Primary Grammar and Word Study: Book D - Ages 8-9 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 D 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:

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• • • • • • •

Contents

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

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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Words that are similar................................34–41 Homographs............................................. 34–35 Homophones............................................. 36–37 Word groups............................................. 38–41 Words that change......................................42–49 Plurals....................................................... 42–45 Prefixes..................................................... 46–47 Suffixes..................................................... 48–49

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Punctuation................................................... 58–71

Full stops, question marks and exclamation marks........................................ 58–59 Capital letters................................................ 60–61 Commas........................................................ 62–65 Apostrophes.................................................. 66–69 Quotation marks............................................ 70–71

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Understanding and choosing words............ 34–57

Words and their meanings.........................50–57 Synonyms................................................. 50–51 Antonyms.................................................. 52–53 Confused words..........................................54–57

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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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Figures of speech.......................................... 72–83

iii

Alliteration..................................................... 72–73 Anagrams and palindromes........................... 74–75 Similes.......................................................... 76–77 Metaphors..................................................... 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. 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 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.

The title of each section is given.

The focus of each corresponding student page is given.

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One or two examples of the focus are also given.

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

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

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Ideas for further practice to support or extend the student activity on the worksheet are supplied. Where possible, the activities will include other key learning areas or other areas of English, such as speaking and listening.

An explanation is given of the focus. This may also include the purpose for learning about the focus. Any necessary information about how to use the worksheet with the students is also provided.

Primary grammar and word study

Answers are provided for student pages where necessary.

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

Student activity pages A literacy character for each focus provides a visual representation. Further information about the literacy characters can be found on pages vi and vii.

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

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

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

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

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

Note:

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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.

NSW RS2.5 RS2.6 RS 2.7 RS2.8 WS2.9 WS2.10 WS2.11 WS2.13 WS2.14

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

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

2.3 2.4 2.7 2.8 2.11 2.12

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Level 3

R 3.1 R 3.2 R 3.3 R 3.4 W 3.1 W 3.2 W 3.3 W 3.4

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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Punctuation

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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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viii

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Understanding and choosing words checklist Homographs

Homophones Word groups

Plurals

Prefixes

Suffixes

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

Anagrams/ Palindromes

Metaphors

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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used as part of the name, such as Aunty Maude; and names of subject areas (maths, science) are also no longer considered proper nouns. • Names of games or activities are common nouns. Example: swimming, running, football • Trade names are usually capitalised; e.g. Apple™.

Common and proper nouns

Definitions

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• Nouns are words used to name people, places, things, feelings and ideas. • Common nouns name general, rather than specific, people, places, ideas and things. Example: The words in bold in the following sentence are nouns (in this context): The boy started walking towards the building, but stopped when he saw the black cat cross his path. • Proper nouns are words used to name very specific people, places or things and begin with capital letters. Example: William started walking towards Viddle’s Bookshop, but stopped when Toffee, the black cat, crossed Station Street right in front of him.

Worksheet information

• Explain the worksheet task to the students. They work individually to identify and sort the nouns in the newspaper headlines, adding some of their own to the table. • The four nouns in the second headline can be arranged in the grid so that they can be read both horizontally and vertically.

• Students listen to and follow the lyrics of a song, then write the nouns and proper nouns they hear. • Using a list of common and proper nouns, students choose one to act out in a game of charades. • Students create a team presentation that will explain to the rest of the class the differences between common and proper nouns. • Students practise sorting proper and common nouns in an interactive online activity at <http://www.ezschool.com/Games/NounSort2. html>.

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Explanation

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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. herd, and abstract; e.g. fear. • Some words used as nouns can also be verbs or adjectives, depending on the context in which they are used. Example: We water (verb) our garden at night to conserve water (noun). • Common nouns are not capitalised unless they begin a sentence or start a title. 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

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Primary grammar and word study

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2. Proper nouns: Fluffy the Dragon, Cinderella, Princess, Hapland, Three Blind Mice. Common nouns: disaster, police, sheep, resuscitation, newt, idea, gate, king, slipper, finger, shoes k i n g 3. idea, newt, king, gate

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Common and proper nouns Proper nouns are words that start with capital letters to name particular people, places or things. Common nouns name general things, people, places, feelings and ideas.

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1. Read these fairytale newspaper headlines.

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2. Write the proper nouns and common nouns from each headline under the correct heading in the table below. Add some other nouns to the table that you think might be included in the rest of the articles.

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o c . che e r o t r s supsecond er 3. There are four four-letter nouns in the newspaper report. Write them below, then try to fit them into this square puzzle. Each word must go both across and down.

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Primary grammar and word study

Parts of speech Nouns

Focus

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abstract noun is not something that we can touch, hear, smell or see. It is usually a thought, idea, event, concept, emotion or feeling. • Some further examples include: advice, afterthought, anger, beauty, business, confidence, enjoyment, freedom, friendship, fun, happiness, health, help, history, honesty, importance, information, intelligence, justice, knowledge, law, love, luck, opportunity, patience, peace, pride, progress, responsibility, sleep, time, traffic, travel, trouble, truth, violence, vocabulary and wealth. • Give each student a copy of the worksheet and read the explanation and examples of abstract nouns. Students select two to write and draw a symbol for. This will reinforce the concept that an abstract noun can not be seen or touched; they may find it hard to decide upon an image. • For Question 2, students write an abstract noun for each concrete noun. • To complete the worksheet, students rearrange the boxes, without changing the order of the letters inside the boxes, to find the collective noun for the person, place or thing.

Collective and abstract nouns

Definitions

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• Collective nouns are words used to name groups of people, animals and things. Example: crowd, pack, class, bunch • Abstract nouns are words used to name ideas, feelings, events or qualities that can not be seen, heard, smelled, tasted or touched. Example: generosity, joy, enlightenment, honesty

Explanation

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Ideas for further practice

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• A collective noun represents a single group made up of more than one person or a thing; e.g. a committee, team, or family can not consist of one member, at least two people must compose the unit. They can be considered singular or plural. When referring to the collective group, singular tends to be used when all members of the collective noun are doing the same thing at the same time. Example: The team is flying to Melbourne for the finals. However, when referring to the individual members of the team acting, the plural can be used. Example: The team are reconsidering their futures. • ‘Terms of venery’ are collective nouns for types of game and other wild animals, such as a murder of crows and a parliament of rooks. • Abstract nouns can be either count (meeting, experience) or non-count nouns (love, charity).

• After reading aloud to the students, or shared reading, ask students to list some of the names of any feelings, events, ideas or thoughts the characters in the story may have had or felt. • Students paint an abstract noun, using the colours they feel best represent it. Different paintings of the same noun can be presented as simply the way different people see it, with each representation having equal value. • Students investigate and create abstract artworks.

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Worksheet information

1.–2. Teacher check

• If students have not been previously introduced to abstract nouns, it will be necessary to introduce the concept before starting this worksheet. Perhaps give them a list for a ‘treasure hunt’, such as ‘book, pencil, paper, happiness, youth’. Students go on the hunt and will finish having been unable to find the abstract nouns on their list. Explain to them that an

3. (a) a host of angels (b) an orchestra of musicians (c) a string of ponies (d) a quiver of arrows (e) a gaggle of geese

Primary grammar and word study

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Collective and abstract nouns Abstract nouns are words that name things we can not touch, smell, see, taste or hear. They are often the names of feelings, events and ideas. John’s friendship with the alien brought new information, technology and knowledge to the people of Earth. In return, the alien had, for the first time, experienced humour and happiness. It was John’s belief that their friendship would create peace between the two planets.

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1. Write any two abstract nouns from the paragraph above and draw a symbol to represent each.

2. For each of the concrete nouns below, write an abstract noun (idea or feeling) to show what each means to you or what feelings it gives you; e.g. My teacher’s smile means approval to me.

(a) A puppy dog means

(b) A good joke means

(c)

(d) A million dollars means

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Collective nouns are words that name groups of people, places and things. For example, ‘team’ is the collective noun for a group of people doing something (usually playing a game) together.

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3. Rearrange the boxes with pairs of letters to find the collective nouns. Don’t change the order of the letters inside the boxes.

(a) a

(b) an

of ponies

(d) a

of arrows

(e) a

gg of geese

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est of musicians

Primary grammar and word study

Parts of speech Verbs

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Focus

Worksheet information

Finite verbs, the verbs ‘to be’ and ‘to have’

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Definition

• Discuss any unfamiliar words with the students, then allow them to read the text independently unless assistance is required. • Explain the definition of a verb and the words which indicate being or having. The students complete Question 1. • Questions 2 to 4 require students to select their own action verbs and use are (verb of being) and have (verb of having) to write their own short reports about snakes. • Students need to be aware that some verbs use is, are, will, can etc. to form part of a more complex verb.

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• Verbs are words which show actions or states of being or having. Example: The strong wind blew rubbish all over the playground. (action) Sarah is the best player in the soccer team. (being) We have a new teacher for music. (having)

Explanation

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• Verbs must have someone ‘doing’ the action. This is the subject of the sentence. In the examples above, the actions are done by ‘The strong wind’, ‘Sarah’ and ‘We’. • The verbs to be and to have have many forms which change with the subject and the tense—see the chart below.

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The verb ‘to be’ The verb ‘to have’

Person

Pronoun Present

First

Second

you

third

Past

Present

Past

have

had

were

have

had

he/she/it

was

has

had

First

are

were

have

had

Second

you

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was

are

were

have

had

Third

they

are

were

have

had

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1. (a) Teacher check

(b) being verbs include are, are found, is; having verbs include have

• Every sentence must contain a verb. • Some verbs have more than one part. Example: ‘is exhausted’, ‘is harmless’, ‘can kill’ • Verbs can be finite or non-finite. Finite verbs change in form to match their subject or to indicate tense. Example: go, goes, went Non-finite verbs do not change. They include: – present participles – e.g. parking – past participles – e.g. parked – infinitives – e.g. to park Primary grammar and word study

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• Once the short snake report is completed, a student can be selected to read his/hers to the class as a short oral presentation. • Students select sentences from their snake report which contain are or have and rewrite them using different action verbs or from a personal point of view, imagining themselves as a snake. • Students view the movements of a mongoose or a snake on DVD or a science program and attempt to recreate these in dance movements or actions.

2.–4. Teacher check

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Verbs A verb is a word which shows actions, or states of being or having. Being verbs include am, is, are, was and were. Having verbs include has, had and have. 1. (a) Read the report below.

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Mongooses are carnivorous mammals. Usually, they are found in South Asia and Africa. Mongooses hunt small animals, eggs and, sometimes, fruit for food. They live in rocky crevices and holes and often dig burrows. They have long bodies with rough, shaggy hair, pointed noses and long, bushy tails. Some mongooses kill snakes, including cobras. They quickly dodge the snake each time it strikes until the snake tires. Mongooses then seize the snake’s head in their jaws, crush its skull and eat it. The dead snake’s venom is harmless to the mongoose.

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(b) Choose two different coloured pencils or markers. Use one to identify all the ‘being’ verbs and the other to identify all the ‘having’ verbs.

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3. Complete the table.

4. Use the action verbs in Question 2 and the information above to write a short report about snakes on a separate sheet of paper. R.I.C. Publications®

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Primary grammar and word study

Parts of speech Verbs

Focus

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Ideas for further practice

Command verbs (imperatives)

• Command verbs are used to order, command or instruct. Example: Button your jacket because it’s cold outside today. Set the table for tea, please. Finish doing your homework and then you can watch television.

Answers

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Definition

• Read the instructions and rules of a board game to see whether command verbs have been used. • Students copy a favourite recipe to contribute to a class cookbook. The command verbs could be highlighted. • Play games such as ‘May I?’ where students are given instructions for actions or movements. For example, ‘Jane, take three steps forward’.

1. (b) Mix, Add, Stir, Add, Refrigerate

Explanation

2. (a) Hold (c) Brush, tie (e) Put

Worksheet information

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• Non-sudsy soap powders are usually high-efficiency powders used in front-loading washing machines. • It is not expected that the procedure will actually be carried out. • Students can read the definition and the procedure independently with minimal assistance. • Explain the definition if necessary and give other examples to the students. Ask the students to supply examples as well. • The students can complete Questions 1 and 2 independently. • Question 3 should be completed in pairs.

Primary grammar and word study

(b) Step, slide (d) Hand

3. Teacher check

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• Verbs can describe actions (‘doing’ words) and must have someone doing the action. (Refer to pages 6 and 7.) • Command verbs are commonly used when writing procedures and are often the first word in the sentence. • Command verbs do not have a stated subject (anyone or anything doing the action). It is understood that the person doing the action is ‘you’.

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Command verbs Command verbs are verbs used to order, command or give instructions. They can usually be found at the beginning of a sentence in a procedure. 1. (a) Read the procedure.

Fake blood

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Ingredients and equipment • 250 mL smooth peanut butter • 125 mL non-sudsy soap powder • 30 mL red food colouring

• 1 L white corn syrup • about 15 drops blue food colouring • bowl, spoon, airtight container

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2. Add soap and food colourings. 3. Stir well. 4. Add more corn syrup until of desired consistency.

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Method 1. Mix peanut butter with small amount of corn syrup in bowl to make a runny mixture.

5. Refrigerate any unused ‘blood’ in an airtight container.

Hand

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Step

Hold

slide

Put

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2. Use the command verbs below to complete the sentences.

Brush

tie

o c . (b) to the left and to the right. That’s the c e h r next part of the dance.e o r st super (c) your hair and it back with a band. (a)

tightly to the string of the kite!

(d)

your homework in now, please!

(e)

the bottles in the recycling bin.

3. Think of something that requires simple instructions to explain to a friend; for example, how to shade a picture, fanfold a sheet of paper, sketch a face, work out fractions or address an envelope. Ask your friend to write down your oral instructions, then, together, highlight the command verbs. R.I.C. Publications®

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Primary grammar and word study

Parts of speech Verbs

Focus

• Discuss the verbs and decide which tell about things that are happening now (present tense), which things have already happened (past tense) and which things will happen in the future (future tense). Students can select from these to complete Question 2. • Students should realise that words such as ‘are’ and ‘is’ relate to the present, words such as ‘would’ and ‘will’ relate to future tense and words such as ‘have’ and ‘were’ relate to past tense. This may help them to complete Question 3. • All the verbs in Question 4 are irregular verbs. Students will need to spell and write completely new words to complete the table and can add one of their own choosing.

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Past, present and future tense (including irregular) verbs; auxiliary verbs

Definitions

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• Verb tense shows whether the action of the verb occurs in the present, the past or the future. • Auxiliary verbs are small verbs, often a form of the verb ‘to have’ or ‘to be’, that combine with another verb to form a compound verb. Example: We are driving slowly and I know we will be late.

Explanation

Ideas for further practice

• There are three basic verb tenses—present, past and future. Future and past tense often form a compound verb using an auxiliary or helping verb. • Most verbs in the past tense end in ed. Most present tense verbs end in s or es. Example: Claire dances but Tim does taekwondo. David is driving a go-kart. (present tense) Daniel stacked the books in the bookcase. He has worked hard. (past tense) Merrilyn will start gym classes next week. (future tense) • In the sentences above, ‘is’, ‘has’ and ‘will’ are auxiliary verbs, with ‘is’ used as part of a present tense verb, ‘has’ used as part of the past tense and ‘will’ forming part of a future tense verb. • Most verb tense forms are regular (they have ed, es or add auxiliary verbs such as ‘is’ and ‘will’ to make the correct tense) but many are irregular. For example: ‘We usually buy our lunch on Mondays’ (present tense) becomes ‘I bought my lunch yesterday’ (past tense). Other examples include be/ was/were; begin/began; do/did; grow/grew; get/got; choose/chose; make/made. A more detailed list can be found by accessing the Internet.

1. Teacher check

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• Compile a list of simple present tense words ending in s or es and past tense words ending in ed for use in writing activities. • Display auxiliary words such as ‘are’, ‘is’, ‘were’, was’, ‘am’ etc. on ‘helping hand’ shapes.

2. Answers will vary but should include words from the list. (a) present tense – feel, see, are fighting, are caught, have, to live, to eat, am (b) past tense – have seen, helped, put up, gave, was (c) future tense – will make sure, will settle, will be

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Worksheet information

4. Present tense

Past tense

Present tense

Past tense

catch

caught

see

saw

eat

ate

fight

fought

give

gave

keep

kept

make

made

Teacher check

• Read the text and the explanation with the students and discuss. Revise verbs and ensure the students realise that some verbs have two or more parts such as ‘are fighting’, ‘will make sure’. Primary grammar and word study

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Past, present and future verbs 1. Read the text. I feel very sad when I see news programs about countries where different groups of people are fighting each other. Many children are caught in the middle. Many families have nowhere to live and little to eat. I have seen how aid workers helped put up tents for refugees. They also gave them food but life was still hard for these families because of wars.

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

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When I am ‘king of the world’, I will make sure that people will settle disagreements as peacefully as possible and that innocent people will be safe.

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A verb is a word which shows actions, or states of being or having. Verb tenses can tell about the past, the present and the future. Many verbs have more than one part.

2. Write two examples of each verb tense from the text. The verbs are shown in bold print.

3. Change each verb to the new tense shown in brackets.

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(a) are fighting (past) (b) have helped (future)

. tdon’t change tense in the same way. Complete the 4. These verbs e table, adding one o c verb of your own. . che e r o t r Present tense Past s tense Present tense Past tense s uper (c) will settle (present)

caught

see

eat

fight

give

kept

make R.I.C. Publications®

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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: I’m wearing leather shoes. (describes the noun, ‘shoes’) The fog is thick. (describes the noun, ‘fog’) Note: The adjective does not always come before the noun. She is careless. (describes the pronoun, ‘she’)

Answers

1. Adjectives are in bold print.

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Definition

• Identify the adjectives used to describe characters in books. Some of these adjectives may be found in a phrase and not necessarily in front of a noun. They may also be describing a pronoun. • Use the paragraph about the dragonfly to brainstorm a list of suitable adjectives to describe an animal being studied in science.

A dragonfly is a flying insect. It gets its scary name because it looks like a tiny dragon. However, a dragonfly is a gentle creature and does not bite or sting people. It can have a blue, red or green body and white, yellow or black markings. A dragonfly has compound eyes, large wings, and strong jaws and sharp teeth for crunching up other insects. It is most likely to be found near damp places.

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

Worksheet information

2. (a) flying (b) scary (c) blue, red, green (d) white, yellow, black (e) strong, sharp (f) damp

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• Discuss adjectives with the students. Ask them to think of suitable adjectives to describe classroom objects or class members. Encourage them to use the adjective in context in a sentence. Example: Tanya has straight hair. The blackboard ruler is long. • Discuss the explanation at the top of the worksheet and the information and hint in Activity 1 about identifying adjectives. • Students read the paragraph, identifying the adjectives and highlighting them. Point out that not all nouns will have a word that describes them. • After completing the activity, discuss how the choice of adjectives helped students to imagine what a dragonfly looked like and learn about some aspects of its nature. • Students then use adjectives to answer the questions in Activity 2. • Students are required to think carefully about their choice of adjectives to complete Activity 3.

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Primary grammar and word study

m . u

Explanation

o c . che e r o t r s super 3. (a) (i) long (iii) local (v) lazy

(ii) warm (iv) icy (vi) chilly

(b) (i) lazy, long, local (ii) chilly/icy, chilly/icy, warm

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Adjectives – 1 Adjectives are describing words. They help make writing more interesting and clearer. 1. Read the paragraph about the dragonfly. Some of the nouns are in bold print. Highlight the adjectives that describe these nouns. (Hint: Ask ‘What kind of?’ in front of the noun.)

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

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Teac he r

2. Use adjectives to answer the questions about the dragonfly. (a) What type of insect is it? (b) What kind of name does it have? (c) What colours can its body have?

(e) Describe its jaws and its teeth.

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(f) What kind of places can it be found? 3. (a) Unjumble the words below. The first letter is in bold print.

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(i) olng

(iii) llcao

(v) zlay

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o c (iv) yic . che e r o (vi) hilycl t r s super (ii) rmaw

(b) The words above can be used as adjectives. Use them to fill in the missing words in these sentences.

(i) Our

dog is getting too fat and needs to be

taken on

(ii) The

walks in the wind was coming off the

mountain and made us huddle around the R.I.C. Publications®

park.

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fire. 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: I’m holding a green umbrella. (describes the noun, ‘umbrella’) The sun is bright. (describes the noun, ‘sun’) Note: the adjective does not always come before the noun. He is worried. (describes the pronoun, ‘he’)

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Definition

• In pairs, students brainstorm to list words that can be used as adjectives. Make up clues similar to page 15. Use grid paper to construct a crossword frame. When complete, swap crosswords with another pair of students. • Write a paragraph about an object, using as many adjectives as possible to describe it.

Answers 1.

B U

• 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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U 10.

M E

12.

S S

11.

E W

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• Discuss adjectives. Ask students to think of suitable words to describe classroom objects or class members. Encourage them to use the adjective in context in a sentence. Example: Leon has brown eyes. The outdoor mat is dusty. • Discuss the explanation at the top of the worksheet. Explain how to ask questions such as ‘What kind?’ in front of the noun to help guess the adjectives in the crossword. The nouns come after the adjectives, except in 10 Across and 8 Down.

Primary grammar and word study

Worksheet information

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

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Adjectives – 2 Adjectives are describing words. They help make writing more interesting and clearer for the reader. 1.

The answers to the clues for the crossword puzzle are words that can be used as adjectives. Use the crossword to help you work out the answers.

2. 3. 4.

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

12.

boy tripped over shoelaces. © R. I . C. P ubl i chis at i ons 4. We feeding on o then riverbank. •often f osee rr evi ew pucrows r po ses l y• 2. The

6. As it was a

9. The

day, we stayed indoors. dog lapped up the water greedily.

10. The truck was too

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11.

Across

10.

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Teac he r

12. The

to fit in the garage.

. te 1. A fox has a

baby was woken by the door banging.

o c . c e r 2. A peacock has h feathers. o er t s s uper 3. The giraffe easily reached the topmost branch.

4. The

ants hurried into their nest.

5. The

child held the door open for the old lady.

7. We all jumped when we heard the

8. Our bedroom was

Down

11. R.I.C. Publications®

tail.

noise. so we spent two hours tidying it.

shoes often cause blisters. www.ricpublications.com.au

Primary grammar and word study

Parts of speech Comparatives and superlatives

Focus

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

• Students complete the paragraph in Activity 1, changing the adjectives when necessary by adding ‘er’ or ‘est’. Remind them to change the ‘y’ to ‘i’ before adding ‘er’ or ‘est’. • Use the information above Activity 2 to discuss how ‘more’ and ‘most’ are also used before adjectives when comparing. To complete Activity 2, students need to identify when to add ‘er’ ,‘est’, ‘more’ or ‘most’ to an adjective. Remind them again to change the ‘y’ to ‘i’ before adding ‘er’ or ‘est’. • Activity 3 provides practice in using the correct comparative or superlative form of adjectives. Compare answers.

Comparative and superlative adjectives

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Definitions

• Comparative adjectives are words used to compare two things, usually by adding the suffix er. Example: tall, taller • Superlative adjectives are words used to compare more than two things, usually by adding the suffix est. Example: brave, bravest

• Students compile two lists of comparative and superlative adjectives—one where ‘er’ and ‘est’ is added and the other where ‘more’ and ‘most’ are used. They could work in small groups and make decisions about which words use either form by putting the words in sentences and saying them aloud. This is often a good way to decide. Expect a few giggles when someone says something like ‘My sandwich is deliciouser than yours!’ • The activity above will probably help students to identify irregular forms of the comparative and superlative. These include ‘good/better/best’, ‘many/ more/most’; ‘bad/worse/worst’ and ‘little/less/least’. Students could use these words in spoken or written sentences or paragraphs in pairs or groups.

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• If the adjective has two or more syllables, ‘more’ or ‘most’ is usually added before the adjective. Example: terrible, more terrible, most terrible • But if the adjective of two or more syllables ends in ‘y’, er or est is usually used. Example: ugly, uglier, ugliest • Some comparative and superlative adjectives are irregular. Example: bad, worse, worst good, better, best

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

Worksheet information

• Use the information at the top of page 17 to discuss with the students how ‘er’ and ‘est’ are added to adjectives to compare things. Use qualities of common objects in the classroom or students to practise the concept; e.g. identify three students—a student with long hair, a student with longer hair and a student with the longest hair. Note how ‘the’ is often used before the superlative form (the longest hair).

2. (a) tidy, tidier, tidiest (b) famous, more famous, most famous (c) narrow, narrower, narrowest (d) horrible, more horrible, most horrible (e) wonderful, more wonderful, most wonderful

Primary grammar and word study

1. wavy, cheeky, wavier, cheekier, waviest, cheekiest

3. Teacher check

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Comparing things When we compare two people or things we change the adjective, usually by adding er; for example: ‘This tree is tall but that tree is taller’. When we compare three or more people or things we change the adjective, usually by adding est; for example: ‘This tree is tall but that tree is taller. The tree over there is the tallest’. 1. Use the adjectives below to complete the paragraph. You will have to change the words by adding er or est to them.

hair and a

grin. Blair has

hair than Dylan and a

grin. Nicholas has the grin.

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cheeky

I have three brothers. Dylan has

Teac he r

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

hair of all three and the

Instead of adding er or est to an adjective when we compare things, we use more or most before some adjectives; e.g. beautiful, more beautiful, most beautiful.

tidy

more famous

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(b) (c)

narrowest

horrible . te o (e) most wonderful c . ca sentence. e r 3. Use each adjective inh er o t s s r u e p (a) stronger (d)

(b) funniest (c) most beautiful R.I.C. Publications®

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Primary grammar and word study

Parts of speech Adverbs

Focus

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

• Revise adjectives (see pages 12–17) before students change the adjectives to adverbs in Question 2. • As many of the adverbs are quite long and may not be easy for some students to spell, encourage them to copy the words carefully from the text. • Explain that adverbs can not only tell how something happened, but they can also tell about when and where, it happened. • In Question 3, students will need to identify the adverb telling when the verb happened, then change it and rewrite the sentence so it has the opposite meaning.

Common adverbs of manner and time

Definition

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• An adverb is a word that adds information, usually to a verb and can tell how (manner), when (time) or where (place) something happens. Example: Today (time), the boys rudely (manner) interrupted the concert by running upstairs (place). Note: Adverbs can modify (add information to) any words that are not nouns or pronouns. (These are modified by adjectives.)

Ideas for further practice

• Students work in pairs to mime one action completed in opposite ways. Other students should identify what they are both doing and how they are individually doing it; for example, ‘You are both brushing your hair, but one is brushing slowly and the other is brushing quickly’. • Demonstrate the function of adverbs by writing a simple sentence on the board. Example: The boys walked. Ask the question how and add different adverbs of manner after ‘walked’. Then ask when they walked and add possible answers at the beginning of the sentence. Individual students then take turns at compiling a sentence from the possibilities listed on the board. Example: Recently, the boys walked sadly.

Explanation

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

Worksheet information

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Primary grammar and word study

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• Discuss the things some family members can do really well and how sometimes other family members do not have the same talents. Introduce the concept and discuss ways in which some members of a family can be opposites; for example, in height, hair colour, personality, likes, dislikes, interests and habits. • Read the text then discuss why some words are in bold. Remind students that words telling about something someone does or things that happen are called verbs (see pages 6–11) and that these words are all verbs. • Some students may need assistance to understand the meaning of some of the adverbs used in the text. They should be encouraged to use contextual information. • Identify ‘sang’ (the first two verbs in bold) and discuss the words that tell how Dave and Dad sang. These are adverbs and should be underlined. • Identify the adverbs that tell how each boy played and underline them. • Students complete Question 1 by identifying and underlining the adverbs that describe each of the verbs in bold in the text .

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

1. The following adverbs should be underlined: beautifully, woefully, enthusiastically, reluctantly, swiftly, easily, slowly, awkwardly, neatly, carelessly, patiently, perfectly, quickly, messily

2. (b) woefully (c) enthusiastically (d) carelessly (e) patiently (f) messily

3. Answers may include: (a) earlier  later (b) After  Before (c) always  never 18

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Adverbs – 1 Words telling how, when or where things happen are called adverbs. 1. (a) Read about the two opposite people.

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

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Teac he r

My dad and his brother, Dave, are very different. When they were young, Dave played the piano and sang beautifully, while Dad sang woefully. Dad enjoyed sport and played enthusiastically, but Dave hated sport and played reluctantly. Unlike Dad, who could run swiftly and kick and catch balls easily, he ran slowly and kicked and caught balls awkwardly. In class, Dad wrote neatly, but Dave wrote carelessly and his work was untidy. However, Dave loved art. He worked patiently and could draw and paint perfectly, while Dad worked quickly and painted messily. How more opposite could two boys be?

(b) The words in bold are verbs. Underline the adverbs telling how each of these things was done. 2. Change the highlighted adjectives into adverbs telling how something happened. The first one has been done as an example.

(a) Dave was a beautiful singer. He sang

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(e) Dave was a patient worker. He worked

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(d) Dave was a careless writer. He wrote

. te o 3. Rewrite each sentence by changing the adverb so it now tells the opposite of c . when each thing happened. che e r o r st super (a) Dave arrived at school earlier. (f) Dad was a messy painter. He painted

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Primary grammar and word study

Parts of speech Adverbs

Focus

• Model asking the ‘where’ question after each verb. For example, ‘Does the text tell where the sneaker has disappeared? (No) ‘Does the text tell where I’ve searched?’ (Yes, so here is the adverb and should be underlined.) Students should complete Question 1. • Explain that if the answers for Question 2 are located in the text, they should be used; but if not, students will need to use their imagination and make up some appropriate adverbs. For example, ‘How would Mum have checked?’ (carefully? crossly? impatiently?) • Before students complete Question 4, they will need to understand that all the words in the box are adverbs. Some teachers may choose to introduce the term interrogative adverb and to explain that these question words are themselves special adverbs. Encourage students to choose the adverbs wisely as some words will fit in more than one space and each word should only be used once.

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

Common adverbs of place and interrogative adverbs

Definitions

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• An adverb is a word that adds information, usually to a verb and can tell how (manner), when or where something happens. Example: Earlier (time), the ranger had sternly (manner) warned the campers not to swim there (place). • An interrogative adverb asks questions about how, when, where or why something happens. Note: Adverbs can modify any words that are not nouns or pronouns. (These are modified by adjectives.)

Explanation

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• Students work in small groups to highlight verbs on a newspaper or magazine page then list any adverbs used in the text to modify them.

Answers

1. The following adverbs of place should be underlined: here, there, upstairs, down, inside, outside, near, far, everywhere, off

2. (a) Teacher check (c) inside/outside

(b) Teacher check

o c . che e r o t r s super

Worksheet information

• Introduce the worksheet by discussing occasions when students, family members or friends have had to search for something, and ask students to describe how the people involved were feeling and behaving at the time. Did they try to blame each other for whatever was missing? • Remind students that identifying adverbs is made easier by first finding the verbs. • Read the text. The students should then locate and circle all the verbs. (See pages 6–11 to revise verbs.)

Primary grammar and word study

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• Adverbs can clarify meaning by telling more about the action, allowing for greater precision and adding interest to writing. • On the worksheet, common adverbs have been classified as those that add information about manner, time or place, but there are other categories such as: adverbs of frequency; e.g. usually and seldom and adverbs of extent; e.g. quite and almost. These other categories could also be discussed with students. • Although adverbs often answer the questions how, when and where about the verb, the actual words how, when, where and why are themselves adverbs. They are known as interrogative adverbs.

3. Answers should indicate that they searched because they couldn’t find the sneaker.

4. (a) How, quickly (c) When, today

(b) Where, everywhere (d) Why

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Adverbs – 2 Words telling how, when or where things happen are called adverbs. 1. Underline the adverbs of place that tell where things happened. My sneaker has disappeared. I’ve searched here and I’ve searched there.

r o e t s Bo r e p ok u S I’ve looked upstairs and I’ve looked down.

Mum’s checked inside, then checked outside. We’ve just looked everywhere. But I know it can’t be my fault,

as it must have sneaked off by itself!

2. Add one adverb to answer each question. (a) ‘How do you think Mum checked inside and out?’

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Teac he r

Even Dad searched near and he searched far.

.’ © R. I . C.Publ i cat i o ns (b) ‘When do you think Dad could have searched near and far?’ •f orr evi ew pur posesonl y• ‘ Dad searched near and far.’

‘Mum could have checked

‘Mum checked

.’

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3. Complete the sentence to answer the question.

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‘Why did they search?’

‘They searched because

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o c 4. Choose the best adverbs from the box below to complete. the sentences. che e r o (a) ‘ fast can you run?’ t r s quickly super

‘I can run

(b) ‘

‘I’m looking

.’

(d) ‘

today

Don’t forget to use a capital letter if the word begins a sentence!

where

.’ do you think that?’

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how when

did you lose it?’

‘I lost it

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everywhere

are you looking for it?’

.’

why Primary grammar and word study

Parts of speech Pronouns

Focus

Worksheet information

Personal pronouns: emphatic, reflexive

• Before beginning the activity, revise the role of personal pronouns. For example, change the nouns in the sentence ‘Mr McGregor returned the ball to the girls because the ball was the girls’, to become: ‘He returned it to them because it was theirs’. He is the subject of the verb, it and them are objects of the verb and theirs refers to ownership of it by them. • Emphasise to students that each missing word in the first text is an emphatic pronoun; e.g. yourself, ourselves. • Activity 1 (b) reinforces the match between each form of emphatic pronoun and the subject of the verb. • In Activity 2, students are required to demonstrate their understanding between the emphatic and reflexive personal pronouns and the noun or pronoun it refers to.

Definitions

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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. • An emphatic personal pronoun emphasises the subject of the verb. Example: They (subject) play football themselves. • A reflexive personal pronoun is the object of the verb. Example: He hid himself (object) very well.

Explanation

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Person First singular Second Third (male) Third (female) Third (neuter) First plural Second Third

Answers

1. (a) myself, yourself, ourselves, himself, yourself, themselves (b)

o c . che e r o t r s super

Subjective

Objective

I you he she it we you they

me you him her it us you them

Primary grammar and word study

• With the students, develop a short play script in which emphatic-reflexive personal pronouns are overused so as to emphasise their use. • Play a circle game in which students take turns to deliver a sentence containing an emphatic-reflexive personal pronoun. The rest of the circle determine whether the correct one has been used.

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• The use of pronouns prevents constant repetition of a noun, making the text more manageable and fluid. • It is important for students to know the correct pronouns to use in the context of any sentence so their grammar, in speech and in writing, is accurate. • The following table shows which personal pronoun to use: – when the person the pronoun refers to is the subject or object Example: He (subject) is old. The man noticed us. (object) – to emphasise the subject of the verb Example: We built the bonfire ourselves. (emphatic pronoun) – when the object of the verb is the same person as the subject Example: He dried himself. (reflexive pronoun) – to indicate possession. Example: This book is yours. Emphatic/ Reflexive myself yourself himself herself itself ourselves yourselves themselves

Possessive mine yours his hers its ours yours theirs

have dressed

myself.

You

can help

yourself.

are going to enjoy

ourselves.

He (Thomas)

hurt

himself.

you

must get

yourself.

They

can’t clean

themselves.

2. (a) himself, yourself, yourself, myself (b) James, you, you, I

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Myself, yourself A pronoun replaces a noun.

1. (a) Read through the text, adding the missing pronouns. ‘Look, Mum! I have dressed room with his T-shirt on back-to-front.

Mum hid a smile and said, ‘Now you can help

breakfast’. She then added, ‘We are going to enjoy park today’.

‘I’ll see Thomas!’ cried Ben excitedly. ‘He hurt when he fell off the swing.’

!’ shouted Ben as he walked into the

to some

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‘That’s right’, said Mum. ‘Now you must get

brush your teeth. They can’t clean

at the

last time

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ready. Go

, can they!’

(b) Find these verbs in the text and complete the table by adding the correct pronouns before and after each one. The first one is done for you. have dressed © R. I . C.P ubl i cat i ons myself. •f orr evi ew pcan ur posesonl y• help I

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hurt

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are going to enjoy

o c . che e r o t r s super 2. (a) Circle the ‘-self’ pronouns. must get

can’t clean

(b) Underline the noun or pronoun it is about. James wanted to bake the cake himself. It was to be a surprise for his Dad. But after a while, Mum came into the kitchen. ‘Well, you have managed to cover yourself with flour from head to toe. I think you had better go and clean yourself up before Dad comes home.’ ‘I couldn’t make it myself, Mum’, said James sadly. ‘Will you help me try again?’ R.I.C. Publications®

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Primary grammar and word study

Parts of speech Pronouns

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• Students can check their choices by substituting the subjective pronoun he, she or it, for the indefinite pronoun; e.g. 2(a) He (nobody) likes to work…

Focus Indefinite pronouns

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Definitions

Ideas for further practice

• A pronoun is a word substituted for a noun. • An indefinite pronoun refers to an unspecified person or thing. Example: Someone broke the vase.

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• Write each of the 12 pronouns on small pieces of card. Students choose a card and say a sentence containing that word. Verbs and other pronouns relating to the indefinite pronouns must be correct. • Draw two display charts for the indefinite pronouns that relate to: – people (ending in -one and -body) – things (ending in -thing). Add the correct subjective, objective, possessive and emphatic-reflexive pronouns that apply to each. Example: – people: he, she (subj.); him, her (obj.); his hers (poss.); himself, herself (em. re.) – things: it (subj.); it (obj.); its (poss.); itself (em. re.) • Prepare text containing deliberate errors in pronoun– verb agreement for students to proofread and edit.

Explanation

• The use of pronouns prevents constant repetition of a noun, making the text more manageable and fluid. • It is important for students to know the correct pronouns to use in the context of any sentence so their grammar, in speech and in writing, is accurate. • Within a sentence, a pronoun performs the same role as a noun. Example: I want you to enjoy yourselves. • There are 12 indefinite pronouns, formed by combining each of the words: some, any, no and every with each of the words: body, one and thing. somebody, someone, something, anybody, anyone, anything, nobody, no-one, nothing, everybody, everyone, everything Note: Indefinite pronouns ending in -body or -one refer to people. Those ending in -thing refer to things.

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m . u

1. somebody, someone, something anybody, anyone, anything nobody, no-one, nothing everybody, everyone, everything

o c . che e r o t r s super 2. (a) likes (d) wants

(b) needs (e) enjoys

3. (a) his/her (b) it (d) himself/herself

Worksheet information

• On the board, write the seven words from the boxes and find the 12 compound words (indefinite pronouns) as a class/group before distributing the worksheets. • Explain that the words, some, any, no, and every always take the third person singular of a verb. To help students remember this, explain that even though some words from the first box may imply ‘more than one’, all those in the second box are singular. The indefinite pronouns are singular and related verbs, other pronouns and determiners must also be singular. Primary grammar and word study

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Somebody, anybody … A pronoun replaces a noun. 1. Write all the pronouns you can make by using one word from each of the boxes. e.g. somebody. any

every

body

one

thing

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Teac he r

some

The above pronouns are always singular and need a singular verb.

2. Use the correct verb (in brackets) to complete the sentence.

(b) Everything in the garden (c) Nothing

attention.

(need/needs)

(d) Someone

to hear your beautiful voice.

(want/wants)

(e) Everyone

listening to music.

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(look/looks)

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worse than a neglected garden.

. te o (a) Everyone who visits the mountains in winter will need to pack c . cwarmest (their, his/her, its) clothes. e her r o t s sup r (b) Anything that grows in the garden will e suffer if

(enjoy/enjoys)

3. Choose the correct words to match the singular pronoun in each sentence.

(they, he/she, it)

is not watered.

(their, his/her, its) flavour?

(d) Anybody who visits the beach should cover (themselves, himself/herself, itself) with sunscreen. (e) Anyone who leaves (is, are) wasting water. R.I.C. Publications®

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(their, his/her, its) taps running

Primary grammar and word study

Parts of speech Conjunctions

Focus

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

Conjunctions

To begin, you need to decide on a good location. The ocean is full of fish but a boat is usually required to get to them. A river is simpler because you can sit on the bank; although, you will have to wait for the fish to come to you.

• Conjunctions are joining words which can be used to connect words, phrases, clauses or sentences. Example: black and white a fast car but difficult to control The man carried an umbrella because he thought it might rain.

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Definition

1. (b)

To fish, you will need a rod, fishing line, the correct bait, perhaps some worms or frozen fish, and some sinkers and hooks. When you feel a tug on the line, yank the rod, but not too hard or the fish might get away. You will also need a bucket to store your catch and, most of all, lots of luck!

Explanation

3. (a) Mum and Dad were having a party because it was their anniversary. (b) Reece missed the school bus so he had to call his dad. (c) Wash your hands before you sit down to eat. (d) The old man was wearing a winter coat although it was hot day. (e) I was not allowed to open the present until it was my birthday.

Worksheet information

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2. (a) The drink was hot and sweet. (b) The lion looked fierce and proud. (c) Chloe and Tim love playing cricket.

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• Using conjunctions enables a writer to build and combine ideas and avoid needless repetition. • Conjunctions can join: – one word with another, such as: cold and wet – one adjective with another, such as: The girl was hot and tired. – one sentence with another, such as: It was raining so I took an umbrella.

• It is not necessary to include the subject twice when joining clauses or sentences. For example, joining ‘I went to the shop’ and ‘I bought some fruit’ becomes: ‘I went to the shop and bought some fruit’. Notice the second ‘I’ has been omitted. Students practise this in Question 2.

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Ideas for further practice

• Create a ‘conjunctions’ poster for your classroom to help students write interesting sentences. • Students reread their most recent piece of creative writing text and rewrite it, adding conjunctions to join shorter sentences and to make them more interesting.

Primary grammar and word study

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Conjunctions A conjunction is a joining word which can be used to join words, groups of words or sentences. 1. (a) Read the text about how to catch a fish. To begin, you need to decide on a good location. The ocean is full of fish but a boat is usually required to get to them. A river is simpler because you can sit on the bank; although, you will have to wait for the fish to come to you.

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(b) Find the 11 conjunctions in the text and circle them.

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

2. Try using the conjunction ‘and’ to join two short sentences.

For example:

The pizza was hot.

The pizza was delicious.

©The R. I . C .P bdelicious. l i cat i ons pizza was hotu and • f o rr e vi ew pur pos edrink so nl y• (a) The drink was hot. The was sweet.

The lion looked proud.

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(b) The lion looked fierce.

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Tim loves playing cricket.

o c . 3. Choose from the following sentences. checonjunctions to join theser e o so st sup before becauser until er

(a) Mum and Dad were having a party

it was their anniversary.

(b) Reece missed the school bus (c) Wash your hands

he had to call his dad. you sit down to eat.

(d) The old man was wearing a winter coat (e) I was not allowed to open the present R.I.C. Publications®

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although

it was a hot day. it was my birthday. Primary grammar and word study

Parts of speech Determiners

Focus

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

Example: a house (any house) 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 • 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 (singular) and these, those (plural)

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Definitions

• 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. • An article is a type of determiner that precedes a noun and identifies how definite (specific) or indefinite (nonspecific) that noun is. Example: a book (meaning any book) the book (meaning a particular book) • 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 possessive pronouns; e.g. my, your.

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Explanation

• For the first activity, a short text has been provided to show students how articles are used in real-life text. The relevant nouns are in bold print to make it easier for students to identify the words which require an article. • The second activity provides students with specific rules and examples and then provides opportunity for them to practise what they have learnt. Before students write their own sentences, they could share ideas with the class.

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

• Determiners are useful for making information more precise for the reader or listener. • The definite article the is used to refer to a particular thing or things and when referring to specific, oneof-a-kind things. Example: the Nile River the book (meaning a particular book) • Indefinite articles such as a and an are used to refer to any thing. The noun following an indefinite article is nonspecific. Example: a boat (meaning any boat) an umbrella (meaning any umbrella) • Articles can indicate a significant difference in meaning. Primary grammar and word study

• Students select a piece of text from their favourite book, magazine or newspaper article and use a pencil to lightly underline the ‘articles’ and related nouns. • Students work in four teams to write sentences using one of these words: ‘this’, ‘these’, ‘that’ and ‘those’. Set the timer for five minutes and the group with the greatest number of correct sentences wins.

Answers 1. (a) an (e) a

(b) a (f) a

(d) the

2. Teacher check

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Determiners – 1 Determiners such as a, an and the tell us more about a noun. The words a and an tell us that the thing is general. The tells us that it is a particular thing. 1. Use the words a, an and the to complete the text.

Mum and I were busy planning my birthday party. I decided I wanted

ice-cream cake and Mum decided we could have

party. I would make and deliver

organise

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(d)

(e)

(c)

(b)

spooky-themed

invitations and Mum would

spooky decorations. We decided that I could dress up as

ghost and she would be

(f)

in on the act and dress up as

(g)

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(a)

goblin. Dad wanted to get

old, bony skeleton!

2. Read the rules and examples. Then write a sentence using each word. The words this, these, that and those tell us whether the thing or person is near or far away.

These biscuits are tasty.

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o c . c e (c) Use that with singularh nouns far from (d) Use those with plural nouns far from r er o t you. you. s super

Is that boy your brother?

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Those boys are by the swings.

Primary grammar and word study

Parts of speech Determiners

Focus

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

Note: Possessive proper nouns are determiners. Example: Breigh’s homework • The distributive determiner is always used before the noun. It is also common to add ‘of’ after the distributive in some situations. Example: Each of my siblings is unique.

Definitions

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Determiners: Possessives – my, your, his, her, its, our, their Distributives – all, both, half, either, neither, each, every

• 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. • A possessive determiner is a word which identifies who something belongs to. Example: Callum lost his shoes. • A distributive is a type of determiner which tells how something is shared or divided. Example: I think every person is special. 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

• For Activity 1, read the explanation text and discuss how these words are used. Students may need clarification between pronouns and possessive determiners as used in the text. Read the text and underline the pronouns used. Point out words such as its, which are being used both in the pronoun form and the possessive determiner form. It would be great if students observed that in its pronoun form, it can sit on its own, whereas when being used in its possessive determiner form, it must come before the noun. • In Activity 2 the nouns have been italicised in bold print to help students identify the distributives in the sentences. Read each sentence and ask students if they are able to identify the word which tells how something is shared, distributed or divided. Underline the word. Some students may have great difficulty identifying these and may need direct guidance.

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Explanation

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Plural

Singular

• Determiners are useful for making information more precise for the reader or listener. • Possessive determiners are always used before the noun to say who the noun belongs to. They can be used in first, second or third person form as well as singular or plural. Refer to the table below to see which possessive determiners are used in each situation. Person 1st 2nd 3rd 1st 2nd 3rd

Determiner my your his her its our your their

Primary grammar and word study

Ideas for further practice

• Select a piece of text and highlight the pronouns in one colour and the possessive determiners in a different colour. • Students write their own sentences using the distributive determiners.

Answers

Pronouns I, me, mine you, yours he, him, his she, her, hers it, its we, us, ours you, yours they, them, theirs

1. his, its, his, his, his, its, her

2. Across: 3. Neither 4. each Down: 1. every 2. either

3. Teacher check

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Determiners – 2 A determiner tells us more about a noun. The words my, your, his, her, its, our and their are determiners that tell who the noun belongs to. 1. Select the correct word to complete the text. John loves his her pet crab. Its name is Milo. John often lets Milo out of its our

tank to explore while it is being cleaned. Milo always seems to go missing and this time

was no different. John’s mum was cross with him when he lost his your crab again.

John searched the entire house from top to bottom. He finally found his her pet

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crab hiding under his my sister’s bed. He was worried their its shell would be

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crushed by all their her dolls.

2. The words you need to complete this crossword can be found hidden in each sentence. The words you are looking for tell how the highlighted nouns are shared or divided.

Across

Down

John’s mum got cross each time Milo was lost.

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1. John looked in every room for his lost crab.

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o c . che e r o 3. Select two determiners from Activity 1 and two t r s super words from the crossword in Activity 2. Use them 2. It was John’s job to clean the tank on either Saturday or Sunday.

to write four separate sentences, or combine them to write two sentences. R.I.C. Publications®

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Primary grammar and word study

Parts of speech Prepositions

• Prepositions add meaning and information. 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.

Focus

Definition

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• Prepositions are words used to show the relationship between nouns and/or pronouns in the same sentence. Example: The steam engine powered through the dark 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, as words that are ‘positioned in front’ of nouns or other words that function as nouns (such as pronouns or noun phrases). • Prepositions indicate a connection between things mentioned in a sentence, such as between a person and where she/he is going. Example: Jill moved towards the table. Prepositions can refer to manner (he came by bus), time (school starts at 9 am), place (he left his shoes at the park), position (the cat lay under the table) and direction (it ran between the buildings). Some prepositions are formed by combining words, such as the phrases in front of, on top of and prior to. • Prepositions are often used to introduce phrases that add more information to the noun or verb and are called prepositional phrases. 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 younger brother (object). (The prepositional phrase is underlined.) • As a rule, prepositions do not come before verbs. • A former 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

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Prepositions: movement, direction, time and place

• Although prepositions can refer to things other than position, the focus at this level remains on position and location. As an introduction, perhaps place a number of students in front of the class and discuss their positions in relation to each other; e.g. Sarah is between Jacob and Mara, Poppy is in front of Ben and behind Kiera. Focus on the prepositions linking two nouns. • Give each student a copy of the worksheet and read the introductory text. Ask the students to identify some prepositions. Students then complete Question 1 by circling the prepositions. They can draw a scene for the front of the postcard based on the description. To complete the worksheet, students write a description of a place they have been to on holiday, using as many prepositions as they can.

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Primary grammar and word study

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Ideas for further practice

• Give students an outline of a house. Instruct them to draw something in, on, above, below, next to etc. the house. Students share and describe their pictures with others in the class. • Students can choose one preposition and a specified person or animal and draw an illustration showing both. These can be compiled as a class book.

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1. Prepositions: at, up, between, with, On, behind, near, to, of, Below, down, with

2.–3. Teacher check

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Prepositions Prepositions are words that can show the connection between things in sentences. They are usually short words in front of nouns or pronouns; for example: ‘That day, during practice, the basketball rolled towards the door, out of the gym and down the hill, finally stopping among rocks under a tree’. 1. Circle the prepositions. The nouns and pronouns connected with them have been highlighted.

r o e t s Bo r e It’s awesome herep at the Alpine Hotel. It’s o u k halfway up a mountain, between a river S and the ski slopes. The mountains are Hi Ruby!

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oliday des ti n

Num n‘

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Q nd • ( ueens to

75 c

Barky, the rescue dog: 2008 (Queenstown)

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sprinkled with tall pine trees and snow. On the mountain, behind the hotel, is a forest. It’s beautiful, but I haven’t been near it … it looks dark and scary! I’d like to catch the cable car to the top of the mountain. Below the hotel, down the hill a bit, is a little town with a cafe that sells the best hot chocolate.

a Isl

ber On e’ •

ealand • S ou wZ t Ne

Ms Ruby McLean 24 Gosford Place Scarborough WA

AUSTRALIA © R. I . C.Publ i cat i ons See • youf soon, Annabel xxoo o rr evi e w pur posesonl y•6019

2. Use the description to draw the scene on the front of the postcard.

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s from Greeting e Hotel! the Alpin

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3. On the back of this sheet, write a description of a place you have been to on holiday, using as many prepositions as you can. R.I.C. Publications®

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Primary grammar and word study

Understanding and choosing words Homographs

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

• The word ‘wind’ in 2. (d) is an example of a homograph that has different pronunciations. Discuss this with the students before they complete Question 3.

Focus Homographs

Definition

Ideas for further practice • Students compile a class homograph dictionary for reference. Students brainstorm to list a specific number of words and arrange them in alphabetical order. A word can be written at the top of a page with two or more definitions underneath. • Hold a competition to see which group can come up with the most meanings for a homograph.

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• Homographs are words that are spelt the same but have different meanings. Example: light – the opposite of heavy light – pale in colour; e.g. light blue (Note: There are more than these two meanings for ‘light’.) Sometimes homographs are pronounced differently. Example: tear (rhymes with deer)—a drop of water that falls from your eye; and tear (rhymes with dare)—to rip a page out of a book

Answers

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

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Worksheet information • As an introduction, give two quiz questions to the students to demonstrate two different meanings for the same word. Example: Question 1: What is another word for a large stone? Question 2: What can you do with a baby in a cradle? Ask them to guess the word (rock) and discuss the different meanings. Students may suggest other meanings for ‘rock’, such as a type of music (rockand-roll). • Once completed, discuss the students’ answers for Question 1 as a class. • In Question 2, students are given one definition of various homographs. The answer is in the wordsearch. Once each homograph is found, students then write another meaning for each word on the lines provided. Dictionaries could be used to assist. Again, discuss students answers as a class as there are more than two meanings for many words.

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Primary grammar and word study

1. (a)

Possible answer: A device for keeping you cool, such as a fan. Possible answer: A piece of wood or metal used for support, such as a fence post.

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Possible answers: (a) a device for writing with (b) a score of zero in cricket/ to lower yourself down suddenly (c) a shape with a circular, flat bottom with sides that meet at the top with a point/the edible wafer of an ice-cream (d) to suddenly have shortness of breath/gas from the stomach or bowel (e) healthy or well/a monetary penalty paid for doing something wrong (f) jewellery worn on your fingers/a boxing ring (g) in a sloping position/to rest against something for support

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3. wind (rhymes with ‘kind’): to wind up a clock or similar/a track that turns one way then another

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Homographs Some words are spelt the same way but have more than one meaning. They are called homographs. 1. Each word has been written in a sentence to show one of its meanings. Use each word in another sentence to show another of its meanings. (a) fan: The football fan dressed up in his team’s colours.

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

(b) post: I must remember to post her birthday card today.

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2. Read the definitions below and find each answer in the wordsearch. Write another meaning for each homograph on the lines provided. b

(a) Pigs are kept in this:

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(d) Moving air:

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(f) A circular shape: (g) A piece of meat with little or no fat: 3. Write another meaning for ‘wind’ (rhymes with ‘kind’) on the back of this sheet. R.I.C. Publications®

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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

Teac he r

Definition

• Think of some well-known sayings, songs, poems or rhymes that contain homophones, such as ‘A sailor went to sea, sea, sea to see what he could see, see, see …’ or ‘How much wood would a woodchuck chuck if a woodchuck could chuck wood?’ • Homophones make eye-catching names for shops. Example: ‘Fish Plaice’ (fish and chip shop—’plaice’ is a species of fish ), ‘Sew Fantastic’ (sewing and material shop), ‘Home Suite Home’ and ‘Suite Dreams’ (furniture shops), ‘Meat at the Corner’ (butcher shops). Use a local phone book to locate others to share with the class. • Students write a fun sentence or rhyme which helps them remember how to differentiate between homophones; for example: beech/beach—‘A beech is a tree but the beach is by the sea’ or ‘Wait here while I check the weight of the elephant’.

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• Homophones are words that sound the same but are spelt differently and have different meanings. Example: prey – an animal hunted for food by another pray – to plead with (God or an object of worship), to earnestly hope for something

Explanation

• The word ‘homophone’ means ‘same sound’. Homonyms (‘same name’) include both homophones and homographs (‘same writing’). • Identifying different homophones and recognising how to spell them helps students to communicate more clearly in writing. 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. • Correct spelling is essential when using homophones. No spelling rules exist for spelling pairs or groups of homophones.

Worksheet information

We finally made it to the airport despite Dad stressing the whole time. We were a whole hour early, so we had to wait around for ages being bored. The plane that we caught seemed huge, but by the time everyone was on board there wasn’t a lot of room to move around in. We rode in a taxi to the hotel and were really tired when we got here. Tomorrow, we are going to visit the berry farm and I hope we can have scones with cream and jam again, like we had before. It’s past my bedtime now, so I will write again soon.

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• Read and discuss the definition with the students. If desired, tell them the meaning of ‘homo’ and ‘phone’ to help them remember the difference between homophones and homographs. Give, and ask for, some suggestions of words which are homophones. List these on the board. • Before asking the students to read the text to answer Question 1, remind them that the correct words have been used, but with incorrect spelling which gives each word a different meaning. • There are 17 incorrect spellings (incorrect homophones) to be circled in the text. Correct these as a class before allowing students to write the correct homophone above each. Then ask students to reread the text when completed to see if it makes more sense than the previous version. • Students should be able to complete Questions 2 and 3 independently. Primary grammar and word study

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Answers

Your best friend Warren

3. (a) prey (d) flower

(b) rode, road (e) their, there

4. Teacher check

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Homophones Homophones are words that sound the same but are spelt differently and have different meanings. 1. (a) Read the email below and underline the words used incorrectly. Inbox (25 messages) Get Mail

Delete

MAILBOXES

Junk

Reply All

Forward

New Message

Note

To Do

From

Subject

Warren Tran Nguyen Noah Jordan Mandy Gordon

To the airport on time! Annika’s going to the party! Are you going to Mike’s party?

Search Date Received

Stacy Y

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

Malaika Q

hole our early, so we had to weight around for ages being board. The plain that

Jack O

we court seemed huge, but buy the time everyone was on bored their wasn’t a

Mailbox Sent Trash

Saturday 5 December Saturday 5 December Saturday 5 December

Tom

ON MY COMPUTER

Gordon D Pete F

We finally maid it to the airport despite Dad stressing the hole time. We were a

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Spike

lot of room to move around in. We road in a taxi to the hotel and were really tired

Mandy S

when we got hear. Tomorrow, we are going to visit the bury farm and I hope we

Noah H

can have scones with cream and jam again, like we had before. It’s passed my

2. Write a homophone for each word.

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(a) pray

.e (e) they’re t (c) bare

(b) rowed (d) flour

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(b) Write the correct word above each incorrect one.

o c . ch e Homophones are good to use for making jokes. r er o t s sa similar per 3. Read the jokes below, then writeu joke of your own on the back of this

(f) draw

sheet.

(a) There was a lady who wore a size 16 dress. When she was younger, she wore a much smaller size.

Question: Why do you think she now wears a size 16 dress? Answer: Because she eight and eight. (8 + 8) (ate and ate)

(b) Question: Why are you lying around like that, doing nothing? Answer: Because I am (a) board. (bored) R.I.C. Publications®

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Primary grammar and word study

Understanding and choosing words Word groups

Focus

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

Explanation

1. 1. Argentina 3. Brazil 5. Colombia 7. Guyana 9. Peru 11. Uruguay

• Alphabetical order is a system used to arrange items so they can be easily found. It is used in many ways with which students are familiar, such as class registers, dictionaries and libraries. • Initially, words are ordered by the first letter, then the second, third and so on.

2. (a) (i) squash (ii) tennis (iii) rowing (iv) swimming (v) netball (vi) rugby

2. Bolivia 4. Chile 6. Ecuador 8. Paraguay 10. Suriname 12. Venezuela

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Alphabetical order

Worksheet information

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(b) (c)

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• Prior to completing the sheet, show students examples of how alphabetical order is used in daily life, such as street names in road books, names in telephone directories and indexes at the back of books. • Give students short lists of related words to place in alphabetical order, explaining that if there are two or more words beginning with the same letter, the ordering is by the second, third etc. letter. • In Question 1, students order the South American countries from 1 (Argentina) to 12 (Venezuela). • In Question 2, students rearrange the letters to find the six sports and then place them on the puzzle. Counting the number of letters in each word can be offered as a clue if necessary. The boxes are then numbered as in Question 1.

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Ideas for further practice

• Make several lists of words for students to place in alphabetical order by first, second or third letter or a mixture of all three. Choose subjects that are of some interest to the students such as sports, TV programs, popular authors and local suburbs. • Students find synonyms and antonyms of a selection of words and place them in alphabetical order. • Challenge students to be the first to find words in a dictionary, street names in a map book or telephone numbers in a telephone directory.

Primary grammar and word study

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Alphabetical order Alphabetical order is an effective way to organise all sorts of information so it can be found easily.

a b c d e f g h i j k l m n o p q r s t u v w x y z 1. Number the boxes from 1 to 12 to arrange the countries in alphabetical order.

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

U R U G U A Y

B O L

V E N E Z U E L A N

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B R

E C U A D O R

N R I © R . I . C . P u b l i c a t i ons P A R A G U A Y C O L O M B I A •f othe rr ev i e wword pu r po s eso nsports. l y• 2. (a) Rearrange letters in each to reveal the names of six (i) auhqss

(iii) iognrw

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(iv) gimminsw

(v) aebllnt

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(ii) einnst

(vi) ubgry

(b) Place each sport on the puzzle.

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Primary grammar and word study

Understanding and choosing words Word groups

Focus

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

The names of different occupations

• Occupations can be categorised in many ways. Example: trades – electrician, plasterer, plumber, builder, gardener health – doctor, dentist protection – police, firefighter personal – hairdresser, fitness instructor • Occupations can also be categorised by the name of what they study. Example: speleologist (speleology) palaeontologist (palaeontology)

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Explanation

2. (a) (i) auditor – checks reliability of information illustrator – produces art to enhance writing (ii) historian – researches past events librarian – organises information in a library

Worksheet information

(iii) dietician – gives advice on food and nutrition magician – performs seemingly impossible tricks

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(iv) zoologist – studies all aspects of animals geologist – studies the physical structure of the planet

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(v) plumber – instals and maintains pipe systems lawyer – a person with an understanding of the law

Ideas for further practice

(b) Teacher check. Answers could include: (i) censor, editor, inventor, janitor, sailor, sculptor, tutor, translator, surveyor (ii) musician, statistician, technician, mortician, mathematician (iii) paediatrician, electrician, physician, veterinarian (iv) cartoonist, dentist, chemist, scientist, psychologist, journalist, machinist (v) boilermaker, diver, cleaner, engineer, gardener, hairdresser, director, designer

• Make a list of occupations of people who work in a particular environment, such as the school, a leisure centre, a restaurant or a shopping centre. • Conduct a survey to determine the occupations of the students’ parents and occupations the students would like to have in the future.

Primary grammar and word study

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• Note that each pair of occupations has a different word ending. • Students find the words in the wordsearch. The words can be found vertically, horizontally and diagonally and can be written backwards or forwards. • Students write a definition for each given occupation in Question 2. • Students add an occupation to each word group and write a definition.

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Occupations 1. Find the words from the box in the wordsearch. N

G G

R M

R M U

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A W O

E M

auditor

illustrator

historian

librarian

dietician

magician

G O M O

zoologist

geologist

O O

O G

plumber

lawyer

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2. (a) Use a dictionary to find and write the definition of each occupation.

(b) Add another occupation with the same word ending to each group and write its definition.

(i) auditor

librarian

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(ii) historian

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geologist

o c . c e h r e o t r s s r u e p (iv) zoologist (iii) dietician

(v) plumber

lawyer

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Primary grammar and word study

Understanding and choosing words Plurals

Focus

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

Ideas for further practice • Create a class list of types of jobs. Students then research to find out the type of equipment and any special terms related to each job. Record the singular and plural form of each.

Definition

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Plurals: adding s or es Irregular plurals: words ending in is changing to es words always in the plural form

Answers

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

1. Add s: drills, hammers, spanners, screwdrivers, spirit levels

Add es: metal presses, winches, toolboxes, wrenches, wire brushes

Explanation

2. axes: mathematician; diagnoses: vet, doctor, dentist; hypotheses: scientist; theses: university student, lecturer

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• ‘Singular’ means one. ‘Plural’ means more than one. • There are many ways to form the plural of a word. • To form the plural of most nouns, we just add an s. • To form the plural of words ending in sh, ch, s and x, we add es to make the word easier to pronounce. • To form the plural of some words, the word ending changes. Example: one crisis – many crises • Some words have the same form whether the word is singular or plural. Example: one pair of glasses – many pairs of glasses • It is important students realise that there are many exceptions to most spelling rules. They should be encouraged to identify exceptions and to share them with the class.

o r

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Worksheet information

• Students may be unfamiliar with some terms used on this worksheet. If possible, have the equipment available for students to see. Have them guess the name of each piece. • Discuss each rule and share further examples with students. Record all shared information.

Primary grammar and word study

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Plurals – 1 Plural means ‘more than one’. Most nouns are made plural by adding s. Nouns ending in ch, sh, s or x are made plural by adding es to make them easier to say. 1. Workers use many different types of equipment. Sort the equipment listed below under the correct headings in the table. Write each word in its plural form.

Add s

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

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metal press drill winch hammer toolbox spanner wrench screwdriver wire brush spirit level

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stay the same whether they are singular or plural.

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2. Write the plural form of these words, then find out who might use each word in their job.

axis

Who?

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diagnosis Who?

hypothesis

3. Find the eight hidden tool names which stay written the same way. a

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Plural:

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Plural:

Who?

thesis

Plural:

Who?

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Primary grammar and word study

Understanding and choosing words Plurals

Focus

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

Ideas for further practice • Talk about holiday activities and things students might take on holiday. Sort them into categories according to how the words are made plural.

Answers

Definition

1. (a) holidays (d) valleys

• A plural is a word used to indicate more than one. Example: six giraffes, six boxes

(b) boys (e) toys

Explanation

• ‘Singular’ means one. ‘Plural’ means more than one. • There are many ways to form the plural of a word. • To form the plural of words ending in a vowel and y, add s. Example: key – keys • To form the plural of words ending in fe, change the f to v and add s. Example: wife – wives • To form the plural of words ending in a vowel and o, add s. Example: radio – radios • It is important students realise that there are many exceptions to most spelling rules. They should be encouraged to identify exceptions and to share them with the class.

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Plurals: words ending with a vowel followed by y words ending with fe words ending with a vowel followed by o

O 6.

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Worksheet information

• Discuss each rule and share similar examples with students. Record all shared information.

Primary grammar and word study

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Plurals – 2 Plural means more than one. A word ending in a vowel followed by y can be made plural by adding s. 1. Write the plural of each of these words to complete the sentences. monkey

valley

holiday

tray

(a) We are spending our to do there. (b) The beach.

boy

in the south-west. There is so much

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are going to spend time fishing while the girls go to the

at the zoo.

(d) There are heaps of hills and

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toy

to explore while on holiday.

(e) My younger brothers take lots of car.

to play with while in the

(f) The waiters in the restaurant use

to carry our meals.

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Across

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2. Use the clues to help you complete the crossword. 2.

2. jumping marsupials 3. the partners of husbands 5. devices used to listen to music 6. the plural of life

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Down

1. places where people go to view animals in enclosures 2. cutting tools 4. filmed memories

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Primary grammar and word study

Understanding and choosing words Prefixes Focus Prefixes: un, re and tri

Definition

• Students can work in small groups, ideally of three or four, and require only one worksheet per group, preferably photocopied onto white card. Students cut words, then play a concentration-style game, turning two cards over at a time to try and correctly match prefixes with words. Those they match should be written down and the meaning found in a dictionary or online. (Each student should have three or four words. If they have more or less, ask the group members to distribute the words evenly in the group.) As a group, the students then decide upon a definition for the prefix, write it on a separate sheet of paper and present to the class. • As a follow-up activity, give each student a card containing either a prefix or a root word. Students must find the person with a prefix or word to match theirs to make a word with a new meaning. After pairing up with that person, the students agree upon a sentence that demonstrates their knowledge of the word’s meaning.

Explanation

• A prefix is a word part that has a meaning of its own, and is often derived from Greek or Latin. Prefixes usually do not occur as independent words. The prefix is added to the front of a base word to change its meaning, without changing the spelling of that word. Sometimes a hyphen is placed between the prefix and the base (or root) word, such as: – when prefixes come before proper nouns Example: un-Australian, anti-American – when prefixes ending in a or i are added to a word that begins with the same letter Example: ultra-ambitious – when the prefix is ex or self, except for selfish and selfless. Example: ex-husband, self-centred • Ensure students learn to be aware of letter clusters that look like prefixes, but aren’t. Example: un in uncle, in in invented Students can practise identifying these ‘trick’ prefixes by looking at the base or root word that is left. The prefixes that cause the most difficulty are re, in, and dis. • Learning the meanings of prefixes can help students decipher, spell and understand words, especially larger words, and increase their

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• A prefix is a letter or group of letters added to the beginning of a word to alter its meaning and form a new word. Example: Michael was unhappy about having to rewrite his homework.

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vocabulary. Understanding that the spelling of neither the prefix nor the base word change can help students to spell commonly misspelled words such as unnecessary, misspell and disappointment. • un is a negative prefix which often comes before adjectives; Example: unsafe, unable, unclean, unequal in participles used as adjectives; Example: unfeeling, unflinching, unfinished, unsaid or sometimes before nouns. Example: unbelief, unconcern • un has a number of meanings: – not Example: unhappy, unfaithful – opposite of Example: unrest – and to reverse or undo the result of an action. Example: unlock, unwrap • re is usually added to verbs and can mean back. Example: rewind – re is usually added to verbs and can also mean again. Example: regroup, resurface – or to do something in a new way. Example: reword • tri means three. Example: triceratops (three horns), triathlon

Primary grammar and word study

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Ideas for further practice

• <http://www.quia.com/jg/65963. html> has a number of interactive games involving matching prefixes to their meaning. • Students can use words with prefixes to make a crossword puzzle at <www.puzzle-maker.com/ CW/>.

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un: unlikely, unhappy, unpick, untie re: refresh, retell, review, rewrite, tri: tricycle, tripod, triweekly, triangle

Worksheet information • By completing the worksheet activity, students will discover for themselves the meaning of the prefixes un, tri and re. They will need scissors and access to a dictionary for this activity.

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Prefixes Prefixes are groups of letters in front of a word that change its meaning and create a new word. Match the words and prefixes, then find the meanings of the new words. What do the prefixes un, re and tri mean?

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tri

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tri

re un r o e t s B r e oo p u k S

pick

tri

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write

. te o c re c un view . e her r o t s super cycle angle weekly fresh

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tie 47

pod Primary grammar and word study

Understanding and choosing words Suffixes

Focus

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

Suffixes: ness, ment, less and ful

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Definition

• Discuss suffixes with the students. Explain they are word parts at the end of some words and that when these word parts are added to a word, they change the meaning of the word, creating a new word. Also, we are better able to understand or spell new words if we can recognise and understand the meaning of suffixes. • Read the suffix definitions with the students. They then draw a line from the base words on the left to the suffixes on the right to form a new word. • Students then use the definitions provided in the boxes at the top of the worksheet to write definitions for the words they made in Question 2. Students may need dictionaries to check the words they have made are ‘real’ words.

• A suffix is a letter or group of letters added to the end of a base word to change its meaning and form a new word.

Explanation

• The suffixes used in this exercise do not usually change the spelling of the base word and are a good starting point for learning about suffixes. • The suffix less usually changes a noun to an adjective and means ‘free from’ or ‘without’. When less is added to some verbs, such as ‘count’ and ‘harm’, it means the action ‘can’t be done’. • The suffix ful means something is ‘full of’ or ‘characterised by something’. • The suffix ness means ‘a state or quality of being’. It often converts adjectives to nouns. • The suffix ment means ‘an action or process’. • When ness, ful and less are added to words ending in y, the y is often changed to i. Example: merciless, cleanliness, clumsiness, bodiless, dutiful, beautiful, pitiful, fanciful Exceptions include ‘joyful’ and ‘playful’. • Knowing the meanings of common suffixes can help students work out the meaning of unfamiliar words. A sound knowledge of suffixes can also help students spell correctly and develop their vocabulary. An understanding of suffixes can, furthermore, help students identify which part of speech (noun, verb, adjective, adverb) a word belongs to.

Primary grammar and word study

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• Call out one of the suffixes. Students try to write as many words that end with that suffix during a set time period. • Write a list of words containing the focus suffixes on the board. Make a small number of cards with these words. One at a time, students take a card and mime the word. The other students try to guess the word the student is acting out. • Ask students to list some current songs with any of the above suffixes in the lyrics.

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

2. ageless, useful/useless, careful/careless, madness, payment, hopeless/hopeful, movement.

3. Teacher check. Answers will vary but definitions should include some of the words used in the suffix descriptions at the top of the worksheet.

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Sticky suffixes A suffix is a letter or group of letters added to the end of a word to make a new word. 1. Read the definitions of these four common suffixes. ness

ment

‘The state of being something’; e.g. laziness is ‘the state of being lazy’, happiness is ‘the state of being happy’.

‘Action’ or ‘process of’; e.g. enjoyment is ‘the act of enjoying’, amazement is ‘the act of being amazed’.

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

less

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‘Without’ or ‘can’t be done’; e.g. endless means ‘without end’, fearless means ‘without fear’.

2. Match each base word to a suffix to form a new word. (a) age

•

(b) use

•

• less

(d) mad •

• ness

(e) pay

•

• ful

(f) hope •

• ful

(g) move •

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• ment

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‘Full of’ or ‘filled’; e.g. helpful means ‘full of help’, beautiful means ‘full of beauty’. Note: When full is a suffix, it has one l.

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3. List the new words you made, then write a definition for each. Use the suffix definitions in the boxes above to help. (a) (b) (c)

(d)

(e)

(f)

(g)

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Primary grammar and word study

Understanding and choosing words Synonyms

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

Ideas for further practice

Focus Synonyms

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Definition

• Give students an example paragraph in which a word is repeated. Example: ‘Last Sunday was a great day. We all had a great time at the fun park. All the rides were great, especially the Giant Slalom.’ Students rewrite the paragraph using synonyms for ‘great’ so the paragraph still retains its meaning and is more interesting with varied vocabulary. • Give students crossword puzzles as these often require students to think of synonyms for answers. • Hold a ‘synonym relay’. Teams of students have turns at writing synonyms for a nominated word. Thesauruses could be used. After a set time, check to see which team has written the most correct synonyms.

• Synonyms are words that have the same or similar meaning. Example: magnificent – fantastic – wonderful Note: The choice of each synonym depends on the context the word is used. We would probably say that we had a ‘fantastic’ or ‘wonderful’ time rather than a ‘magnificent’ time.

Explanation

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

Answers

Worksheet information

1. Words clockwise from top left (possible synonyms listed): unkind – mean/nasty chair – seat/bench tired – sleepy/weary untidy – messy/cluttered delight – joy/happiness

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Primary grammar and word study

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• Ask students how they would feel if they heard a strange noise outside their bedroom window. Ask them for words to describe these feelings. Example: scared, frightened, afraid, spooked Explain how these words are similar and are called synonyms and have the same or almost the same meaning. • Discuss each part of the worksheet with the students. They can complete it independently or with teacher assistance as necessary. If they are having difficulty in finding the words in Activity 1, give them the first letter as a clue, then the second etc. Discuss the different synonyms students choose. Students may need dictionaries or thesauruses to complete Activity 2. • Discuss different synonyms students may have chosen for the activity and if all were appropriate for the context in which they were used.

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2. Possible answers: house – home, mansion burgled – robbed wealthy – rich, expensive house – (previous answer above) vacant – empty, unoccupied robbers – thieves trampled – squashed, crushed beautiful – pretty, stunning, magnificent smashing – breaking, shattering questioned – asked, interviewed answered – replied, responded wild – fierce, howling loud – noisy, blaring, booming robbers – (previous answer above) cash – money priceless – expensive, costly

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Synonyms Synonyms are words that have the same or almost the same meaning. 1. Use the letters in each section of the puzzle and the middle letter i to make five words. Write each word under the puzzle, then write synonyms for each word.

•

r o e t s Bo r r d g p he i ok u S n t d u y

•

a e

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t l e

: ©R . I . C.Publ i cat i ons : •f orr e vi ew pur posesonl y•

Another (house)

has been (burgled)

w ww (wealthy)

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2. Read the newspaper article. Write a synonym for each word in brackets. in the

seaside suburb of South Beach. The (house) was (vacant)

as the owners were on

several o c . (beautiful) che garden beds before (smashing) e r o r a downstairs window to gain entry. When neighbours st were (questioned) s up er

holiday. (Robbers)

(trampled)

if they heard or saw anything suspicious, they (answered) that they didn’t because there was a (wild)

storm that night with (loud)

claps of thunder. The (robbers)

escaped with (cash) (priceless) R.I.C. Publications®

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and several items of

jewellery. 51

Primary grammar and word study

Understanding and choosing words Antonyms

Focus

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

Antonyms

• Antonyms are words that are opposite in meaning. Example: shallow – deep

f 5.

Explanation

y 7.

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

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Definition

1. (a)

(b) The mystery word is antonym and its antonym is synonym!

• Discuss the word ‘antonym’ with students. As a stimulus activity, each student could face a partner and listen carefully for words you call out. When each pair hears a word, students race to say an antonym before the partner does. • Discuss each part of the worksheet with the students before they complete it. A thesaurus can be used. Discuss the words used by students in Question 2 and whether they were appropriate antonyms within the context of the story.

Wednesday was a wonderful/fantastic day. It was full of joy/happiness. For a start, Cooper woke up early. He remembered which side of the bed to get out of. Also, the bedroom was bright and cheerful as it was a sunny day.

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The water in the shower was hot and his towel was dry as he had remembered to hang it up. Cooper did enjoy his breakfast as the juice container was full and the cereal was fresh.

He was early for school and remembered he was going to have a division test. Cooper got most of the 20 problems correct and was very pleased. He had brought his new football boots for lunchtime practice instead of his old ones and they were much more comfortable.

Ideas for further practice

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• Pairs of students make a list of 15 words. They write an antonym for each word on grid paper to make a wordsearch. They swap with other pairs to find the answers. • In pairs or individually, students make up a similar puzzle to the one on top of the worksheet and swap with other students.

Primary grammar and word study

2. Possible answers:

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Worksheet information

When Cooper went to bed that night, he slept with a smile/grin on his face and had pleasant/sweet dreams.

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Antonyms An antonym is a word that has the opposite meaning to another. 1. (a) Complete the word puzzle by writing the antonym of each clue. 1.

1. give

2. friend

3. exit

4. backward

5. nephew

6. innocent

7. midnight

r o e t s Bo r e p ok u S 4.

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(b) Write the mystery word going down the puzzle and its antonym.

The mystery word is

and its antonym is

2. Read the story. It is about a boy who gets out of the wrong side of the bed and has a bad day! Then read it again, but this time write an antonym for each word in bold print neatly above the word. Now read what his day would have been like if he had got out of bed on the right side!

up late. He forgot which side of the bed to get out of. Also, the bedroom was

dark and gloomy as it was a cloudy day.

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Wednesday was a dreadful day. It was full of woe. For a start, Cooper woke

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The water in the shower was cold and his towel was wet as he had forgotten

o c . empty and the cereal was stale. che e r o t r s r up He was late for school and s forgot hee was going to have a multiplication

test. Cooper got most of the 20 problems incorrect and was very

disappointed. He had brought his old football boots for lunchtime practice

instead of his new ones and they were much more uncomfortable.

When Cooper went to bed that night, he slept with a frown on his face and

had unpleasant dreams.

to hang it up. Cooper didn’t enjoy his breakfast as the juice container was

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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 Answers

1. angel – a messenger of God (noun); someone who is good or kind

angle – the point at which two lines meet; a point of view; to move at an angle; to put a bias on; to fish using a line

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• Unrelated words that look and sound similar. Example: angel/angle, diary/dairy, addition/edition

Explanation

diary – a record of events, thoughts, appointments

• The words in each pair are completely unrelated to each other. Confusion occurs because: – the words have similar sounds and/or spellings – the difference in meaning and use of each word is not recognised. • Working with the words in pairs will help students to understand their meaning and use.

dairy – the place where cows are milked; a processing plant where dairy products are made; a refrigerated place where milk and its products are stored addition – something which is added on

• Students write the definition(s) of each word in each pair to highlight the difference between them. • Students choose one of the six words for each space in the cloze. Each word can be used once only. The word ‘angel’ is required in the text in its plural form, ‘angels’.

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Ideas for further practice

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• Using a separate sheet of paper for each word, record associated words (adverbs, adjectives, nouns, verbs). Example: angel: angelic, angelically Illustrate each page with associated pictures. • Brainstorm to list other pairs of similar but unrelated words. Repeat the above activity. Collate all pages alphabetically in a folder. • Create a class book of unrelated word pairs. Students write sentences for each word. Use for five-minute quiz activities, reading out sentences minus the word. Students say or write the correct word to insert.

Primary grammar and word study

2. angle 5. angels

3. addition 6. edition

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2. 1. diary 4. dairy

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Confused words – 1 Some words sound or look similar but have very different meanings. 1. Use a dictionary to find the meaning(s) of each word. Write the meaning(s) in the boxes. angle

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

dairy

addition

edition

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angel

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Tom’s wonderful holiday

Tom had kept a

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2. Read the text and choose one of the above words for each space.

of the summer holiday spent at his

uncle’s farm. He wanted it to be of interest to others so he found a new

o c . cofhseveral photographs, he turned his thoughts into a e r er o st su book about a city boy learning to love ther country life. pe 2.

for presenting it. With the help of his computer and the

Tom’s favourite job was in the

admiring their gentle nature as they stood patiently while being milked.

His aunt called them her

As a gift to his uncle and aunt, he sent them the first

book, Tom’s wonderful holiday. R.I.C. Publications®

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. He loved the large beasts,

because they were so good. 6.

of his

Primary grammar and word study

Understanding and choosing words Confused words

Focus me and I

Say the answer with only one of the pronouns and add the implied verb can. Jake and I can. Jake and me can. It is correct to say ‘Jake and I’. • If we can be substituted in the sentence in place of a second party and I or me, then I is the correct pronoun to use as both I and we are subject pronouns. Example: (James and I) We went to Grandma’s house. • If us can be substituted, then me is the correct word to use as they are both object pronouns. Example: He gave the books to (Susan and me) us. • Students use the strategies given to complete the cloze procedure in Question 1 and correct the sentences in Question 2. • In Question 3, students write two sentences containing me and I. They should aim to use each pronoun correctly rather than deliberately use them incorrectly.

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Explanation

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

• Me and I are often confused. I is always the subject and me the object. Strategies are required to help students determine the correct role of each pronoun. See worksheet information below.

Worksheet information • Before giving the worksheets to the students, use the steps below (and many examples) to explain how to determine which pronoun, me or I, to use. • I is the subject of the verb, me is used as the object. Example: I stared at the cat. (I is the subject.) The cat stared at me. (Me is the object.) • When a second person is involved in the activity, choosing the correct word is more difficult. Example: James and (I or me) went to Grandma’s house. As a hint, say the sentence with only one of the pronouns. I went to Grandma’s house. Me went to Grandma’s house. It is correct to say ‘James and I went to Grandma’s house’ because I is the subject of the verb. • At the end of a sentence, is it I or me? Example: He gave the books to Susan and (I or me). Say the sentence with only one of the pronouns. He gave the books to I. He gave the books to me. It is correct to say ‘He gave the books to Susan and me’ because me is the object of the verb. Example: Question: Who can play chess? Answer: Jake and (I or me).

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Primary grammar and word study

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Ideas for further practice

• Write a number of cloze sentences to give as quick oral quiz questions. Repeat frequently. • Students explain to each other and to younger students the strategies for determining the correct use of each pronoun. • Display examples of the different types of sentences in which me and I are used. Change them regularly and encourage students to study them individually and in small groups.

o c . che e r o t r s super Answers 1. (a) I (f) I

(b) I (g) me

2. (a) incorrect (d) correct

(d) me (i) me

(b) correct (e) incorrect

(e) I (j) I (c) correct (f) incorrect

3. Teacher check

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Confused words – 2 Me and I These two little words cause a lot of confusion. It is important to know when to use them. 1. Read the text and write either me or I in the spaces. As the storm raged outside on the cold winter night,

beside the log fire in my grandparents’ old house. Later, Dad and

were going to play chess, but first

‘Who wants to help

‘Sally and

(a)

was sitting (b)

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

(c)

lay the table?’

had to eat. (e)

asked.

’, replied my young sister, Katie, with a big smile.

(f)

‘Give those plates and bowls to

, Sam’, she said.

(g)

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As she brought the soup to the table, Grandma announced, ‘This is a secret recipe belonging to your mother and After tea, Dad beat

(i)

. Enjoy.’

(h)

in the first game of chess, but

(j)

won

the next two games.

are used correctly.

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(a) Joe and me played football at the park. . .........................................................

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(b) The horse belongs to Sophie and me. ............................................................. (c) ‘Who plays the piano?’ ‘Amy and I.’ ................................................................

. te o c (e) Dad and me washed the car. .......................................................................... . che e r o (f) My friend gave a gift to I.r ................................................................................. t s super (d) Mum and I baked a cake. . ..............................................................................

3. Write two sentences using the words I and me. Ask a partner to check them.

•

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Primary grammar and word study

Punctuation

Full stops, question marks and exclamation marks

Focus

Worksheet information

Full stops at the end of a sentence and for abbreviations Question marks Exclamation marks

• Only abbreviations using full stops are used on this worksheet. There are many other abbreviations which do not employ full stops. • Read and discuss the information at the top of the worksheet. Practise the use of correct punctuation, using examples, before completing the worksheet. • The choice of exclamation marks is in some cases subjective, but overuse can reduce their impact. Complete Question 1 one sentence at a time, if necessary. • Read the information about abbreviations as a class. Question 2 can be complete as a class or individually.

Definitions

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• Full stops are punctuation marks used to show the end of a sentence. Example: Our team plays the competition leaders on Saturday. • An abbreviation is a shortened form of a word. A full stop can be used to show that a word has been abbreviated. Example: December – Dec. • Question marks are punctuation marks used to indicate a question. Example: What do you mean by that? • Exclamation marks are punctuation marks used at the end of a remark to show strong emotion or feeling. Example: My goodness! Look at that!

Ideas for further practice

• Encourage the use of expression and strong emotion when reading and enjoying plays. • Discuss abbreviations used by students in SMS messages. • Find and read sentences where the ‘questioning’ word (such as ‘who’, ‘does’ etc.) is not at the beginning of a sentence.

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Primary grammar and word study

1. Omar and Jamal went trail bike riding on the weekend. When they had not returned by five o’clock that afternoon, their parents became very worried about them.

‘What could have happened to them?’ wailed Mum. ‘They both know the track well and they are sensible kids. Oh dear! I hope they haven’t had an accident! I’m never letting them go by themselves again!’ she stated.

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• Full stops, also called periods, usually show the end of an idea or thought in a sentence. They can also indicate that a break is needed when reading. • Full stops are not used when the last letter is the last letter of the word.* For example: Street – St, Mister – Mr • The necessity for faster communication has contributed to some changes. • Abbreviations of proper nouns such as New South Wales (NSW) no longer need full stops. They are only used to avoid confusion. Example: R.I.C. Publications® The full stops are used to indicate pronunciation. • A question is an interrogative statement addressed to someone in order to elicit information. Questions often begin with words such as ‘who’, ‘what’, ‘when’, ‘where’, ‘how’ and ‘why’. • 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 mark can be used at the end of an interjection (Oh no!) or command (Don’t touch!) and to add emphasis.

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‘Why are you worrying so much?’ said Dad. ‘Listen! I can hear their bikes now.’

Soon after, the boys returned.

‘Where on earth have you been?’, Dad yelled at them. ‘We have been worried sick! No trail bike riding for you for two weeks. You’re grounded!’

2. (a) Mon. (e) Apr. (i) Vic. (m) chap.

(b) para. (c) fig. (f) Blue L. (g) Jan. (j) cont. (k) Jun. (n) Red Taxi Co.

(d) tel. (h) Still Harb. (l) Penguin I.

*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. 58

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Full stops, question marks and exclamation marks A punctuation mark at the end of a sentence can be: • a full stop • a question mark to find out something • an exclamation mark to show strong feelings.

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1. Read the text and write the correct mark at the end of each sentence.

Omar and Jamal went trail bike riding on the weekend

returned by five o’clock that afternoon, their parents became very worried about

them

’ wailed Mum. ‘They both know

‘What could have happened to them

the track well and they are sensible kids an accident

When they had not

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Oh dear

I hope they haven’t had

I’m never letting them go by themselves again

‘Why are you worrying so much

’ said Dad. ‘Listen

’ she stated

I can hear their bikes

‘Where on earth have you been

sick

now

’

’ yelled Dad. ‘We have been worried

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No trail bike riding for you for two weeks

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You’re grounded

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’

Full stops can show that a word has been shortened (abbreviated); for example: gov. – government, sch. – school.

o c . ch 2. Write abbreviations for the words below. e r e o t r s (a) Monday p (b) paragraph su r e (c) figure

(d) telephone

(e) April

(f) Blue Lake

(g) January

(h) Still Harbour

(i) Victoria

(j) continued

(k) June

(l) Penguin Island

(m) chapter

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(n) Red Taxi Company 59

Primary grammar and word study

Punctuation Capital letters

Focus

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Ideas for further practice

Definitions

• Research some interesting place names and titles for people, such as leaders of countries. • Make a class list of favourite books, writing capital letters for titles where appropriate. • Use a world globe, map or atlas to find interesting names of seas, oceans, rivers, harbours etc.

• Capital letters are upper case letters used to begin a sentence, for proper nouns and for titles. Example: In the last few weeks, we have been practising our sprinting at training. Mr Scott was my favourite teacher in Year 5. The prisoner of Zenda* • Proper nouns are nouns used to name particular people, places, titles or things. Example: President Stone, Newcastle, Hunter River, Janet Street

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

Answers

1. ‘Capital!’ exclaimed Major Cedric Snodgrass. ‘That’s the best intelligence I’ve heard this morning! Lower Weepingford is the best location for our purposes, although Upper Twaddway is equally suitable. All the rations have been ordered. The vehicles are good to go. Our reconnaissance sources have given positive reports. We’ve included intensive physical training in our schedule to achieve our goals.

‘So troops! Are we all agreed? Saturday, 30 August is the day for our picnic. Departure time from home base is 0900 hours.’

‘Yes Sir!’ replied the troops to their father.

Explanation

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• Capital letters are needed for the first word in a sentence. They are larger than most lower case 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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2. (a) 21

(b) 12

3. Teacher check

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(d) 2

*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.

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Worksheet information

• Read and discuss the information about capital letters and some examples. • The word ‘capital’ is a British interjection and is an exclamation of delight or surprise. It can also mean excellent or first rate. • Give the students sufficient time to read through the text. Assist with any words which may be unfamiliar, such as ‘reconnaissance’. • The students complete Questions 1 independently then check the answers before proceeding to Question 2. Question 3 can then be completed. Some students may wish to share their answers for Question 3 while the class counts the number of capital letters used.

Primary grammar and word study

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Capital letters Every sentence begins with a capital letter. Proper nouns (the names of people, places, days, titles, months and special things) also begin with a capital letter. 1. Read the text and highlight all the capital letters. ‘Capital!’ exclaimed Major Cedric Snodgrass. ‘That’s the best intelligence I’ve heard

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this morning! Lower Weepingford is the best location for our purposes, although Upper Twaddway is equally suitable. All the rations have been ordered. The vehicles are good to go. Our reconnaissance sources have given positive reports. We’ve

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included intensive physical training in our schedule to achieve our goals.

‘So troops! Are we all agreed? Saturday 30 August is the day for our picnic. Departure time from home base is 0900 hours.’

‘Yes Sir!’ replied the troops to their father. 2. Write:

(a) the total number of words with capital letters.

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(d) the number of words with capital letters which are proper nouns at the beginning of a sentence.

3. Use the space below to write a short text using as many words with capital letters as you can. Include the names of people, places, days, titles and months.

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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 in a series of words, phrases and clauses

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Definition

• Read the text with the class. Students identify the sentences with lists of words and clauses. Students then circle the commas and underline the ‘and’ words in the text. • Read and discuss the comma rules with the class. • Students determine if the sentences in Question 2 contain a series of words or a series of phrases or clauses before they begin the task. Students add commas where they are needed, following the comma rule.

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

Explanation

• In a series, the comma stands for an omitted conjunction, such as ‘and’ or ‘or’. Example: ‘I play the violin, cello and piano’ means ‘I play the violin and cello and piano’. The comma has replaced the omitted ‘and’. • 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. • A comma placed before the conjunction is called a serial comma and is usually unnecessary. The serial comma is necessary if omitting it may cause confusion about 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

Primary grammar and word study

Answers

1. Teacher check

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• Finish this sentence, using commas where necessary: ‘Four things found in the desert are …’ Repeat with ‘rainforest’, ‘ocean’ etc. • Find a suitable newspaper article, copy it and distribute to the class. Students identify sentences which contain lists of words, phrases and clauses separated by commas and highlight them. • Write sentences containing lists of words and ask a friend to punctuate them. Correct the work and give feedback.

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2. (a) They visited Melbourne, Sydney and Perth. (b) We played cricket, tennis, soccer and badminton on camp. (c) The puppy jumped free, sniffed his bed and pounced on the cat. (d) Dad switched on the radio, put on his apron, lit the barbecue and started singing. (e) The choices on the menu were soup, pizza, toasted sandwiches or spaghetti. 3. Teacher check

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Commas in a series Commas are used to separate a series of words or groups of words in a sentence to make the meaning clear.

1. (a) Read the text. The ‘Bring your pet to school’ day began calmly. Children proudly held on to their dogs, cats and rabbits. Sitting in cages on the stage were mice, chickens, guinea pigs and a python. All heads turned when Tom entered the hall with a camel. The

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gigantic creature fluttered her long eyelashes, bared her teeth and spat on the principal. Principal Slogget jumped up, knocked over a cage of mice, screamed

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for help and ran from the hall.

Comma rules

• Put a comma between every word or group of words in the list except the last two.

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(b) Circle all the commas and underline the ‘and’ used in the lists of words and groups of words in the text. • Put and or or between the last two items.

© R. I . C.Publ i cat i ons (1 comma) • f or r etennis vi esoccer wp ubadminton r pose nl y•(2 commas) (b) We played cricket and ons theo camp. 2. Add commas where they are needed in the sentences below. (a) They visited Melbourne Sydney and Perth.

(1 comma)

(d) Dad switched on the radio put on his apron lit the barbecue and started singing.

(2 commas)

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(e) The choices on the menu were soup pizza toasted sandwiches or spaghetti.

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3. Write and punctuate a sentence which includes a list of:

o c . che e r o t r s super

(a) three people you like.

(2 commas)

(b) five of your favourite foods.

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Primary grammar and word study

Punctuation Commas

Focus

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Ideas for further practice • Find a suitable newspaper article, copy it and distribute it to the class. Students identify sentences which contain an introductory phrase/clause and non-essential phrases/clauses and highlight them. • Students work in pairs. One student writes the sentence (missing the phrase) while at the same time the other student (without looking at the first student’s sentence) writes a phrase. The two are put together to create a silly sentence.

Definitions

• Commas are punctuation marks used to separate words or phrases to clarify meaning. • A phrase is a group of words in a sentence which does not have a finite verb (i.e. a verb with a subject).

Answers

Explanation

• A pair of commas can be used in the middle of a sentence to separate a phrase/clause which is not essential to the meaning of the sentence. One comma indicates the beginning of that group of words and the other the end of it. Example: That girl, with blonde hair, is my sister. • A comma is used at the end of a phrase which has been used as an introductory element. Example: During the holidays, the children went to the country to visit their grandparents.

Worksheet information

1. (a) , which is blue,

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Commas used in the middle of a sentence to separate a phrase/clause used after an introductory phrase/clause.

(b) , a dentist,

3. Teacher check

4. (a) To get a good parking spot, (b) After the maths test,

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2. (a) That boy, the one near the edge, needs to be careful he doesn’t fall into the pond. (b) The most important thing to remember, if you can, is to wear a hat, sunscreen and protective clothing when out in the sun.

5. (a) After the camp, everyone went home dirty and exhausted. (b) During the holidays, some children went away with their families.

o c . che e r o t r s super 6. Teacher check

• Read the first explanation to the class. Provide some basic examples for the students or ask students to share their own ideas. • Students complete Questions 1, 2 and 3. Remind them to add commas in Question 3. • Read the second explanation to the class. Remind students of the definition of a phrase. The phrases are at the beginning of each sentence. • Students complete Questions 4, 5 and 6. They will need to add commas in Question 6.

Primary grammar and word study

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Commas separating groups of words Commas can be used in a sentence to separate a group of words providing extra background information. If this extra information is taken out, the sentence will still make sense. 1. Underline the group of words which gives extra information in each of these sentences.

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(a) The book, which is blue, is sitting on top of the dining table. (b) My uncle, a dentist, always checks my teeth when he visits.

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2. Add commas to each sentence to separate the part giving extra information. (a) That boy the one near the edge needs to be careful he doesn’t fall into the pond. (b) The most important thing to remember if you can is to wear a hat, sunscreen and protective clothing when out in the sun. 3. Add a group of words which provides extra information to complete each sentence. Remember to add the commas.

(a) That tree seen.

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A comma can be used after an introductory phrase in a sentence. 4. Underline the introductory phrase in each of these sentences.

. tmaths test, everyone let out a sigh of relief. o (b) After the e c . che esentence. r o 5. Use a comma to identify the introductory phrase in each r st super (a) To get a good parking spot, you had better arrive early.

(a) After the camp everyone went home dirty and exhausted.

(b) During the holidays some children went away with their families. 6. Write an introductory phrase and a comma to complete each sentence. (a)

Ben had grown taller than his friends.

(b)

my Dad likes to come home and relax.

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Primary grammar and word study

Punctuation Apostrophes

Focus

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

Contractions

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Teac he r

Definition

• Read the definition with the students. Model making contractions by writing short sentences on the board and rubbing out the letters that are removed when the contraction is made. Model replacing these letters with an apostrophe and reinforce the fact that the apostrophe goes where the missing letters were, not where the two words join. • Students read the text and find the contractions. They write these contracted words, using a different colour for the apostrophe. They identify which letter or letters have been removed and write these in the brackets next to each word. • Students then add the contracted form of ‘have’ to each of the words in the fish. They write the contracted word on the lines below the fish, then select two of these words to use in a sentence.

• A contraction is a shorter 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

• Contractions are commonly used in speech and informal writing in English, but infrequently in formal writing. • When two or more words are joined and contracted, the omitted letter or letters are marked with an apostrophe inserted where the letters were removed. The spelling of the first word usually remains unchanged. • The mistake is often made of placing the apostrophe between the two words, such as when using the negative ‘not’. Example: should’nt Students will need to be reminded to use the apostrophe correctly. • Negative contractions can sometimes be written two different ways. Example: ‘You’re not allowed to go’ or ‘You aren’t allowed to go’. • Note: There is no contraction joining the words ‘am’ and ‘not’.

Primary grammar and word study

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• Make some ‘contraction domino’ cards. On small cards write either a contraction or two words that make a contraction from a list of contractions. Ensure each contraction has a matching pair of words on a separate card. Students can play a game of dominoes, trying to match the contractions to the two words that make up that contraction.

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

1. (b) I’m (a), You’ve (ha), haven’t (o), they’re (a), don’t (o), we’re (a)

2. we’ve, they’ve, you’ve, I’ve, should’ve, could’ve

3. Teacher check

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Contractions Some words can be joined to make a new, shorter word. When one or more letters are removed and replaced by an apostrophe, the new, shorter word is called a contraction. Contractions are quicker and easier to say. When have is contracted, h and a are taken out; for example: you + have = you’ve.

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1. (a) Read the conversation, looking for the contractions.

‘Play with your toys’, said her mum. ‘You’ve got so many!’

‘No, I haven’t’, replied Alex. ‘And anyway, they’re all old and … boring! Why don’t we go to the shops; we can get some new ones while we’re there!’

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‘I’m bored’, moaned Alex.

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(b) Write the six contractions from the text. The apostrophe should be in a different colour and the missing letter(s) in the brackets;

•

e.g. you’re (a).

(

)

(

)

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•

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2. Add ‘have’ to the words on each fish to form a contraction. Write each new (contracted) word on a line below.

o c . che • e • r o t r s • super •

3. Write a sentence each for two of the above contractions. (a) (b) Remember: In contractions, the apostrophe shows where the letters used to be. R.I.C. Publications®

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Primary grammar and word study

Punctuation Apostrophes

Focus

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

Using apostrophes to show possession

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Definition

• Read and explain the introductory text. Model writing some examples on the board, with students suggesting the position of the apostrophe ‘pointing’ to the owner(s). • Read the short dialogue and ask students to locate and discuss the apostrophes of possession. Ask them to explain why the apostrophe is sometimes followed by an s and sometimes not. • Students complete Questions 1–2. Remind them to look at the position of the apostrophe, and whether or not it is followed by an s, to clarify information about the owners.

• An apostrophe of possession indicates ownership and is placed directly after the owner or owners. Example: My brother’s uniform is too big. The girls’ uniforms were saturated.

Explanation

• To show possession of a noun that does not end in s, an apostrophe and usually the letter s can be placed directly after the owner or owners. Example: the dog’s teeth the men’s shirts • If a noun ends with an s (such as ‘girls’, ‘knives’) the apostrophe comes after that s and no additional s is usually necessary. Example: the boys’ bags • However, if a noun or name ends in s and the possessive is pronounced as a separate syllable, it can take an apostrophe and s. Example: the princess’s crown the Jones’s house Jesus’s life (Note: Jesus’ life is also accepted.) • Possessive pronouns such as ours, yours, theirs, his and hers require no apostrophe or extra s, and neither does the determiner its.

Primary grammar and word study

Answers

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• Students could go on an apostrophe hunt in newspapers or magazines. After finding apostrophes, they could sort the words into contractions and possessives. • Students could write and act out short dialogues or readers’ theatre performances, giving directions using plural possessives as demonstrated on the worksheet.

1. children’s, ducks’, workers’, women’s 2. (a) one (b) many (c) many 3. (a) the dogs’ owner (b) the boy’s football (c) the ladies’ cars

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(d) many

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One owner or many owners? To show that something belongs to someone, we can use an apostrophe after the owner or owners and the letter ‘s’. Remember: The ‘tail’ of the apostrophe ‘points’ to the owner(s). the men’s shoes

the elephants’ feet

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the cat’s bowl

When there is more than one owner and that word already ends in ‘s’, then we only add an apostrophe (not another ‘s’).

1. Read the text and circle the apostrophes showing ownership.

Lady with a pram: Excuse me, could you tell me how to get to the children’s playground?

Man in the street: Sure. Go past the ducks’ pond, turn right at the workers’ car park, and you’ll see it just opposite the women’s shoe shop.

Lady with a pram: Thank you!

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(a) The football’s stitching was coming loose.

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(b) The women’s uniforms were dry-cleaned.

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2. How many owners? Read each sentence and write one or many at the end.

o c . (d) The cats’ whiskers were covered in milk. ch e r e o t r s suplace. per 3. Put the apostrophe in the correct (c) My twin brothers’ party was good fun.

(a) the dogs owner

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(b) the boys football

Primary grammar and word study

Punctuation Quotation marks Focus Quotation marks for direct speech

Definitions • Quotation marks are inverted commas used to enclose speech or thoughts. • The carrier is the part of the sentence indicating who is speaking.

Explanation

• When a carrier interrupts a quotation between two separate sentences: – a comma follows the first sentence and lies outside the closing quotation mark – the carrier (underlined) is followed by a full stop – the rest of the quotation is treated as quotation without a carrier. Example: ‘I’m going away for three weeks’, said Jayden. ‘We’re visiting relatives in the country.’ • When a carrier follows the quotation: – the comma following the quotation lies outside its closing quotation mark – the carrier (underlined) is followed by a full stop. Example: ‘We can keep in touch via email’, offered Libby.

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• Quotation marks are used to show the exact words spoken by a person. Example: ‘I’ve lost my wallet’, Dad exclaimed. (‘Dad exclaimed’ is the carrier.) • A quotation always starts with a new sentence, so it begins with a capital letter. • If a sentence within a quote is interrupted by a carrier (e.g. … said Jaslyn as she crossed the room, ‘so that is where I left it’), a capital letter is not needed to continue because it is still the same sentence. • A new paragraph is needed for each speaker. • Indirect speech tells what was said but not always in the exact words, so it does not need quotation marks.

Worksheet information

• Ask students to underline the words actually spoken by Sasha and Sam in the text at the top of the sheet. Discuss how they are enclosed by quotation marks. • Annotate each example in Question 1 to show where the separation of lines occurs. Underline the words actually spoken by each character. These words must be enclosed by quotation marks. • In Question 2, explain that commas separate the speech from the carrier (person that is speaking) and the full stop is at the end of the whole sentence.

In direct speech, the presence and position of a carrier affects the punctuation of the quotation.

Throughout this series of books, the punctuation guidelines followed are those recommended by the Style manual for authors, editors and printers, sixth edition, 2002.

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Primary grammar and word study

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• When a quotation stands without a carrier all words and punctuation marks are enclosed by the quotation marks. Example: ‘We all wish you well in your new school.’ • When a carrier precedes the quotation: – the carrier (underlined) is followed by a comma – the quotation begins with a capital letter – the final full stop of the quotation lies outside the closing quotation mark. Example: Tania sighed, ‘This is the last day of term’. • When a carrier interrupts a sentence within a quotation: – the comma following the first part of the sentence lies outside its closing quotation mark – the speaker’s name (carrier) is followed by a comma – the quoted sentence continues with a small letter – the final full stop of the quotation lies outside the closing quotation mark. Example: ‘I’m so glad’, said Isaac, ‘that we are on holiday’.

Ideas for further practice

• Choose simple examples of direct speech with all quotation marks removed. Students punctuate the examples, ensuring that all words spoken are enclosed in quotation marks. • Record simple, short dialogues between small groups of students. Students write punctuated transcripts of the recordings. They then compare their work.

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

1. (a) Sasha and Sam sat down for a picnic. ‘You’ve had three pizza pieces’, moaned Sam. ‘I’ve left you a piece’, answered Sasha. (b) Adam and Zoe sat down beside them. ‘We can only stay for ten minutes’, said Adam. ‘We have to go shopping with Mum’, explained Zoe. 2. (a) ‘Sam and I’, began Sasha, ‘always get books for Dad on his birthday’. (b) ‘I think’, said Adam, ‘that Dad would really like some fishing gear’.

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Quotation marks for direct speech Quotation marks are inverted commas used to show the exact words spoken by a person. A quotation always starts with a new sentence, so it begins with a capital letter. A new paragraph is needed for each speaker. Sasha and Sam were playing at the park. ‘Sam! Come and watch me fly my new kite. I think it will fly really well in this wind’, said Sasha.

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‘It will look like a rainbow-coloured bird with a long tail’, laughed Sam.

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1. Follow the example to write each dialogue correctly.

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(a) Sasha and Sam sat down for a picnic. You’ve had three pizza pieces, moaned Sam. I’ve left you a piece, answered Sasha.

(b) Adam and Zoe sat down beside them. We can only stay for ten minutes, said Adam. We have to go shopping with Mum, explained Zoe.

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If a spoken sentence is interrupted to show who is speaking, a capital letter is not needed to carry on the quote because it is still the same spoken sentence.

. te‘that we’re going to buy a present for Dad’. o ‘I think’, said Zoe, c . ch 2. Follow the example to write each quotation correctly. e r e o t r s sup r (a) Sam and I, began Sasha, always get e books for Dad on his birthday. (b) I think, said Adam, that Dad would really like some fishing gear. R.I.C. Publications®

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Primary grammar and word study

Figures of speech Alliteration

Focus Alliteration

• Read and discuss the explanation of alliteration. Give some examples and ask the students to supply some examples. • After the students have read the instructions for Question 1, explain each type of poem using the information above, then allow them to read each poem. Check the format of each with the students and ask them to highlight the alliterative words. • Students can complete Questions 2 to 4 independently. The tongue twisters in Question 4 may be nonsense or humorous ones. • In Question 5, students illustrate one of the tongue twisters written in Question 4.

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Definition

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• Alliteration is the repetition of a sound at the beginning of words. Example: Seven silly sailors stole smelly salmon from the submarine.

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). • 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.

Answers Teacher check

Worksheet information

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• A syllable poem has the following format: – It describes a keyword. – It has five lines. – Each line has an extra syllable: i.e. line one has one syllable; line two has two syllables; line three has three syllables; line four has four syllables; line five has five syllables. • A cinquain has the following format: – It is a five-line poem that describes something. – Line one has one word or two syllables to describe the topic; line two has two words or four syllables to describe the title; line three has three words or six syllables to describe what the topic does; line four has four words or eight syllables to describe the feeling or mood; and line five has one word or two syllables with a similar meaning to the topic. Primary grammar and word study

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• Find alliterative words in the chorus or verse of popular songs or in shared poetry. • As a class, share the tongue twisters completed in Question 4 and display the ones most enjoyed. • As a homework activity, investigate television, radio or written advertising which utilise alliteration to ensure that slogans are remembered.

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Alliteration Alliteration occurs when the same sound is repeated at the beginning of words. 1. Read the syllable poem and the cinquain. (a) Fish

(b) Leaves

Fresh fish

Flaky fish

Lifting, leaping, lying

Fried, flattened fish

Like light laughter left in the air

Fragrant, floured fish

Foliage

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Lacy, loose

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2. Write your four favourite alliterative words from each poem. (a)

(b)

4. Write your own tongue twisters using alliteration for the letters given.

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(a) n:

(b) p:

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(d) i: (e) f: 5. Illustrate your favourite tongue twister on the back of the worksheet. R.I.C. Publications®

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Primary grammar and word study

Figures of speech Anagrams and palindromes

Focus

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Ideas for further practice

Anagrams and palindromes

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Definitions

• Distribute sets of cards that have two written clues for words that are anagrams. Students can work in pairs to identify the anagrams. Dictionaries can be used. Students could write sentences that show the meaning of each word. • Students sort through their current spelling list to find anagrams of words. • In pairs, half the students in the class create their own three-letter palindromes using the consonant/ vowel/consonant method; e.g. dad, ded, did, dod, dud. Only ‘dad’, ‘did’ and ‘dud’ are proper palindromes. Dictionaries could be used. They then make up clues to give to another pair of students who didn’t complete the task but can use the clues to discover simple palindromes. (Students may discover other palindromes in the process; e.g. deed, noon, level, sees, kayak, rotor, civic, peep, toot, Hannah.)

• An anagram is a word made by rearranging the letters of another word. Example: horse – shore • A palindrome is a word that reads the same forwards and backwards. Example: noon

Explanation

• Investigating figures of speech such as anagrams and palindromes develops and enriches students vocabulary and fosters an interest in language. Working with anagrams, in particular, will help students’ spelling as they are required to rearrange letters to create new words.

Answers

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• To assist students in understanding how to create anagrams, write a word such as ‘loaf’ or ‘tied’ on the board. Using scrap paper, students rearrange the letters in various combinations to write a new word or words. (‘Loaf’ makes ‘foal’ and ‘tied’ makes ‘tide’, ‘diet’ or ‘edit’.) • When students attempt to answer Questions 1 and 2, they can write different combinations on scrap paper if necessary. Context clues in the text will also assist. • The clues, the number of letter spaces for each word in the crosspatch and their knowledge of how a palindrome is formed will assist students in identifying the palindromes in Question 3. Definitions for each word could be discussed.

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1. Yesterday, I read some interesting facts about garden snails. Each snail carries its home on its back. The largest type of garden snail is about the length of a ruler. Snails can be a pest when they eat a favourite garden plant. Snails have been known to eat the pages of books! A snail’s teeth are on its tongue. They can not hear. At top speed, a garden snail can move about seven centimetres a minute. The thick slime a snail’s body produces means it can crawl over sharp edges and not get hurt. A garden snail can live for up to 15 years.

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Worksheet information

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2. tame, team, mate

c 2.

Primary grammar and word study

4. radar

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Anagrams and palindromes An anagram is a word made by rearranging the letters of another word; for example: thin – hint. 1. The story below does not make sense. Rearrange the letters in the words in bold print to make an anagram. Write the new word neatly above it. Now you can read the story properly! Yesterday, I dear some interesting facts about garden snails. Each

nails carries sit home no sit back. The largest type of garden nails is about the

length of a ruler. Snails can be a step when they tea a favourite garden

plant. Snails have been known to tea the gapes of books! A snail’s teeth

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are no sit tongue. They can ton hare. At pot deeps, a garden nails

can move about seven centimetres a minute. The thick miles a snail’s body produces means it can crawl over harps edges and ton get hurt. A garden nails can evil for up to 15 years.

2. Can you make three anagrams by rearranging the letters in ‘meat’?

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A palindrome is a word that reads the same forwards and backwards; for example: eye – eye.

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3. The answers to the clues for the crosspatch are palindromes.

o c . 1. A car made forc racing. e her r o t 2. Add ‘ma’ in front of ‘dam’. s super

Solve the crosspatch and find another palindrome in the squares in bold.

3. Use these letters to make a palindrome – e, d, e, d.

4. Rhymes with ‘bag’.

5. ‘This apple is red, but that

apple is even

.’

4. The palindrome made of the letters going down is R.I.C. Publications®

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. Primary grammar and word study

Figures of speech Similes

Focus Similes

when it is original. For example, instead of ‘as brave as a lion’ write ‘as brave as a bungee jumper’. • Students complete the similes in Question 5 and write their own similes in Question 6. Ask for volunteers to share their writing with the class.

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Definition

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• A simile compares one thing with another. Similes are usually introduced by the words ‘as’ or ‘like’. Example: He was as cunning as a fox. She slept like a log.

Ideas for further practice

• Students choose similes and draw them as humorous cartoons with captions. Collate the cartoons to make a simile book for the reading corner. • Look through novels to locate ten similes. Give each one a star rating out of five. • Students write prose containing similes about a type of person they admire, such as a teacher, an athlete, a scientist, a zoo keeper etc.

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. They make writing more interesting, entertaining and colourful, as they often find a link between two unlike subjects. Example: ‘The children ran around the playground like a pack of wild animals’.

Worksheet information

2. (a) the dancer’s eyes; stars (b) the way she dances; swan

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• Read the explanation of a simile with the class and discuss the examples. Ask the students if they can think of any other similes. • Read the text with the class. Discuss which words introduce similes—‘as’ and ‘like’. In Question 1, students underline the six similes in the text. • Explain to the class that similes compare two things. Students determine which two things are being compared in each phrase from the text in Question 2. • Students decide which adjectives best match the similes in Question 3. • In Question 4, students write a suitable noun to complete the similes. Explain to the class that many similes are clichés (phrases which are overused, trite or stereotypical). Writing is far more interesting Primary grammar and word study

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1. The ballet dancer moves across the stage like a cloud in a breeze. In her white tutu, she dances as gracefully as a swan. Her eyes glow like sparkling stars reflected in a still lake. She spins on the floor like a leaf caught in a whirlpool. As light as a feather, she soars through the air like a bird taking flight.

3. (a) sweet (b) slow (c) cold (d) soft

4.–6. Answers will vary

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Similes A simile compares one thing with another and usually uses the words as or like. Example: ‘as busy as a bee’ or ‘She slept like a log’. 1. Read the text and underline the six similes. The ballet dancer moves across the stage like a cloud in a breeze. In her white tutu, she dances as gracefully as a swan. Her eyes glow like sparkling stars reflected in a still lake. She spins on the floor like a leaf caught in a whirlpool. As light as a feather, she soars through the air like a bird taking flight.

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(a) ‘Her eyes glow like sparkling stars …’

and

(b) ‘ … she dances as delicately as a swan.’

and

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2. Which two things are being compared?

3. Choose the best adjective to complete each simile.

as honey

(b) as

as a tortoise

as ice

(d) as

as butter

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(a) as

4. Choose a suitable noun to complete each simile. (Try to be original.)

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(a) as hot as

(b) as old as

(d) as bright as

o c . che e 5. Write your own similes to complete these sentences. r o t r s sas per (a) In summer, the sun is as fierceu

(b) The puppy’s teeth were sharp like

6. Write a simile, using the words as or like, about: (a) a bushfire (b) a polar bear R.I.C. Publications®

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Primary grammar and word study

Figures of speech Metaphors

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• Students choose a metaphor to describe people with particular attributes in Question 4.

Focus Metaphors

Ideas for further practice • Students write a prose similar to ‘My dad’ about another member of their family. They should include as many metaphors as they can. • In small groups, think of more ‘colour’ metaphors; for example: yellow – cowardly. • List words to do with the Arctic/Antarctica. Transform them into metaphors to create a poem with an Arctic/Antarctic theme.

• A metaphor is a comparison between two things without the use of as or like. Metaphors say something is something else. Example: The sunset was a rainbow of colours. A blanket of snow covered the street.

Explanation

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Definition

Answers

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1. My dad is a giant. His hands are planks of wood and his feet are boats. At times, he is an erupting volcano with a voice of thunder, but whenever I am sad, my dad is a teddy bear. His arms are a warm blanket and his chest a pillow.

2. (a) Dad’s voice, thunder (b) Dad has a very loud voice.

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• Metaphors are figures of speech. They are an example 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. • Metaphors make writing more interesting, entertaining and colourful. Writers use metaphors to emphasise a certain characteristic of something. A metaphor states that two subjects are the same, which gives one subject the attributes of the other. Example: In the playground, the children were a pack of wild animals. The children have been given the attributes of a ‘pack of wild animals’ being loud and untamed.

3. (a) a rake – thin (b) a lion in battle – brave (c) a bolt of lightning – very fast (d) a pig sty – messy (e) an angel – kind

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4. Teacher check

Worksheet information

• Read the explanation of a metaphor at the top of the page and give examples. Ask students if they can think of any other examples of metaphors. • Read the text ‘My dad’ with the class. Students work in pairs or small groups to identify the metaphors in the text. • Work through Question 2 with the class. Explain that a metaphor is a comparison between two subjects which are not normally linked. • In Question 3, students draw lines to match the metaphors with their literal meanings. Primary grammar and word study

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Metaphors A metaphor says one thing is something else; for example: ‘The kitten’s teeth are needles’. 1. Read the text and underline the eight metaphors. My dad

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2. Read this metaphor: … ‘with a voice of thunder’. (a) Which two things are being described?

and

(b) What does the metaphor really mean?

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My dad is a giant. His hands are planks of wood and his feet are boats. At times, he is an erupting volcano with a voice of thunder, but whenever I am sad, my dad is a teddy bear. His arms are a warm blanket and his chest a pillow.

• very fast

(b) The king was a lion in battle.

•

• messy

•

(d) Your bedroom is a pig sty.

•

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•

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(a) Sally is a rake.

• brave • kind

o c 4. Write an interesting metaphor to describe: . che e r o (a) yourself t r s super (e) My gran is an angel.

•

• thin

(b) a family member (c) a friend (d) someone you would like to know R.I.C. Publications®

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Primary grammar and word study

Figures of speech Onomatopoeia

Focus

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Ideas for further practice

Onomatopoeia

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

Answers

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Definition

• Students can use the word lists developed during the brainstorm to write a simple poem which uses onomatopoeia. Present with appropriate artwork and display. • Students can write and illustrate their own comic strips.

Explanation

Words read left to right and top to bottom:

• Figures of speech are used to make language more interesting, memorable or surprising. There are three distinct groups: phonological figures of speech (based on sound effects); lexical figures of speech (depending for their effect on the use of words); and syntactic figures of speech (depending for their effect on sentence structure). • Phonological figures of speech include: alliteration (the use of the same sound at the beginning of words; for example: The slimy snake silently slithered); assonance (the use of internal rhyme by using the same vowel or consonant sounds within words which follow each other or are close together; for example: double trouble); and onomatopoeia (the use of a word to resemble a sound. Example: The babbling of a brook.

Purr; SPLASH!; Mumble; Ha, ha!; POW!, THWACK!; Screech!

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Worksheet information

• Read comics or any other texts which use onomatopoeia. Identify and discuss the use of words such as ‘POW’ and ‘Kaboom!’. 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 is a word that sounds like what it is describing. Use the texts read to provide students with examples of these types of words. • Ask students to brainstorm to list any words they think belong in this group of words. • The worksheet uses the comic format to demonstrate the use of onomatopoeia. Primary grammar and word study

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Onomatopoeia Onomatopoeia is when a word sounds like what it is describing. 1. Look at this comic strip. Use the words below to complete the word bubbles.

Ha, ha!

Purr

SPLASH! POW!

Screech! Mumble THWACK!

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2. Draw and write your own ending.

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Primary grammar and word study

Figures of speech Personification

Focus Personification

• If possible, read another poem that illustrates the use of personification. Emily Dickinson is an example of a poet who wrote many poems using personification. • Give each student a copy of the worksheet, read the text with them, then allow them to complete it.

• Personification is a way of describing non-human things (such as animals and inanimate objects) using human traits and abilities, such as speaking. Example: The branches danced as the wind pounced upon the helpless trees.

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Definition

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Ideas for further practice

• Students could look through poetry books to find examples of personification. These could be quoted, illustrated and compiled as a class book.

Explanation

Answers

• Personifying an object, event or animal can help readers understand, empathise, connect or react emotionally to non-human characters. Personification can inspire imagery and emotion, and provide a different perspective. • Personification is often used in poetry, fables and fairytales.

1. Teacher check 2. (a) The flowers danced in the gentle breeze. (b) The hungry flames feasted/chomped on the dry wood. (c) The angry waves hammered the pebbles on the shore. (d) The lawnmower chomped/feasted on the soft, green grass. 3. Teacher check

Worksheet information

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Primary grammar and word study

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• Teachers might wish to introduce this worksheet by reading some poetry with personification to the students and talking about the human traits or emotions given to inanimate objects or animals. • Alternatively, show students an everyday object and ask them to describe it. Then ask them to think about how they could describe it in a more creative and interesting way. If they do not suggest personifying the item, suggest it for them. For example, if it is a door, what might it be like for it to be opened and shut all the time? How would it feel when someone slams it shut? • Read the poem about night at the top of the worksheet. Discuss how night, an everyday event, is given human actions and characteristics. Read the description and discuss with the students how giving something qualities like a person is called personification. Write the word on the board and ask a student to underline or circle the familiar word (person). Discuss how personification is a technique used by writers to make writing more interesting and creative. Authors can use human emotions or actions to describe an object.

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Personification Night, in his thick black coat, Creeps stealthily across the land. Chasing the sun to the horizon And stilling Earth’s children with his hand. Night is a normal, daily event. It is not a person, so it doesn’t really have hands and can’t wear clothes or chase the sun. But we can write about night, and other non-human things, as if they can act and think like a person. This lets us use our imagination and create interesting poems and stories.

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This is called personification.

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1. Write what you think these things might think or feel if they could. (a) A flower when picked:

(b) A car on a cold morning:

2. Pick ‘human’ verbs from the box to use in each sentence. chomped

feasted

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(a) The flowers

danced

hammered

in the gentle breeze.

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on the dry wood. . t ewaves o (c) The angry the pebbles on the shore. c . c e r (d) The lawnmower h on the soft, green grass. er o t s super 3. Choose one of the sentences above (or write your own) to start a poem. (b) The hungry flames

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Primary grammar and word study