Jolly Grammar 1 Workbook 1 JL577 - British English precursive

Ages 5+

Jolly Grammar 1 Workbooks make spelling, punctuation and grammar practice fun This set of six workbooks offers a wealth of practice material, with engaging exercises and fun activities for young children in their first year of Jolly Grammar. Each of the books helps children develop their language skills further, enabling them to spell and punctuate more accurately, use a wider vocabulary, and have a clearer understanding of how language works.

In Workbook 1

1

s oun f n mon es o Com he nam gs we t are ay thin ouch. t yd ever see and can

Children learn about capital letters, initial consonant blends, sentence formation, proper and common nouns and key rules for spelling. They also build upon their learning of the 42 letter sounds and alternative vowel spellings taught in Jolly Phonics.

Set of all six books ISBN: 978-1-84414-463-1 JL631

Workbook 1 Workbook 2 Workbook 3 Workbook 4 Workbook 5 Workbook 6

ISBN: 978-1-84414-457-0 ISBN: 978-1-84414-458-7 ISBN: 978-1-84414-459-4 ISBN: 978-1-84414-460-0 ISBN: 978-1-84414-461-7 ISBN: 978-1-84414-462-4

JL577 JL585 JL593 JL607 JL615 JL623

To see the full range of Jolly Grammar products, visit our website at www.jollylearning.co.uk © Sara Wernham and Sue Lloyd 2015 (text) © Lib Stephen 2015 (illustrations) 77 Hornbeam Road, Buckhurst Hill, Essex, IG9 6JX, UK Tel: +44 20 8501 040582 Winter Sport Lane, Williston, VT 05495, USA Tel: +1-800-488-2665 Printed in Poland. All rights reserved.

www.jollylearning.co.uk info@jollylearning.co.uk

ËxHSLIOEy14 570z

ISBN 978-1-84414-457-0

Reference: JL577

o b o k r k o 1 W Sara Wernham and Sue Lloyd

Checklist

Further Guidance

The Jolly Grammar 1 Workbooks teach progressively, with more to learn in each Workbook. Progress can be assessed on the skills checklist below.

Can read and write regular words that contain the digraphs ‹sh›, ‹ch›, ‹th›, ‹ng›, ‹qu› and ‹ar›.

It is important that a child learns the letter sounds that are written as digraphs. Digraphs use two letters to make one sound.

pages 2, 6, 9–10, 14, 16, 18, 23

Page 1: Jolly Phonics Revision and Alternative Spellings Learning the 42 letter sounds is the first step in reading. A child should be able to read and write simple, phonically regular words, such as cat, sun and three. Jolly Phonics also teaches some common alternative spellings of the vowel sounds; these are used and revised throughout the Jolly Grammar 1 Workbooks. These spellings are ‹y› for /ee/ (as in holly), ‹a_e› and ‹ay› for /ai/ (as in grape and day), ‹e_e› and ‹ea› for /ee/ (as in these and tea), ‹i_e›, ‹igh› and ‹y› for /ie/ (as in kite, high and fry), ‹o_e› and ‹ow› for /oa/ (as in joke and grow), ‹u_e› and ‹ew› for /ue/ (as in use and few), ‹ir› and ‹ur› for /er/ (as in bird and curl), ‹oy› for /oi/ (as in toy), ‹ow› for /ou/ (as in owl), and ‹aw›, ‹au› and ‹al› for /or/ (as in saw, haul and ball).

Can read and write the following tricky words: I, the, he, she, me, we, be, was, to, do, are, all.

In Jolly Phonics, children learn 72 frequently used words that cannot be read or written just by blending and listening for sounds. Children should be able to read and write these ‘tricky’ words, which are found in the reading activities. Twelve tricky words are revised in each Workbook.

page 24

Pages 2, 6, 10, 14, 16, 18: ‹sh›, ‹ch›, ‹th›, ‹ng›, ‹qu›, ‹ar› Knowing the digraphs well improves blending skills. Joining the digraphs when writing helps children to remember spellings. Longer words are included to provide practice of writing words of all lengths.

Spelling

Grammar and Punctuation

Pages 3, 8, 12, 15: The Alphabet and Capital Letters It is helpful for children to learn the alphabet in four colour-coded groups: A–E, F–M, N–S, T–Z. Each group represents about a quarter of the words in a dictionary. Learning the groups will help children find words in the Jolly Dictionary more quickly. Writing out the alphabet is also a good way for children to practise their capital letters.

Can recite the alphabet.

Knowing the alphabet is a necessary skill for using a dictionary later on.

pages 3, 8, 12, 15

Can correctly form the capital letters.

In order to read and write fluently, a child needs to be able to recognise capital letters and form them accurately.

pages 3, 8, 12, 15

Can read and write initial consonant blends.

Practising consonant blends on their own can improve a child’s ability to read more fluently and write more accurately.

pages 4–5

Can write a simple sentence.

At this stage, a child should be able to write short, simple phrases and sentences.

pages 7, 13, 19

Can read and understand simple phrases and sentences.

The reading activities include tricky words and alternative vowel spellings.

The frequent reading of such words helps children remember the spellings.

pages 11, 22

Can identify names as proper nouns and understand that they begin with a capital letter.

Being able to identify the different parts of speech is an important skill.

page 17

Can identify common nouns.

G1WB_1–6_inside_covers_all_BEpc.indd 2-3

pages 20–21

Pages 4–5: Initial Consonant Blends It is worth devoting time to consonant blends. Children will read unfamiliar words more easily once they can blend consonants together fluently, saying /cr-a-b/ rather than /c-r-a-b/ for example. Similarly, they will spell more accurately if they can hear all the sounds in a blend, and avoid writing cab, for instance, instead of crab.

Pages 7, 13, 19: Sentences Sentences help to organise words and to make meaning clear. They should begin with a capital letter, end with a full stop and must make sense. The children will not spell all the words in a sentence perfectly, but mistakes in regular and tricky words should be corrected; this will help them learn for next time.

Page 17: Proper Nouns Proper nouns always start with a capital letter and are the names of specific people, places and things, such as Zack, Paris and Saturn. People’s names are a good way to introduce proper nouns, as all children have one and know that they begin with a capital letter.

Pages 20–21: Common Nouns Common nouns are the names of everyday things we can see and touch. Children find it useful to think of nouns as the names of things they can see, touch or photograph, such as hat and arm. To help children decide if a word is a noun, they can see whether it makes sense to say the words a, an or the before it.

Encourage your child to use a black pencil when underlining proper and common nouns.

Answers p1 boot, goat, box, fork, feet, rain; p2 possible ‹sh› words: ship, shop, shelf, dish, cash, brush; pp4–5 ‹gl-›: globe, glue, glass; ‹bl-›: black; ‹pl-›: plate, planet; ‹sl-›: slide, slug; ‹cl-›: clap, cloud, clown; ‹fl-›: flies, flag, flamingo, flowers; p6 possible ‹ch› words: chop, chat, chimp, rich, lunch; p7 My cup is green; The puppy is very happy; A cat sits on the mat; p9 chin, ship, brush, chest, chick, sheep, fish, mushroom, ostrich; p10 mouth, north, tooth/teeth, toothbrush; p13 Bee sniffs the flowers; Inky is under the box; The star is sparkling; I have a pet rabbit; p14 king, swing, wing, ring; p16 possible ‹qu› words: quack, quest, quill, quiz, quit, quick, liquid; p18 arm, scarf; p19 possible answers: He cracks the egg; The duck is in the pond; I bang my drum; The snake slithers along; p21 possible answers: goat, grain, cow, chicken, dog, cat, sheep, horse, tree, house, pond, mud, fork, bucket, hay, barn, shed, flower, path, bush, bird, tractor, man, boy; p23 star, bench, three, king, shark, string, sandwich, chicken.

23/10/2020 17:37

Letter Sound Revision Do you know the letter sounds? Draw the missing pictures and write the missing words.

jar

mixer

toilet

statue

tie

parrot

1 J577_JG1WB1_insides_BEpc.indd 1

24/10/2020 02:53

th

Action: Pretend to be a rude clown.

Stick out your tongue a little for th (as in this) and further for th (as in thumb).

Read the words. Remember, there is a dot under each letter sound.

without slither thunder sixth strength Look at the pictures and write the words underneath.

What are you thinking about? Draw a picture in the thought bubble.

10 J577_JG1WB1_insides_BEpc.indd 10

24/10/2020 02:53

Read and Draw

a sheep with thick wool

a fluffy cat

a wooden bench

an ostrich with an egg

a chick in a shed

a red and black moth

a green ship

some thin fish

three toothbrushes 11

J577_JG1WB1_insides_BEpc.indd 11

24/10/2020 02:53

Tricky Words Write over the dotted words in the tricky word flowers. Then decorate the page with colourful bugs.

I

24 J577_JG1WB1_insides_BEpc.indd 24

24/10/2020 02:53

Checklist

Further Guidance

The Jolly Grammar 1 Workbooks teach progressively, with more to learn in each Workbook. Progress can be assessed on the skills checklist below.

Can read and write regular words that contain the digraphs ‹sh›, ‹ch›, ‹th›, ‹ng›, ‹qu› and ‹ar›.

It is important that a child learns the letter sounds that are written as digraphs. Digraphs use two letters to make one sound.

pages 2, 6, 9–10, 14, 16, 18, 23

Page 1: Jolly Phonics Revision and Alternative Spellings Learning the 42 letter sounds is the first step in reading. A child should be able to read and write simple, phonically regular words, such as cat, sun and three. Jolly Phonics also teaches some common alternative spellings of the vowel sounds; these are used and revised throughout the Jolly Grammar 1 Workbooks. These spellings are ‹y› for /ee/ (as in holly), ‹a_e› and ‹ay› for /ai/ (as in grape and day), ‹e_e› and ‹ea› for /ee/ (as in these and tea), ‹i_e›, ‹igh› and ‹y› for /ie/ (as in kite, high and fry), ‹o_e› and ‹ow› for /oa/ (as in joke and grow), ‹u_e› and ‹ew› for /ue/ (as in use and few), ‹ir› and ‹ur› for /er/ (as in bird and curl), ‹oy› for /oi/ (as in toy), ‹ow› for /ou/ (as in owl), and ‹aw›, ‹au› and ‹al› for /or/ (as in saw, haul and ball).

Can read and write the following tricky words: I, the, he, she, me, we, be, was, to, do, are, all.

In Jolly Phonics, children learn 72 frequently used words that cannot be read or written just by blending and listening for sounds. Children should be able to read and write these ‘tricky’ words, which are found in the reading activities. Twelve tricky words are revised in each Workbook.

page 24

Pages 2, 6, 10, 14, 16, 18: ‹sh›, ‹ch›, ‹th›, ‹ng›, ‹qu›, ‹ar› Knowing the digraphs well improves blending skills. Joining the digraphs when writing helps children to remember spellings. Longer words are included to provide practice of writing words of all lengths.

Spelling

Grammar and Punctuation

Pages 3, 8, 12, 15: The Alphabet and Capital Letters It is helpful for children to learn the alphabet in four colour-coded groups: A–E, F–M, N–S, T–Z. Each group represents about a quarter of the words in a dictionary. Learning the groups will help children find words in the Jolly Dictionary more quickly. Writing out the alphabet is also a good way for children to practise their capital letters.

Can recite the alphabet.

Knowing the alphabet is a necessary skill for using a dictionary later on.

pages 3, 8, 12, 15

Can correctly form the capital letters.

In order to read and write fluently, a child needs to be able to recognise capital letters and form them accurately.

pages 3, 8, 12, 15

Can read and write initial consonant blends.

Practising consonant blends on their own can improve a child’s ability to read more fluently and write more accurately.

pages 4–5

Can write a simple sentence.

At this stage, a child should be able to write short, simple phrases and sentences.

pages 7, 13, 19

Can read and understand simple phrases and sentences.

The reading activities include tricky words and alternative vowel spellings.

The frequent reading of such words helps children remember the spellings.

pages 11, 22

Can identify names as proper nouns and understand that they begin with a capital letter.

Being able to identify the different parts of speech is an important skill.

page 17

Can identify common nouns.

G1WB_1–6_inside_covers_all_BEpc.indd 2-3

pages 20–21

Pages 4–5: Initial Consonant Blends It is worth devoting time to consonant blends. Children will read unfamiliar words more easily once they can blend consonants together fluently, saying /cr-a-b/ rather than /c-r-a-b/ for example. Similarly, they will spell more accurately if they can hear all the sounds in a blend, and avoid writing cab, for instance, instead of crab.

Pages 7, 13, 19: Sentences Sentences help to organise words and to make meaning clear. They should begin with a capital letter, end with a full stop and must make sense. The children will not spell all the words in a sentence perfectly, but mistakes in regular and tricky words should be corrected; this will help them learn for next time.

Page 17: Proper Nouns Proper nouns always start with a capital letter and are the names of specific people, places and things, such as Zack, Paris and Saturn. People’s names are a good way to introduce proper nouns, as all children have one and know that they begin with a capital letter.

Pages 20–21: Common Nouns Common nouns are the names of everyday things we can see and touch. Children find it useful to think of nouns as the names of things they can see, touch or photograph, such as hat and arm. To help children decide if a word is a noun, they can see whether it makes sense to say the words a, an or the before it.

Encourage your child to use a black pencil when underlining proper and common nouns.

Answers p1 boot, goat, box, fork, feet, rain; p2 possible ‹sh› words: ship, shop, shelf, dish, cash, brush; pp4–5 ‹gl-›: globe, glue, glass; ‹bl-›: black; ‹pl-›: plate, planet; ‹sl-›: slide, slug; ‹cl-›: clap, cloud, clown; ‹fl-›: flies, flag, flamingo, flowers; p6 possible ‹ch› words: chop, chat, chimp, rich, lunch; p7 My cup is green; The puppy is very happy; A cat sits on the mat; p9 chin, ship, brush, chest, chick, sheep, fish, mushroom, ostrich; p10 mouth, north, tooth/teeth, toothbrush; p13 Bee sniffs the flowers; Inky is under the box; The star is sparkling; I have a pet rabbit; p14 king, swing, wing, ring; p16 possible ‹qu› words: quack, quest, quill, quiz, quit, quick, liquid; p18 arm, scarf; p19 possible answers: He cracks the egg; The duck is in the pond; I bang my drum; The snake slithers along; p21 possible answers: goat, grain, cow, chicken, dog, cat, sheep, horse, tree, house, pond, mud, fork, bucket, hay, barn, shed, flower, path, bush, bird, tractor, man, boy; p23 star, bench, three, king, shark, string, sandwich, chicken.

23/10/2020 17:37

Ages 5+

Jolly Grammar 1 Workbooks make spelling, punctuation and grammar practice fun This set of six workbooks offers a wealth of practice material, with engaging exercises and fun activities for young children in their first year of Jolly Grammar. Each of the books helps children develop their language skills further, enabling them to spell and punctuate more accurately, use a wider vocabulary, and have a clearer understanding of how language works.

In Workbook 1

1

s oun f n mon es o Com he nam gs we t are ay thin ouch. t yd ever see and can

Children learn about capital letters, initial consonant blends, sentence formation, proper and common nouns and key rules for spelling. They also build upon their learning of the 42 letter sounds and alternative vowel spellings taught in Jolly Phonics.

Set of all six books ISBN: 978-1-84414-463-1 JL631

Workbook 1 Workbook 2 Workbook 3 Workbook 4 Workbook 5 Workbook 6

ISBN: 978-1-84414-457-0 ISBN: 978-1-84414-458-7 ISBN: 978-1-84414-459-4 ISBN: 978-1-84414-460-0 ISBN: 978-1-84414-461-7 ISBN: 978-1-84414-462-4

JL577 JL585 JL593 JL607 JL615 JL623

To see the full range of Jolly Grammar products, visit our website at www.jollylearning.co.uk © Sara Wernham and Sue Lloyd 2015 (text) © Lib Stephen 2015 (illustrations) 77 Hornbeam Road, Buckhurst Hill, Essex, IG9 6JX, UK Tel: +44 20 8501 040582 Winter Sport Lane, Williston, VT 05495, USA Tel: +1-800-488-2665 Printed in Poland. All rights reserved.

www.jollylearning.co.uk info@jollylearning.co.uk

ËxHSLIOEy14 570z

ISBN 978-1-84414-457-0

Reference: JL577

o b o k r k o 1 W Sara Wernham and Sue Lloyd