The Grammar 5 Handbook

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10 ers er st ov ma th py Wi toco ho 0p

The Grammar 5 Handbook

A Handbook for Teaching Grammar, Spelling and Punctuation

Sara Wernham and Sue Lloyd


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Contents PART 1

Introduction Teaching Ideas for Grammar Teaching Ideas for Spelling

PART 2

Photocopiable Material

Photocopy Section 1 Week

1 3 25

Spelling

Grammar and Spelling Lesson Sheets Grammar

33

1 2 3 4 5 6

‹age›, ‹ege› ‹nge› Suffix: ‹-ance› Suffix: ‹-ancy› Suffix: ‹-ence› Suffix: ‹-ency›

Parts of Speech and Parsing One Word: Different Parts of Speech Sentence Walls Simple and Continuous Tenses Verb ‘To Have’: Past, Present, Future Past Participles (1): Regular

36 41 46 51 56 61

13 14 15 16 17 18

Suffix: ‹-tion› Suffix: ‹-sion› ‹ssion› ‹cian› Suffix: ‹-ation› ‹ch› and ‹che› for /sh/

Prepositions Prepositional Phrases Noun Phrases as Subjects and Objects Compound Subjects and Objects Transitive and Intransitive Verbs Prepositional Phrases as Adverbs

96 101 106 111 116 121

7 8 9 10 11 12

19 20 21 22 23 24

Prefix: ‹multi-› Prefix: ‹auto-› ‹mega-› ‹micro-› Prefix: ‹super-› ‹cent-› ‹kilo-› ‹milli-› Prefix: ‹post-›

‹sure› ‹ture› Suffix: ‹-ible› Suffix: ‹-ate› Suffixes: ‹-ise› ‹-ize› Suffix: ‹-ify›

Perfect Tenses: Past, Present, Future Contractions and the Verb ‘To Have’ Past Participles (2): Irregular Identifying Verb Tenses Adverb Placement Proofreading

Phrasal Verbs More Phrasal Verbs Making Verbs from Nouns and Adjectives Nouns and Verbs: ‹-ce›, ‹-se›, ‹-cy›, ‹-sy› Adjective Order Writing Adjectives in the Correct Order

66 71 76 81 86 91

126 131 136 141 146 151


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Spelling

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Suffix: ‹-ous› Suffix: ‹-ious› ‹tious› ‹cial› ‹tial› Words Ending in ‹-i›

‹graph› Suffix: ‹-ology› Suffix: ‹-ment› Suffix: ‹-ship› Suffix: ‹-ward› ‹sch›

Photocopy Section 2 Photocopy Section 3

– –

Grammar

Adverbs of Manner Adverbs of Degree and Place Adverbs of Time and Frequency Adverbs Describing Other Adverbs Adverbs Describing Adjectives Irregular Plurals: ‹-i›

Using a Colon and Bullet Points in a List Parentheses (Round Brackets) Homophone Mix-Ups Homographs and Homonyms Homographs and Heteronyms Antonyms and Synonyms

Spelling List Sheets Extension Activity Sheets

156 161 166 171 176 181

186 191 196 201 206 211

216 224


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Spelling 2 – ‹nge› Revision: Revise these spellings of the long vowel sounds (flash cards can be used for reading and sound dictation for spelling). Ask the class to suggest words for each one: /ai/ ai, ay, a_e, ei, eigh, a; /ee/ ee, ea, e_e, y, ey, ie, e; /ie/ ie, y, igh, i_e, i; /oa/ oa, ow, o_e, o; /ue/ ue, ew, u_e, u.

Prepare...

Spelling Sh eets 2a/b Revision fla sh cards Coloured pe ncils

Builds on...

GH2: S8; G H3: S10; GH3: S12; G H5: S1

Main point: Revise the spellings of the /j/ sound that have been taught so far. The main ones are ‹j› and the ‘soft ‹g›’ spellings: ‹ge›, ‹gi› and ‹gy›, but there is also ‹dge›, which is usually used after a single vowel letter saying a short vowel sound, as in ‘badge’, ‘hedge’, ‘ridge’, ‘dodge’ and ‘fudge’. Point out that although the children learnt the ‹ege› and ‹age› spellings for words ending in /ij/ in the previous lesson, another common spelling pattern is ‹idge›, as in ‘bridge’, ‘porridge’ and ‘partridge’; if they are not sure which to use, the children should check the spelling in the dictionary. Now introduce the spelling pattern ‹nge›, which children sometimes spell incorrectly because they do not hear the ‹n›, as is often the case with consonant blends.

Spelling list: Read the words with the class, identify the stressed syllables, discuss the meaning of any unfamiliar words, and ask the children to find and highlight the ‹nge› saying /nj/ in each word. Discuss any other spelling features, including the schwas (‘challenge’ and ‘avenge’, for example), the ‹a› as /ai/ in ‘change’, ‘strange’, ‘exchange’, ‘arrange’ and ‘interchange’, the ‹a› in ‘orange’ and first ‹e› in ‘revenge’ saying /i/, the ‹o› as /u/ in ‘sponge’ and the ‹y› as /i/ in ‘syringe’. It is a good idea to blend and sound out the spelling words quickly every day with the class, emphasising the /n/ in ‹nge› each time.

Spelling Sheet 2a: The children copy out the syllables of each spelling word to help them remember the spelling. They then write a sentence for each of the first twelve spelling words. Encourage the children to use a dictionary if they are unsure of any words.

Spelling Sheet 2b: The children choose a prefix from one of the fish to complete each word [prehistoric, transport/teleport, subway, prepare, interactive, transfer/prefer, telephone, submarine, antibiotic]. They then parse the sentence, underlining each part of speech in the correct colour, identify the subject [lifeguard] and ‘parse’ the verb [3rd person singular; simple present]. Point out that ‘fearlessly’ is an adverb made by adding ‹-ly› to the adjective ‘fearless’. The braveAdj lifeguardN plungesV fearlesslyAdv intoPre the choppyAdj watersN.

NounN (black), VerbV (red), PronounP (pink), AdjectiveAdj (blue), AdverbAdv (orange), ConjunctionC (purple), PrepositionPre (green)

Dictation: (This can be done in the spelling lesson or at another time during the week.) Call out the sentences for the children to write down. Remind them to use speech marks with the correct punctuation in Sentence 1. 1. “The fringe is singed!” exclaimed the stranger. 2. The children had sponge cake and a drink of orange. 3. They arranged to exchange messages on the internet.

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‹-ance› Spelling List 3 1.

dis tance

2.

ad vance

3.

bal ance

4.

en trance

5.

chance

6.

ac cep tance

7.

ad mit tance

8.

an noy ance

9.

47

Trace over the dotted letters and then use the starting dots to practise writing ‹ance›.

Which of the Spelling List words come from these root words? 1.

to clear

2.

to guide

3.

to admit

4.

fragrant

5.

to annoy

6.

to hinder

7.

to accept

8.

to disturb

9.

to assist

as sis tance

10.

clear ance

11.

dis turb ance

12.

fra grance

13.

al le giance

14.

guid ance

15.

nui sance

16.

hin drance

17.

ir rel e vance

18.

ac quain tance

10.

to acquaint

11.

relevant

Make nouns from these root verbs by adding the suffix ‹-ance›. 12.

to avoid

13.

to deliver

14.

to utter

15.

to allow

16.

to endure

17.

to insure

Spelling Sheet 3a (GH5)


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Contractions and the Verb ‘To Have’

I ha ve ’ Trace over the contractions in the flowers. Then, in the flower pot, write the whole words as contractions and write the contractions out in full, with no letters missing.

I’d

I’ve REMEMBER! She’ s, he’s and it ’s could stand for ‘she has’, ‘he has’ an d ‘it has’ OR ‘she is’, ‘he is’ and ‘it is’ .

you’d she’d we’d they’d it’ll have they’ve you’ve he’s we’ve I’ve

I had we have you’d they’ve

you have he has it’ll have she’d

they had I shall have we’d I’ve

Rewrite these sentences, either expanding or contracting the verb ‘to have’.

74

75

1.

“We’ve prepared a lovely picnic for lunch,” said Meg.

2.

They had visited the museum several times before.

3.

Dad grumbled, “I don’t think you’ll have finished by then.”

4.

Tina was tired because she had jogged all the way to the park.

5.

“It’s stopped raining now,” called Ben.

6.

By the end of today, I shall have painted the fence.

Grammar Sheet 8 (GH5)


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Fo r 9 ages

+

The Grammar 5 Handbook is a comprehensive resource for teaching grammar, spelling and punctuation The Grammar 5 Handbook is designed to follow The Phonics Handbook and the Handbooks for Grammar 1 to 4. It provides extensive photocopiable material and a wealth of practical advice for teaching children in their sixth school year. The Grammar 5 Handbook is intended to:

• extend and refine the children’s understanding of the grammar already taught, • introduce new elements of grammar, such as the past participle, transitive and intransitive verbs, phrasal verbs and the perfect tenses, • teach new spelling patterns systematically, with particular emphasis on prefixes, suffixes and root words, • improve vocabulary and comprehension, and introduce homographs, homonyms and heteronyms • further develop dictionary and thesaurus skills, and • reinforce the teaching in The Grammar 4 Handbook.

As part of the Jolly Phonics programme, the teaching is multisensory, active and progresses at a challenging pace. It places emphasis on consolidating the children’s learning and helping them to apply their skills. Each part of speech is taught with its own action and colour. The actions enliven the teaching and make the learning easier. The colours, which are useful for identifying parts of speech in sentences, match those used by Montessori Schools. Like The Phonics Handbook, the Handbooks for Grammar 1 to 5 provide all the essential teaching ideas. The pages are slightly wider than A4 so that copies can be made without showing the binding. The Grammar 5 Handbook is part of the Jolly Phonics programme. Outstanding results are achieved with Jolly Phonics around the world.

ISBN 978-1-844144-08-2

Jolly Learning Ltd

™xHSLIOEy14 082z Reference: JL089

Tailours House, High Road, Chigwell, Essex, IG7 6DL, UK. Tel: +44 20 8501 0405 82 Winter Sport Lane, Williston, VT 05495, USA. Tel: +1-800-488-2665


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