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The Grammar 5 Handbook
A Handbook for Teaching Grammar, Spelling, and Punctuation in print letters
Sara Wernham and Sue Lloyd
Contents PART 1 Introduction Teaching Ideas for Grammar Teaching Ideas for Spelling
PART 2
Reproducible Material
Reproducible Section 1 Week
1 3 25
–
Grammar and Spelling Lesson Sheets
33
Spelling
Grammar
1 2 3 4 5 6
‹age›, ‹ege› ‹nge› Suffix: ‹-ance› Suffix: ‹-ancy› Suffix: ‹-ence› Suffix: ‹-ency›
Parts of Speech and Parsing One Word: Different Parts of Speech Sentence Walls Simple and Continuous Tenses Verb “To Have”: Past, Present, Future Past Participles (1): Regular
36 41 46 51 56 61
7 8 9 10 11 12
Prefix: ‹multi-› Prefix: ‹auto-› ‹mega-›, ‹micro-› Prefix: ‹super-› ‹cent-›, ‹kilo-›, ‹milli-› Prefix: ‹post-›
Perfect Tenses: Past, Present, Future Contractions and the Verb “To Have” Past Participles (2): Irregular Identifying Verb Tenses Adverb Placement Proofreading
66 71 76 81 86 91
13 14 15 16 17 18
Suffix: ‹-tion› Suffix: ‹-sion› ‹ssion› ‹cian› Suffix: ‹-ation› ‹ch› and ‹che› for /sh/
Prepositions Prepositional Phrases Noun Phrases as Subjects and Objects Compound Subjects and Objects Transitive and Intransitive Verbs Prepositional Phrases as Adverbs
96 101 106 111 116 121
19 20 21 22 23 24
‹sure› ‹ture› Suffix: ‹-ible› Suffix: ‹-ate› Suffixes: ‹-ise›, ‹-ize› Suffix: ‹-ify›
Phrasal Verbs More Phrasal Verbs Making Verbs from Nouns and Adjectives Nouns and Verbs: ‹-ce›, ‹-se›, ‹-cy›, ‹-sy› Adjective Order Writing Adjectives in the Correct Order
126 131 136 141 146 151
Week
Spelling
Grammar
25 26 27 28 29 30
Suffix: ‹-ous› Suffix: ‹-ious› ‹tious› ‹cial› ‹tial› Words Ending in ‹-i›
Adverbs of Manner Adverbs of Degree and Place Adverbs of Time and Frequency Adverbs Describing Other Adverbs Adverbs Describing Adjectives Irregular Plurals: ‹-i›
156 161 166 171 176 181
31 32 33 34 35 36
‹graph› Suffix: ‹-ology› Suffix: ‹-ment› Suffix: ‹-ship› Suffix: ‹-ward› ‹sch›
Using a Colon and Bullet Points in a List Parentheses (Round Brackets) Homophone Mix-Ups Homographs and Homonyms Homographs and Heteronyms Antonyms and Synonyms
186 191 196 201 206 211
Spelling List Sheets Extension Activity Sheets
216 224
Reproducible Section 2 Reproducible Section 3
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Teaching Ideas for Grammar The benefits of learning grammar are cumulative. In the first instance, a knowledge of grammar will give the students more conscious control over the clarity and quality of their writing. Later it will also help them to understand more complicated texts, learn foreign languages with greater ease, and use Standard English in their speech. Spoken language is living and varies from region to region. The grammar we first learn, through our speech, varies accordingly. However, sometimes there is a need for uniformity. This uniformity improves communications and is one of the main ways of uniting people in the English-speaking world. An awareness of this helps students who do not speak Standard English to understand that the way they speak is not wrong, but that it has not been chosen as the standard for the whole country. The students need to learn the standard form of English, as well as appreciating their own dialect. In their first year of learning grammar, the students are introduced to the concepts of sentences, punctuation, and parts of speech. In The Grammar 1 Handbook, they learn about proper and common nouns, pronouns, verbs, adjectives, and adverbs. They also learn to use verbs to indicate whether something happens in the past, present, or future. In The Grammar 2 Handbook, the students’ knowledge is extended and their understanding is deepened: their knowledge of sentences is refined; they learn to punctuate with greater variety and precision; they are introduced to irregular verbs; and they also learn new parts of speech, namely possessive adjectives, conjunctions, prepositions, and comparatives and superlatives. In The Grammar 3 Handbook, the students’ understanding is further refined: they learn the difference between a phrase and a sentence, how to identify the subject and object of a sentence, and about organizing sentences into paragraphs; in dictation, they receive regular practice in writing direct speech with the proper punctuation; they learn how to form the continuous tenses and are introduced to new parts of speech, namely collective nouns, irregular plurals, possessive pronouns, and object pronouns; they also have regular dictionary and parsing practice with the aim of building their dictionary skills, improving their vocabulary, and reinforcing their grammar knowledge. The Grammar 4 Handbook continues to build on the previous years’ teaching: the students learn the difference between simple and compound sentences, about how statements can be turned into questions and how to distinguish between a phrase, a clause, and an independent clause; they have regular parsing practice, both at sentence and verb level, to secure their understanding of parts of speech and of grammatical person and tense; they are introduced to the idea of simple subject-verb agreement, seeing what happens to the words in a sentence when a singular subject is made plural or, for example, when a sentence in the first person singular is rewritten in the third person; and they are taught new parts of speech, namely infinitives, noun phrases, and concrete, abstract, and possessive nouns. The Grammar 5 Handbook extends, consolidates, and refines the teaching of previous years: the students’ knowledge of verbs is deepened as they learn about transitive and intransitive verbs, phrasal verbs, past participles, and how to form the perfect tenses; they learn that verbs can be modified by prepositional phrases as well as adverbs, and that adverbs can modify other adverbs and adjectives; they look in-depth at how adverbs fall into different categories of manner, degree, place, time, and frequency and how adjectives tend to be written in a certain order; they are shown how to use parentheses correctly in their writing and how to punctuate vertical lists using colons and bullet points; and they also have regular practice working with “sentence walls,” a simplified form of sentence diagramming, with the aim of refining their knowledge of sentence 3
Grammar 3 – Sentence Walls Objective: Introduce the idea of sentence walls (a simplified form of sentence diagramming) to help understand more about sentence structure.
Prepare...
Grammar S heet 3 Colored pe ncils
Builds on...
G H3: G 25– 26, G 35 G H4: G 3 G H5: G 1–2
Introduction: Write this sentence on the board and parse it with the students: The littleAdj boyN kickedV a redAdj ballN. Then ask the students to identify the verb, subject (the noun or pronoun that does the verb action), and object, if there is one (the noun or pronoun that receives the verb action). Draw a box around the subject “boy,” with a small ‹s› in the corner, and a ring around the object “ball,” with a small ‹o› inside. The students could say that the subject is “the little boy” and the object is “a red ball.” This is not wrong, but remind the class that only the noun or pronoun is highlighted and not the adjectives or articles that go with it. Main point: Add the word “hard” to the end of the sentence and ask what part of speech it is. Although it is an adverb telling us more about how the ball is kicked, it does not end in ‹-ly› and it is not next to the verb, so its function may not be obvious. Explain that there is a way to organize a sentence visually to help understand what is going on and see how the different words relate to each other. Draw a long horizontal line across the board, intersected by a short vertical line a third of the way along. Draw a rectangular box in the top left section, with a small ‹s› in its corner, and write the word “boy” inside. Then draw a box on the right hand side of the line, but this time put a small ‹v› in the corner and write the word “kicked.” Then draw an oval box to the right of the verb, put a small ‹o› inside, and write “ball.” Add three more boxes beneath the line, directly underneath, and put the words associated with the subject, verb, and object in the correct box, so it looks like this: S
boy the little
V
kicked hard
O
ball a red
Explain that at its most basic level, a sentence has two parts: what the sentence is about (the subject, plus the words that modify it) and then everything else (the verb and any extra information), known as the “predicate.” The vertical line separates the subject and predicate. The horizontal line separates all the essential information at the top (rather like a newspaper headline: boy kicked ball) from the extra information below. Grammar Sheet 3: The students parse the sentences and complete the wall [1. Top: dog - barked - (blank) / Bottom: The fierce - loudly - (blank), 2. Top: They - will make - cookies / Bottom: (blank) - (blank) - chocolate, 3. Top: car - was winning - race / Bottom: The red - (blank) - the, 4. Top: dinosaur - roared - (blank) / Bottom: A gigantic - fiercely - (blank), 5. Top: I - am cooking - sausages / Bottom: (blank) - (blank) - some tasty]. The subject and verb boxes have a solid outline because a sentence always has a verb and subject. 1. The fierceAdj dogN barkedV loudlyAdv. 2. TheyP (will make)V chocolateAdj cookiesN. 3. The redAdj carN (was winning)V the raceN. 4. A giganticAdj dinosaurN roaredV fiercelyAdv. 5. IP (am cooking)V someAdj tastyAdj sausagesN. NounN (black), VerbV (red), PronounP (pink), AdjectiveAdj (blue), AdverbAdv (orange), ConjunctionC (purple), PrepositionPre (green)
Extension activity: The students identify the verb tenses in the sentences [1. simple past, 2. simple future, 3. past continuous, 4. simple past, 5. present continuous]. Finishing the lesson: Go over the sheet with the students, discussing their answers. 49
Sentence Walls Parse these sentences. Then identify the verb, subject, and object (if there is one) for each one and write them on the wall. Add the words which describe or “modify� them directly underneath. 1. subject
verb
subject
verb
3. subject
subject
object
A gigantic dinosaur roared fiercely. verb
5.
object
The red car was winning the race. verb
4.
object
They will make chocolate cookies.
2.
subject
The fierce dog barked loudly.
object
I am cooking some tasty sausages. verb
object
50
Grammar Sheet 3 (GH5)
Fo ra 9 ges
+
The Grammar 5 Handbook is a comprehensive resource for teaching grammar, spelling, and punctuation The Grammar 5 Handbook is designed to follow The Phonics Handbook and the Handbooks for Grammar 1 to 4. It provides extensive reproducible material and a wealth of practical advice for teaching students in their sixth school year. The Grammar 5 Handbook is intended to: • extend and refine the students’ understanding of the grammar already taught, • introduce new elements of grammar, such as the past participle, transitive and intransitive verbs, phrasal verbs, and the perfect tenses, • teach new spelling patterns systematically, with particular emphasis on prefixes, suffixes, and root words, • improve vocabulary and comprehension, and introduce homographs, homonyms, and heteronyms, • further develop dictionary and thesaurus skills, and • reinforce the teaching in The Grammar 4 Handbook. As part of the Jolly Phonics program, the teaching is multisensory, active, and progresses at a challenging pace. It places emphasis on consolidating the students’ learning and helping them to apply their skills. Each part of speech is taught with its own action and color. The actions enliven the teaching and make the learning easier. The colors, which are useful for identifying parts of speech in sentences, match those used by Montessori Schools. Like The Phonics Handbook, the Handbooks for Grammar 1 to 5 provide all the essential teaching ideas. The pages are slightly wider than 81/2" x 11" so that copies can be made without showing the binding. The reproducible material uses Sassoon Sans, a typeface without joining tails. The Grammar 5 Handbook is part of the Jolly Phonics program. Outstanding results are achieved with Jolly Phonics around the world.
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