Jolly Grammar 1 Workbook 3 JL593 - 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.

1

Verbs

s. are ‘doing’ word They describe g things happenin nt in the past, prese or future.

In Workbook 3 Children learn about verbs, conjugation, verb tenses and key rules for spelling.

They also build upon their learning of short vowels, alphabetical order, capital letters, proper nouns and initial consonant blends.

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 82 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 594z

ISBN 978-1-84414-459-4

Reference: JL593

o b o k r k o 3 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.

Spelling Can read and write regular words that contain the digraphs ‹a_e›, ‹i_e›, ‹o_e›, ‹u_e›, ‹wh›.

Can identify short vowel sounds in regular words.

This skill is key to many spelling rules, so needs regular practice.

pages 4, 8, 12, 16, 20 pages 1–2, 18

Understands how magic ‹e› influences short vowels.

Magic ‹e› changes a short vowel sound to a long one in words like at/ate, them/theme, hop/hope, rip/ripe and cub/cube.

page 17

Can read and write the following tricky words: one, by, like, have, live, give, only, old, little, down, what, when.

Each Workbook revises twelve tricky words and more are found in the reading activities.

page 24

Grammar and Punctuation Can write the alphabet in the four dictionary groups.

Knowing which letters are in each group helps children look up words in a dictionary more easily.

pages 3, 9

Can identify verbs as ‘doing words’ that happen in the past, present and future.

If it makes sense to put ‘to’ in front of a word – as in to run, to play, to paint – then it is probably a verb.

pages 6–7, 14–15, 21–22

Can conjugate regular verbs.

Learning how verbs change, depending on the pronoun, is key for accurate writing.

pages 10, 23

Can write regular verbs in the past tense.

Children need to learn how to apply the spelling rules when adding ‹ed› to the end of a verb.

pages 14–15, 19

G1WB_1–6_inside_covers_all_BEpc.indd 6-7

Pages 4, 8, 12, 16, 20: ‹a_e›, ‹i_e›, ‹o_e›, ‹u_e›, ‹wh› For accurate writing, children need to know that vowel sounds have some common alternative spellings. The split digraphs – ‹a_e›, ‹e_e›, ‹i_e›, ‹o_e›, ‹u_e› – are found in words like cake, these, bike, rope and mule. The final ‹e› is known as ‘magic ‹e›’ because the letter itself is silent, but its ‘magic’ changes the short vowel to a long one. It is important to remember that ‹u_e› can say /ue/ as in mule and /oo/ as in rude. There are not many ‹e_e› words that are suitable for young children, so ‹e_e› does not have a Workbook page of its own. The digraph ‹wh› is also taught in this Workbook, as in white, whale and whisker.

Pages 6–7: Verbs At first it is easiest for children to think of verbs as ‘doing words’. However, children will later learn that a verb can describe an action, an event, a state or a change and can be applied to things (as in the wind blows or the table collapses) as well as people. Encourage your child to use a red pencil when underlining verbs in sentences.

Pages 10, 23: Conjugating Verbs Conjugating verbs means saying the pronouns in order (I, you, he/she/it, etc) together with the correct form of the verb. For example, we would conjugate the verb to run as follows: I run, you run, he/she/it runs, we run, you run, they run. This teaches a child that ‹s› is added to the third person singular (he/she/it) in the present tense. Using the pronoun actions makes this a fun activity.

Page 19: Regular Verbs and the Past Tense The simplest way to make the past tense is to put ‹ed› at the end of a verb (if the verb ends in ‹e›, remove this before adding the ‹ed›). However, if the verb has a short vowel sound, there must be two consonants between it and ‹ed› to stop the influence of magic ‹e›: batted, stepped, skimmed, bobbed and hugged. This is another example of the consonant doubling rule. Later children can learn that many past tenses, like ran, ate, swam and sang, are ‘tricky’ because they are not formed by adding ‹ed› and have to be learnt.

Answers p1 missing vowels: cliff; sack, sick, sock or suck; dress; cherry; dell, dill, doll or dull; skull (skill would also fit, though it would be difficult to draw); neck (nick, as in he nicked his hand, would also fit); track, trick or truck; p2 short vowel pictures: sun, cat, web, dog, six; p3 missing letters: O(P)Q; U(V)W; G(H)I; B(C)D; p6 possible answers: to sleep, to wave, to fly, to ride, to point, to dig, to jump, to skip, to kick, to play, to run, to jog, to paint, to sing, to hide, to smile, to hover; p9 alphabetical order: fgh; bcd; xyz; uvw; tuv; klm; p10 to tell: I tell, you tell, he/ she/it tells, we tell, you tell, they tell; to like: I like, you like, he/she/it likes, we like, you like, they like; p11 ‹sc-› scarecrow; ‹tr-› tractor; ‹sw-› swan; ‹sn-› snowman; ‹sm-› smile; ‹tw-› twelve; p14 marched, hoped, stomped, joked, poked, rushed; p15 Yesterday we baked; Yesterday I cooked; Yesterday they smiled; Yesterday I painted; Yesterday you played; p16 possible answers: She played the flute; I used the last of the milk; The mule sleeps in the barn; My birthday is in June; The perfume smells sweet; p18 ‹a›: hat, sad, map, trap; ‹e›: let, yes, smell; ‹i›: twin, swim, trip; ‹o›: ox, lot, mop, sob; ‹u›: drum, run, cut; p19 sipped, popped, rubbed, fanned, tugged, jogged; p20 possible answers: I mixed the eggs with a whisk; The whale was very big; The wheel went round; Snow is white; The mouse has whiskers; p21 walked, jumped, hugged, skated, croaked, hummed, nodded, hopped, looked; p22 (top to bottom): present, future, present, future, future, present; p23 (you) smiled, will smile; (he) cooked, will cook; (she) jumped, will jump; (it) boiled, will boil; (I) waved, will wave; (you) painted, will paint; (he) hopped, will hop; (she) walked, will walk; (it) dripped, will drip.

23/10/2020 17:37

i a

Missing Vowels

u o e

Complete each word with a short vowel. Then draw a picture of each word.

b_zz u

cl_ff

s_ck

dr_ss

ch_rry

d_ll

sk_ll

n_ck

tr_ck

1 J593_JG1WB3_insides_BEpc.indd 1

24/10/2020 05:19

Verbs

Red

Remind yourself of the pronouns and their actions.

I

you

he she it

we

you

they

Conjugate the verbs in the present tense.

I smile you smile he/she/it smiles we smile you smile they smile

to smile

10 J593_JG1WB3_insides_BEpc.indd 10

I you he/she/it we you they

I you he/she/it we you they

to like If a verb is happening now we use the present tense.

to tell 24/10/2020 05:19

Initial Consonant Blends Match each initial consonant blend to the correct picture.

12

sc- tr- sw- sn- sm- tw11 J593_JG1WB3_insides_BEpc.indd 11

24/10/2020 05:19

Tricky Words Write over the dotted words in the flowers, then match them to the words in the pot.

live

like

one

little when what give

old by

down have only

24 J593_JG1WB3_insides_BEpc.indd 24

24/10/2020 05:19

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.

Spelling Can read and write regular words that contain the digraphs ‹a_e›, ‹i_e›, ‹o_e›, ‹u_e›, ‹wh›.

Can identify short vowel sounds in regular words.

This skill is key to many spelling rules, so needs regular practice.

pages 4, 8, 12, 16, 20 pages 1–2, 18

Understands how magic ‹e› influences short vowels.

Magic ‹e› changes a short vowel sound to a long one in words like at/ate, them/theme, hop/hope, rip/ripe and cub/cube.

page 17

Can read and write the following tricky words: one, by, like, have, live, give, only, old, little, down, what, when.

Each Workbook revises twelve tricky words and more are found in the reading activities.

page 24

Grammar and Punctuation Can write the alphabet in the four dictionary groups.

Knowing which letters are in each group helps children look up words in a dictionary more easily.

pages 3, 9

Can identify verbs as ‘doing words’ that happen in the past, present and future.

If it makes sense to put ‘to’ in front of a word – as in to run, to play, to paint – then it is probably a verb.

pages 6–7, 14–15, 21–22

Can conjugate regular verbs.

Learning how verbs change, depending on the pronoun, is key for accurate writing.

pages 10, 23

Can write regular verbs in the past tense.

Children need to learn how to apply the spelling rules when adding ‹ed› to the end of a verb.

pages 14–15, 19

G1WB_1–6_inside_covers_all_BEpc.indd 6-7

Pages 4, 8, 12, 16, 20: ‹a_e›, ‹i_e›, ‹o_e›, ‹u_e›, ‹wh› For accurate writing, children need to know that vowel sounds have some common alternative spellings. The split digraphs – ‹a_e›, ‹e_e›, ‹i_e›, ‹o_e›, ‹u_e› – are found in words like cake, these, bike, rope and mule. The final ‹e› is known as ‘magic ‹e›’ because the letter itself is silent, but its ‘magic’ changes the short vowel to a long one. It is important to remember that ‹u_e› can say /ue/ as in mule and /oo/ as in rude. There are not many ‹e_e› words that are suitable for young children, so ‹e_e› does not have a Workbook page of its own. The digraph ‹wh› is also taught in this Workbook, as in white, whale and whisker.

Pages 6–7: Verbs At first it is easiest for children to think of verbs as ‘doing words’. However, children will later learn that a verb can describe an action, an event, a state or a change and can be applied to things (as in the wind blows or the table collapses) as well as people. Encourage your child to use a red pencil when underlining verbs in sentences.

Pages 10, 23: Conjugating Verbs Conjugating verbs means saying the pronouns in order (I, you, he/she/it, etc) together with the correct form of the verb. For example, we would conjugate the verb to run as follows: I run, you run, he/she/it runs, we run, you run, they run. This teaches a child that ‹s› is added to the third person singular (he/she/it) in the present tense. Using the pronoun actions makes this a fun activity.

Page 19: Regular Verbs and the Past Tense The simplest way to make the past tense is to put ‹ed› at the end of a verb (if the verb ends in ‹e›, remove this before adding the ‹ed›). However, if the verb has a short vowel sound, there must be two consonants between it and ‹ed› to stop the influence of magic ‹e›: batted, stepped, skimmed, bobbed and hugged. This is another example of the consonant doubling rule. Later children can learn that many past tenses, like ran, ate, swam and sang, are ‘tricky’ because they are not formed by adding ‹ed› and have to be learnt.

Answers p1 missing vowels: cliff; sack, sick, sock or suck; dress; cherry; dell, dill, doll or dull; skull (skill would also fit, though it would be difficult to draw); neck (nick, as in he nicked his hand, would also fit); track, trick or truck; p2 short vowel pictures: sun, cat, web, dog, six; p3 missing letters: O(P)Q; U(V)W; G(H)I; B(C)D; p6 possible answers: to sleep, to wave, to fly, to ride, to point, to dig, to jump, to skip, to kick, to play, to run, to jog, to paint, to sing, to hide, to smile, to hover; p9 alphabetical order: fgh; bcd; xyz; uvw; tuv; klm; p10 to tell: I tell, you tell, he/ she/it tells, we tell, you tell, they tell; to like: I like, you like, he/she/it likes, we like, you like, they like; p11 ‹sc-› scarecrow; ‹tr-› tractor; ‹sw-› swan; ‹sn-› snowman; ‹sm-› smile; ‹tw-› twelve; p14 marched, hoped, stomped, joked, poked, rushed; p15 Yesterday we baked; Yesterday I cooked; Yesterday they smiled; Yesterday I painted; Yesterday you played; p16 possible answers: She played the flute; I used the last of the milk; The mule sleeps in the barn; My birthday is in June; The perfume smells sweet; p18 ‹a›: hat, sad, map, trap; ‹e›: let, yes, smell; ‹i›: twin, swim, trip; ‹o›: ox, lot, mop, sob; ‹u›: drum, run, cut; p19 sipped, popped, rubbed, fanned, tugged, jogged; p20 possible answers: I mixed the eggs with a whisk; The whale was very big; The wheel went round; Snow is white; The mouse has whiskers; p21 walked, jumped, hugged, skated, croaked, hummed, nodded, hopped, looked; p22 (top to bottom): present, future, present, future, future, present; p23 (you) smiled, will smile; (he) cooked, will cook; (she) jumped, will jump; (it) boiled, will boil; (I) waved, will wave; (you) painted, will paint; (he) hopped, will hop; (she) walked, will walk; (it) dripped, will drip.

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.

1

Verbs

s. are ‘doing’ word They describe g things happenin nt in the past, prese or future.

In Workbook 3 Children learn about verbs, conjugation, verb tenses and key rules for spelling.

They also build upon their learning of short vowels, alphabetical order, capital letters, proper nouns and initial consonant blends.

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 82 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 594z

ISBN 978-1-84414-459-4

Reference: JL593

o b o k r k o 3 W Sara Wernham and Sue Lloyd