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 4 Children learn about final consonant blends, compound words and key rules
1 Proper nouns are the special names given to particular people and places, months and days of the week.
for spelling. They also build upon their learning of alphabetical order, short vowel sounds, nouns, adjectives, verbs and plurals.
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 60 z
ISBN 978-1-84414-460-0
Reference: JL607
o b o k r k o 4 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 alternative vowel spellings ‹ay›, ‹ea›, ‹igh›, ‹ow›, ‹ew› and ‹y› as the /ie/ sound.
pages 2, 6, 10, 14, 18, 20
Can read and write the following tricky words: why, where, who, which, any, many, more, before, other, were, because, want. Each Workbook revises twelve tricky words and more are found in the reading activities.
page 24
Grammar and Punctuation Can identify days of the week as proper nouns. Proper nouns need a capital letter and include the days of the week and the months of the year.
page 3
Knows the four dictionary groups and can sort words that begin with different letters into alphabetical order. Improving these skills gives children confidence in using a dictionary.
pages 4–5, 11
Can identify adjectives as words that describe nouns. Using adjectives in their writing makes children’s stories more interesting.
pages 12, 16–17
Can read and write initial and final consonant blends. Consonant blends can occur at the beginning and end of words.
page 13
Can identify compound words. Compound words are words made of two or more shorter words joined together, such as starfish, armchair and butterfly.
page 23
G1WB_1–6_inside_covers_all_BEpc.indd 8-9
Pages 1, 7–8, 22 As children learn more about spelling and grammar, they need to revise what has already been taught. Regular practice of topics like plurals, ‘a’ and ‘an’, the short vowel sounds and conjugating verbs will keep the learning secure. Pages 2, 6, 10, 14–15, 18, 20: ‹ay›, ‹ea›, ‹igh›, ‹y› as the /ie/ sound, ‹ow› and ‹ew› It is important that a child continues to learn the alternative spellings of the vowel sounds, as this is what makes English spelling so tricky. For example, the /ie/ sound can be spelt ‹ie› as in pie, ‹i_e› as in slide, ‹igh› as in high and ‹y› as in sky. Children need lots of practice reading and writing such words to help them remember the spellings. It is also important to remember that the spellings ‹ue›, ‹u_e› and ‹ew› can either make the sound /ue/ (as in cue, use, few) or /oo/ (as in blue, rule, grew). Pages 9, 17: Parsing Parsing means identifying the parts of speech in a sentence. Each word must be looked at in context as many words can act as more than one part of speech; for example, the word light can be a noun (the light), a verb (to light) and an adjective (a light blue). A child’s ability to identify different parts of speech will develop gradually with plenty of practice. Underlining them in the appropriate colour (nouns: black; pronouns: pink; verbs: red; adjectives: blue) is a good way to do this. Pages 12, 16–17: Adjectives Learning about adjectives helps children to write with more creativity and flair. Show your child how adjectives make nouns more interesting; the nouns dog and apple, for example, can be described with adjectives: a noisy black dog and the sweet red apple. Adjectives can describe pronouns as well as nouns, as in She is happy, He is sad, but children can learn this later. Encourage your child to use a blue pencil when underlining adjectives in sentences. Page 13: Final Consonant Blends Consonant blends occur at the end of words, as well as at the beginning. It is worth devoting time to them, as children will read unfamiliar words more easily once they can blend consonants together fluently, saying /n-e-st/ rather than /n-e-s-t/, for example. Similarly, they will spell more accurately if they are able to hear all the sounds in a blend, and so avoid writing wet, for instance, instead of went. Page 23: Compound Words Spelling longer words can be difficult for young children, so it helps to break them down into smaller chunks. Children find it easier to write compound words like teapot, blackbird and greenhouse if they split them into the smaller words ‘tea’ and ‘pot’, ‘black’ and ‘bird’, ‘green’ and ‘house’. Answers p1 short vowel pictures: fish, bed, cup, bat; p3 possible endings: went to the zoo; had a big lunch; took the dog to the park; made cakes with my dad; played with my toys; sat on the swing; stayed in bed; p5 1. car, leaf, tractor; 2. crayon, pen, quill; 3. Friday, Saturday, Thursday; 4. blue, green, yellow; 5. painful, tadpole, useless; p7 (you) stayed, will stay; (he) snapped, will snap; (she) flopped, will flop; (it) faded, will fade; (I) baked, will bake; (you) liked, will like; (he) clapped, will clap; (she) looked, will look; (it) rained, will rain; p8 possible answers: (an) ant, apple; (a/the) drink, plate, pot, glass, mug, sandwich, spoon, rug, bee, fork, flower, salt, hamper; (the) milk; p9 2. leaves; 3. drink; 4. lunch; 5. chips; 6. beach; p10 possible answer: The night was bright with the light of the high moon; p11 1. day, play, tray, way; 2. beach, leaf, sea, tea; 3. bright, night, sigh, thigh; 4. bike, kite, like, slide; p13 ‹sk-› skunk; ‹-lb› bulb; ‹-nt› tent; ‹st-› stamp; ‹sp-› spoon; ‹-ld› shield; p14 1. fly; 2. sky; 3. dry; 4. My; 5. fry; 6. try; p15 bike, pie, fly, night, kite, tie, frying pan (or fry), (bee)hive, lightning; p17 2. adjective: red, noun: car; 3. adjective: big, noun: cake; 4. adjective: dark, noun: night; 5. adjective: new, noun: bike; 6. adjective: first, noun: prize; 7. adjective: little, noun: tadpoles; 8. adjective: white, noun: rose; p18 elbow, snowflake, crow, window, rainbow, bow (tie); p23 cowboy, speedboat, newspaper, goldfish; p24 top activity (possible answers): What is the time? Why is my nose red? When will we have dinner? Where are my socks? Who wants some cake? Which way shall we go?
23/10/2020 17:37
Which Vowel Sound? Look at the pictures and decide which ones contain a short vowel sound. If a word contains a short vowel sound, colour its border yellow.
e
JL607_JG1WB4_insides_BEpc.indd 1
e
u
a
i
o
a
i
o
u
3 1 24/10/2020 08:13
Action: Salute as if you are a sailor, saying ie-ie.
igh
Remember, the sound /ie/ can also be spelt ‹ie›, as in tie, pie, lie and die, and ‹i_e›, as in bike, like and kite. Read the words. Remember, there is a dot under each letter sound.
night
light
bright
high
fright
Write a sentence using as many ‹igh› words as you can.
Draw a picture to illustrate your sentence in the box below.
10 JL607_JG1WB4_insides_BEpc.indd 10
24/10/2020 08:13
Alphabetical Order Write the words in alphabetical order.
1.
way
2.
sea
3.
night
4.
kite
play leaf bright like
day tea
tray beach
thigh bike
sigh
slide
11 JL607_JG1WB4_insides_BEpc.indd 11
24/10/2020 08:13
Tricky Question Words Write a sentence using each of the tricky question words and decorate the page with colourful question marks.
What Why When Where Who Which Write over the dotted letters to complete the tricky words.
any
many
more
before
other
were
because
want
24 JL607_JG1WB4_insides_BEpc.indd 24
24/10/2020 08:14
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 alternative vowel spellings ‹ay›, ‹ea›, ‹igh›, ‹ow›, ‹ew› and ‹y› as the /ie/ sound.
pages 2, 6, 10, 14, 18, 20
Can read and write the following tricky words: why, where, who, which, any, many, more, before, other, were, because, want. Each Workbook revises twelve tricky words and more are found in the reading activities.
page 24
Grammar and Punctuation Can identify days of the week as proper nouns. Proper nouns need a capital letter and include the days of the week and the months of the year.
page 3
Knows the four dictionary groups and can sort words that begin with different letters into alphabetical order. Improving these skills gives children confidence in using a dictionary.
pages 4–5, 11
Can identify adjectives as words that describe nouns. Using adjectives in their writing makes children’s stories more interesting.
pages 12, 16–17
Can read and write initial and final consonant blends. Consonant blends can occur at the beginning and end of words.
page 13
Can identify compound words. Compound words are words made of two or more shorter words joined together, such as starfish, armchair and butterfly.
page 23
G1WB_1–6_inside_covers_all_BEpc.indd 8-9
Pages 1, 7–8, 22 As children learn more about spelling and grammar, they need to revise what has already been taught. Regular practice of topics like plurals, ‘a’ and ‘an’, the short vowel sounds and conjugating verbs will keep the learning secure. Pages 2, 6, 10, 14–15, 18, 20: ‹ay›, ‹ea›, ‹igh›, ‹y› as the /ie/ sound, ‹ow› and ‹ew› It is important that a child continues to learn the alternative spellings of the vowel sounds, as this is what makes English spelling so tricky. For example, the /ie/ sound can be spelt ‹ie› as in pie, ‹i_e› as in slide, ‹igh› as in high and ‹y› as in sky. Children need lots of practice reading and writing such words to help them remember the spellings. It is also important to remember that the spellings ‹ue›, ‹u_e› and ‹ew› can either make the sound /ue/ (as in cue, use, few) or /oo/ (as in blue, rule, grew). Pages 9, 17: Parsing Parsing means identifying the parts of speech in a sentence. Each word must be looked at in context as many words can act as more than one part of speech; for example, the word light can be a noun (the light), a verb (to light) and an adjective (a light blue). A child’s ability to identify different parts of speech will develop gradually with plenty of practice. Underlining them in the appropriate colour (nouns: black; pronouns: pink; verbs: red; adjectives: blue) is a good way to do this. Pages 12, 16–17: Adjectives Learning about adjectives helps children to write with more creativity and flair. Show your child how adjectives make nouns more interesting; the nouns dog and apple, for example, can be described with adjectives: a noisy black dog and the sweet red apple. Adjectives can describe pronouns as well as nouns, as in She is happy, He is sad, but children can learn this later. Encourage your child to use a blue pencil when underlining adjectives in sentences. Page 13: Final Consonant Blends Consonant blends occur at the end of words, as well as at the beginning. It is worth devoting time to them, as children will read unfamiliar words more easily once they can blend consonants together fluently, saying /n-e-st/ rather than /n-e-s-t/, for example. Similarly, they will spell more accurately if they are able to hear all the sounds in a blend, and so avoid writing wet, for instance, instead of went. Page 23: Compound Words Spelling longer words can be difficult for young children, so it helps to break them down into smaller chunks. Children find it easier to write compound words like teapot, blackbird and greenhouse if they split them into the smaller words ‘tea’ and ‘pot’, ‘black’ and ‘bird’, ‘green’ and ‘house’. Answers p1 short vowel pictures: fish, bed, cup, bat; p3 possible endings: went to the zoo; had a big lunch; took the dog to the park; made cakes with my dad; played with my toys; sat on the swing; stayed in bed; p5 1. car, leaf, tractor; 2. crayon, pen, quill; 3. Friday, Saturday, Thursday; 4. blue, green, yellow; 5. painful, tadpole, useless; p7 (you) stayed, will stay; (he) snapped, will snap; (she) flopped, will flop; (it) faded, will fade; (I) baked, will bake; (you) liked, will like; (he) clapped, will clap; (she) looked, will look; (it) rained, will rain; p8 possible answers: (an) ant, apple; (a/the) drink, plate, pot, glass, mug, sandwich, spoon, rug, bee, fork, flower, salt, hamper; (the) milk; p9 2. leaves; 3. drink; 4. lunch; 5. chips; 6. beach; p10 possible answer: The night was bright with the light of the high moon; p11 1. day, play, tray, way; 2. beach, leaf, sea, tea; 3. bright, night, sigh, thigh; 4. bike, kite, like, slide; p13 ‹sk-› skunk; ‹-lb› bulb; ‹-nt› tent; ‹st-› stamp; ‹sp-› spoon; ‹-ld› shield; p14 1. fly; 2. sky; 3. dry; 4. My; 5. fry; 6. try; p15 bike, pie, fly, night, kite, tie, frying pan (or fry), (bee)hive, lightning; p17 2. adjective: red, noun: car; 3. adjective: big, noun: cake; 4. adjective: dark, noun: night; 5. adjective: new, noun: bike; 6. adjective: first, noun: prize; 7. adjective: little, noun: tadpoles; 8. adjective: white, noun: rose; p18 elbow, snowflake, crow, window, rainbow, bow (tie); p23 cowboy, speedboat, newspaper, goldfish; p24 top activity (possible answers): What is the time? Why is my nose red? When will we have dinner? Where are my socks? Who wants some cake? Which way shall we go?
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 4 Children learn about final consonant blends, compound words and key rules
1 Proper nouns are the special names given to particular people and places, months and days of the week.
for spelling. They also build upon their learning of alphabetical order, short vowel sounds, nouns, adjectives, verbs and plurals.
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 60 z
ISBN 978-1-84414-460-0
Reference: JL607
o b o k r k o 4 W Sara Wernham and Sue Lloyd