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The Grammar 2 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
1 3 17
Reproducible Material
Reproducible Section 1 – Grammar and Spelling Lesson Sheets
Week 1 2 3 4 5 6
7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23 24
Spelling
Silent ‹b› Silent ‹w› Silent ‹k› ‹wh› for /w/ ‹ph› for /f/ ‹ea› for /e/
Grammar
Alphabetical Order (1) Sentence Writing Speech Marks Questions Commas in Lists Exclamation Marks
30 34 38 42 46 50
Alphabetical Order (3) Sentences and Verbs Adverbs Verb “To Be” (Simple Present) Regular Past Tense Irregular Past Tense
78 82 86 90 94 98
Soft ‹c› for /s/ Soft ‹g› for /j/ ‹wa› for /wo/ ‹ou› for /u/ ‹air› for /air/ ‹ch› for /k/
Alphabetical Order (2) Proper Nouns Adjectives Plurals: ‹-s› and ‹-es› Possessive Adjectives Homophone Mix-Ups
/er/ /oi/ /ou/ /or/ ‹ey› for /ee/ ‹ear› for /ear/
Using a Dictionary Proofreading Sentences Verb “To Be” (Simple Past) Expanding a Sentence Conjunctions Plurals: ‹-s› and ‹-ies›
/ai/ /ee/ /ie/ /oa/ /ue/ /k/
25
54 58 62 66 70 74
102 106 110 114 118 122
Week 25 26 27 28 29 30 31 32 33
34 35 36
Spelling
Silent ‹h› Silent ‹c› ‹are› for /air/ ‹ear› for /air/ ‹ti› for /sh/ ‹si› for /sh/ and /zh/
‹ei› and ‹eigh› for /ai/ ‹o› for /u/ ‹ture› ‹ie› for /ee/ ‹ore› for /or/ ‹le›
Reproducible Section 2 Reproducible Section 3 Reproducible Section 4
– – –
Grammar
Words Webs Proofreading a Story Prefixes Apostrophe ‹s› Contractions Prepositions
Finding the Meaning Suffix: ‹-ing› Suffixes: ‹-er› and ‹-est› – Comparatives and Superlatives Interesting Words Commas in Speech Parsing
Master and Flash Card Sheets Spelling and Tricky Word Sheets Extension Activity and Poem Sheets
126 130 134 138 142 146 150 154 158 162 166 170 174 184 194
Spelling 2 – Silent ‹w›
Prepare...
Review: Review some basic sounds. Go through the sounds with alternative spellings.
Flash card s: • basic so unds • alternati ves • new patt e Spelling S rn heet 2 Alphabet poster Dictation Master
Main point: Some letters in words are silent. Review some “silent ‹b›” words. Introduce “silent ‹w›” by writing “wreck” on the board. Read the word to the students and ask what it means. Ask which of its letters is silent. Write some more “silent ‹w›” words on the board and read them together. Then read them again, this time pronouncing every sound, so “wrap” would be /w-rap/, for example. This helps the students remember the spelling. With the students, make a list of “silent ‹w›” words. To help them remember the words, the students could try making up silly sentences using as many of the words as possible, such as “The wren writes two wrong answers.” Spelling Sheet 2: As a class, read the spelling list and the sentences, without filling in the gaps. Review how to put words into alphabetical order. The students complete the words in the spelling list by writing in the missing letter pattern. Then they work through the exercises on the sheet.
Dictation: Read the words and sentences for the students to write down. The Dictation Master on page 175 may be copied onto the back of the spelling sheets for the students to write on. Spelling list: Read the spelling words with the students. Point out that the /ie/ sound in “write” is spelled ‹i_e›. Go over the family words “sister” and “brother.” For “brother” the students could use the “say it as it sounds” method, so that it rhymes with “bother.” They could also remember that “Brothers are bother!”
Spelling List 2
Dictation 1. wrap 2. write 3. wren
4. two 5. wring 6. wreck
1. The plumber may be wrong. 2. My wrist is numb. 3. The sheep has two lambs.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
chat cash write wrist wreck wrong answer swordfish sister brother
34
, , , ,
Commas in Lists
, , , ,
We use commas to separate words in a list. Add commas to these lists. 1.
2.
3.
Red orange yellow green blue indigo and violet are the colors of the rainbow. Oak elm holly fir beech apple and chestnut are all trees. On the farm there are cows dogs cats horses sheep and chickens.
Make lists to complete these sentences, remembering to use commas and the word “and.�
In the fruit bowl there are
My friends are called
When it rains I wear
My favorite games are
In the zoo we saw 49
Grammar Sheet 5
(GH2)
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179
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i_e o_e u_e oy
ow ew oi o
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