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

The Grammar 2 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 2 3 4 5 6

7 8 9 10 11 12

13 14 15 16 17 18

19 20 21 22 23 24

1 3 17

– Grammar and Spelling Lesson Sheets

Spelling

Silent ‹b› Silent ‹w› Silent ‹k› ‹wh› for /w/ ‹ph› for /f/ ‹ea› for /e/

Soft ‹c› for /s/ Soft ‹g› for /j/ ‹wa› for /wo/ ‹ou› for /u/ ‹air› for /air/ ‹ch› for /k/

/ai/ /ee/ /ie/ /oa/ /ue/ /k/

/er/ /oi/ /ou/ /or/ ‹ey› for /ee/ ‹ear› for /ear/

Grammar

Alphabetical Order (1) Sentence Writing Speech Marks Questions Commas in Lists Exclamation Marks

Alphabetical Order (2) Proper Nouns Adjectives Plurals: ‹-s› and ‹-es› Possessive Adjectives Homophone Mix-Ups

Alphabetical Order (3) Sentences and Verbs Adverbs Verb ‘to be’ (present) Regular Past Tense Irregular Past Tense

Using a Dictionary Proofreading Sentences Verb ‘to be’ (past) Expanding a Sentence Conjunctions Plurals: ‹-s› and ‹-ies›

25 30 34 38 42 46 50

54 58 62 66 70 74

78 82 86 90 94 98

102 106 110 114 118 122


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Introduction

The Grammar 2 Handbook is designed to follow The Phonics Handbook and The Grammar 1 Handbook. It is intended to:

• • • • •

introduce new elements of grammar, teach new spelling patterns systematically, develop dictionary and thesaurus skills, improve vocabulary and comprehension, and reinforce the teaching in The Grammar 1 Handbook.

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 and 2 provide all the essential teaching ideas. They can be used alone or with the valuable support of the Grammar Big Books.

Children’s Achievement

The most dramatic improvements to result from using the Grammar Handbooks will be found in the children’s writing. The children will spell and punctuate more accurately, use a wider vocabulary, and have a clearer understanding of how language works. In their first year at school, The Phonics Handbook teaches children to write independently by listening for the sounds in words and choosing letters to represent the sounds. This enables the children to write pages of news and stories. It is a joy to read their work and to see the great pride and confidence they derive from their newly acquired skill. However, it is important to build on this foundation in the following years. The Grammar Handbooks provide teaching ideas for developing writing skills. The children become more aware that they are writing for a purpose: that their words are intended to be read and understood. They learn that writing is easier to understand if it is grammatically correct, accurately spelt, well punctuated and neatly written – and that if the words used are interesting too, their writing can give real pleasure. Even in the early stages, it is valuable for children to have a simple understanding of this long-term goal.

1


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Prepare...

Grammar 2 – Sentence Writing

Grammar Sheet 2 Writing M aster (Coloured pencils)

Aim: Develop the children’s understanding of what a sentence is. At this stage, they know that a sentence must make sense and that it must start with a capital letter and end with a full stop (or question mark).

Introduction: Revise sentences. Ask the children to say the three things they have learnt about sentences. Write some incorrect sentences on the board and correct them with the children. Examples:

the girl played tennis. Mum took us to the. It is too late to go out

Main point: Look at the picture on the sheet. Go around the class, asking each child for a sentence about the picture. Make sure that the children give only one sentence each. They should not string several sentences together with the words ‘and then’.

Grammar Sheet 2: The children look at the picture on the sheet. They write as many sentences about it as they can. The Writing Master on page 176 may be photocopied onto the back of the grammar sheets for the children to write on.

Extension activity: The children read what they have written and make sure that it is correct. They should correct any mistakes they have made. They can do this in a different colour if preferred. Rounding off: Go over the sheet with the class. Ask some children to share one of their sentences with the rest of the class.

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Sentence Writing

Write some sentences about the picture. Remember that each sentence must make sense, and it must start with a capital letter and end with a full stop.

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Grammar Sheet 2

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Spelling 3 – Silent ‹k›

Revision: Revise some basic sounds. Go through the sounds with alternative spellings and the new spelling patterns covered so far.

Prepare...

Flash card s: • basic so unds • alternati ves • new patt e Spelling S rns heet 3 Dictation Master

Main point: Some letters in words are silent. Revise some ‘silent ‹b›’ and ‘silent ‹w›’ words. Introduce ‘silent ‹k›’ by writing ‘knight’ on the board. Read the word to the children and ask what it means. Ask which of its letters is silent. Write some more ‘silent ‹k›’ words on the board and read them together. Then read them again, this time pronouncing every sound, so ‘knit’ would be /k-nit/, for example. This helps the children remember the spelling. With the children, make a list of ‘silent ‹k›’ words. To help them remember the words, the children could try making up silly sentences using as many of the words as possible, such as ‘I know the knitting knight’s knees are knocking.’ Spelling Sheet 3: As a class, read the spelling list and the sentences, without filling in the gaps. Revise sentences. The children complete the words in the spelling list by writing in the missing letter pattern. Then they work through the exercises on the sheet. Dictation: Read the words and sentences for the children to write down. The Dictation Master on page 175 may be photocopied onto the back of the spelling sheets for the children to write on.

Spelling list: Read the spelling words with the children. Explain that the /oa/ sound in ‘know’ is spelt ‹ow›. Point out that the /ie/ sound in ‘knight’ is spelt ‹igh› but that the /ie/ sound in ‘penknife’ is spelt ‹i_e›. Go over the family words ‘grandma’ and ‘grandpa’. Remind the children that the /ar/ sound at the end of both words is spelt ‹a›. Tell the children to emphasise the ‹d› in both words to help them remember to write it.

Dictation 1. knee 2. kneel 3. kneeling

Spelling List 3 4. knit 5. knock 6. knife

1. She kneels to brush up the crumbs. 2. I knocked my knees as I climbed. 3. The knight killed the dragon with a sword.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

song trunk knee knit know knock knight penknife grandma grandpa

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Spelling List 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

song trunk nee nit now nock night pen nife grandma grandpa

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Silent ‹k› Write some ‘silent ‹k›’ words in the knight’s helmet.

Choose a word from the list to fit each sentence. 1.

“Do you

2.

The

3.

Grandma will

4.

Please

the answer?” I asked.

grandma a r n g a dm g r a

wore shining armour. a sweater. on the door.

grandpa r nd ndp g r n a

Write some sentences about one of your grandparents. Then draw a picture of him or her.

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Spelling Sheet 3

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Fo r 6 ages

+

The Grammar 2 Handbook is a comprehensive resource for teaching grammar, spelling and punctuation The Grammar 2 Handbook is designed to follow The Phonics Handbook and The Grammar 1 Handbook. It provides extensive photocopiable material and a wealth of practical advice for teaching children in their third school year. The Grammar 2 Handbook is intended to: • • • • •

introduce new elements of grammar, teach new spelling patterns systematically, develop dictionary and thesaurus skills, improve vocabulary and comprehension, and reinforce the teaching in The Grammar 1 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 and 2 provide all the essential teaching ideas. They can either be used alone or with the valuable support of the Grammar Big Books. The programme continues in the fourth school year with The Grammar 3 Handbook. This second edition includes the new spelling pattern ‹ear›, as in ‘dear’, and has simplified the introduction of the /zh/ sound in the ‹si› spelling lesson. The pages are slightly wider than A4 so that copies can be made without showing the binding. This material is recommended by Cambridge International Examinations to support the Cambridge Primary English curriculum framework.

The Grammar 2 Handbook is part of the Jolly Phonics programme. Outstanding results are achieved with Jolly Phonics around the world.

ISBN 978-1-870946-96-4

Jolly Learning Ltd

™xHSLIRAy946964z Reference: JL960

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

The Grammar Handbook 2  

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