Jolly Grammar 1 Workbook 6 JL623 - 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 Adverbs are words that describe verbs.

In Workbook 6 Children learn about speech marks, word webs, questions and key rules for spelling. They also build upon their learning of verb tenses, alphabetical order, plurals, adverbs, antonyms and final 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 624z

ISBN 978-1-84414-462-4

Reference: JL623

o b o k r k o 6 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 ‹nk›, ‹er›, ‹ir›, ‹ur›, ‹au› and ‹aw›.

pages 2, 6, 10, 14, 18, 20

Can read and write the following tricky words: once, upon, always, also, of, eight, love, cover, after, every, mother, father.

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

page 24

Grammar and Punctuation Can look up words in a dictionary.

Children should use a dictionary to check which alternative spelling to use in a word.

pages 3–4, 9, 13

Knows how to use speech marks properly.

Using correct punctuation is essential for accurate and clear writing.

Learning about speech marks allows children to include dialogue in their writing.

page 8

Can identify different words with the same meaning.

Thinking about words with similar meanings encourages children to be creative with their word choices.

pages 12, 19

Understands what a question is and can form a question mark correctly.

Question marks go at the end of a question, in place of a full stop.

Can identify nouns, pronouns, adjectives, verbs and adverbs.

Underlining words in a piece of text using the appropriate colours helps children learn the different parts of speech.

G1WB_1–6_inside_covers_all_BEpc.indd 12-13

page 17 pages 22–23

Pages 2, 6, 10, 14, 18, 20: ‹nk›, ‹er›, ‹ir›, ‹ur›, ‹au› and ‹aw›.

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, /er/ can also be written ‹ir› and ‹ur›, while other spellings for /or/ include ‹au› and ‹aw›. Children should also know that the ‹nk› in words like drink and skunk actually says /ng-k/.

Page 8: Speech Marks The words that we say out loud are called ‘speech’. In written text, we can show that words are speech by placing them between speech marks. The first word within speech marks usually has a capital letter: “It is cold today,” said Jim. It may help children to write speech marks correctly if they think of them as a ‘66’ before the speech and a ‘99’ after it.

Pages 12, 19: Word Webs Children should be encouraged to use a variety of words in their writing and avoid using certain words like nice and said over and over again. Using Word Webs helps them to think of other words they could use instead, such as good, pleasant and lovely (nice) and asked, shouted and whispered (said).

Pages 16–17: Questions In order to punctuate their writing correctly, children need to learn how to use question marks. Question marks go at the end of a question, in place of a full stop, to indicate that an answer is expected. Questions are usually used to get information and often start with words like what, why, where, when, who and which.

Pages 22–23: Parsing Parsing (identifying the parts of speech in sentences) will develop gradually with plenty of practice.

Each word must be looked at in context as many words can act as more than one part of speech; for example, the word right can be a noun (turn to the right), an adjective (the right way), an adverb (to turn right) and even a verb (to right a wrong). Underlining the words in their appropriate colours (nouns: black; pronouns: pink; verbs: red; adjectives: blue; adverbs: orange) is a good way to do this. At this stage, however, children should not be expected to underline every word in a sentence. They have not yet learnt about prepositions (such as on, in and under), the articles (a, an and the) and conjunctions (such as and and but).

Answers p1 I cooked a big meal (past); They will sing a happy song (future); He swims in the lake (present); We will run in the park (future); My cat jumped up the steps (past); We walked in the forest (past); p3 1. could, should, would; 2. drink, pink, sink, think; 3. chalk, stalk, talk, walk; 4. hound, mound, round, sound; 5. fight, light, might, night; p4 fox, coin, mouth, tadpole, trunk, newspaper; p5 crosses, drinks, boxes, flowers, woodpeckers, sandwiches; p8 possible answers: “Baa,” said the goat; “Cluck,” said the chicken; “Meow,” said the cat; “Eek,” said the mouse; “Hello,” said the boy; p9 mouth, horse, beanstalk, seagull, bike, snowball, stink, burger, tractor; p10 bird, skirt, girl, shirt, first, third; p12 possible answers: large, great, huge, giant, massive, enormous; p13 fish, chick, flag, squirrel, scarf, cliff, windmill, whale, clock, flower, skunk, holly; p15 (girl) boy, (tall) short, (sad) happy, (summer) winter, (cold) hot, (sink) float/ swim; p17 What is the time? Why are you late? When are we leaving? Who is hungry? Which way should we go? p19 possible answers: (fix) mend; (spin) twirl; (bad) horrid; (talk) speak; (fast) quick; (sob) cry; p21 ‹-ft› gift; ‹-nd› band; ‹-pt› slept; ‹-xt› text; ‹-mp› lamp; ‹-nt› paint; p22 (possible answers) common nouns: hat, dog; verbs: to paint, to run; proper nouns: India, Madonna; adverbs: quickly, softly; pronouns; I, they; adjectives: green, loud; p23 1. nouns: ducks, pond; verb: glide; adjective: three; 2. nouns: Aneeta, skirt, shirt; verb: picked; adjectives: purple, white; 3. noun: band; verb: played; adjective: big; adverb: tunefully; 4. noun: horse; verb: galloped; adjective: brown; adverb: quickly; 5. pronoun: They; verb: drank; adverb: thirstily; 6. nouns: spider, web; verb: spins; adjectives: small, big; adverb: carefully.

23/10/2020 17:37

Past, Present or Future?

Decide whether the sentences are written in the past, present or future and match each one to the correct picture.

.

The wind blows loudly.

.

.past

I cooked a big meal.

.

They will sing a happy song.

.

He swims in the lake.

.

.present

We will run in the park.

.

My cat jumped up the steps.

.

We walked in the forest.

.future 1

JL623_JG1WB6_insides_BEpc.indd 1

24/10/2020 08:06

ir

Action: Roll your hands over each other like a mixer, and say erererer.

Look at the pictures and write a word for each one.

10 JL623_JG1WB6_insides_BEpc.indd 10

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Orange

Adverbs

Add an adverb to complete each sentence. Use a dictionary if you do not know how to spell a word.

1.

The river runs . slowly

2.

I drink

.

3.

The girl twirls .

4.

He wept

5.

Zack thinks

6.

Snake hid

7.

8.

I smiled Bee helped

carefully quickly

.

softly noisily

.

sadly

. happily

.

loudly busily

.

Action: Bang one fist on top of the other.

11 JL623_JG1WB6_insides_BEpc.indd 11

24/10/2020 08:06

Tricky Words Write over the dotted words. Then write them again on the line underneath.

24 JL623_JG1WB6_insides_BEpc.indd 24

24/10/2020 08:07

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 ‹nk›, ‹er›, ‹ir›, ‹ur›, ‹au› and ‹aw›.

pages 2, 6, 10, 14, 18, 20

Can read and write the following tricky words: once, upon, always, also, of, eight, love, cover, after, every, mother, father.

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

page 24

Grammar and Punctuation Can look up words in a dictionary.

Children should use a dictionary to check which alternative spelling to use in a word.

pages 3–4, 9, 13

Knows how to use speech marks properly.

Using correct punctuation is essential for accurate and clear writing.

Learning about speech marks allows children to include dialogue in their writing.

page 8

Can identify different words with the same meaning.

Thinking about words with similar meanings encourages children to be creative with their word choices.

pages 12, 19

Understands what a question is and can form a question mark correctly.

Question marks go at the end of a question, in place of a full stop.

Can identify nouns, pronouns, adjectives, verbs and adverbs.

Underlining words in a piece of text using the appropriate colours helps children learn the different parts of speech.

G1WB_1–6_inside_covers_all_BEpc.indd 12-13

page 17 pages 22–23

Pages 2, 6, 10, 14, 18, 20: ‹nk›, ‹er›, ‹ir›, ‹ur›, ‹au› and ‹aw›.

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, /er/ can also be written ‹ir› and ‹ur›, while other spellings for /or/ include ‹au› and ‹aw›. Children should also know that the ‹nk› in words like drink and skunk actually says /ng-k/.

Page 8: Speech Marks The words that we say out loud are called ‘speech’. In written text, we can show that words are speech by placing them between speech marks. The first word within speech marks usually has a capital letter: “It is cold today,” said Jim. It may help children to write speech marks correctly if they think of them as a ‘66’ before the speech and a ‘99’ after it.

Pages 12, 19: Word Webs Children should be encouraged to use a variety of words in their writing and avoid using certain words like nice and said over and over again. Using Word Webs helps them to think of other words they could use instead, such as good, pleasant and lovely (nice) and asked, shouted and whispered (said).

Pages 16–17: Questions In order to punctuate their writing correctly, children need to learn how to use question marks. Question marks go at the end of a question, in place of a full stop, to indicate that an answer is expected. Questions are usually used to get information and often start with words like what, why, where, when, who and which.

Pages 22–23: Parsing Parsing (identifying the parts of speech in sentences) will develop gradually with plenty of practice.

Each word must be looked at in context as many words can act as more than one part of speech; for example, the word right can be a noun (turn to the right), an adjective (the right way), an adverb (to turn right) and even a verb (to right a wrong). Underlining the words in their appropriate colours (nouns: black; pronouns: pink; verbs: red; adjectives: blue; adverbs: orange) is a good way to do this. At this stage, however, children should not be expected to underline every word in a sentence. They have not yet learnt about prepositions (such as on, in and under), the articles (a, an and the) and conjunctions (such as and and but).

Answers p1 I cooked a big meal (past); They will sing a happy song (future); He swims in the lake (present); We will run in the park (future); My cat jumped up the steps (past); We walked in the forest (past); p3 1. could, should, would; 2. drink, pink, sink, think; 3. chalk, stalk, talk, walk; 4. hound, mound, round, sound; 5. fight, light, might, night; p4 fox, coin, mouth, tadpole, trunk, newspaper; p5 crosses, drinks, boxes, flowers, woodpeckers, sandwiches; p8 possible answers: “Baa,” said the goat; “Cluck,” said the chicken; “Meow,” said the cat; “Eek,” said the mouse; “Hello,” said the boy; p9 mouth, horse, beanstalk, seagull, bike, snowball, stink, burger, tractor; p10 bird, skirt, girl, shirt, first, third; p12 possible answers: large, great, huge, giant, massive, enormous; p13 fish, chick, flag, squirrel, scarf, cliff, windmill, whale, clock, flower, skunk, holly; p15 (girl) boy, (tall) short, (sad) happy, (summer) winter, (cold) hot, (sink) float/ swim; p17 What is the time? Why are you late? When are we leaving? Who is hungry? Which way should we go? p19 possible answers: (fix) mend; (spin) twirl; (bad) horrid; (talk) speak; (fast) quick; (sob) cry; p21 ‹-ft› gift; ‹-nd› band; ‹-pt› slept; ‹-xt› text; ‹-mp› lamp; ‹-nt› paint; p22 (possible answers) common nouns: hat, dog; verbs: to paint, to run; proper nouns: India, Madonna; adverbs: quickly, softly; pronouns; I, they; adjectives: green, loud; p23 1. nouns: ducks, pond; verb: glide; adjective: three; 2. nouns: Aneeta, skirt, shirt; verb: picked; adjectives: purple, white; 3. noun: band; verb: played; adjective: big; adverb: tunefully; 4. noun: horse; verb: galloped; adjective: brown; adverb: quickly; 5. pronoun: They; verb: drank; adverb: thirstily; 6. nouns: spider, web; verb: spins; adjectives: small, big; adverb: carefully.

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 Adverbs are words that describe verbs.

In Workbook 6 Children learn about speech marks, word webs, questions and key rules for spelling. They also build upon their learning of verb tenses, alphabetical order, plurals, adverbs, antonyms and final 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 624z

ISBN 978-1-84414-462-4

Reference: JL623

o b o k r k o 6 W Sara Wernham and Sue Lloyd