Primary Grammar and Word Study: Book B - Ages 6-7 by Teacher Superstore

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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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This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

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In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Primary grammar and word study – Book B 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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• • • • • • •

Words that change......................................... 50–53 Plurals........................................................... 50–53 Words and their meanings............................. 54–57 Synonyms..................................................... 54–55 Antonyms...................................................... 56–57 Confused words............................................ 58–61

Teachers notes............................................... iv – v English curriculum links........................................ v Literacy character explanation....................... vi – vii Checklists.................................................... viii – xi

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Parts of speech............................................... 2–33 Nouns............................................................... 2–5 Verbs............................................................... 6–11 Adjectives..................................................... 12–17 Adverbs......................................................... 18–21 Pronouns....................................................... 22–25 Conjunctions................................................. 26–27 Determiners.................................................. 28–31 Prepositions................................................. 32–33

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

Full stops, question marks and exclamation marks........................................ 62–63 Capital letters................................................ 64–65 Commas........................................................ 66–69 Apostrophes.................................................. 70–73 Quotation marks............................................ 74–75

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

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

Words that are similar.................................... 34–49 Homographs.................................................. 34–35 Homophones................................................. 36–37 Word groups.................................................. 38–49

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Alliteration..................................................... 76–77 Similes.......................................................... 78–79 Onomatopoeia............................................... 80–81 Personification............................................... 82–83

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 • Punctuation • Figures of speech Groups of two pages within each section follow a similar format. Each student page is accompanied by a corresponding teachers page.

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.

The title of each section is given.

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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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One or two examples of the focus are also given.

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The focus of each corresponding student page is given.

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

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

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

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

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.

Note:

NSW

RS1.5 RS1.6 RS1.7 RS1.8 WS1.9 WS1.10 WS1.11 WS1.13 WS1.14

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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

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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

Vic.

Level 2

V 2.1 V 2.2 V 2.3 V 2.4 R 2.1 R 2.2 R 2.3 R 2.4 W 2.1 W 2.2 W 2.3 W 2.4

Primary grammar and word study

Teachers notes Literacy characters appear on each student page throughout the series. The ‘fun’ characters provide a representation which is 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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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

Question marks

Exclamation marks

Capital letters

Commas

Apostrophes

Quotation marks

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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

Focus

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Ideas for further practice

Common nouns

• Nouns are words used to name people, places, things, feelings and ideas. • Common nouns name general rather than particular people, places and things. Example: The image of the shark’s teeth, in rows along that fierce jaw, stayed in his mind.

Answers

Explanation

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Definitions

• Play memory games; put a number of items on a tray and then cover it. Students try to recall what was on the tray, naming the nouns. • Call out a place or setting, such as the zoo. Students working in small groups have a set period of time (such as three minutes) to try and list as many ‘nouns’ they might see there as they can. • <http://www.learningplanet.com/act/rats/rats3. htm?rats_nounverb> is an interactive game where students can practise identifying nouns.

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1. Teacher check

2. nouns: boy, beach, surfers, waves, fin, shark, head, dolphin, water, surfing

Note: ‘Surfing’ in the last sentence is a noun as it refers to the act or sport of riding the surf on a surfboard.

3. people: boy, surfers

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• 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 of nouns; collective (e.g. flock) and abstract (e.g. distress). • Some words used as nouns can also be verbs or adjectives, depending on the context in which they are used. Example: Dad had to ring (verb) the police about Mum’s stolen ring (noun). • Common nouns are not capitalised unless they begin a sentence or start a title.

places: beach

things: waves, fin, shark, head, dolphin, water, surfing

4. Teacher check; ideas include: shells, sunbathers, swimmers, buckets, sand, fish, crabs, rocks, fishermen, children, towels, umbrellas, drinks, sunscreen, sandcastles, wetsuits, surfboards

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Worksheet information

• Introduce the concept of nouns. Ask students to provide you with some examples of nouns they can see (focusing on common nouns rather than the names of other students). • Give each student a copy of the worksheet and read the text. Explain the tasks: students highlight all the nouns, then write them in the table according to whether they name people, places or things. • Students then select which way they would like to record other ‘nouns’ they might see at the beach.

Primary grammar and word study

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Nouns The words we use for people, places and things are called nouns.

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1. Read the story below.

The boy on the beach looked at the surfers on the waves and wished he could surf, too. Then he saw … a fin! Could it be … a shark? He stared, scared, and was about to scream ‘SHARK!’ when he saw the head of a dolphin pop out of the water. Phew! It was just a dolphin! But, after that, he decided maybe surfing wasn’t so great after all!

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places

things

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people

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4. Tell a partner, write or draw (on the back of this sheet) other nouns that you might see at the beach. R.I.C. Publications®

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Primary grammar and word study

Parts of speech Proper nouns

Focus Proper nouns

Definitions

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• Give each student a copy of the worksheet and read the introductory text. Explain the worksheet tasks. Students firstly underline the proper nouns in the story. They complete Question 2 by writing the common noun of the item pictured, then list two proper nouns that could be used to name each item. Using environmental print, they then write four proper nouns from the classroom to complete Question 3.

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• Nouns are words used to name people, places, things, feelings and ideas. • Proper nouns are used to name specific people, places and things and begin with capital letters. Example: Ming was expected to visit Bangkok in January.

Ideas for further practice

Explanation

• Call out a common noun, such as ‘teacher’. Students try to think of as many proper nouns as they can for that common noun. • Students could write a profile of their own pet or describe a pet they would like to own, including details about what they would call it, if that name is derived from a person or place, what sort and breed of pet is it and where it came from. • Students can practice sorting common and proper nouns in a ‘battleship’ game at <http://www.quia. com/ba/39705.html>.

• Nouns can provide 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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Answers

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1. The following words should be underlined; Ben, Ruby, Mum, Ben, Tim Tams™, Mr James, Africa, Brentwood Primary, Mum

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Worksheet information

• Remind students that nouns are words that name people, places and things. Ask for examples of nouns. Explain that often people, places and things have their own special names. These names are called proper nouns. Ask for some examples of names of individuals in the class, and of pets, restaurants, teachers and toys. These start with capitals because they are the special names of particular people, places and things.

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Proper nouns Some nouns give people, places or things a special name, like Peter, Australia and Band-Aid™. These are called proper nouns. They start with a capital letter.

1. Read the story. Underline the proper nouns. Ben dragged his school bag behind him as he walked inside.

r o e t s Bo r e p ok u Sit was ... a very tiring ‘Well, Mum,

day’, said Ben, as he ate some Tim Tams™. ‘Mr James used to hunt crocodiles in Africa, but said he wanted to try something a bit more dangerous! So now he’s a teacher!’ ‘Sounds like you’re going to have an interesting year at Brentwood Primary!’ said Mum.

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‘How was your first day with your new teacher?’ asked his mum, Ruby.

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(a)

(b)

(c)

(d)

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2. Write the common noun, then two proper nouns for each picture.

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3. List three proper nouns found in your classroom. R.I.C. Publications®

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Primary grammar and word study

Parts of speech Verbs

Focus

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Finite verbs

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Definition

• Read the text with the students, emphasising the verbs (‘doing’ words) and assisting with any unfamiliar words. • Read the explanation of verbs to the students and ask them to identify the verbs in the text. • Explain the instructions for Questions 2 and 3 and allow the students to complete the activities independently.

• Verbs or ‘doing’ words show actions or states of being or having. Example: The boy played football. The car raced around the corner. The girl loves her puppy. ‘Played’, ‘raced’ and ‘loves’ are verbs which tell about an action. Example: He has to work but he is tired. ‘Has’ is a form of the verb ‘to have’ and ‘is’ is a form of the verb ‘to be’.

Ideas for further practice

• Play games, perform dances and recite action rhymes and poems which involve the students having to carry out actions. • As a class, make a list of verbs which could be used instead of other words in daily writing activities. Example: said – yelled, bellowed, cried, called, screamed, whispered etc. • Students orally compose a series of sentences using forms of the verbs ‘to be’ and ‘to have’. Example: I am …, he is …, she was … , you were …, they are …, I have … , she has …, they have …, we had …

Explanation

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• Finite verbs change to match their subject or to indicate tense. Example: runs, run, ran • Non-finite verbs do not change. They include: – present participles; e.g. working – past participles; e.g. worked – infinitives; e.g. to work. • Verbs must have someone ‘doing’ the action (the subject). For the first example, the actions are done by ‘The boy’, ‘ The car’ and ‘The girl’. • 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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1. Teacher check

2. (a) swallowed (b) frightened (c) scratched

(d) chased

(e) bellowed (f) milked

3. Teacher check

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Doing words (Verbs) 1. Read the text.

The beetle swallowed the fly.

The frog frightened the beetle.

The cat scratched the frog.

The dog chased the cat.

The cow bellowed at the dog.

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Verbs or doing words can tell what someone or something is doing.

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2. Copy one verb from the text to answer each question. (a) What did the beetle do?

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the frog.

The cat

(d) What did the dog do?

the fly.

the beetle.

The frog

The beetle

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The cow

the cat.

at the dog.

(f) What did the kind farmer do?

the cow.

The kind farmer

3. Write your own verbs for this sentence.

the milk.

The farmer’s wife R.I.C. Publications®

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Primary grammar and word study

Parts of speech Verbs

Focus

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Command verbs (imperatives)

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Definitions

• Read and explain the instructions and command verbs for Question 3. Then allow the students to complete the answers. • Remind students of the exact words the gingerbread man said and allow them to complete Question 4.

• Verbs, or ‘doing’ words, show actions or states of being or having. • Command verbs are used to order, command or instruct. Example: Brush your teeth! Pick up your toys! Come here!

Ideas for further practice

• As a class, write a simple procedure using command verbs, then ask the students to write one of their own. • Class members participate in reading short play scripts which have dialogue involving orders or commands. • Play games such as ‘Simon says’ and ‘May I?’ where students must follow instructions or commands.

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• 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 have – has, have, had to be – am, is, are, was, were • 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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1. Teacher check

2. March, Run, Turn, Jog, Stop

3. (a) Cut (d) Answer

4. Run, run!

(b) Boil (e) Butter

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Explanation

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Worksheet information

• Read the definition of a command verb to the students, explain what it means, give examples and ask the students to give examples. • Read the text with the students, emphasising the command verbs. Explain any unfamiliar vocabulary such as the military ranks. Repeat with the students calling out the command verbs loudly, while the teacher reads the remaining text at a normal volume. • Read and explain the instructions for Question 2. To assist students, explain that in this text all the command verbs are at the beginning of the sentences.

Primary grammar and word study

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Command verbs A command verb is a word used to order or command.

1. Read the text.

‘March to the left!’ said the sergeant.

‘Run to the right!’ called the lieutenant.

‘Turn to centre!’ yelled the captain.

‘Jog in place!’ shouted the major.

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r o e t s Bo r e p ok ‘Stop!’ ordered the colonel. u S ‘At last!’ puffed the private. ‘Now I can rest my feet.’

2. Copy five command verbs from the text in the box below.

3. Write the correct command verb in each sentence.

(a)

(b) (c) (d)

Butter

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Boil

Cut

out the shape.

Colour

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Mix

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Answer

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(e)

the bread.

(f)

the cake batter.

4. Complete the sentence.

, ! As fast as you can! ‘ You can’t catch me, I’m the gingerbread man.’ R.I.C. Publications®

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Primary grammar and word study

Parts of speech Verbs

Focus

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Past, present and future tense Auxiliary (helping) verbs

Definitions

to different tenses when reading a short text. However, young students will be very familiar with sentences which include ‘I am …’ and ‘I will …’ when writing or reading. • Read the explanation and the text with the students and discuss both. Emphasise the verbs when reading aloud to make the students more aware of them. Identify words which indicate time—‘First’, ‘Then’, ‘Now’, ‘Soon’ and ‘Finally’. Discuss them and decide as a class which words tell about past, present and future time. • Tell the students that some ‘tricky’ verbs have two parts; for example: ‘are watering’. Draw students’ attention to the verbs in the past tense which end with ‘-ed’. This may help students to identify some past tense verbs in other texts. • Look at each sentence with the students. Remind them of the words which tell past, present and future (as discussed previously) and give them time to write the verbs in the correct boxes. • Students may complete Question 3 independently. Assist those students who may require guidance.

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• Verbs, or ‘doing’ words, show actions or states of being or having. • Verb tense shows whether the action of the verb occurs in the present, the past or the future. • Auxiliary verbs combine with another verb to form a compound verb. They are usually a form of the verb ‘to have’ or ‘to be’.

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’ or ‘will’. Example: I jump. Bill jumps. (present tense) David jumped. (past tense) Sally has jumped (past tense with an auxiliary verb – has) Fred 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’, ‘Bill’, ‘David’, ‘Sally’ and ‘Fred’ . • Most verbs describe actions but verbs also show states of ‘being’ or ‘having’. Examples include: ‘is’, ‘has’, ‘are’, ‘am’, ‘have’, ‘had’, ‘was’. Example: Bianca is sad because her dog died. We have a new car. • Every sentence must contain a verb. • Some verb tense forms are regular but many are irregular. Example: ‘I buy my lunch each day’ (present tense) becomes ‘I bought my lunch yesterday’ (past tense).

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Ideas for further practice • With the students, orally change the verbs in the text to different tenses. Example: ‘The sun is shining ...’ becomes ‘The sun shone ...’ (past) and ‘The sun will shine ...’ (future); ‘We are digging ...’ and ‘We will dig ...’ etc. • Ask students to reread previous daily writing activities to identify sentences which tell about past, present and future activities. Students should look carefully at the verbs used. • Read the story of The little red hen and ask students to speak the parts which say ‘Then I will do it myself!’

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2. past – dug, made, pushed, covered present – are watering, is shining future – will grow, will feed, will pick

Worksheet information • As the concept of verbs tense is very difficult for this age group, particularly in reference to auxiliary verbs, the intention is ONLY to expose the students Primary grammar and word study

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Past, present and future verbs Verbs can tell about what happened in the past, the present and the future.

1. Read the text.

First, we dug the soil and made it soft.

Then, we gently pushed a tiny seed into the soil and

covered it.

Soon, it will grow little green shoots.

Then, we will feed it with plant food.

Finally, we will pick the tall flower.

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r o e t s B r e oo Now, we are watering the soil. p u k The sun is S shining down on the seed under the soil.

2. Copy the verbs in bold in the correct boxes. Some have been done for you. Be careful! Some verbs have two parts.

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are watering

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dug

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3. (a) Complete the sentences using verbs and other words.

Yesterday, I

Today, I am

Tomorrow, I will

(b) Circle all the verbs you used. R.I.C. Publications®

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Primary grammar and word study

Parts of speech Adjectives

Focus Common adjectives

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Definition

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• Students read what was bought in each place in Question 2 and, using the description, draw a small picture. They circle the describing words with coloured pencil.

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• An adjective is a describing word. It adds meaning to or changes the meaning of a noun or a pronoun. Example: These are large rocks. (describes the noun, ‘rocks’) The feather is soft. (describes the noun, ‘feather’) Note: The adjective does not always come before the noun. He is noisy. (describes the pronoun, ‘he’)

Ideas for further practice

• Provide small groups of students with a selection of words on cards that could be used as adjectives in the context of a phrase or sentence. Cards are placed face down. A student chooses one from the pile and thinks of a sentence in which that word describes a noun. For example, a student picks out the word ‘hot’ and says ‘It is a hot day’. Each student then thinks of another sentence in which to use the word as an adjective. Students can help each other to think of sentences. The game continues with another card from the pile and so on. • Identify describing words in the books the students are using or in class big books.

Explanation

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

Worksheet information

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Primary grammar and word study

1. The shopping trip

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Answers

• Discuss what a describing word or adjective is with the students. Ask them to think of a suitable word to describe the colour/type of their eyes, their hair or an article of clothing they are wearing. Example: ‘I have blue eyes’, ‘I have curly hair’, ‘I’m wearing a grey/cotton shirt’. Encourage them to use the adjective in context in a sentence. • Read the story about ‘The shopping trip’ with the students, helping them to identify the describing words. If students first identify the noun, they can ask questions such as ‘What kind?’ in front of it to find the describing word. For example, in the title, the word ‘trip’ is a noun in this context. Ask ‘What kind of trip?’ and the answer is ‘a shopping trip’; i.e. ‘shopping’ is the describing word (adjective). Point out that not all nouns will have a word that describes them. Note: Only adjectives describing nouns have been used at this level.

I helped Mum do the shopping on Saturday. First, we went to buy Dad a blue shirt with a striped tie to match. Then, we went to get Mum some shoes. She picked out a pair of gold sandals.

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After that, it was time to buy the food. From the bakery, we bought a loaf of white bread. In the greengrocer we chose ripe bananas, green grapes, a juicy watermelon and large, red tomatoes. We bought roast beef and fresh mince at the butcher’s.

Finally, in the supermarket, we bought a long list of things. Mum let me choose a bottle of cold lemonade to drink at home!

2. Teacher check drawings. Students should circle: striped, gold, white, cold, roast, fresh, ripe, green, juicy, large and red.

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Describing words – 1 An adjective is a describing word.

1. Read the story. Circle each describing word. The shopping trip I helped Mum do the shopping on Saturday. First, we went to buy Dad a blue shirt with a striped tie to match. Then, we went to get Mum some shoes. She picked out a pair of gold sandals.

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r o e t s Bo r e ptime to buy the food. Fromo After that, it was the bakery, we bought u k a loaf of white bread. In the greengrocer we chose ripe bananas, S green grapes, a juicy watermelon and large, red tomatoes. We bought roast beef and fresh mince at the butcher’s.

Finally, in the supermarket, we bought a long list of things. Mum let me choose a bottle of cold lemonade to drink at home!

2. Draw what was bought for each person or in each shop. Circle the describing words with coloured pencil.

striped tie

gold sandals

Bakery

Child’s treat

. te white bread Butcher

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Mum

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Dad

o c . che e r o Greengrocer t r s super cold lemonade

roast beef

ripe bananas

juicy watermelon

fresh mince

green grapes

large, red tomatoes

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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: Pick up the large rock. (describes the noun, ‘rock’) The feather is beautiful. (describes the noun, ‘feather’) Note: The adjective does not always come before the noun.

Answers

1. (a)

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Definition

• Provide students with further opportunities to use interesting adjectives in sentences. • Provide students with cards that have a variety of adjectives and nouns printed on them. Have them sort all the words that would be suitable to describe the nouns. This activity could be done in pairs.

Explanation

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

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• Revise describing words or adjectives. (Use the ideas on page 12.) • Read the words beside the wordsearch. Ask students to use them as adjectives in a phrase or sentence. Students then find the adjectives in the wordsearch and complete the sentences. Encourage students to include other adjectives in their sentences in Question 2.

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Primary grammar and word study

(b) (i) pretty (ii) heavy (iii) brown (iv) tiny (v) funny (vi) kind

2. Teacher check

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Worksheet information

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Describing words – 2 An adjective is a describing word.

1. (a) Find the words in the word search. brown funny tiny heavy

pretty

o xt pr pB y h e s r e o p n t t i no y u k S d u b r o w i

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kind

(b) Choose one of the words to complete each sentence.

(i) I helped Mum put the

(ii) Please be careful lifting that

(iii) The little

flowers in a vase. box.

bear cub was very cute. © R. I . C.Publ i ca t i o ns ant into its nest. (iv) We watched the •f or r evi e w pur pose shurry onl y•

(v) When Jason told a

(vi) I held the door open for the

joke, we all laughed.

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lady.

2. Make up three sentences so that each of these words describes something.

. t tall e

(a)

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hard

(b)

(c)

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Primary grammar and word study

Parts of speech Adjectives

Focus

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Comparative and superlative adjectives

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Definitions

• The sentences comparing the three cats in Question 2 will help teach the concept in context. Read the words with the students, showing them how to follow the pattern to complete the sentences. • In Question 3, students fill in a comparison table.

• Comparative adjectives are used to compare two things, usually by adding the suffix ‘er’. Example: rich, richer • Superlative adjectives are used to compare more than two things, usually by adding the suffix ‘est’. Example: poor, poorest

Ideas for further practice

• Students find pictures in magazines or draw their own to compile a display chart for the class showing comparison of adjectives. This activity will probably expose them to the comparative form of using ‘more’ and ‘most’ instead of ‘er’ and ‘est’. For example, they may find a beautiful flower, a more beautiful flower and the most beautiful flower to glue and label on the correct column on the chart. • Develop the suggested activity in Bullet point 1 in Worksheet information. In groups of three, students could sort themselves into categories. For example, the first making a funny face, the second making a funnier face and the third making the funniest face. Objects in or outside the classroom could also be used.

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• If the adjective has two or more syllables, ‘more’ or ‘most’ is usually added before the adjective. Example: satisfying – more satisfying, most satisfying • But if an adjective of two or more syllables ends in ‘y’, the ‘y’ changes to ‘i’ and ‘er’ or ‘est’ is usually used. Example: happy – happier – happiest • Some comparative and superlative adjectives are irregular. Example: bad – worse – worst good – better – best

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Answers

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Explanation

1. Teacher check

2. softer, darker, louder, softest, darkest, loudest

o c . che e r o t r s super (a)

light

lighter

lightest

Worksheet information

(b)

cold

colder

coldest

• The words used for comparison of adjectives on page 17 only include simple words that require ‘er’ or ‘est’. Discuss with the students how we can add ‘er’ or ‘est’ to describing words (adjectives) to compare things; e.g. identify three students—a tall student, a taller student and the tallest student. Note how ‘the’ is used before the superlative form (the tallest student).

(c)

short

shorter

shortest

(d)

high

higher

highest

Primary grammar and word study

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Comparing things When we compare two or more things, we can add er or est to a word; for example: A lion is big. An elephant is bigger. A whale is the biggest.

1. Think of something to write in each missing space and draw the pictures.

is longer.

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r o e t s B r e oo is long. p u k S is the longest.

2. Read the first sentence. Then follow the pattern of comparing things to fill in the missing words in the other sentences.

It has a

But Mandy’s cat has the

purr.

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Cara’s cat has soft, dark fur. It has a loud purr.

purr.

It has the

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(b) (c)

colder

coldest

short

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fur.

o c . c e r lighth lightest er o t s super

3. Fill in the missing words in the table. (a)

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Primary grammar and word study

Parts of speech Adverbs

Focus

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Common adverbs of manner

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Definition

• Explain that the word choices in Question 3 are both adverbs and that students have to choose the best adverb to tell more about the verb.

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

Ideas for further practice

• Choose an adverb such as ‘sadly’, ‘cleverly’ or ‘carefully’ and brainstorm to list verbs each adverb could be used to modify or describe. Example: walk sadly, wake up sadly, cry sadly, look sadly, sit sadly • Students think of adverbs to describe an action modelled by the teacher or another student. Example: ‘You dropped the book – carelessly, loudly, stupidly, deliberately, clumsily.’

Explanation

Answers

Worksheet information

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(b) (i) slowly (iv) badly 2. (a) safely (d) carefully

(ii) loudly (v) sweetly

(iii) carefully (vi) happily

(b) quietly (e) quickly

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• Read the sentences with the students, then discuss the thing that happens in each sentence. Remind them that words telling about something someone does or things that happen are called verbs. (See pages 6–11.) • Explain that there is a word in the first sentence which tells more about how Jill walked. Identify the word, ‘slowly’, and explain that because in this sentence it tells how something happens it is called an ‘adverb’. • Ask the students to identify what Jack did (the verb) in the second sentence (yelled), then how he did it (loudly). Explain that in this sentence, the word ‘loudly’ is an adverb because it tell how something happened. • Identify the verbs and discuss the adverbs in each sentence before the students complete Question 2.

Primary grammar and word study

1. (a) Teacher check

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• Adverbs clarify meaning by telling more about the action, allowing for greater precision and adding interest to writing. • 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’, which has been used on the worksheet. Many children will enjoy the fact that they can remember, understand and use this term.

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How things happen 1. (a) Read the sentences. Jill walked slowly up the steep hill. ‘Wait for me’, Jack yelled loudly. ‘You’ll have to run fast and catch up’, Jill said.

r o e t s Bo r e p ok ‘How sad, too bad’, said Jill sweetly. u Sran off happily, without poor old Jack! Then, she

At the top of the hill, they carefully filled their pail with water.

(b) How did these things happen?

(i) Jill walked.

(ii) Jack yelled.

(v) Jill said, ‘How sad, too bad’.

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On the way down, Jack fell over and hurt his head badly.

. te o Words telling how things happen are called adverbs. c . che e r o t 2. Write the adverb thatr tells how you should s do these things. super

(vi) Jill ran off.

safely/dangerously

(a) cross the road

(b) work in groups in the classroom

(d) do your school work

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loudly/quietly

sadly/happily carefully/carelessly slowly/quickly 19

Primary grammar and word study

Parts of speech Adverbs

Focus

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Common adverbs of manner, time and place

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Definition

• Students can work with a partner to complete Question 1. The adverbs are in bold in the text but they could be written on the board or on small cards for those students who have difficulty locating them in the text. • In Question 2, students are required to categorise the adverbs as those of manner, time and place. They can do this by finding the word and identifying the verb it is telling more about, then asking themselves a question; for example, ask ‘Is the word “carefully”, telling how, when or where the elephants moved?’ This process may need to be modelled numerous times before students are able to do it independently.

• 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: Yesterday (time), they desperately (manner) searched everywhere (place) for the lost boy. Note: Adverbs can modify (add information to) any words that are not nouns or pronouns. (These are modified by adjectives.)

Explanation

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• Read simple sentences with adverbs and ask students questions following this pattern: Example 1. Sentence: We dived under. Question 1. What did they do? (They dived.) Question 2. Do we know how they dived? Question 3. Do we know when they dived? Question 4. Do we know where they dived? (under)

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• Adverbs of manner, time and place clarify meaning by telling more about the action, allowing for greater precision and adding interest to writing. • Some teachers may prefer to just focus on the concept of words telling how, when and where something happens, while others may like to also teach the term ‘adverb’ which has been used on the worksheet. Many children will enjoy the fact that they can remember, understand and use this term.

Worksheet information

Example 2. Sentence: John has already finished his work. Question 1. What has John done? (He has finished.) Question 2. Do we know how he has finished? Question 3. Do we know when he has finished? (already) Question 4. Do we know where he has finished?

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• Introduce the story by discussing elephants and some of the things they do. • Read the story to the class. • Read the story again, discussing each of the words in italics and explaining that they have all been used as adverbs in this story and that they tell more about the verbs or ‘doing’ words. • Explain why the writer added these adverbs; i.e. to tell the reader more about how things happened, when they happened and where they happened. This makes writing more interesting for the reader. Make the point that writers need to choose their adverbs carefully or people won’t understand how, when and where things happened.

Primary grammar and word study

Answers

1. (a) yesterday (d) soon

(b) everywhere (e) gracefully

2. (a) how (d) when

(b) how (e) where

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Adverbs The elephant park

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

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Yesterday, we went to an elephant park. There were elephants everywhere. Trainers were gently washing the elephants in the river. Soon, the elephant show began. The elephants moved gracefully and some of them played a game of football. One elephant took a man’s hat off his head and then carefully put it back. Finally, four elephants painted pictures. They painted flowers and trees. Later, we bought one of the painting to take home. I’ve always wanted to ride an elephant—and guess what? I did and it was great!

1. Answer each question with an adverb.

(a) When did they go to the elephant park?

(b) Where were there elephants?

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o c . e (e) How did thec elephants move? her r o t s sthep er (f) How did the elephant putu hat back? (d) When did the show begin?

2. Write how, when or where after each adverb.

(a) gracefully

(b) carefully

(d) soon

(e) everywhere

(f) later

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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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Definitions

• In the first box, each student draws a picture of himself/herself and circles either ‘boy’ or ‘girl’. • Look at the other pictures. What is happening in each? What is being said? Discuss pronouns that would fit into the gaps to make sense of the pictures. • Provide students with a list of all the pronouns either on the board or on separate sheets of paper so that each student has his/her own copy. Depending on the experience and ability of the students, the words can be listed in order with capital letters where appropriate or as a random list without capitals. • Students choose the correct pronouns to fill the gaps in each sentence. Explain that in Questions 1, 2 and 6, the children are speaking.

• A pronoun is a word substituted for a noun. • A personal pronoun is used in place of a person or thing; e.g. he, it, they. • A subjective pronoun is used as the subject of a verb; e.g. I, she. • An objective pronoun is used as the object of a verb or a preposition; e.g. me, her.

Explanation

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Person

Subject

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First

I, we

me, us

Second

you

Third

he, she, it, they

him, her, it, them

Primary grammar and word study

• Write each pronoun on a piece of card. In small groups, one student picks a card and says a sentence which includes that pronoun. The next person chooses a card and says a sentence, if possible, related to the first, and so on. • Create short, humorous dialogues for pairs of students to perform using lots of subjective and objective pronouns. The audience must listen very carefully to ensure they fully understand the story lines. Ask questions to find out. • Play word games such as ‘I went to town and bought a ...’. Play in a circle with each student in turn saying, ‘... I bought ...’ and then recalling what ‘he’ and ‘she’ (the other students) bought. Vary the game to include plurals by having groups rather than individuals.

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• Using pronouns prevents constant repetition of the noun, making text run more smoothly. • It is important for students to know the correct pronouns to use in the context of any sentence so that their grammar, in speech and in writing, is accurate. • Within a sentence, a pronoun can perform the same role as a noun, indicating the subject or the object of a verb. • Personal pronouns have different forms for each category of person they represent. Example: We (subject) invited her (object). She (subject) invited us (object). • Subjective and objective personal pronouns, in the first person, second person and third person are shown in the table below.

Answers

1. me, I

2. You, you

3. He, him

4. She, her

5. It, it

6. We, us

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Matching pronouns

am a boy/girl.’

.’

I like playing with

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1. ‘This is

r o e t s Bo r e p. o u kare my friend. 2. ‘ S

kicked the ball.

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The man shouted at

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A friend helped

was a juicy bone.

The dog buried R.I.C. Publications®

o c . che e r o t r s super 6. ‘

fell off her bike.

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like to run.

Exercise keeps healthy.’ 23

Primary grammar and word study

Parts of speech Pronouns

Focus

Worksheet information

Possessive pronouns

Definitions

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

• Read the text to the students with expression so that they understand the feelings of Tanya and Dan and the decision made by Dad and Mum. Give groups of five students the opportunity to read the story (four characters, one narrator). • What do students think of the story? How could it be improved? Expect them to conclude that reducing the number of times the word ‘puppy’ appears would help. Use this as an opportunity to reinforce the role of pronouns, in general, to reduce repetition. • In every case the word ‘puppy’ has a possessive determiner with it. The determiner and the noun both need to be replaced by a possessive pronoun. • Students will need to substitute the possessive determiner and the noun with the correct possessive pronoun.

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• A pronoun is a word substituted for a noun. • A personal pronoun is used in place of a person or thing; e.g. he, she, it, they. • A possessive pronoun is used to indicate possession of a noun; e.g. mine, hers, yours.

Explanation

• Using pronouns prevents constant repetition of the noun, making the text run more smoothly. • It is important for students to know the correct pronouns to use in the context of any sentence so that their grammar, in speech and in writing, is accurate. • There are four types of personal pronoun: subjective, objective, possessive, emphatic-reflexive. In this book, subjective, objective and possessive personal pronouns are covered. • Within a sentence, a pronoun can perform the same role as a noun, indicating the subject or the object of a verb. • Personal pronouns have different forms for each category of person they represent. Example: She (subject) cooked for me (object). I (subject) cooked for her (object). • The possessive form of the personal pronoun indicates possession of the noun it substitutes; e.g. The farm is theirs. The possessive pronouns are, in the first person: mine, ours; second person: yours; third person: his, hers, its, theirs

Answers

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Note: While the possessive pronoun its exists, it is not generally used.

Note: Possessive determiners do not replace the noun, so are not pronouns. They describe possession of the noun and always appear with it. For example: His cat licked its paws. The 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

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• On pieces of card, write sentences that have the space for the possessive pronouns left blank. Write matching pronouns on individual smaller cards. Students work in pairs to match the correct possessive pronoun to each sentence. • Use the story as a template for students to write their own stories which they can then swap with a partner to substitute possessive pronouns.

1. (a) Teacher check

(b) ‘Is it really mine?’ asked Tanya.

‘Yes, it’s really yours’, said Dad.

‘Why is it only hers?’ moaned Dan. ‘Why can’t it be ours?’

‘No, it can’t be his too!’ cried Tanya.

‘I suppose it could be theirs’, said Dad to Mum.

‘Okay, it belongs to both of you. It’s yours, Tanya and Dan’, said Mum.

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Mine, yours, ours … Some words show us who something belongs to. We use these words instead of repeating the noun. This book is my book – It is mine. That dog is our dog – It is ours. Those books are Ben’s books – They are his.

r o e t s Bo r e ‘Is it really myp puppy?’ asked Tanya. ok u ‘Yes, it’s S really your puppy’, said Dad.

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1. (a) Read the story.

‘Why is it only her puppy?’ moaned Dan. ‘Why can’t it be our puppy?’ ‘No, it can’t be his puppy too!’ cried Tanya.

‘I suppose it could be their puppy’, said Dad to Mum.

‘Okay, it belongs to both of you. It’s your puppy, Tanya and Dan’, said Mum.

(b) Write one word from the box on each line to make the story sound better.

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yours

ours

theirs

yours

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mine

hers

his

?’ asked Tanya. . te o ’, said Dad. . ‘Yes, it’s really c che eDan. ‘Why can’t r o ?’ moaned ‘Why is it only r st super ‘Is it really

?’

it be

‘No, it can’t be

‘I suppose it could be

‘Okay, it belongs to both of you. It’s and Dan’, said Mum.

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too!’ cried Tanya. ’, said Dad to Mum.

, Tanya

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 and as

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Definition

• Extend students by asking them to write one sentence that includes both the joining words ‘and’ and ‘but’. • Make a list of nursery rhyme titles which include a joining word. Example: – Jack and Jill – The owl and the pussy cat – Goldilocks and the three bears – Snow White and the seven dwarfs • Read a short text and keep a tally of how many times the joining words ‘and’ and ‘but’ are used.

• Conjunctions are joining words which can be used to connect words, phrases, clauses or sentences. Example: fish and chips a quiet horse but hard to control I saw the mouse as I walked across the room.

Explanation

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2. Sam and his rocket were ready. Jono and Tommy watched as Sam lit the fuse, but nothing happened at first. BANG! The rocket left the ground and Sam ran for cover.

3. (a) It was a long day and I was tired. (b) The dog looks friendly, but he bites. (c) Mum slowed down as she got to the corner.

4. Teacher check

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• Using conjunctions enables a writer to build and combine ideas and to avoid needless repetition. • Conjunctions can join: – one word with another, such as: pepper and salt – one adjective with another, such as: The aircraft was long and sleek. – one clause with another, such as: I stayed home because I was unwell. – one sentence with another, such as: I wanted to do well in my exams so I studied very hard.

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Worksheet information

• Read the text from Question 1 to the students. Read it again if necessary to allow less able readers to recognise the conjunctions. • Allow students to complete Question 2. Most students will circle the joining words ‘and’ and ‘but’ in the text. Ask the class to look for one more joining word in the text (‘as’). Students then complete Questions 3 and 4.

Primary grammar and word study

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Joining words (Conjunctions) Joining words are used to join words and sentences together. For example: My cat is black and white. I like carrots, but I hate beans. The plane moved faster as it went down the runway.

r o e t s Bo r e p o u kJono and and his rocket were ready. S Sam Tommy watched as Sam lit the fuse, but nothing

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Teac he r

1. Read the text.

happened at first.

BANG! The rocket left the ground and Sam ran for cover.

2. Circle the joining words in the text.

3. Tick( ) if ‘and’, ‘but’ or ‘as’ should join these sentences. Rewrite each sentence. (a) It was a long day. I was tired.

and

but

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. te and but as o c . c e her r o t s s r u e p (c) Mum slowed down. She got to the corner.

(b) The dog looks friendly. He bites.

and

but

4. Write a sentence containing a joining word. R.I.C. Publications®

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Primary grammar and word study

Parts of speech Determiners

Focus

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

Definitions

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• A determiner is a word usually used before a noun that determines how definite it is. Example: That book is my favourite and I like to read some pages each night. • Articles are a subclass of determiners. Example: a car (meaning any car), the car (meaning a particular car) • A demonstrative determiner signals whether the associated noun is near (this, these) the writer or speaker, or far away (that, those) from the writer or speaker. 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.

Worksheet information

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• The indefinite article an precedes a noun that begins with a vowel sound. Example: an apple, an ice-cream, an umbrella, an hour • Demonstratives generally indicate the proximity of the noun to the writer or speaker. This (singular) and these (plural) suggest the noun/nouns are close by. While that (singular) and those (plural) suggest the noun/nouns are far away or out of reach.

Articles: the (definite); and, a/an (indefinite) Demonstratives: this, that, these, those

• Read each sentence for Question 1 with the students, placing particular emphasis on the bold word and its relationship to the noun (in italic print). Point out to the students the reasons for using ‘a’ or ‘an’ (depending on the starting sound of the noun). Provide students with further examples and ask them whether to use ‘a’, ‘an’ or ‘the’. • Read the Question 2 sentences with students. They then select the answers independently. • Read the Question 3 sentences with the students, placing particular emphasis on the bold word and its relationship to the noun (in italic print). Discuss with the students the use of ‘this’ when words are singular and ‘these’ when they are plural. Repeat for ‘that’ and ‘those’. Provide students with further examples where you ask them whether you should use ‘this’, ‘that’, ‘these’ or ‘those’. • Read the Question 4 sentences together. Students select the answers independently.

Explanation

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Primary grammar and word study

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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, one-of-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) • The indefinite article a precedes a noun that begins with a consonant sound. Example: a yacht, a boat, a dog, a unicycle

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

• Create simple cloze sentences which students complete by using the correct determiner (a, an, the, this, that, these, those). • Create a dice with a determiner written on each side: a, an, the, this, that, these. As students roll the dice, they must make up a sentence which uses the determiner they rolled. They record the sentence and share it with the class.

Answers

2. (a) any dog (c) any umbrella

4. (a) far away (c) near

(b) special red apples (b) near (d) far away

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What do the words tell us? 1. Read these sentences.

Declan read a book.

Brady read the book about dolphins.

The bold words tell us if it is any ice-cream or if it is a special ice-cream.

The bold words tell us if it is any book or if it is a special book.

Declan ate an ice-cream.

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r o e t s Bo Brady ate the strawberry ice-cream. r e p ok u Sthe bold word is telling us. 2. Colour what

(a) A dog can be a good friend.

any dog a special dog

(b) The red apples are yummy.

any red apples special red apples

This apple is crunchy.

These apples are crunchy.

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tell us the apple or apples are near.

The bold words tell us the apple or apples are far away.

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That apple is crunchy.

o c . che e r o t 4. Colour what the bold r word is telling us. s super

Those apples are crunchy.

near

far away

(b) I like these grapes the best.

near

far away

This ham sandwich is tasty.

near

far away

near

far away

That toy is my favourite.

(a)

(c)

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Primary grammar and word study

Parts of speech Determiners

Focus Ordinal numbers

• As a whole class, ask students to each share a sentence which uses one of the ordinal numbers. Ensure students use the ordinal numbers in the correct position within the sentences. Model this for the students using their own sentences. Students work independently to use the remaining ordinal numbers in sentences of their own.

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Definitions

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• 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. • Ordinal numbers are used to determine the order or sequence of the noun. Example: This is my fourth holiday this year. 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.

Ideas for further practice

• Use ordinal numbers in day-to-day conversation with the students. Example: ‘This is the fourth window I have opened today.’ ‘Alison is the tenth person in line today.’ • Create collections of items and matching labels. For example, you might make a line of ten books and a label which says: This is the fourth book in the line. Students then match the label to the correct item.

Explanation • Determiners are useful for making information more precise for the reader or listener. • When using an ordinal number as a determiner, it must come before the noun it is referring to within a sentence.

Worksheet information

• Students do not need to know the grammatical term used to name how the ordinal numbers are used in this activity. However, it would be a good opportunity to discuss with students that the numbers ‘determine’ the order or sequence of the noun in relation to the text; i.e. to tell us how many, placement in a sequence or order of occurrence. • Read the ordinal numbers in the list. Ask students if they can think of any more. Discuss when ordinal numbers are used. Students search across and down in the wordsearch to locate the list words. • Read through the sentences in Question 2. Students will need to use logic and reasoning to complete the sentences.

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Primary grammar and word study

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Answers t

o c . che e r o t r s super 2. (a) first (d) third

(b) tenth (e) second

3. Teacher check

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Ordinal numbers 1. Find these ordinal numbers in the wordsearch. first second third fourth fifth eighth tenth

r o e t s r r h h cB h r e o p ok u Sn t s t t n l t

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seventh

2. Use some of the ordinal numbers from the wordsearch to complete these sentences.

person to finish the race is the winner!

(a) The

(d) Wednesday is the

day of the school week.

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birthday.

month of the year.

(e) February is the

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3. Write your own sentences using these ordinal numbers.

(a) third

(b) fifth

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Primary grammar and word study

Parts of speech Prepositions

Focus Prepositions

Definition

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

• Prepositions can add meaning and detail. They also help to distinguish between the object and the subject in a sentence. Commonly used prepositions include 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 conjunctions or adverbs. For example, in the sentence ‘Mia decided to stay inside’, ‘inside’ has no object, and so is an adverb.

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• Prepositions are words used to show the relationship between nouns and/or pronouns in the same sentence. Example: The boy ran through the tunnel.

Explanation

• The word ‘preposition’ combines the prefix pre (meaning ‘before’ or ‘in front of’) and the word position. This indicates the nature of prepositions, being 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 a person and where she/ he is going. Example: Jill moved towards the table. Prepositions can refer to manner (he came to work by bus); time (school starts at 9 am); place (he left his shoes at the park); 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. These are known as compound prepositions. • Prepositions are often used to introduce phrases (called prepositional phrases) that add more information to the noun or verb. These phrases start with a preposition and end with a noun or noun equivalent, called the ‘object’ of the preposition. Words that modify the object are part of the phrase. Example: The little girl (subject) was shorter than (preposition) her brother (object). (The prepositional phrase is in bold.) • As a rule, prepositions do not come before verbs. • An old rule with prepositions was that they should never end a sentence. This rule no longer applies. For example, it is commonly accepted as correct to say ‘Have you found the shoes you were looking for?’ (rather than the Old English: ‘Have you found the shoes for which you were looking?’).

Worksheet information

• Review some prepositions with the students. This can be done by asking them to describe where things are in a scene or picture, or by asking the students to move their bodies or body parts around, under, through, in etc. • Give each student a copy of the worksheet. Read the text and discuss how the words we use to describe position are called prepositions. Discuss the scene in the picture with them and, if necessary, write some of the vocabulary on the board, such as ‘castle’, ‘knight’ and ‘princess’. • Students write four sentences using as many prepositions as they can. Give an example if necessary.

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Primary grammar and word study

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• Students describe their favourite room at home, using prepositional terms in their descriptions. • Students take turns giving directions to the class, such as ‘Under!’ and students go under their desks; ‘Around!’ and students put their arms around their desks. • Students can play an interactive game, naming the position of a mouse, at <http://www.tcet.com/eaonline/FlashedESL/ CatsMX.swf>.

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

Teacher check. Possible answers include sentences such as: There is a knight on a horse under a tree. There is a princess inside a room in the castle.

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Position words Some words tell us about the position of things. These words are called prepositions. They are words like …

in under

behind

near above

between inside

below on

off up

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

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Look at the picture. Write four sentences about it, using as many prepositions as you can. Underline the prepositions you used.

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Primary grammar and word study

Understanding and choosing words Homographs

Focus

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Ideas for further practice

Homographs

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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 a write a short definition/sentence about the word’s different meaning. • 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. • Investigate homographs that are pronounced differently. Example: bow (rhymes with toe) – a knot with two hoops and two ends; the stick used with a violin bow (rhymes with cow) – to bend or stoop down to an audience

• Homographs are words that are spelt the same but have different meanings. Example: saw – a tool with a serrated edge saw – the past tense of the verb ‘to see’ Sometimes homographs are pronounced differently. Example: wind (rhymes with pinned) – breeze wind (rhymes with mined) – to wind up a clock

© R. I . C.Publ i cat i ons Explanation •f orr evi ew pur posesonl y• • 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.

Answers

• Explain how the same word can have more than one meaning; for example: show students a stamp (postage stamp) and stamp your foot. Ask them to guess the common word and discuss the different meanings. Students may suggest other meanings for ‘stamp’, such as the stamp teachers can award. • Complete the worksheet and discuss the students’ answers as a class, noting any different meanings students found for the words.

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Primary grammar and word study

Possible answers:

1. (a) the game of cricket (b) the sound a dog makes

2. Students’ drawings should show an elephant picking up with its trunk a tree trunk or a trunk (chest) for storing possessions.

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Worksheet information

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3. The pelican is picking up the bill with its bill.

4. Teacher check sentences left: having to do with the left-hand side/to leave behind all that remains

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

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

r o cricket e t s B r e oo p u k S cricket

bark

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(b)

bark

2. Read the sentence and draw a picture to show the meaning.

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An elephant is picking up a trunk with its trunk.

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3. The picture below shows two meanings for the same word. Write the word to fill in the gaps in the sentence.

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The pelican is picking up the

o c . che e r o 4. Write two sentences to show two different t r s super meanings for this word. with its

left

(a)

(b)

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Primary grammar and word study

Understanding and choosing words Homophones

Focus

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

Ideas for further practice

Homophones

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Definition

• Compile a class homophone booklet. 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. • Make up two ‘What am I?’ clues for two homophones for students to guess. Alternatively, give a pair of homophones to pairs of students and they make up two ‘What am I?’ clues for others to guess the words. The challenge will be for the student who guesses to spell each homophone correctly. • 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: blue – the colour blew – past tense of the verb ‘to blow’

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.

Worksheet information

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• Explain how a word can sound the same as another but be spelt differently and have a different meaning. For example, hold up a picture of an animal and point to its tail and ask them for the word that names the object. Print ‘tail’ on the board. Ask them if they can think of a word that sounds the same but has a different meaning. Give them a hint by showing a fairytale book or similar. Write ‘tale’ on the board and discuss the different spellings and meanings. Some students may suggest another meaning—to tell a ‘tale’ about someone (a lie). • Most students will need guidance in completing the worksheet. Discuss the various homophones and what they mean, then, if necessary, assist students to complete the worksheet. • Depending on the ability of the students, some may be ready to identify other words that have homophones in Activity 3—it’s, its; so, sew.

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Primary grammar and word study

Answers

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1. Teacher check

2. (a) toe (c) week

3. One day, a hare was hopping down the road. ‘I have been hopping for so long it’s making me hungry’, he said. So he hopped to a pear tree. ‘Here is a nice, ripe pear’, he said. He gently picked one off the tree and ate it. ‘Yum! It tastes good’, said the hare. In fact, it tasted so good he gobbled up eight of them!

(b) tow (d) weak

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Same sound – Different meaning Some words sound the same but are spelt differently and have different meanings. They are called homophones.

1. Draw a picture to show the meaning for each word. son

(b)

sun

blew

blue

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2. Write the correct word in the space.

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(a)

on the step.

(a) I hit my big (toe/tow)

(b) We can (toe/tow)

(d) Mum likes (week/weak)

a trailer with our car.

Won day, a

hair

hopping down the rode

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One

hare was

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road .

been bean hopping for four . te o so long it’s making me feel hungry’, he said. c . che e r o pear t r So he hopped to a pair tree. s super

‘I have

‘ Here

Hear is a nice, ripe

pair

He gently picked won

‘Yum! It tastes good’, said the hare

In fact, it tasted so good he gobbled up R.I.C. Publications®

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one

pear ’, he said.

off the tree and

ate

eight it.

hair . ate

eight of them! Primary grammar and word study

Understanding and choosing words Rhyming words

Focus

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Ideas for further practice

Rhyming words

• Rhyme is an agreement or likeness in the sounds at the end 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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Definition

• Students read poems and rhymes to the class, emphasising the rhyming words. • Make ‘rhyming words’ posters for display in the classroom. On A3 paper, students write many rhyming words, randomly placed. • 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.

Answers

2. head – said train – plane you – few

Primary grammar and word study

go – slow fear – here

3. Teacher check

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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: fight – white, screen – mean Stress that it is the sound of the word that produces the rhyme, not the spelling. • In Question 1, read the rhyming pairs in the box and discuss which part of each word rhymes. Read through the whole poem, then ask students where they think the pairs of rhyming words belong. The rhythm of the poem provides clues to assist them. • In Question 2, read all the words in the box as a class. Students say one word and colour its box, then read through the other words until its rhyming partner is found. This word is coloured the same. Guide them to notice that the words are spelt differently but still sound the same. This is repeated for the other words until all the boxes have been coloured. • In Question 3, students choose their own words to rhyme with the ones given. Compare the words they choose.

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1. night, moonlight; land, sand; four, shore; strong, belong

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Rhyming words Rhyming words end in the same sound; for example, sheep and cheap.

1. Read the poem and choose a word for the end of each line. four strong

shore night moonlight belong land sand

He reached the place where sea meets as wild waves crashed upon the Out of the water, one, two, three,

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. © R. I . C.Publ i cat i ons The who was gentle but •unicorn, f orr evi ew pu r posesonl y,•

charged brilliant white horses onto the

’.

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2. Colour the rhyming pairs the same. head

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train

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said, ‘Welcome, my brothers, with me you

fear

slow

o c . 3. For each word, two more that rhyme. e cwrite her r o t s super great (a) plane

(b)

(c)

(d) R.I.C. Publications®

you

said

few

here

tree heard brought www.ricpublications.com.au

Primary grammar and word study

Understanding and choosing words Compound words

Focus

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Ideas for further practice

Compound words

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Definition

• Compile a word bank of suitable single words and challenge students to find the greatest number of compound words by using some more than once. Example: bedroom, classroom; sunshine, sunlight, sunflower • Challenge the students to collect compound words from around the home. Collate all words found and display them within a house framework with each room labelled. Example: shed: lawnmower, weedkiller • 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.

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

Explanation

• In many cases the meaning of the compound word is related to that of its constituent words. Example: Sunlight means ‘the light from the sun’. • Students will have fun identifying and making new words while developing their vocabulary.

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Primary grammar and word study

1. (a) daydream (b) sunflower (c) nightmare (d) broomstick

2. classroom, newspaper, toothbrush, shoelace, airport, rainbow, spaceship

3. Teacher check

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• Prior to completing the sheet, look around the classroom and identify the names of any objects which are compound words. Example: whiteboard, keyboard, bookshelf Encourage students to suggest other compound words and discuss the words they are made from. Example: lighthouse, campfire, cowboy Discuss the meanings of all the words, explaining that the compound word has a different meaning from its constituent words although they are usually related. • For Question 1, explain that the words from the box must be used as the second part of a compound word, the first part having been given. Read through all the words. Students should decide what all the compound words are before starting to write. • In Question 2, students use the bank of words to make compound words. Twelve compound words were used to compile the word bank. These have been given in the answer section.

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Compound words Some words can be joined to make new words. These are called compound words; e.g.

star

fish

makes

starfish.

1. Match a word from the box to a word in the list to make a new word.

(a) day

(b) sun

(d) broom +

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mare

flower

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r o e t s B r e oo dream stick p u k S = +

Write your new words. © R. I . C.Publ i c(b) at i ons •f orr evi e•w pur posesonl y• class • brush

news •

• port

tooth •

• lace

shoe •

• bow

air

rain

space •

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2. (a) Draw lines to match words to make compound words.

o c . che• room e r o t r s •s paper uper • ship

3. Draw pictures of three of your new words.

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Primary grammar and word study

Understanding and choosing words Word groups – Animal names

Focus

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Names of animals: adult males, females and their young

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Explanation

• Students should complete the task for one animal before moving on to the next. This will help them concentrate on the names for the species and avoid confusion with drawing the paths. • When the worksheet is complete, ask questions similar to those before and more complex ones such as: ‘The male is a stag, the young is a fawn, the female is a ’.

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• 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: ram and ewe (adult male and female sheep) colt and filly (young male and female horse) • Some animals share the same names for the male and female, and for the young. Example: bull, cow and calf for cattle, elephants, whales and seals • For others, only the adult male and female names are the same (as in ‘buck’ and ‘doe’ for rabbits and hares). Their young names are ‘rack’ and ‘leveret’ respectively. • A number of animals have the same name for their young, although the adult male and female terms are different. Example: Cub refers to the young of bears, lions, tigers and foxes. • Students will have fun identifying and learning new names while developing their vocabulary.

Ideas for further practice

• Make labels for the male, female and young of each species to hang around the students’ necks. A group of three students chooses an animal species and hangs the appropriate labels around their necks. In front of the class, each student describes ‘itself’ as an adult male, female or young of the species. While each is talking, the audience can see and read the label around his/her neck. • Make booklets with sketches of family groups of adult males and females and their young of different animals for students to colour. Underneath each picture, students complete sentences such as: An adult male horse is called a . An adult female horse is called a . A young horse is called a . More capable students can write the whole sentences themselves. • Make laminated cards of labelled pictures of adult males and females and their young. Use to play games such as ‘Go fish!’ and ‘Trios’. • Research on the Internet for animal stories; e.g. Black beauty by Anna Sewell and animal movies; e.g. Ring of bright water, Born free, Bambi. Discuss whether the animal characters are adult or young, male or female and what terms are used to name them.

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Worksheet information

• Students will recognise the pictures of the five animals. Explain that the pictures are all of the male of the species. • Ask questions such as: ‘What is the name for a male fox? Is a male fox a (boar)? No, it’s a ’. • To complete the worksheet, students draw the paths from the boxes in the ‘Male’ column to those in the ‘Female’ column, using a different colour for each species. As they reach each box, they read the name underneath it and then draw an animal of the same species. From this box, they draw the path (in the same colour) to the box in the ‘Young’ column, where they read the name and then draw a picture of the animal. Primary grammar and word study

Answers 1. goat: billy, nanny, kid deer: stag, hind, fawn sheep: ram, ewe, lamb pig: boar, sow, piglet horse: stallion, mare, foal

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Animal names 1. The animals have been mixed up. Can you help them?

(a) Using different colours, draw lines between the male, the female and the young of each type of animal.

(b) Draw pictures of the females and the young in the correct boxes.

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d e e r

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g o a t

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h o r s e R.I.C. Publications®

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Primary grammar and word study

Understanding and choosing words Word groups – Animal homes

Focus

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

Ideas for further practice

The names of different animal homes

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Explanation

• Create a simple picture book about animals and their homes. Example: The text on each page could follow the pattern: ‘This is a (name of animal). It lives in a (name of home).’ Students illustrate their books. • Students work together to create a cross patch or word search about animals and their homes. • Write ‘Which animal home am I?’ clues and ask a friend to solve them. Example: ‘I am made of wood. My floor is mud. Pigs live in me. I am a .’ (pen)

• 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 the words.

Worksheet information • Read the poem with the class. • In Question 2, students match the homes to the animals that live in them. Ask the students to think of other animals and their homes. • Students unjumble the names of the homes of the animals illustrated in Question 3. • In Question 4, students read the sentence and draw a picture of chickens in a coop. Students may need to look at books or browse the Internet for images of chicken coops first. • Explain to the class that the names of animal homes are special words called nouns. Noun: A word used to name things, people, places, feelings or ideas. Refer to pages 2–5 for more information and activities about nouns.

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Answers

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2. lair—fox, cave—bear, kennel—dog, hive—bee, pen—pig, den—lion, nest—bird, web—spider

3. (a) stable (b) burrow (c) aquarium

4. Teacher check

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Animal homes 1. Read the poem about animal homes.

r o e t s Bo r e p ok u S A spider spins a web, A pig squelches in its pen, Birds flock to their nests, And the lion has a den!

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A dog sleeps in a kennel, A fox lives in a lair, Bees swarm to their hive, In a cave lives the bear.

2. Use the poem to help you match the home to the animal that lives there. lair

bee

pen

cave

dog

den

bird lion

nest © R. I . C.bear Publ i c at i ons hive web •f orr evi ew fox pur po sesonl y•

kennel

spider

pig

3. Unjumble the home of each animal. (a) beslat

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4. Read the sentence and draw a picture.

(b) rubwor

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Primary grammar and word study

Understanding and choosing words Word groups – Feelings

Focus

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Ideas for further practice

The names of different feelings

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Explanation

• Create a ‘Feelings wall’ in the classroom. Students write a feeling they have experienced (or are experiencing at that time) on coloured card and attach it to the wall. • Students make simple puppets out of craft sticks and other craft materials, and create a puppet play about feelings. Students perform the show to another group or to the class. • Write simple sentences for different feelings, following this template: I feel when I … Example: I feel tired when I don’t get enough sleep.

• 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 the words.

Worksheet information • Read the cartoon with the class. • Students locate the feelings mentioned in the cartoon and complete Question 2 by filling in the missing letters. • Students show their comprehension of the cartoon by answering Question 3. Ask the students to think of other feelings not included on the worksheet. • While students are completing Question 4 (about feeling angry), you may like to discuss some ‘cooling down’ strategies with them, such as taking deep breaths, counting to ten or walking away from the situation. • Explain to the class that the names of feelings are special words called nouns. Example: scared, miserable, worried, bored and lazy Noun: A word used to name things, people, places, feelings or ideas.

Primary grammar and word study

2. happy, confused, nervous, excited

3. (a) Mia felt nervous because she was asking some kids if she could play with them. (b) Mia felt excited because Lucy invited her to a sleepover.

4. Teacher check

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Feelings 1. Read the cartoon. How was your day, Mia?

At first, I felt happy to get to school and see Lucy …

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

Later, I was excited because Lucy invited me for a sleepover.

I felt nervous asking kids if I could play with them.

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… but then I was confused during maths!

2. Fill in the missing letters to list the feelings from the cartoon.

•h

•

p y

•c

©o uR. I . C.Publ i cat i on s •e it •f orr evi ew pur posesonl y• 3. Why did Mia feel … er

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(a) nervous?

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(b) excited?

. te o c 4. (a) What makes you feel angry? . che e r o t r s super

(b) Draw a picture to show what you look like when you are angry. R.I.C. Publications®

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Primary grammar and word study

Understanding and choosing words Word groups – Parts of a flower

Focus

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

Ideas for further practice

Explanation

• Students use a dictionary to find the definition for each part of a flower. They then write it in their own words. • Students make a collage of flowering plants. Label the parts. • Play a game using a dice where: 1 = flower 2 = stem 3 = leaves 4 = roots 5 = seeds 6 = roll again. In small groups, students take turns rolling the dice until they have rolled all the parts of a flower. Their rolls can be recorded by colouring a diagram of a flower.

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The names of the parts of a flower

• 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 the words.

Worksheet information • Read the text and study the diagram with the class. Show a live flower to the class that has been carefully uprooted. Point out and name the different parts of the plant. • Students complete the activities on the worksheet. In Question 2, they study the text and colour the correct word in each sentence. • For Question 3, they unjumble the flower parts and list the words in alphabetical order. • Finally, students arrange the five words so they fit correctly in the crossword. • Explain to the class that the names of the parts of a flower are special words called nouns. Noun: A word used to name things, people, places, feelings or ideas. Ask the students to think of more examples of nouns (such as table, shoe, book etc.). Refer to pages 2–5 for more information and activities about nouns.

2. (a) roots (d) seeds

(b) leaves (e) roots

3. (a) stem (b) flower (c) roots (d) seeds (e) leaves

–5 –1 –3 –4 –2

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Answers

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s e e d s

Primary grammar and word study

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Parts of a flower 1. Read the text and look at the diagram.

Parts of a flower

The main parts of a flower are the leaves, stem, roots, flower and seeds.

• The leaves make the food.

• The stem supports the flower.

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r o e t s Bo r e • The roots collect water. p ok u • The flower S makes the seeds.

2. Colour the correct word. (a) The

stem

(b) The flower

roots

collect water.

leaves make the food.

roots

stem

(e) The

stem

roots

supports the flower. © R. I . C. Publ i cat i ons (d) The flower makes the stem seeds . •f orr evi ew pur posesonl y• are underground.

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(d) edses

(e) valees

(a) tems

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4. Write the five parts of a flower in the crossword.

3. Unjumble the parts of a flower and number them in alphabetical order.

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Primary grammar and word study

Understanding and choosing words Plurals: Add ‘s’ or ‘es’

Focus

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

Ideas for further practice

Plurals: add s or es

• A plural is a word used to indicate more than one. Example: three apples; three brushes

Answers

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Definition

• Make labels for your classroom, writing the singular and the plural word forms. • Categorise words which use s or es to change from singular to plural form.

3. es – paintbrushes, sandwiches, boxes, watches s – teachers, students, books, chairs, tables, puzzles, posters, pencils

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

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Primary grammar and word study

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• A classroom environment was selected to help students to identify familiar items. Begin by looking at items in your classroom. Write a list of items in the singular form and another list in the plural form. It would be best at this stage to concentrate on items which use s or es to form the plural. • When identifying words which require es, ask students to highlight the ending sounds: sh, ch, s and x. • There is no need for students to be able to spell the words independently, as the labels in the picture can be used as an easy reference.

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Plurals 1. Look at this classroom. 2. Read the labels.

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teacher

watch

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poster

student book table

sandwich © R. I . C. Publ i cat i ons •f orr evi ew pur posesonl y• chair

box puzzle

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paintbrush pencil

3. Write each word from the classroom as if there is more than one.

add ‘s’

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Primary grammar and word study

Understanding and choosing words Irregular plurals

Focus

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

Ideas for further practice

Explanation

Answers

Definition

• ‘Singular’ means one. ‘Plural’ means more than one. • There are many ways to form the plural of a word. • To form the plural of some words, the word changes. Example: one child – many children • Some words have the same form when the word is singular or plural. Example: one pair of tights – many pairs of tights

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• A plural is a word used to indicate more than one. Example: three apples; three brushes

• Create lists of words which change in the plural form and those words which do not. Challenge the students to find as many as possible. Display. • Set the students a reading challenge. Ask them to find as many words as possible which fit the two plural categories when reading books, including library books, catalogues, magazines and personal reading texts.

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Irregular plurals: words that change words that stay the same

1. (a) foot – feet (c) child – children (e) man – men

(b) tooth – teeth (d) person – people (f) woman – women

2. (a) tights (c) underwear (e) pyjamas

(b) jeans (d) shorts (f) pants

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Worksheet information • As students read through the lists in Question 1, say each word as ‘many teeth’, ‘one foot’ etc. Students then match the pairs of words. Ask them to underline the parts of the words that have changed in the plural form. • The items of clothing in Question 2 which are the same in the singular and plural forms should be familiar to students. Try using simple, incorrect phrasing to demonstrate that the word should not change; for example: ‘I put on my short on the weekend to do the gardening’. Ask the students what is wrong with the sentence. They will readily identify ‘short’ should have been ‘shorts’.

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Primary grammar and word study

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Interesting plurals Sometimes when there is more than one thing, the word changes and ‘s’ is not added.

1. Read the words in each list. Draw a line to match the word pairs to show how they change when there is more than one. one

more than one

• r o e t s Bo r e ok tooth p • • u S • child • foot

(a)

(c)

(d)

person

•

(e)

man

•

(f)

woman

•

women feet

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(b)

people

•

men

teeth

children

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(a)

. te igh

(d)

(c)

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2. Complete the labels below the items of clothing.

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pyj

wear

(f)

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t 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

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Definition

• Construct a fishing game where students use a magnet on the end of a ‘fishing line’, and ‘hook’ a ‘fish’ (blank playing card or card cut into a fish shape) with a paperclip attached. Write the names of pairs of synonyms, one word per fish, on one side. Place the fish face down. Students have to fish for pairs. The group members decide if a student has successfully matched a pair. The student with the most pairs wins. • Write the names of pairs of synonyms on blank playing cards, one word per card. Students can play ‘Concentration’, finding pairs of matching synonyms.

• Synonyms are words that have the same or similar meaning. Example: big – large – huge

Explanation

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

Answers © R. I . C.Pu bl i cat i ons Worksheet information •f orr evi ew pur posesonl y• 1. Possible answers: (a) truck/lorry (b) smile (c) present

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Primary grammar and word study

2. Answers could include: large, huge, great, enormous, gigantic, immense. 3. Possible answers: lawn – grass shut – close started – began yelled – shouted fast – quick giggled – laughed cross – angry pleased – happy

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• Show students a picture of a small object such as a marking pen or an eraser. Ask them for words to describe its size. Example: small or little; thin or skinny Explain how these words are similar and are called ‘synonyms’ as they have the same or almost the same meaning. • Discuss each part of the worksheet with the students. Some will be able to complete it independently but others will need teacher assistance. In Activity 2, students have to think of other synonyms for ‘big’. Discuss how they could use each synonym, especially when comparing things. For example, a box that held a microwave oven could be described as ‘large’ and one that held a fridge could be described as ‘huge’. • Discuss the different synonyms chosen by students in Activity 3.

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Synonyms Some words have the same or almost the same meaning. They are called synonyms.

1. Write a synonym for these things. (b) grin

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(a) van

2. Can you write a synonym in each cloud for the word ‘big’?

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3. Think of a synonym for each word in brackets.

. te he had (shut)

Last Saturday, Dad mowed the (lawn)

. He thought

o c . che e r o But he hadn’t. Scamper got out and (started) t r s super

the back door to keep our dog in.

chase the lawnmower. Dad (yelled)

at him and

tried to catch him. However, Scamper was too (fast) and ran away. We all (giggled)

at the funny sight. and Scamper looked so

Dad looked so (cross) (pleased) R.I.C. Publications®

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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: happy – sad

Answers

Explanation

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

1. Teacher check drawings. (a) old (b) float

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Definition

• Role-play words that are opposites. For example, one student acts being ‘asleep’ and another does the opposite (awake). • Write the names of pairs of antonyms on blank playing cards, one word per card. Students can play ‘Concentration’, finding pairs of matching antonyms.

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• As an introduction, students identify ‘opposites’ in the classroom; e.g. something ‘black’ and something ‘white’, something ‘clean’ and something ‘dirty’. Discuss the word ‘antonym’. • Discuss each part of the worksheet with the students. Some will be able to complete it independently while others may require teacher assistance.

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Primary grammar and word study

2. (a) (b)

Teacher check drawing Teacher check drawing I am a girl. I live at the bottom of a steep hill. I have light hair. I am short for my age. I look like my mum. I write with my right hand. I love eating bananas.

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Worksheet information

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Antonyms Some words have the opposite meaning. They are called antonyms.

1. Draw and label an antonym for each of these words.

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2. (a) Read about Jordan. Draw a picture.

I am a boy.

I live at the top of a steep hill.

I have dark hair.

I am tall for my age.

I write with my left hand. I hate eating bananas.

(b) Rewrite the story, changing the words in bold print to antonyms. Draw a picture.

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r o e t s Bo r e p ok u (a) young S (b) sink

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I am

I look like my

I write with my

I am a

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for my age. . hand. eating bananas.

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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 • Use cards to show the process of how could have becomes could’ve. Step 1: could + have Step 2: could + have (with the letters ‘h’ and ‘a’ crossed out) Step 3: could + ‘ + ve Step 4: could + ‘ve Step 5: could’ve Repeat for would and should. • Dictate a short text including sentences with could have, would have and should have. Students write the text. Correct as a group/class. • In groups, students take turns to explain why it is correct to say could have and could’ve, but it is incorrect to say could of. Repeat for would and should.

could have/of; would have/of; should have/of

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Explanation

• Using the word of after could, would and should, in writing and in speech, is always incorrect. • Could’ve is derived from the joining of the two words, could and have. The letters ‘h’ and ‘a’ are removed from the word have and replaced with an apostrophe before joining to could. The same applies to would and should. • The word of is often used instead of have after would, could and should because, for example, the word could’ve sounds similar to could of and in speech the difference is imperceptible. When the two words are spoken separately or written, the word have must be used.

Worksheet information

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Primary grammar and word study

1. Teacher check

2. (a) could have (b) should have (c) would have

3. Teacher check

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Answers

• Read the rule and explain that while have does not always follow the three words, of never does. • Have does not always follow could, would or should: Example: You could choose a different book if the one you want is not there. I would like you to work in groups today. You should always check for traffic before crossing the road. • Show how could have becomes could’ve and explain that while could’ve and could of may sound similar, they are not the same and could of is always incorrect. Then demonstrate that the same applies to would and should. • Read the text. Discuss how with the shortened form of have, ‘ve’ sounds like ‘of’. Read the rule that of never follows should, could or would. • Students complete Questions 1 to 3.

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‘Have’ or ‘of’? We can use the word have after should, would and could to talk about things or give advice.

Steve was tired and grumpy. ‘You should have gone to bed earlier last night’, said his mum.

r o e t s Bo r e psaid that last night’, he grumbled. ok ‘Well, you should’ve u S had more sleep!’ ‘Then I could’ve

‘But then I would’ve missed my favourite TV show!’ Steve protested.

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‘You could have recorded it’, replied Mum.

The word of never follows could, would or should.

1. Write two things you think Steve could or should have done last night. (a)

(b)

2. Write would have, should have or could have in the spaces. hurt yourself!

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(a) I can’t believe you did that! You

left earlier!

(b) We are so late! We

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o c . che 3. Write some advice for your friend in the speech bubble, using e r o could have, should r have have. st suorpwould er I did really badly in the test!

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Primary grammar and word study

Understanding and choosing words Confused words

Focus

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Ideas for further practice

brought/bought; lose/loose

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Explanation

• Make cards of 10 brought and bought sentences with gaps in place of the two words. Write each word on separate pieces of card. Students place a word card in the gap of each sentence. The sentences can be checked by peers or the teacher. Repeat with sentences for lose and loose. • Make a number of cards with one of the words bought, brought, loose and lose written on each. Lay the cards face down. In a group, students take turns to select a card and say a sentence containing that word. The rest of the group discuss whether or not the word has been used correctly. • Give each student two cards, one with correct written on it, the other with incorrect. Read out a number of sentences in which bought, brought, loose and lose are used either correctly or incorrectly. After each sentence, students hold up one of their cards. Discuss their responses as appropriate.

• Brought and bought are the past tense of the verbs to bring and to buy. They have completely different meanings but very similar spellings and so are often confused. • To lose is a verb meaning to misplace. • Loose is an adjective meaning coming undone. • Lose and loose are easily and often confused as they both have the ‘oo’ sound. • The ‘s’ in lose gives a ‘z’ sound, while in loose it gives a ‘s’ sound.

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• Explain that the two words, bought and brought, are the past tense of the verbs to buy and to bring. Discuss the meaning of each word and work through a number of examples, using situations familiar to the students in which they decide which of the two words to use. Highlight the ‘br’ blend at the beginning of brought and bring. This will help students remember which word to use. • Explain the meanings of lose and loose. Use the verb to misplace in general conversation to help students remember that it has the same meaning as to lose. • A strategy for remembering which word to use is that lose refers to things being lost. Both words have only one ‘o’.

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Primary grammar and word study

Answers

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1. (a) ( ) bought (b) ( ) brought (c) ( ) bought (d) ( ) brought (e) ( ) brought (f) ( ) bought

2. (a) lose (c) loose (e) lose

(b) loose (d) lose (f) loose

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Confused words Some words sound almost the same but have different meanings and different spellings.

r o e brought – to bring t s B r e oo ( ) to show if the 1. Read the sentencesp and mark with a tick ( ) or a cross u word used is correct. S Write the correct word at the endkof the line. bought – to buy

(a) Lisa went to the shop and bought a present. (b) She brought the present to Helen’s party. (c) James went to the pet shop and bought a rat. (d) He bought his pet rat to the party.

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(f)

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(e) Mum brought us to the party in her new car.

loose – coming undone . te o c 2. Colour the correct word. . che e r lose t loose o (a) Keep your things tidy orr you may s them. super

lose – to misplace

(b) My shoe fell off when I ran because the laces were (c) Yesterday, my tooth was

lose

loose

lose

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loose

it.

when I play cards with my dad.

(f) Dad checked the trailer to make sure it was not R.I.C. Publications®

loose .

loose . It fell out today.

(d) I put my tooth in a box so I would not (e) I always

lose

loose . Primary grammar and word study

Punctuation Full stops, question marks and exclamation marks

Focus

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

Full stops, question and exclamation marks

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Definition

• Students should be very familiar with full stops and should have encountered question marks. Through shared reading books, they should also have been exposed to exclamation marks. If this is not the case, select a big book which includes all of these punctuation marks to introduce them. • Read and discuss the information at the top of the worksheet with the students. • Explain the instructions for Question 1, then ask the students to complete it. Check answers before continuing to make sure that the students understand the difference. Reinforce the names and ask for ideas or clues to remember them. • Question 2 aims to give students some practice in using these punctuation marks at the end of simple statements. • Before asking the students to complete Question 3, read the text aloud to enable the students to listen for aural clues such as expressions of strong feelings or voices raised at the end of a sentence to indicate a question.

• Full stops are punctuation marks used to show the end of a sentence. Example: Today is Thursday. It is library day. • A sentence is a group of words which convey a meaning or a complete idea and include a subject and a verb. In the examples above, the subjects are ‘Today’ and ‘It’. The verb in both sentences is ‘is’. • Question marks are punctuation marks used to indicate a question. Example: When is your birthday? • Exclamation marks are punctuation marks used at the end of a remark to show strong emotion or feeling. Example: Oh no! Go away!

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Explanation

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• Use different body movements to represent a full stop, question mark and an exclamation mark. Use smooth progressions to move from one shape to the other as directed by the teacher. • Create rhymes or clues as a class to help students remember the difference among the different punctuation marks.

• Full stops, also called periods, usually show the end of an idea or thought in a sentence. They also indicate that a break is needed when reading. • A sentence may also be called a ‘statement’, as opposed to a question. • 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. • Exclamation marks usually indicate 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 command (Don’t touch!) to add emphasis. Primary grammar and word study

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

1. (a) full stop (c) exclamation mark

(b) question mark

2. (a) question mark (c) exclamation mark (e) full stop (g) question mark (i) exclamation mark

(b) (d) (f) (h)

3. In order the punctuation marks are: exclamation mark, full stop, full stop, full stop, question mark, question mark.

full stop question mark exclamation mark full stop

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Marks at the end of sentences Full stops, question marks and exclamation marks are found at the end of sentences. Do you know what they are and when to use them?

1. Draw a line from the words to the correct mark.

(a) a mark like a dot at the end of a sentence

(b) a mark like a hook at the end of a question

•

(a) What is your name (b) My name is Lucy (c) How funny

•

(d) Why do you think my name is funny (e)

•

? !

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• r o e t s B r e oo • (c) a mark usedp to show strong feelings u k S 2. Add the correct punctuation marks.

•

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(f) That really is funny

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(g) How old is your Lucy (h) Lucy is only two

. Howt cute e

o c . ch e 3. Write the correct mark to complete the story. r er o t s super ‘What a day ’ cried Josh. ‘First, I slept in so late that I nearly missed the (i)

school bus fixed

Then, the bus broke down and we had to wait for it to be

When we finally got to school, I found that I had left my homework

on the kitchen table

What did I do to deserve so much bad luck

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’ Primary grammar and word study

Punctuation Capital letters

Focus

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

Students can be asked to go back and use a coloured pencil to highlight the capital letter in each proper noun in the answers to Question 1 (b). • Discuss proper nouns and, if necessary, write the correct spelling on the board for those students who require it to answer Question 2. Remind them to write a capital letter at the beginning of the sentence.

Definitions

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Capital letters at the beginning of a sentence Capital letters for proper nouns

• Capital letters are upper case letters used to begin a sentence, for proper nouns and for titles. Example: Tomorrow, I am going to Justin’s house to play. It is my birthday on Wednesday. The wolf and the seven little kids. • Proper nouns are nouns used to name particular people, places or things. Example: Mr Smith, Singapore, Black Sea, Finney Street

Ideas for further practice

• Write the names of friends, teachers, special local places, local streets, the day of the week, the month and the school, using a red pencil or brightly coloured crayon or pastel for the capital letters. • Find out the name of the capital city of your state, then find it on a large map and write it down.

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(b) (i) Rex Barker, Mum, Anne (ii) He, She, During (iii) Canada (iv) Easter (v) Blake Road Primary School

2. Teacher check

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• Capital letters are needed for the first word in a sentence. Students should understand that they are larger than most lower case letters. • Young children should be very familiar with capital letters as many begin writing their names and the letters of the alphabet using capital letters. • Proper nouns can be considered ‘special’ nouns, so are written with capital letters. Proper nouns include people’s names, names of places, days of the week, months, holidays and festivals, countries, nationalities, languages and religions.

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* 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

• Read the text with the students, assisting with any unfamiliar vocabulary. Then read and discuss the information about capital letters. • To complete Question 1 (b), students are to use different words each time. For this reason, the proper noun, Rex Barker, which is also at the beginning of a sentence, is part of the answer to Question (i). This will allow the students to focus on the other words at the beginning of a sentence to answer (ii).

Primary grammar and word study

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Capital letters 1. (a) Read the story. Rex Barker is a puppet that looks like a dog. He belongs to my mum’s friend, Anne, who is a teacher. She takes him to Blake Road Primary School to teach the children about different things. During the Easter school holidays, Anne went on a trip to Canada, so I looked after Rex Barker for her.

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r o e t s B r e o • Every sentence begins with a capital letter.o p u k • The namesS of people, places, days, months and special things also begin with a capital letter. They are called proper nouns.

(b) Find and use words with capital letters in the story to write:

(i) three proper nouns which are the names of people.

(iii) one proper noun which is the name of a country.

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(iv) one proper noun which is the name of a celebration.

o c . e (v) properc nouns which are the name of a school. her r o t s super

2. Using two proper nouns, write a sentence about your school or street. R.I.C. Publications®

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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: for words in a list

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Definition

• Students read the items in Gran’s shopping list. • 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 ‘rules’ in the text box with the class. Students can follow the structure of the sentence in Question 1 to write a sentence about Dad’s shopping list. The teacher may like to model writing other sentences containing a series of items with the class before the students attempt to write this sentence. • Students add the commas required to make the meaning clear in the sentences in Question 3. • Students complete the sentences in Question 4, following the comma rules.

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

Explanation

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

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• Write a list of more sentences for students to finish. Example: My four favourite pizza toppings are ... Out of the window I can see ... • Choose a fictional character and write a humours shopping list on the board. Students can then change the list into a sentence. Example: The shopping list for the three little pigs would contain straw, sticks, bricks etc. • Students write a sentence describing a person they admire. The sentence must contain at least three adjectives about this person.

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Primary grammar and word study

1. Teacher check 2. Dad wants string, oil, seeds and batteries from the shop. 3. (a) Jasmine put on her coat, hat and scarf. (b) The tree was tall, thin and bare. (c) The fruit salad has apples, bananas, oranges and plums. (d) The four seasons are spring, summer, autumn and winter. 4. Teacher check

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Commas – words in a list Commas are used to separate words in lists.

1. Read the shopping list and the sentence. Gran’s shopping list • milk

• soup

• fruit cake

• soap

r o e t s Bo r e p ok • Write and between the u last two items. S

Gran wants milk, soup, fruit cake and soap from the shop.

2. Write Dad’s shopping list as a sentence.

• string

Dad’s shopping list • oil

• seeds

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Rules for using commas in a list: • Put a comma after every item in the list except the last two.

• batteries

3. Add commas where they are needed in each sentence. (a) Jasmine put on her coat hat and scarf.

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(b) The tree was tall thin and bare.

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(1 comma)

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(1 comma)

(2 commas) o c . (d) The four seasons autumn cheare spring summer r e (2 commas) o and winter. r st super

4. Finish the sentences. Don’t forget the commas!

(a) Three things I take to the beach are

(b) Four of my friends are

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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 – a series of phrases and clauses

Definition

• Read the text and complete Question 1 with the class. • Read the comma rules with the class and discuss them. The teacher may like to model writing sentences with a series of phrases/clauses before the students begin Question 2. • Students add the commas where they are needed in Question 2. • Students add the missing words and the commas in the sentence in Question 3.

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• 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: ‘He doesn’t like washing dishes, ironing clothes or mopping floors’ means ‘He doesn’t like washing dishes or ironing clothes or mopping floors.’ The comma has replaced the omitted ‘or’. • Comma rules for phrases and clauses in a series: – Put a comma between every phrase and clause except the last two. – Put a conjunction, such as ‘and’ or ‘or’, between the last two phrases/clauses. • The last comma before the conjunction is called a serial comma and is often considered unnecessary. The serial comma is necessary in sentences containing a series of words when omitting it causes confusion to the meaning of the sentence. Example: Jason spotted a man running, a girl eating an icecream and a fox. (Incorrect) Without a comma after ‘ice-cream’, it may seem like the girl is eating an ice-cream and a fox! Example: Jason spotted a man running, a girl eating an icecream, and a fox. (Correct)

Ideas for further practice

• Draw a cartoon strip showing four things you do before you come to school. Write a sentence which contains a series of phrases about the cartoon strip. • Write a sentence containing a series of phrases explaining how you prepare for a sporting match, a test or a sleepover.

Primary grammar and word study

1. (b) (i) – (ii) Teacher check (iii) four

2. (a) The bird flew over the tree, around the post and under the bridge. (b) At the zoo you can feed an elephant, pat a koala, ride a zebra and touch a snake. (c) Ali was hungry so he buttered some bread, added ham, cut the sandwich in half and ate it.

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Answers

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3. Suggestion: At the beach, I built a sand castle, swam in the sea, ate ice-cream and lost my hat.

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Commas – A series of phrases Commas are used to separate groups of words in a sentence.

1. (a) Read the text.

Dad was running late! I heard the car door slam, the car start, Dad reverse out of the driveway and a loud crash! Dad had backed straight into the letterbox!

r o e t s Bo r e (ii) In the second sentence, underline each p o u k group of words in a different colour. S (iii) How many are there?

(b) (i) Circle the commas in the text.

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Comma rules

• Put a comma between each group of words except the last two. • Write and or or between the last two.

(a) The bird flew over the tree around the post and under the bridge. (1 comma)

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(b) At the zoo you can feed an elephant pat a koala ride a zebra and touch a snake. (2 commas)

o c .added ham cut che e (c) Ali was hungry so he buttered some r bread o r st su the sandwich in half andp ate it. (2 commas) er

3. (a) Fill in the missing words in the sentence. (b) Add commas where they are needed.

At the beach, I built a

the

lost my

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and .

Primary grammar and word study

Punctuation Apostrophes in contractions

Focus

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

Ideas for further practice

Contractions: you’re, they’re, we’re, there’s, where’s

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Definition

• Play ‘Contractions concentration’, using pairs of cards, one with the contraction and the other with the expanded form of that contraction. The students shuffle the cards and then place them in rows, word-side down. The first student turns over any two cards. If the expanded form matches the contraction, then the student takes the two cards and continues playing. If the two cards do not match, they are turned back over and the next play goes to the other student. • At <http://www.sadlier-oxford.com/phonics/flyby/ flyby1.htm> students can practise selecting the words that join to form a given contraction in an online interactive game. • Give students a magazine article (or allow them to choose their own). Students highlight, then write out any contractions they find and try to determine what the two words being contracted are. There may be very few contractions, which will help them to understand that contractions are not often used in formal writing.

• 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

• In English, contractions are commonly used in speech and informal writing, but not as frequently in formal writing. They are quicker and easier to say. • 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. • 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 should be shouldn’t, don’t Students need to be reminded that the apostrophe marks the missing letter, not the space where the two words join.

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1.–2. Contractions: there’s (there is), where’s (where is), they’re (they are), you’re (you are).

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Worksheet information

• Write a sentence on the board, such as ‘You are my friend’. Ask the students if they can think of a shorter or quicker way to say this (‘You’re my friend’). Show the students how to make this new word by erasing the letter ‘a’ and putting in an apostrophe. Repeat with another sentence. Explain that sometimes we can join two words together to make a new, shorter word called a ‘contraction’. When we do this, some letters are taken out and replaced with an apostrophe. • Give each student a copy of the worksheet and read the introduction. Students then read the words in the shapes, identifying the contractions which they then write on the lines below. To finish, students write the two words that form each contraction.

Primary grammar and word study

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Contractions Sometimes two words can be put together to make a new, shorter word called a contraction. A letter is taken out and an apostrophe shows where the letter was; for example: we and are becomes we’re. Sometimes, more than one letter is removed and replaced by an apostrophe.

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we’re

fast

there’s

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r o e t s r 1. Colour five shapese with contractions.B oo p u on a line and the two words k that make up 2. Write eachS contraction the word next to it. theirs

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we’re

you’re

wears

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your

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Primary grammar and word study

Punctuation Apostrophes for possession

Focus

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

Ideas for further practice

Apostrophes used for possession

• An apostrophe of possession indicates ownership and is placed directly after the owner or owners. Example: my favourite uncle’s coin collection the dog’s tail

Answers

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Definitions

• Students could find apostrophes in newspaper and magazine articles. They decide whether the apostrophe indicates ownership or a contraction. • Students could make a crazy creature collage, cutting body parts and clothing from magazines and gluing them together. They could then write a description using apostrophes.

• To show possession, an apostrophe and the letter ‘s’ can be added to the owner. • The possessive pronouns ours, yours, hers, his, theirs and its require no apostrophe, and neither does the determiner its.

1. Students should have coloured: (a) the girl (b) the brother (c) the tiger (d) the teacher (e) the dragon (f) the king

Worksheet information

2. the cat’s ear, the crocodile’s teeth, the alien’s nose

Explanation

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Primary grammar and word study

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• Review the students’ knowledge of apostrophes. Ask one of the students to come to the front of the class. Encourage the other students to describe attributes or possessions of that student. Example: Jack’s hair is _, Jack’s shoes are _. Discuss the use of the word ‘Jack’s’ and explain that when we want to talk about things that belong to someone, we can use an apostrophe and ‘s’ at the end of his or her name. • Give each student a copy of the worksheet and read the text with them. Discuss the meaning of ‘owner’. • Students then complete Questions 1 and 2, progressing from identifying the apostrophe to identifying the owner and using the possessive apostrophe in context when describing the picture.

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Who is the owner? Apostrophes are marks like commas, but are placed near the top of letters. Apostrophes and the letter s show that something belongs to someone. The tail of the apostrophe points to the owner.

r o e t s Bo r e p The hat belongs to theo man. the man’s hat u k S 1. Circle the apostrophe, then colour the owner in each picture. The book belongs to Jenna.

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Jenna’s book

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(d) the teacher’s pencil case

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(a) the girl’s dog

(e) the dragon’s cave

(f) the king’s crown

o c . 2. What is the arrow to? Use an apostrophe and ‘s’ to write chpointing e r er o who owns each thing. st super

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Primary grammar and word study

Punctuation Quotation marks

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

• Quotation marks are inverted commas used to enclose speech or thoughts.

• Give each student a copy of the worksheet and read the explanation with them. With the understanding that the quotation marks go around the spoken words, students identify and circle the quotation marks in the conversation between the cats. They then write the conversation among the people, using quotation marks.

Explanation

Ideas for further practice

• Quotation marks (also called ‘inverted commas’ or ‘speech marks’) are used to show the exact words that someone has said. Example: ‘I’m going to the beach’, said Teresa. • Quotation marks are not used for reported or indirect speech, where what was said is reported by a third person. Example: Teresa said that she was going to the beach. • Quoted text must start on a new line unless the same speaker is speaking, Example: ‘How’s your new car?’ enquired Tareq. ‘It’s fantastic’, replied Martina. • The first word a person speaks begins with a capital letter, even if it begins in the middle of a sentence. Example: James shouted, ‘Quick, hide behind the tree!’

• Students could highlight quotation marks in newspaper or magazine articles to practise differentiating between quotation marks and apostrophes. • Students could bring in (or find in newspapers or magazines) a comic strip. Students rewrite the strip as a dialogue.

Focus

Quotation marks for direct speech

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Definitions

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1. Teacher check 2. Sasha said, ‘A baby zebra was born at the zoo today’. Dominic asked, ‘Oh! What did they name it?’ Josie giggled and said, ‘I heard they named it Spot’.

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Worksheet information

• To introduce quotation marks, teachers might wish to show the students a picture with people conversing, or one with speech bubbles and speech included. Ask the students what the people are/ might be saying to each other. Tell them that when we want to write exactly what people have said, we use special marks to show that those words were spoken. These marks are called ‘quotation marks’. Model writing quoted speech using quotation marks on the board.

Primary grammar and word study

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He said, she said ... When we write words that someone has actually said, we put marks, called quotation marks, around those words. These marks show where the speaker’s words begin and end. My leg really hurts!

‘My leg really hurts!’cried Jacob.

r o e t s Bo r e p ok u S 1. Circle the quotation marks.

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Quotation marks are like hands that hold the words being spoken.

‘We’re going on a holiday!’ said Surly, the Siamese cat.

‘Really? Where to?’ asked Toby, the tomcat.

‘The Canary Islands’, replied Curly.

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A baby zebra was born at the zoo today!

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Oh! What did they name it?

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

Sasha said,

I heard they named it Spot.

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Josie

Dominic

Dominic asked, Josie giggled and said, R.I.C. Publications®

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Primary grammar and word study

Figures of speech Alliteration

Focus Alliteration

• Read and discuss the sentence beginnings in Question 3 and ask for suggestions for words to complete the sentences. Ensure that the students know which beginning sound they should be using. (Allow the students to colour the picture after completing the worksheet.)

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Definition

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

• Alliteration is the repetition of a sound at the beginning of words. Example: Ten tiny tadpoles talked to each other.

Ideas for further practice

• Identify alliterative words in texts used during shared reading sessions. • Learn to say tongue twisters such as ‘Peter Piper picked a peck of pickled peppers’. • Select individual students to share their answers to Question 3 and any other interesting alliteration they create or encounter.

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.

(b) On Saturday, the swirling sea swept six silly seals to the seashore. They sat on the soft sand. Some were sad and some were sick.

On Sunday, the Seal Search and Rescue Squad saved them and scurried them back out to sea. The seals swam safely out of sight.

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Worksheet information

2.–3. Teacher check

• Read and discuss the explanation, give some examples and ask the students for some examples. • Read the text in Question 1 with the students, assisting with any unfamiliar vocabulary. • Using a coloured pencil, students underline any words beginning with ‘s’. Check answers before proceeding to Question 2. (Interesting ‘s’ words can be added to student dictionaries to use during writing activities.) • Look at and discuss each picture, highlighting any words which begin with ‘f’ and ‘h’. Assist with writing unfamiliar words.

Primary grammar and word study

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Alliteration Alliteration occurs when the same sound is repeated at the beginning of words.

1. (a) Read the sentences. On Saturday, the swirling sea swept six silly seals to the seashore. They sat on the soft sand. Some were sad and some were sick.

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scurried them back out to sea. The seals swam safely out of sight.

(b) Underline all the words which begin with ‘s’.

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r o e t s Bo r e p ok On Sunday, the Seal Search and u RescueS Squad saved them and

2. Write a sentence with alliteration to describe each picture.

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3. Write words beginning with the same sound to tell what each is doing. (a) The wild wind is

(b) The dainty daisies are

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Primary grammar and word study

Figures of speech Similes

Focus

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

Ideas for further practice

Similes

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Definition

• Work with a partner to find three items in the classroom and write a similie for each. Example: The door is as strong as Superman™. • Students write a simile poem about themselves in which each attribute refers to an animal. Example: I am as quiet as a mouse. I am as quick as a bat. I am as gentle as a lamb And as lazy as a cat. • Share simile poems with the class, such as My dog is as smelly as dirty socks by H Piven. Students write a review of the poem.

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.

Explanation

• 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. Similies 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.

2. (a) toast 3. (a) cold

4. Teacher check

(b) lion (b) cute

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• Read the explanation of a simile and say the example. Ask the students if they can think of any other examples. • Read the poem with the class. Discuss which word introduces a simile—‘as’. Students underline the three similes in the poem. • Students choose a noun that matches the similes in Question 2. They illustrate one of the similes. • In Question 3, students choose an adjective to complete the similes. • In Question 4, read the poem and the words in brackets with the class. Students can chose one word from each set of brackets or choose their own words to complete the simile poem about the owl.

Primary grammar and word study

1. I am as happy as a clam And as funny as a clown. I am as playful as a kitten— I never like to frown.

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Worksheet information

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Similes A simile compares one thing with another. For example, Mum was as busy as a bee.

1. Underline the three similes in the poem. Me I am as happy as a clam And as funny as a clown. I am as playful as a kitten— I never like to frown.

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r o e t s Bo r e p ok u S 2. Write the best word for each simile. Choose one simile and draw it.

fish

pancake

toast

lion

(a) as warm as (b) brave like a (c)

(d) as flat as a

3. Add a word from the list to finish each simile.

(b) as

as a button

gentle

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as ice

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(a) as

cold

cute . like a lamb te o c 4. Use words from the brackets or choose your own words to finish . c e the poem. her r o st suThe owlr pe

(c)

Her eyes are as round as

Her feathers as soft as

Her claws are as sharp as

She flies when it is as dark as R.I.C. Publications®

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(the moon/plates)

(a cloud/cotton wool) .

(knives/needles)

. (a dungeon/shadows) 79

Primary grammar and word study

Figures of speech Onomatopoeia

Focus

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

Onomatopoeia

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Definition

• 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, kock’ 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 list any other words they think belong in this group of words. • The worksheet identifies some words which are used to represent the sounds of things around the home. This is a basic introduction to onomatopoeia, using familiar and common words and sounds.

• Onomatopoeia is a word which imitates the sound of what it describes. Example: plop or zoom

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. 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. Example: double trouble onomatopoeia – The use of a word that imitates what it describes. Example: the babbling of a stream

Primary grammar and word study

• Students may 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. Example: The cupboard door opens with a screech.

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Ideas for further practice

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

1. (a) balloon (d) soft-drink

(b) clock (e) doorbell

2. (a) drip (d) splash

(b) tinkle

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Onomatopoeia 1. Read these words. Match them to the object which would make that sound. (a) pop

(b) tick-tock

•

r o e t s B•o r e p ok u S •

•

(d) fizz

•

(e) ding-dong •

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(a)

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2. Look at these pictures. Write a word to match each things sound.

(b)

(c)

(d)

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Primary grammar and word study

Figures of speech Personification

Focus

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

Personifying animals and objects

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Definition

• Students select one of the characters on the worksheet or create one of their own. They give it human characteristics, such as a gender, name and personality. Using this information, they write a short story about something that might happen to this character. Encourage students to describe how the character might react, think or feel about these things, focussing on the human characteristics rather than events.

• Personification is a way of describing non-human things (such as animals and inanimate objects) using human traits and abilities such as such as speaking. Example: The mountain hut beckoned as the wind grabbed at my jacket.

Ideas for further practice

• Students could write a narrative using the character they have created. • Give one-half of the students a card with an inanimate object or animal written on it, and the other half a card with a verb or feeling. Students pair up and use the two words to create a short story; e.g. ‘The spanner was angry about the way she was being treated these days, especially by being left alone in the shed’.

Explanation

Worksheet information

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• Personification can often be found in poetry. Teachers might wish to introduce this worksheet by reading some poetry to the students and talking about how the things 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. • Fables, nursery rhymes and fairy tales frequently have animals with human abilities and traits as main characters. Teachers may wish to read some of these as an introduction. • Read the worksheet introduction with the students. Ask them to suggest some characters they know that are not people, but do things normally only people can do. Teachers may wish to introduce and discuss the term ‘personify’ with the students.

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Primary grammar and word study

Answers

Teacher check

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• Personification can provide a different perspective. Personifying an object or animal can help the reader understand, sympathise, connect or react emotionally to non-human characters.

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If animals could talk Real animals and things do not think, talk or act like people, but in some stories and poems they do. This can make stories fun, interesting and more imaginative.

Woof!

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1. (a) Choose one of the characters below or draw your own.

Name:

What he or she likes to say and do:

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o c . che 2. Write a short story about something that happens to him or her. e r oneed to.) (Continue on the backr of thisp sheet if t you s su er

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Primary grammar and word study