether the article is correctly matched to the noun, that is why a puzzle approach has been used.

Students select the pieces which fit together. This automatically matches the correct article to the correct noun.

• It is a good idea to discuss any observations students may have regarding the matching of articles and nouns. Through discussion, you may like to point out specifically to students that a is used with general nouns beginning with consonant sounds, an is used with general nouns beginning with vowel sounds and the is used when referring to a particular noun.

Note: In the examples provided in the student activity, ‘the sun’ and ‘the dog’ are referring to a particular sun and dog. However, it is possible to have ‘a sun’ or ‘a dog’, meaning any sun or any dog.

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Note: In traditional grammar, some words used as what are now called determiners in functional grammar are referred to as adjectives; e.g. first, seven; or as possessive pronouns; e.g. my, your.

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Explanation

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• Determiners are useful for making information more precise for the reader or listener.

• The definite article the is used to refer to a particular thing or things and when referring to specific, oneof-a-kind things.

Example: the Nile River, the book (meaning a particular book) • Indefinite articles such as a and an are used to refer to any thing. The noun following an indefinite article is nonspecific.

Example: an umbrella (meaning any umbrella) or a boat (meaning any boat) • Articles can indicate a significant difference in meaning.

Example: a house (any house) and the house (a particular house)

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Primary grammar and word study

o c . che e r o t r s super Ideas for further practice

• Make and display headings on coloured card ‘a’, ‘an’ and ‘the’. Students then compile words and pictures of objects and sort them under an article heading to create a list.

• Students create their own puzzle matching articles with nouns of their own choice and give them to classmates to solve.

Answers 1.–5. a crab; a kite; an egg; an apple; the sun; the dog

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‘a’, ‘an’ and ‘the’ 1. Read these words.

2. Cut out each puzzle piece.

3. Match the puzzle pieces correctly.

4. Glue onto a sheet of paper.

5. Read them.

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a

sun

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r o e t s Bo r e a Sup egg ok

dog

crab

an .

te

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an w ww

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o c . che e r o t r s s r u e p the apple

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kite 29

Primary grammar and word study

Parts of speech Determiners

Focus

r o e t s Bo r e p ok u S Worksheet information

Cardinal numbers

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Definitions

• Students do not need to know the grammatical term used to name how the numbers are used in this activity. However, it would be a good opportunity to discuss with students that the numbers used are there to ‘determine’ the number of objects; i.e. to tell us exactly how many.

• A determiner is a word usually used before a noun that determines how definite it is.

Example: Our homework was placed on that table with some books because the teacher wanted us to take a book home each night.

• Cardinal numbers are used to determine a specific element of the noun or the amount of a quantity of items.

Example: three apples

Ideas for further practice

• Students write a sentence that uses a cardinal number to determine the quantity of the noun. Draw a picture to match. Display.

• Organise objects into groups and write labels to match; for example: ‘This shelf has ten books’.

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C.Pu bl i cat i ons Answers •f orr evi ew pur posesonl y• 1.–3. Adam’s ten toes wriggle.

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Explanation

• Determiners are useful for making information more precise for the reader or listener.

• When using a cardinal number as a determiner, it must come before the noun it is referring to within a sentence.

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Primary grammar and word study

My two cats like to play.

His four cars go very fast.

These five fruits are sweet.

Her eight fish swim all day.

Those three boys are very kind.

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Note: In traditional grammar, some words used as what are now called determiners in functional grammar were referred to as adjectives; e.g. ten, seventh; or as possessive pronouns; e.g. his, their.

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Numbers 1. Look at the pictures and read the sentences.

2. Read and cut out each number word.

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Adam’s wriggle.

toes

My play.

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3. Glue each number word to finish the sentences.

cats like to

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These sweet.

two

fruits are

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Her day.

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cars go very

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His fast.

three

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Those very kind.

four

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boys are

eight

ten

Primary grammar and word study

Parts of speech Prepositions

Focus

r o e t s Bo r e p ok u S Worksheet information

Prepositions

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Definition

• A good introduction to this worksheet would be to engage the students physically in moving body parts on, under, through and around objects, such as in a game of ‘Simon says’.

• After the game, talk with students about the words that were used in the game, such as ‘on’, ‘under’, ‘between’ and ‘above’. Discuss these words and how they tell us about the position of things. If you wish, introduce the term ‘preposition’ to the students. Give each student a copy of the worksheet and explain the task. Students read the instructions to complete the picture.

• Once they have finished they colour their pictures, then describe it to a friend or partner, using prepositions such as ‘the bird is in the sky above the ship’ or ‘the shark is swimming in the water under the ship’.

• Prepositions are words used to show the relationship between nouns and/or pronouns in the same sentence.

Example: The kitchen is opposite the living room.

He was hiding under the bed.

Explanation

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Primary grammar and word study

Ideas for further practice • Students could play ‘Twister™’. As three or so players get ‘tangled up’, those watching call out the players’ relationship to each other in terms of physical space.

• Students could work with a partner, taking turns to give each other directions, with one student pretending to be a robot and the other the ‘controller’. Students tell each other to go through, over, under, between etc. objects around the classroom.

• Create an obstacle course for the students, so they can move under, through, between etc. Pretend the course is a pirate ship or magical kingdom.

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• The word ‘preposition’ combines the prefix ‘pre’ (meaning ‘before’ or ‘in front of’) and the word ‘position’. This indicates the nature of prepositions; words that are positioned in front of nouns or other words that function as nouns, such as pronouns.

• Prepositions indicate a connection between things mentioned in a sentence, such as between a person and where she/he is going.

Example: Ben walked towards the car.

Prepositions can refer to manner (he came to work by bus); time (school starts at 9 am); place (he left his shoes at school); position (the cat lay under the table); or direction (it ran between the buildings).

• Some prepositions are formed by combining words such as in front of, on top of and prior to. They are known as compound prepositions.

• Prepositions used to introduce phrases that add more information to the noun are called prepositional phrases.

• The following is a list of commonly used prepositions: about, above, across, after, against, around, at, before, behind, beneath, beside, between, beyond, by, for, from, in, inside, near, off, on, out, over, through, to, toward, under, until, upon and with. Bear in mind that these words are not always prepositions; sometimes they function as adverbs.

Example: Mia took her shoes off.

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Teacher check

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Above, under, in and on

Some words, like above, under, in and on, can tell us where things are.

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(d) a

(e) a

(c) a

(b) a

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(a) a

1. Draw these things on the pirate ship picture.

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on the ship

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under the ship

on the flagpole

in the lookout

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Primary grammar and word study

Understanding and choosing words Homographs

Focus

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Ideas for further practice

Homographs

• Homographs are words that are spelt the same but have different meanings.

Example: fly – an insect fly – to move through the air like a bird or a plane Sometimes homographs are pronounced differently.

Example: wind (rhymes with pinned) – breeze wind (rhymes with mined) – to wind up a clock

Answers Possible answers:

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Definition

• Compile a class booklet of ‘Words with more than one meaning’. A word can be written at the top of each page of a scrapbook and students draw pictures and/or write short definitions/sentences about the word’s different meanings.

• Make up two ‘What am I?’ clues for a specific word for students to guess. Alternatively, give a word to pairs of students and they make up two ‘What am I?’ clues for others to guess the word.

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• Recognising and using different homographs develops and enriches students’ vocabulary. They learn to understand the meaning of words and the way they work in print.

(d) a wood chip, a stick of fried potato, a potato crisp in a packet, a computer chip

(e) to move through the air like a bird or plane, to fly in a plane, a flap of material that hides the zip in trousers, a fish hook that looks like an insect

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• Explain how the same word can have more than one meaning; e.g. show students a ring (item of jewellery) and draw a ring around some words or a picture on the board. Ask them to guess the word and discuss the different meanings. Students may suggest other meanings for ‘ring’ such as a circus ring, the sound a bell or doorbell makes can be described as a ‘ring’, or to ‘ring’ someone on the telephone.

• Complete the worksheet and discuss the students’ answers as a class.

Primary grammar and word study

(b) a large stone, a type of music

(c) to stamp your foot on the ground, the stamps teachers use with an ink pad

Worksheet information

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1. (a) a bat used in a sport such as cricket or T-ball, to hit a ball with a bat

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(f) a small metal pin struck with a hammer

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Same word – Different meaning Some words look the same but have more than one meaning.

1. Draw a picture to show another meaning for each word.

(b)

(c)

bat r o e t s Bo r e p ok u S rock

bat

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(a)

rock

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chip

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(d)

chip

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fly

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nail Primary grammar and word study

Understanding and choosing words Homophones

Focus

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Ideas for further practice

Homophones

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Definition

• Compile a class booklet of ‘Words that sound the same’. A word can be written at the top of each page and its homophone at the middle of the page of a scrapbook Students draw pictures and/or a write a short definition/sentence using each word.

• Construct a fishing game where students use a magnet on the end of a ‘fishing line’ and ‘hook’ a fish that has a paper clip attached. Write the names of pairs of homophones, one per fish, on one side.

Place the fish face down. Students have to fish for pairs. When they find a pair, they must put each word correctly in a sentence to explain its meaning.

They can then keep the pair. The student with the most pairs wins.

• Homophones are words that sound the same but are spelt differently and have different meanings.

Example: sea – the ocean see – to take things in through your eyes

Explanation

• Identifying different homophones and recognising how to spell them helps students to communicate more clearly in written form. Investigating homophones also helps to develop and enrich students’ vocabulary. They learn to understand the meaning of words and the way they work in print.

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Worksheet information

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Primary grammar and word study

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• Explain how a word can sound the same as another but be spelt differently and have a different meaning; e.g. hold up a picture of the sun and ask them for the word that names the object. Print the word on the board. Ask students if they can think of another meaning for this word. Give them a hint by pointing to a boy and explaining he is one. Write ‘son’ on the board and discuss the different spellings and meanings.

• The worksheet can be used in various ways. Some suggestions are: – Teachers print on coloured paper or card, laminate and cut out cards. In pairs or small groups, students play games such as ‘Concentration’ or ‘Snap’ to match pairs of homophones.

– Teachers prepare cards as above. Give an individual or pair of students a set number of homophone pairs. Students must make up a sentence using each word to tell a teacher/helper or write a sentence for each word and have it checked. Sentences can be shared and compared with others.

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Same sound – Different meaning Some words sound the same but are spelt differently and have a different meaning.

see

sea

meat

tale

tail

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meet

sale

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sail.

te

for

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Primary grammar and word study

Understanding and choosing words Word groups

Focus

r o e t s Bo r e p ok u S

Ideas for further practice

Definition

• Read a number of nursery rhymes and simple poems with the students, emphasising the rhythm and the initial word of a rhyming pair, allowing the students to anticipate/guess and say the matching word.

• Make laminated cards on which a single word is written. For each word, have a rhyming partner. Use the cards to play games such as ‘Snap’ and ‘Pairs’.

• Type ‘rhyming words’ into a search engine. Use the variety of activities on offer for students to consolidate their knowledge and understanding of rhyming words and to develop their vocabulary.

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Rhyming words

• Rhyme is an agreement or likeness in the sounds at the ends of words.

Explanation

• Working with rhyming words provides an interesting and fun way for students to identify words with endings that sound the same. This is an important listening skill. Rhyming words help students to appreciate that words consist of a number of sounds and to focus on the final sound.

• Using poems and songs is an excellent way to develop students’ ability to identify rhyming words.

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Worksheet information

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Primary grammar and word study

1. dog – frog, cake – rake, fish – wish

2. Jet, dark, cat

3. box – fox, goat – coat, wet – vet

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• Talk about rhyming words, explaining that their endings sound the same. Encourage students to offer pairs of rhyming words and make a list on the board. They may suggest pairs in which the rhyming part of the word is not spelt the same.

Example: light/bite, bean/green.

Stress that it is the sound of the word that produces the rhyme, not the spelling.

• In Question 1, read all the words and discuss which part of each pair is the rhyme.

• In Question 2, read the words in the box and then read the poem, emphasising the last word in each line. This will help students choose the correct word.

• In Question 3, read all the words and discuss which part of each pair is the rhyme.

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Rhyming words 1. Draw a line to match each butterfly with its flower.

cake

wish

r o e t s Bo r e p ok u S frog

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dog

rake

fish

He’s very black. His name is

.

I love to take him to the park.

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But we don’t go there after

.

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C.Pu bl i ca t i ons dark cat Jet •f orr evi ew pur posesonl y• I have a puppy for a pet.

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2. Choose words to make the poem rhyme.

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3. Colour each rhyming pair the same.

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box

goat

wet

coat

vet

fox

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Primary grammar and word study

Understanding and choosing words Word groups

Focus

r o e t s Bo r e p ok u S

Ideas for further practice

Definition

• Make laminated cards on which a single word (words that make compound words) is written.

Use the cards to play games such as ‘Snap’ and ‘Concentration’, where each pair must join together to make a compound word.

• Make illustrated booklets of different compound words which have one constituent word in common.

The common illustrated word is on the first page, with the other illustrated words making up the other pages.

• Type ‘compound words’ into a search engine. Use the variety of activities on offer for students to consolidate their knowledge and understanding of compound words and to develop their vocabulary.

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Compound words

• A compound word is formed when two (or more) words are joined together to make a new word with a different meaning.

Explanation

• By learning new words, students are developing and enriching their vocabulary, and in doing so, they will also be learning how to read and spell words.

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Worksheet information

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Primary grammar and word study

1. netball, toothbrush, starfish

2.

1.

2.

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• Look around the classroom and identify the names of any objects which are compound words.

Example: classroom, blackboard/whiteboard Encourage students to suggest any other compound words that are familiar to them.

Example: freeway, highway, railway What words are they made from? Discuss the meanings of all the words, explaining that the compound word has a different meaning from its constituent words although they may be related.

• In Question 1, look at the pictures and say the names of the objects. Join them together and discuss the meaning of the new word.

• In Question 2, students write the name of each object and then write the compound word each pair makes in the correct place in the puzzle.

3.

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Compound words 1. Join the words to make new words.

net

+

ball

=

+

fish

=

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r o e t s Bo r e p ok u toothS + brush =

star

2. Write the words and solve the puzzle.

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2.

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Down 1.

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2.

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Primary grammar and word study

Understanding and choosing words Word groups

Focus

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Ideas for further practice

Definition

• Make a display-size table with two columns, one for pictures and names of adults, the second for their young.

• Make booklets with sketches of adults of different animals and their young for students to label and colour.

• Make laminated cards of labelled pictures of animals and their young. Use to play games such as ‘Snap’ and ‘Concentration’.

• Type ‘animals and their young’ into a search engine.

Use the variety of activities on offer for students to consolidate their knowledge and extend their vocabulary.

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Animals and their young

• For most creatures in the animal kingdom, there is a specific name for the adult and another for its young.

There are also separate names for the male and female adult.

Example: colt and filly (young male and female horse) buck and hind (male and female adult deer)

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Explanation

• By learning new words, students are developing and enriching their vocabulary, and in doing so, they will also be learning how to read and spell words.

Worksheet information

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Primary grammar and word study

1. Teacher check

2. sheep – lamb, whale – calf, swan – cygnet, tiger – cub

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• Make a collection of pictures of animals and their young. Talk about the animals: their names; where they can be found; if they are domestic or wild, endangered or nocturnal, mammals or reptiles. Label and display the pictures.

• On the worksheet, students look at the pictures and read the names, using initial letter cues if needed.

Explain that although ‘swan’ and ‘cygnet’ both start with a ‘s’ sound, one is represented by the letter ‘s’ and the other by the letter ‘c’. They cut out the names and glue them beneath the pictures before joining the dots to match each adult with its young.

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Animals and their young

r o e t s Bo r e • p • ok u S

•

•

•

•

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1. Cut out the words and label each picture.

2. Join the dots to match each adult with its young.

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•

sheep

lamb

swan

whale

calf

tiger

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Primary grammar and word study

Understanding and choosing words Word groups

Focus

r o e t s Bo r e p ok u S

Ideas for further practice

Explanation

• Organise the class into small groups. On a large sheet of paper, draw an outline of one student from each group. The students work together to write (or draw) inside the outline of the body different things their bodies can do.

• Students write their own ‘I can …’ poem and include the special things they can do.

• Sing the rhyme ‘What can you do, Punchinello, funny fellow?’ and ask a student in the middle of the circle to perform an action which the class copies.

• By learning new words, students are developing and enriching their vocabulary, and in doing so, they will also be learning how to read and spell words.

Worksheet information • Read the poem with the class. Ask the students to tell you which things from the poem they can do, can almost do or are learning how to do (such as swim).

• Students match and copy the words from Question 2 to the correct pictures and colour them.

• Explain to the class that the words are all ‘doing words’, which are special words called verbs.

‘A verb is a word which shows an action.’

Ask the students to think of more things they can do, such as read, write, drink, dance.

Refer to pages 6–11 for more information and activities about verbs.

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Body movement words

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Primary grammar and word study

1.–2. Teacher check

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Answers

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What can I do?

1. Read the poem.

I can ...

I can swim,

I can sing,

I can climb, hop and jump,

r o e t s Bo r e p ok I can swing!u S I can sleep,

I can eat,

I can walk, skip and run,

I can leap!

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C.Publ i cat i ons 2. Write the words under the pictures. Colour the pictures.

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swing

run

hop

sing

swim

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sleep

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Primary grammar and word study

Understanding and choosing words Word groups

Focus

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Ideas for further practice

Explanation

• Create a simple crossword where each clue describes a colour.

• Write simple sentences which include colours as describing words (adjectives), such as ‘She sniffed the yellow flower’.

• Give each student a template of a rainbow on art paper with the colours labelled. Students paint the rainbow accordingly. Display on black card.

• By learning new words, students are developing and enriching their vocabulary, and in doing so, they will also be learning how to read and spell words.

Worksheet information Note: Students each require eight coloured pencils to complete this worksheet—red, blue, yellow, green, brown, orange, purple and pink.

• The worksheet is designed to be cut out and folded into a small booklet. Instruct the students to make each fold away from themselves (fold the paper back on itself).

• Students begin by colouring words on the front page in the correct colours.

• Students must recognise the words to colour the flower correctly on the second page.

• The third page requires the students to identify the colour of different objects and write the letters of each word in the word shapes. They can refer to the words on the cover to help them complete this task.

• The final activity is a wordsearch. Students identify the words in the wordsearch and colour them.

• Explain to the class that the names of colours are ‘describing words’, which are all special words called adjectives.

Adjective: ‘A word which enhances or changes the meaning of a noun or pronoun’.

Example: The red rose.

Her hair is brown.

Ask the students to think of other colours. List them.

Refer to pages 12–17 for more information about adjectives and some activites.

Answers

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The names of colours

1.–2. Teacher check 3. blue, green, orange, purple, brown 4. Teacher check

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Primary grammar and word study

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Colours .

•

Chocolate is

green green

gree n

.

green

Grapes are

•

Pumpkin is

•

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blue

red purple

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yellow

orange

• Grass is pink

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.

pink

.

• The sky is

Colour the flower.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Find and colour the words

Fill in the missing words.

COLOURS

in the wordsearch. green

purple

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blue

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red

pink yellow brown orange

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Primary grammar and word study

Understanding and choosing words Word groups

Focus

r o e t s Bo r e p ok u S

Ideas for further practice

Explanation

• Make sets of cards with the names of fruits and vegetables on them. Students use the cards to play games such as ‘Snap’, ‘Concentration’ and ‘Go fish’.

• Students write ‘What am I?’ clues about a fruit or vegetable for a friend to solve.

• Read the book, The very hungry caterpillar, by Eric Carle. Students point to and read the names of the fruits and vegetables in the book.

• By learning new words, students are developing and enriching their vocabulary, and in doing so, they will also be learning how to read and spell words.

Worksheet information • Students match the word to its picture by following the lines.

• Read the ‘What am I?’ clues with the class. Students guess the fruit or vegetable being described.

• Explain to the class that the names of fruits and vegetables are all special words called nouns.

Note: ‘A noun is a word used to name things, people, places, feelings or ideas.’

Ask the students to think of more fruits and vegetables. List them.

Refer to pages 2–5 for more information about nouns and some activities.

Answers

1. Teacher check

2. (a) watermelon

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The names of fruits and vegetables

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Fruit and vegetables 1. Follow the lines to match the words to the pictures. apple banana

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r o e t s Bo r e lettuce p ok u S

orange pear

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potato

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tomato watermelon

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o c . c e (b) Whatr am I? (a) What am I? h er o t s s r u e p I am mostly white.

I am big.

2. Solve the ‘What am I?’ puzzles.

I am green and red.

I begin with the letter ‘p’.

I have black seeds.

I can be mashed.

I am a

I am a

.

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Primary grammar and word study

Understanding and choosing words Plurals

Focus

r o e t s Bo r e p ok u S

Ideas for further practice

Definition

• Compile a class list of items found in the classroom.

Sort them under the headings ‘singular—only one’ and ‘plural—more than one’. Students can draw pictures and, where possible, write the words to match.

• Students work in pairs to trace around each others bodies. Cut out around each outline and decorate to make them look like the students. Label the parts of the body which are plural; for example, eyes, lips, ears, arms, fingers, hands, elbows, eyebrows, knees, toes, ankles and legs. Discuss how tooth changes to teeth, and hair is hair whether it is one hair or lots of hair.

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Plurals—adding s

• A plural is a word used to indicate more than one.

Example: three apples; four boys

Explanation

• ‘Singular’ means one. ‘Plural’ means more than one.

• There are many ways to form the plural of a noun but the most common way is to just add an s.

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C.Pu bl i cat i ons Answers •f orr evi ew pur posesonl y•

Worksheet information

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Primary grammar and word study

one car—two cars; one boy—three boys; one ant—four ants; one cat—five cats

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• Share concrete examples of plurals with the students. For example: Have one chair and write ‘one chair’ on the board. Then add two more chairs.

Ask the students ‘How many chairs do I have now?’

Record the students’ response on the board—‘three chairs’.

Encourage the students to think about what is different about the word ‘chairs’ as compared to ‘chair’. What can they hear? What can they see? If students do not point out the ‘s’, then specifically direct them to observe this and explain why the ‘s’ has been added to the word. Repeat this process with other examples.

• At this level, students will automatically add an ‘s’ to make a word plural. By asking students to trace over the singular form of the word, they are able to prepare for writing the plural form independently.

• Students can colour the pictures when they are finished.

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Add ‘s’

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one

two

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Teac he r

1. Read the number words.

Plural means means more 2. Look at the pictures. than one.

3. Trace the dotted words.

4. Write the correct plural word by adding ‘s’.

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Primary grammar and word study

Understanding and choosing words Plurals

Focus

r o e t s Bo r e p ok u S

Ideas for further practice

Definition

• Make a set of noun cards in the singular form which require s or es to make them plural. Have a chart with the headings s and es at the top and ask students to sort the cards under the correct headings.

• Students practise writing plural words in simple sentences.

• A plural is a word used to indicate more than one.

Example: two churches; three brushes

Explanation

Answers

• ‘Singular’ means one. ‘Plural’ means more than one.

• There are many ways to form the plural of a noun.

• To form the plural of nouns ending in sh, ch, s, ss and x, we add es.

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Plurals—adding es

dishes, bushes, peaches, beaches, buses, glasses, boxes, foxes

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C.Publ i cat i ons Worksheet information •f orr evi ew pur posesonl y•

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• Read each word in the list and ask students to circle the endings ‘sh’, ‘ch’, ‘s’ and ‘x’. Explain to the students that when words have these endings, we add es to show there is more than one, because just adding s would be hard to say. Demonstrate this and ask students to try just adding s.

• Write examples on the board to demonstrate the use of es to make these words plural: church, brush, arch, class, watch, match, lash. Use simple statements, such as ‘one church, many churches’.

• As a whole class, read the list words and then ask the students to say each word as plural.

• Students then find the plural words hidden in the wordsearch. Words can be found going across and down.

b

s

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Add ‘es’ 1. Read the words.

2. Make the words plural by adding ‘es’.

3. Read the new words.

Plural means means more than one.

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Teac he r

dish e r or ebush st Bo p ok u S peach beach bus

glass

box © R. C.Publ fox

I . i c at i ons

f o rr evi e wtheppuzzle. ur posesonl y• 4. Find• the new words in

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Primary grammar and word study

Understanding and choosing words Synonyms

Focus

r o e t s Bo r e p ok u S

Ideas for further practice

Synonyms

• Synonyms are words that have the same or similar meaning.

Example: small – little – tiny

Explanation

• Identifying and using different synonyms develops and enriches students’ vocabulary. Varying vocabulary by using appropriate synonyms enhances students’ written and verbal communication.

big

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Definition

• Make up jigsaws for students, with the pieces that match being synonyms.

• Give students a list of six words on the board or on a worksheet. Under the list, draw six word shapes for these words with a synonym written next to each.

Students have to choose the correct word to write in each word shape.

Example: s t o n e rock g

e

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Primary grammar and word study

1. Teacher check drawings. (a) spot (b) little (c) can (d) rock

2. (a) end (b) road (c) begins

3. Possible answers: boots – shoes, galoshes pleased – happy, glad, excited wet – damp, sloppy

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• Show students a picture of a large animal such as an elephant or a whale. Ask them for words to describe its size. Examples could include ‘big’, ‘large’, ‘huge’ and ‘enormous’. Explain how these words are ‘similar’—they have the same or almost the same meaning.

• Discuss each part of the worksheet with the students. They can complete it independently or with teacher assistance. Discuss the synonyms students choose for Question 3.

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Similar meaning Some words have the same or almost the same meaning.

1. For each drawing, choose and write the word that has a similar meaning. Draw a picture to match. spot

little

rock

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(a) dot

(b) small

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can

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(c) tin

2. Choose a word that is similar to the one in brackets. begins

end

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I put on my (boots)

Our dog, Lady, was (pleased)

She ran up and gave me a big, (wet) face!

(a) We wished the loud noise would (stop).

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road

o c . che e (c) School (starts) at nine o’clock. r o t r s super 3. Think of a word with a similar meaning to the one in brackets. (b) A large truck went down our (street).

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and went out the back door.

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to see me. lick on my Primary grammar and word study

Understanding and choosing words Antonyms

Focus

r o e t s Bo r e p ok u S

Ideas for further practice

Antonyms

• Antonyms are words that are opposite in meaning.

Example: up – down

Explanation

• Identifying antonyms develops and enriches students’ vocabulary and enhances their written and verbal communication.

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Definition

• Make up jigsaws for students, with the pieces that match being opposites (antonyms).

• Role-play words that are opposites. For example: point up to somewhere ‘high’ and then somewhere ‘low’; move as if going ‘under’ something, then ‘over’ something.

• Identify opposites in the classroom. For example: find something ‘black’ and something ‘white’, find something ‘old’ and something ‘new’.

Answers

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Worksheet information

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Primary grammar and word study

1. Teacher check drawings. (a) little (b) white (c) open (d) girl

2. cold, hot; low, high; soft, hard

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• Show students a picture of a happy face or make your face show happiness. Ask them for a word to describe the face. Then ask them to show a face with the opposite meaning and to give a word to describe that look. Write the opposites on the board; e.g. ‘happy’ and ‘sad’.

• Discuss each part of the worksheet with the students. They can complete it independently or with teacher assistance.

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Opposites Some words have an opposite meaning.

1. For each drawing, choose and write its opposite word. Draw a picture to match.

(a) big

open

little

girl

r o e t s Bo r e p ok u S (b) black

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white

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C.Publ i ca t i ons (d) boy •f o rstory r evi ewGoldilocks pur pos es onl y 2. Change the about with words that• are (c) shut

opposites.

hard

cold

high

hot

soft

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low

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Then, she sat on st the chairs. Papa super

Goldilocks tasted the porridge. Papa Bear’s was too (hot)

. Mama Bear’s was too (low)

Bear’s was too (high)

. But Baby Bear’s was just right. Then, she lay on the beds. Papa Bear’s was too (hard) was too (soft) R.I.C. Publications®

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. Mama Bear’s

. But Baby Bear’s was just right!

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Primary grammar and word study

Understanding and choosing words Confused words

Focus

r o e t s Bo r e p ok u S

Ideas for further practice

Is or am, me or my

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Explanation

• Students sit in a circle. First student says, ‘I am Tom. I am a boy’. Second student says, ‘He is Tom. He is a boy. I am Lisa. I am a girl’. Third student says, ‘He is Tom. He is a boy. She is Lisa. She is a girl. I am Amber. I am a girl’. etc.

• Create a ‘Confused words’ poster in the classroom.

Whenever a confused word is spoken in class, stop for a moment to add the confused word and its correct word to the list. At a set time during the day or week, revise the correct use of all the words on the list.

• Using words from the ‘Confused words’ poster, write sentences in which students have to insert their choice of two words. Use them for quiz or test questions.

• There are a number of words which are commonly used incorrectly by students. They may be similar in sound and/or spelling. It is important that the correct use of such words is regularly explained to students to ensure correct usage in the future.

• I is only ever used with am, when the speaker/writer is talking about himself/herself. He, she and it all use is.

• My is always used with a noun. Me can stand on its own.

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• For Question 1, choose four volunteers to stand in front of the class. The ‘I am’ student says the sentences, pointing to each person in turn and emphasising the am or is in each. Have a picture of a house for the fourth child to hold. Repeat with four different volunteers.

Emphasise that ‘I’ is only ever used with ‘am’. ‘He’, ‘she’ and ‘it’ all use ‘is’.

• Work through Question 2 orally before students answer the questions.

• For Question 3, explain that ‘my’ is always used with a naming word but ‘me’ is not. Work through a number of examples to illustrate the point.

Example: This is my book.

She is my sister.

Rex is my dog.

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1. Teacher check

2. (a) am (d) am

(b) is (e) is

3. (a) me (d) me

(b) my (e) me, my

(c) is

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Worksheet information

(c) my

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You can play with me.

Mum gave me a treat.

Please pass the scissors to me.

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Confused words 1. Read the sentences and draw a picture.

girl.

brother.

sister. is

2. Choose the correct word.

(a) I

(b) She

(c) It

(d) Tomorrow, I

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•f orr evi ew pur posesonl y• going to the park.

(e) I wonder if it

going to rain?

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her birthday.

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3. Choose the correct word.

am

going to Grandma’s today.

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It is my house.

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(b) I read

book to Grandma.

(c) I am looking for

(d) Grandma is taking

(e) Please help R.I.C. Publications®

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me

shoes. to the park. put

coat on.

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Primary grammar and word study

Understanding and choosing words Confused words

Focus

r o e t s Bo r e p ok u S

Ideas for further practice

Correct use of the past tense to see and to do

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Explanation

• Make jigsaw cards of sentences matching simple verbs with their compound verb counterparts.

Example: I saw a lion. – I have seen a lion.

He did a jigsaw. – He has done a jigsaw.

Highlight the verbs in each sentence. Students read the sentences and match the jigsaw pieces.

• Select examples of commonly confused verbs.

Example: drew/drawn, flew/flown, made/make On card, draw a picture to illustrate each one. On a separate card, write two sentences using the verb.

Example: I drew a picture.

I have drawn a picture.

Highlight the verb in each sentence. Students read the sentences and match them with the pictures.

• Provide students with a selection of individual words on cards from which they can make sentences.

Example: I blew the dust away.

I have blown the dust away.

Students make the pairs of sentences and read them out.

• Young students often use the past tense of to see and to do incorrectly in speech. They use the participle of the compound verb (seen and done) in place of the simple verb (saw and did).

Example: ‘I seen a dog’, ‘She done her work’; instead of ‘I have seen a dog’, ‘She has done her work’.

The purpose of this activity is to highlight the correct use of the past tense of these verbs.

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Worksheet information

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Primary grammar and word study

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• To see Read the examples and explain that ‘seen’ always needs a helping word. Orally work through the example, showing that the helping word can be either have, has or had.

Students complete Question 1 by colouring the box containing the correct word.

• To do Read the examples and explain that done always needs a helping word. Orally work through the example, showing that the helping word can be either have, has or had.

Students complete Question 2 by circling the correct word.

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1. (a) has seen (d) saw

(b) saw (e) had seen

(c) have seen

2. (a) did (d) done

(b) done (e) done

(c) did

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Confused words The doing word saw is used on its own.

But seen always needs a helping word.

Jake saw the dog in the park.

He had seen him there yesterday.

I saw my friend today.

I have seen her three times this week.

r o e t s Bo r e p o u kplay. seen his favourite team has seen S

1. Colour the correct word(s).

(b) We

(c) I seen

(d) The lion cubs saw

(e) The gamekeeper

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(a) Ryan

saw

seen

the sunset last night.

have seen the moon in the sky. seen

their mother.

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C .P ubl i c at i o shunting. an lion •f orr evi ew pur posesonl y• The doing word did is used on its own.

But done always needs a helping word.

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I did my work yesterday. Dad said I have done a good job.

My dog did some tricks for the show. He has done them very well.

. tcorrect word. o 2. Circle thee c . c e r did

(a) Toby doneh the best work in er o t s class today. super did

done

(b) The plumber has

(c) I am thirsty because I done

(d) What have you

(e) Who had R.I.C. Publications®

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did

did

done did

the job.

not drink enough water.

to your book?

such a thing?

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Primary grammar and word study

Punctuation Full stops

Focus

r o e t s Bo r e p ok u S

• When drawing a full stop in the box to complete Question 3, encourage the students to draw a dot just dark enough to be seen. They do not need to draw a large, dark, coloured-in circle.

• For the purposes of introducing full stops, the box at the end of each sentence in Question 4 has been placed in the correct place and each sentence started on a new line.

Full stops at the end of a sentence

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Definitions

• Full stops are punctuation marks used to show the end of a sentence.

Example: The sun is warm. It is a beautiful day.

• A sentence is a group of words which convey a complete meaning and include a subject and a verb.

In the examples above, the subjects are ‘the sun’ and ‘it’. The verb in both sentences is ‘is’.

Ideas for further practice

• Look for and identify full stops in reading books or during shared reading of big books.

• Use physical activities to practise placing a full stop at the end of a sentence. The class or chosen individuals read or speak a sentence, then, using a large rubber or plastic ball to represent the full stop, place the ball on the floor when the reading or speaking is finished. Use other body movements— such as clapping hands, clicking fingers, tapping knees, sitting down or standing up quickly—to indicate a full stop in text.

• As a class, make up a rhyme to remember where full stops go in a sentence or what they look like.

Example: A full stop is just a dot.

It’s at the end, so that’s the lot!

• Full stops can also be called ‘periods’ and usually show the end of an idea or thought in a sentence.

They also indicate that a break or pause is needed when reading.

• A sentence may also be called a ‘statement’, as opposed to a ‘question’.

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Worksheet information • Read the story with the students, taking a breath after each sentence. For the purposes of this exercise, and because of the age of the students, the story has been written with each line of the story underneath the other, rather than following along continuously from one sentence to the next. Ensure that the students follow the words, using their fingers if necessary.

• Read and discuss the information about full stops; in particular, the explanation of a sentence. Provide examples of incomplete sentences to illustrate that the sentence must be complete and make sense.

• Some teachers may choose to identify the verb or verbs in each sentence and to explain that a sentence must include one verb.

• Students can choose different coloured pencils to circle the full stops in Question 2.

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Explanation

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Full stops 1. Read the story.

The fish in the tank saw the cat.

The cat saw the fish.

The cat jumped on the table.

The fish hid in the plants.

Mum saw the cat looking at the fish.

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r o e t s B r e Mum took the cat outside and shut theo door. p ok u The fish came S out from behind the leaves and swam around.

A full stop looks like a dot. It can be found at the end of a sentence. A sentence is a group of words which make sense by themselves.

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C.Publ i cat i ons 2. Draw circle around all the full stops ins the story •af orr evi ew pu r p ose on l yabove.

• 3. Draw a full stop in the box.

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There are seven.

4. Read each sentence and draw a full stop at the end.

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o c (b) The rain started . cheto fall e r o t r s super (c) Mum opened the door

(d) The cat came inside

(e) It was dry and warm inside

(f) The cat curled up on the floor and watched the fish

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Primary grammar and word study

Punctuation Question marks

Focus

r o e t s Bo r e p ok u S

Ideas for further practice

Question marks

• Question marks are punctuation marks used to indicate a question.

Example: What is your name?

Explanation

• A question is an interrogative statement, addressed to someone in order to find out information. When speakers ask a question, their voice is usually raised at the end rather than going down or remaining the same, as it does for a sentence.

• A question mark looks like an upside down hook and is used after a direct question.

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Definition

• As a class, make up a list of simple questions to ask other students to find out about each other. Then use the questions to interview a number of students in the class.

• Make up and use questions to play games such as ‘What am I?’ • Use paper skills such as crumpling or tearing to create large punctuation marks, such as full stops, question marks and exclamation marks, to display in the room. Make them very tactile so that students can feel, as well as see, them.

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Teacher check

Worksheet information

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• Introduce questions by playing a game involving a bag with an object inside. Students must ask questions to determine what is in the bag.

• Read the text with the students. Ask them to identify the full stops and the ‘hooks’ at the end of the sentences. Read and discuss the information about questions and question marks.

• The students should be able to complete Question 2 independently. Ensure that they start on the lefthand side of the ‘hook’ before tracing the ‘dot’ at the bottom.

• Read each question in Question 3 and allow time for students to draw a question mark at the end of each question. All the text at the top of the page and the text in Question 3 can then be read as a continuing story. The students may then like to answer the question posed by Tess—‘Do I ask a lot of questions?’

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Question marks 1. Read the words.

My name is Tess. What is your name?

I’m six years old. How old are you?

I have two sisters. What is your family like?

I love to play sport. What do you like to do?

I am a good drawer. What are you good at?

be Tess-ask-a-lot. Don’t you?

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r o e t s Bo r e p o u k I ask lots of questions. Do you?

S My mum calls me Tess-talk-a-lot, but I think my name should We ask questions to find out things. After a question, you will find a question mark.

Question marks look like this ? .

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C.Publ i cat i ons 2. Trace •the f oquestion rr evi ew pur posesonl y• mark below.

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3. Draw a question mark at the end of each question. (a) What is your favourite colour

o c . che e r o t r s super (c) What class are you in (b) Where do you live

(d) What is your teacher’s name (e) Do I ask a lot of questions R.I.C. Publications®

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Primary grammar and word study

Punctuation Exclamation marks

Focus

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Ideas for further practice

Exclamation marks

• Exclamation marks are punctuation marks used at the end of a remark to show strong emotion or feeling.

Example: Ouch!

Oh dear!

Explanation

Answers

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Definition

• Use speaking and listening activities, such as direct speech in shared reading books, to identify exclamation marks and practise expressing those emotions.

• Create an artwork by using exclamation marks in a repeated design in oil pastels or wax crayons and then covering it with vegetable dye or runny paint.

• Students say a sentence, jumping or stepping at each word, then jumping up as high as possible to make a long exclamation mark where it belongs.

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

• Exclamation marks usually show strong feeling, such as surprise, misery, excitement, disgust, anger or joy. Using an exclamation mark when writing is like raising your voice when speaking. An exclamation can be used at the end of an interjection (Oh no!) or a command (Don’t touch!) to add emphasis.

Teacher check

Worksheet information

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• Read the rhyme with the students, adding emphasis when an exclamation mark occurs. Ask the students to listen for the changes in voice.

• Read and discuss the explanation. Give some examples and ask the students for some. Ask them ‘What would you say if ... happened?’

• Read the rhyme again as a class, then allow the students to circle all the exclamation marks in the rhyme. Encourage some variety by asking them to use different coloured pencils.

• Students practise drawing or writing the exclamation mark by tracing the mark with a finger in the air, on a hand or on a classmate’s back. They then complete Question 2. Discuss the feeling expressed in each situation and ask the students to complete each face.

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Exclamation marks 1. (a) Read the rhyme with your teacher.

‘Stop!’ says the red light. ‘Don’t cross now!

Traffic is coming. Just look at it! Wow!’

‘Wait!’ says the yellow light. ‘It’s not clear!

You need to be patient! It won’t take a year!’

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r o e t s B r e ‘Go!’ says the green light. ‘It’s safeo to o go now!’ p u k S Walk quickly across! You know exactly how!’

The marks in bold are exclamation marks.

Exclamation marks show strong feelings.

(b) Read the rhyme again. Use strong feeling in your voice, then circle all. the exclamation marks inn the ©R I .

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(a) Ouch

I stood on a sharp rock.

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(c) Oh no

(d) Help, Mum

(e) Stop hitting me or I’ll tell Dad

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o c . c e her r I can’t find my library book. o t s super

(b) Look at my great birthday cake

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•allf o rr evi ew p ur pthen ose soan l y•on each 2. Write the exclamation marks, draw mouth face to show how that person is feeling.

The dog is running down the street.

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Primary grammar and word study

Punctuation Capital letters

Focus

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Ideas for further practice

Capital letters at the beginning of sentences

• Capital letters are upper case letters used to begin a sentence, for proper nouns and for titles.

Example: The house was big.

Explanation

• Capital letters (upper case) are needed for the first word in a sentence. They are larger than most lower case letters.

• Young children will be very familiar with capital letters as many of them begin writing their names and the letters of the alphabet using capital letters.

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Definition

• Display an alphabet chart in the classroom which has upper (capital) and lower case versions of each letter. Students need to be able to refer to this when needed.

• Make up a class rhyme to help students remember to write a capital letter at the beginning of a sentence; for example: ‘Capital letters are big and tough. They stand at the front and that’s enough!’

• Match pairs of capital and lower case letters in card games such as ‘Snap’, ‘Memory’ and ‘Concentration’.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Answers

Worksheet information

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Primary grammar and word study

1. (a) C (e) H

(b) S (f) E

(c) N (g) K

(d) L (h) W

2. Sentences (a), (f) and (g) should be ticked.

3. Teacher check

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• Read the explanation at the top of the worksheet with the students and discuss it. Ask students to find examples of capital letters at the beginning of sentences by looking at books or other written text. Examples of sentences provided by students can also be written on the board with the capital letter emphasised. Selected students can be asked to correct sentences without a capital letter at the beginning.

• Students complete Question 1 independently.

• Read the sentences in Question 2 together and then allow the students to tick those which have capital letters at the beginning. If desired, students can use a red pencil to correct the sentences which are incorrect by writing a capital letter over the lower case letter.

• Ask the students to read the sentences in Question 3, say the word at the beginning of each sentence and identify the missing letter. They can then write the missing capital letters.

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Capital letters Every sentence begins with a capital letter.

A capital letter is a big letter.

1. Circle the capital letters.

(a) C

c

(b) s

(e) h

H

(f)

(c) n

S

(d) L

N

l

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r o e t s E e (g) k K (h) w W Bo r e p o u k they have a 2. Tick ( ) the sentences which are correct because S capital letter at the beginning.

(a) My favourite toy is my remote-controlled car.

(b) i got it for my birthday from my mum and dad.

(c) it is blue with red writing on the side.

© R. I .

C.Publ i cat i ons (e) • myf brother has aw car, p too. orr e vi e ur posesonl y•

(f) We like to have races in the yard.

(g) One day, my car smashed into Mum’s flower garden.

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. t ewas in the garage for a week. co (i) my car . che e r o t 3. Write the capital letter in each sentence. r s super

(h) she was not very happy.

(a)

y dad likes to make model cars.

(b)

e uses tools, glue and paint.

(c)

hen they are finished, he puts them on display.

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Primary grammar and word study

Punctuation Capital letters

Focus

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Ideas for further practice

Capital letters for proper nouns

• Capital letters are upper case letters used to begin a sentence, for proper nouns and for titles.

Example: Yesterday, we went to the zoo.

My best friend is called Jasmine.

• Proper nouns are nouns used to name particular people, places or things.

Example: Tom, England, Pacific Ocean, Bobbin Street, Jack and the beanstalk*

Answers

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Definitions

• The students find out and write (using capital letters) the name of the street or road they live in.

• List the names of special local places (with capital letters) on a chart as a reference for writing.

• Ask students to write a short diary entry of one or two sentences which includes three proper nouns—the name of a person, the name of a day and the name of a place. Illustrate when completed and display next to a sign which says, ‘We are very special because we know all about capital letters’.

© R. I .

C.Publ i cat i ons Explanation •f orr evi ew pur posesonl y• 1.–3. Teacher check

• Proper nouns are considered ‘special’ nouns. They include people’s names, names of places, days of the week, months, holidays and festivals, countries, nationalities, languages and religions. Proper nouns are written with capital letters.

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• Read the rhyme and all the information in Question 1.Discuss the information given. Give, and ask students for, examples of proper nouns.

• Allow the students to complete Questions 2 and 3 independently after the instructions have been read to them.

• As a class, read the diary entry. Explain that a diary entry is a record written each day of something that happened to the writer.

• Read the instructions for Question 4 and ensure that the students know to look for words with capital letters. They will then need to decide which words are appropriate answers.

Primary grammar and word study

(ii) Tuesday (iii) June (v) Citygate Bridge

* R.I.C. Publications® employs minimal capitalisation for titles of books and other publications, as recommended by the Style manual for authors, editors and printers, sixth edition, 2002.

Worksheet information

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4. (i) Funland (iv) Jade

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Capital letters for names 1. Read the rhyme.

I am so very special and so are you.

My name starts with a capital and yours does, too!

The names of people, places, days, months and special things begin with a capital letter.

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r o e t s Bothe capital letter. r e 2. Write your name and draw a line under p ok u S

3. Copy your teacher’s name with the capital letters in red.

© R. I .

C.Publ i cat i ons On Tuesday 4 June, I went to Funland with • f orr evi ew pur posesonl y• Jade and her parents. Because it was hot,

4. (a) Read the diary entry.

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we took our hats, sunscreen and a shirt to wear. We had to drive over the new Citygate Bridge. It was very high.

(b) Find and write a word with a capital letter which is:

. tename of a place o (i) the c . che e r o (ii) the name of r as day t s uper

(iii) the name of a month

(iv) the name of a person

(v) the name of a special thing which has been built.

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Primary grammar and word study

Punctuation Commas

Focus

r o e t s Bo r e p ok u S Worksheet information

Commas: words in a list

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Definition

• Students recognise and read the items in the backpack. Read the sentence in Question 1 with the class, pointing out the commas and the joining word ‘and’ between the last two items.

• Read the comma ‘rules’ with the class. Students write their own sentence about the items in the lunch box. The teacher may like to model writing other sentences containing a series of items with the class before the students attempt to write the sentence in Question 2.

• For Question 3, students add the commas required to make the meaning clear in the sentences.

• Commas are punctuation marks used to separate words or phrases to clarify meaning.

Explanation

• Commas are used to separate words and phrases in a series to clarify meaning. The comma can represent an omitted conjunction, such as ‘and’ or ‘or’.

Example: ‘I play the violin, cello and piano’ means ‘I play the violin and cello and piano’. The comma has replaced the ‘and’.

Comma rules for words in a series: – Put a comma after every word in the list except the last two.

– Put an ‘and’ or ‘or’ between the last two words.

Note: A comma placed before the conjunction is called a serial comma and is often considered unnecessary; however, it is necessary if omitting it might cause confusion about the meaning of the sentence.

• Commas can be used for: – a series of nouns Example: The meal consisted of steak, peas and potatoes.

– a series of verbs Example: Jason ran, tripped, fell and fainted.

– a series of adjectives Example: She was young, beautiful, kind and naive.

– a series of phrases.

Example: He doesn’t like washing dishes, ironing clothes or mopping floors.

Ideas for further practice © R. I .

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Primary grammar and word study

Answers

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• Write a simple shopping list on the board with four or more items. Students convert the list into a sentence.

• Students choose their favourite nursery rhyme or book character and write a sentence with three adjectives describing him or her.

• Students write a ‘wish list’ of the presents they would like to receive for Christmas or a birthday and convert the list into a sentence.

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1. Teacher check

2. In my lunch box I have a sandwich, apple, banana and custard.

3. (a) I love roses, tulips and sunflowers. (b) The monster was huge, green, loud and angry.

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Commas – words in a list Commas are used between words in lists.

1. Read the sentence.

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In my backpack I have my drink bottle, book, lunch box and hat.

2. Write a sentence about what is in the lunch box.

Comma rules

• Put a comma after every item in the list except the last two.

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the last two items.

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3. Add the commas needed in each sentence. (a) I love roses tulips and sunflowers.

(1 comma)

(b) The monster was huge green loud and angry.

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Primary grammar and word study

Punctuation Apostrophes

Focus

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• Inform the students that these new words, made from joining two words together, are called contractions because the new word uses fewer letters than the two separate words. When the two words are joined, one or more letters are taken out (from the second word) and an apostrophe is put where the letter(s) was/were.

• Students complete the worksheet, covering the letters taken out of the contracted words with the apostrophe body.

Apostrophes in contractions: I’m, it’s, she’s, he’s

Definition

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• A contraction is a shortened word made by joining two or more words and taking out one or more letters. The missing letter or letters is/are replaced by an apostrophe.

Explanation

Ideas for further practice

• In English, contractions are commonly used in speech and informal writing, but not as frequently in formal writing.

• When two or more words are joined and contracted, the omitted letter or letters are marked with an apostrophe inserted where the letter(s) was/were removed from.

• The mistake is often made of only placing the apostrophe between the two words, such as when using the negative ‘not’.

Example: should’nt, do’nt Students need to be reminded that the apostrophe marks the missing letter, not the space where the two words join.

• Write a different contraction on individual flash cards (at least one for each student) and scatter them around the room. Call out the long form of the words, while students try to find the contraction form.

• At <http://www.actionfactor.com/pages/song-lyrics/ song-lyrics-contraction-action.html> teachers can find a song to help teach contractions.

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C.Publ i cat i ons •f orr evi ew pu r posesonl y• Answers

Worksheet information

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• If students are already familiar with apostrophes, teachers may wish to go straight into introducing and explaining contractions. If the students are not familiar with apostrophes, teachers may wish to first discuss what an apostrophe is and looks like.

• Teachers may wish to introduce contractions using one of the following suggestions: – Pretend to ‘operate’ on two words: Wear a surgical mask and cut the letters out of one word, join the other word to it with tape, and draw an apostrophe ‘scar’ to show where the letter was removed.

– Show two words on separate cards. Put them together, covering the letters or letter removed with a piece of paper with an apostrophe on it.

– Write two words on the board. Students take turns to rub out a letter and draw an apostrophe in its place to make a new word.

Primary grammar and word study

Teacher check

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Joining words together Sometimes two words can be put together to make a new word.

One or more letters are taken out and a little mark, called an apostrophe, shows where the letter(s) was/were;

r o e t s Bo r e pand an apostrophe is put ok The a is takenu out in its place to S make one word.

1. Cut out the four body pieces.

2. Glue one body on each pair of wings.

3. Read the new words on the butterflies.

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for example: I am – I’m.

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she

is

’ ’

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is

’ ’ Primary grammar and word study

Figures of speech Alliteration

Focus

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Alliteration

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Definition

• Read the words in Question 1 with the students and allow them time to look at the pictures.

• Read and discuss the explanation, give some examples and ask the students for some examples.

• Read the text in Question 2 and allow the students to draw colourful pictures.

• Alliteration is the repetition of a sound at the beginning of words.

Example: The wind and the waves whipped the walrus around.

Ideas for further practice

• Make up and say nonsense, alliterative stories using different common nouns that have the same sound.

Draw pictures to illustrate them.

• Learn to say tongue twisters such as ‘Peter Piper picked a peck of pickled peppers’.

• Read initial sounds charts which utilise alliteration for phonics characters or sentences.

Example: Lucy Lamplighter

Explanation

• Alliteration occurs when the same sound or sound group is repeated at the commencement of two or more stressed syllables of a word group (usually the first sound in a word).

• Activities using alliteration are often used when introducing initial sounds to young students.

• Alliteration is often used in nursery rhymes and poetry.

Example: Baa baa black sheep ...

• Alliteration can make rhymes, poems or songs easier to remember.

• Alliteration is a useful writing tool to create special effects.

Example: splish, splosh, splash

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Primary grammar and word study

Teacher check

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Answers

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Alliteration

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1. Read the words and look at the pictures.

hot house

two turtles

When the same sound is repeated at the beginning of words it is called alliteration.

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C.Publ i cat i ons 2. Draw pictures to . match.

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crazy cat

dirty dog

3. Write a sentence with alliteration.

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Primary grammar and word study

Figures of speech Similes

Focus

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Similes

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Definition

• Read the explanation of a simile. Ask the students if they can think of any other examples.

• Study each picture with the class and ask the students to think of the missing words.

• Students draw illustrations of the simile in Question 2. Discuss which word introduces this simile—‘as’.

• A simile compares one thing with another. Similes are usually introduced by the words ‘as’ or ‘like’.

Example: He was as cunning as a fox.

She slept like a log.

Ideas for further practice

Explanation

• Choose a simile from the worksheet and use it in a sentence.

• Look in familiar texts to identify similes.

• Draw or paint pictures to make a class simile book for the reading corner.

• Similes are figures of speech. They are examples of figurative language, as opposed to literal language.

In figurative language, words are used to create mental images and impressions by comparing ideas.

These comparisons help the reader to more clearly imagine the person, place or thing being described.

• Writers use similes to emphasise a certain characteristic. They make writing more interesting, entertaining and colourful, as they often make a link between two unlike subjects.

Example: The children ran around the playground like a pack of wild animals.

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1. (a) bee (c) light (e) blind, bat

(b) snail (d) cold (f) wise, owl

2. Teacher check

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Similes A simile says one thing is like another; for example: She is as quiet as a mouse.

1. Use the words below to finish the similes. bat

wise

snail

owl

bee

blind

cold

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light

(a) as busy as a

(b) as slow as a

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(f) as

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(c) as as (d) as as a• feather f orr evi ew pur poice sesonl y•

as a

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2. Draw and colour a picture of this simile.

as playful as a kitten

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Primary grammar and word study

Figures of speech Onomatopoeia

Focus Onomatopoeia

• The worksheet identifies some words which are used to represent the sounds of animals. This is a basic introduction to onomatopoeia, using familiar and common words and sounds.

Ideas for further practice

• Onomatopoeia is a word which imitates the sound of what it describes.

Example: plop or zoom

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Definition

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• Students can use the word lists developed during the brainstorm to write a simple poem which uses onomatopoeia. Add appropriate artwork and display.

• Create labels for display around the classroom, using onomatopoeia for everyday objects; for example, The cupboard door opens with a screech.

Explanation

• Figures of speech are used to make language more interesting, memorable or surprising. There are three distinct groups: phonological figures of speech (based on sound effects); lexical figures of speech (depending for their effect on the use of words); and syntactic figures of speech (depending for their effect on sentence structure).

• Phonological figures of speech include: alliteration— the use of the same sound at the beginning of words (for example: The slimy snake silently slithered); assonance—the use of internal rhyme by using the same vowel or consonant sounds within words which follow each other or are close together (for example: double trouble); and onomatopoeia—the use of a word that imitates what it describes (for example: the babbling of a stream).

Answers

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Worksheet information

• Read stories such as Where does Thursday go? by Janeen Brian, Night noises by Mem Fox or any other texts which use onomatopoeia. Identify and discuss the use of words such as ‘knick, knack, knock’ and ‘oogle, gurgle’. Ask the students why they think the author has used these types of words in the story.

• Introduce the students to the term ‘onomatopoeia’ and explain that it means a word whose sound imitates its meaning. Use the books you have read to provide students with examples of these types of words.

• Ask students to brainstorm to think of any other words they think belong in this group of words.

Primary grammar and word study

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Animal sounds 1. Read the words.

2. Look at the animals.

3. Write the correct word in each speech bubble. woof

click-clack

purr

buzz

moo

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hiss

Onomatopoeia is when a word sounds like what it is describing.

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Primary grammar and word study

Figures of speech Personification

Focus

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• Read the worksheet with the students. Explain the task and allow them to choose a picture from a magazine to cut out. They glue it onto the page, then write something that the animal or object would say if it could speak. Encourage students to be creative, to think about what sort of personality the item would have and how it would ‘think’ and ‘feel’.

• Personifying animals and objects

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Definition

• Personification is a way of describing non-human things (such as animals and inanimate objects) using human traits and abilities, such as speaking.

Example: The wind whistled through the cowering trees.

Ideas for further practice

• Teachers might like to combine a ‘viewing’ lesson with the study of personification by watching an animated film and discussing the way animals or objects were personified in the film. Disney’s animated film Beauty and the beast has talking and dancing crockery and furniture.

• Students could write a short narrative about the animal or object they chose for the worksheet. They could write about where it lives, and what it likes to eat and do.

Explanation

• Personifying an object can help readers understand, sympathise with, connect or react emotionally to non-human characters. Personification can inspire imagery and emotion, and provide a different perspective for an everyday object.

• Personification is often used in poetry, fables and fairytales.

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Worksheet information

Teacher check

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• For this activity, teachers will need to gather some magazines, scissors and glue for students to use.

• Fables, nursery rhymes and fairytales frequently have animals with human abilities and traits as main characters. Teachers may wish to read some examples of these as an introduction to the worksheet.

• Teachers might alternatively wish to read some poetry to the students and discuss how objects or animals were given human traits in the poem.

Examples of some age appropriate poems include ‘Two sunflowers move in the yellow room’ by William Blake; ‘In the garden’, ‘The sky is low’ and other poems by Emily Dickinson; or nursery rhymes like ‘Hey diddle diddle’ by Mother Goose.

• Read the chosen text to the students. Discuss how the objects or animals were given human traits (actions or emotions) and the effect that this had on the story or poem and the students’ responses to the personification.

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Talking bunnies!

Real animals and things don’t talk or act like people, do they?

Sometimes in stories, plants, tools and animals can talk and do things people do. This makes stories interesting and fun.

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r o e t s Bo r e p ok u 1. Find a picture S of an

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animal or thing.

2. Cut it out and glue it below.

3. Write what you think it might say if it could speak.

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