Grammar 32 — Suffix: -ing> Aim: Develop the children’s understanding of suffixes. A suffix is one or more syllables added at the end of a word to change its meaning. Introduction: Revise prefixes. A prefix is one or more syllables added at the beginning of a word to change its meaning. Revise the four prefixes covered so far: aun, «dis», «mis» and dm~. With the children, think of examples of base words that can be changed with these prefixes. Think of some more prefixes and examples of base words that use them Examples: Prefix: Meaning: Examples of use with base word: ceenti» hundred/hundredth _centipede, centimetre, centigrade pres before/ earlier prefix, preposition, prehistoric Main point: Explain that a suffix is similar to a prefix. A suffix is one or more syllables added at the end of a word to change its meaning, such as cless) in ‘hopeless’, ‘fearless’ and ‘harmless’. Ask if the children can think of any other suffixes. They already know the plural suffixes «s», ces and cies, and they have learnt that the simple past tense of a regular verb is made by adding the suffix «ed» to its root. Another suffix commonly used with verbs is cing». Like ced, the Ging suffix may be added in one of three different ways, depending on how the verb root is spelt: a) If the verb root ends with a consonant which is not immediately after a short, stressed vowel sound, simply add «ing, e.g. ‘jump’ becomes ‘jumping’. b) If the verb root ends with the letter «», remove it before adding «ing, e. becomes ‘smiling’ ©) If the verb root ends with a consonant immediately after a short, stressed vowel sound, double the final consonant before adding cing, e.g. ‘pat’ becomes ‘patting’. Remind the children that the two consonants are needed to make a wall, to prevent ‘magic from the @ jumping over to change the short vowel sound. (See page 23.) ‘smile’ Write some verb roots on the board. As a class, decide how to add cing in each case. Examples: a) knock = wish ty look boil fight b) save complete hide joke. ©=— amuse __ tease oc) wag get spin drop = hug —plan Grammar sheet 32; The children write inside the outlined word, srs, using a red pencil. Then they read the verb root in each fish body. They decide which way to add the cing suffix in the fish tail, and write the new form of the verb on the line below. Extension activity: The children add three more suffixes to base words, using the extension activities on page 201-3. The suffixes are cness, cfub and «er. Rounding off: Go over the sheet. with the children checking that they added each ing suffix correetly. Then go over the extension activities. PP ete ee teeVN i Yl i a Ya Suffix — cing ; One of the most useful suffixes is -ing. Make new words by adding «ing» to the verb roots, and write them on the lines below. Grammar sheet 32 (aH2)tallemativas * new patterns Spelling 33 — «turer een | Revision: Revise some of the spelling patterns and tricky words covered so far this year. Main point: Introduce the ture: spelling. At the end of a multi-syllabic word, this sounds something like /cher/. The er! is a swallowed sound known as a ‘schwa’, as is also found in words with the diom and csiom spellings. Although this sounds complicated, the children should have no problem with the «ure» spelling in context. They should listen to the sounds at the end of » word like ‘mixture’, and use analogy to spell these sounds in other words. With the children, make a list of words which use the cture spelling. To help them remember the words, the children could try making up silly sentences using as many of the words as possible, e.g. ‘My future picture will show the creature's nature adventure.’ Spelling sheet 33: As a class, read the spelling list and the sentences, without filling in the gaps. Revise how to add the «ing suffix. 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 /ue/ sound in future’ is spelt «w, the /ai/ sound in ‘nature’ is spelt «@ and the /ee/ sound in ‘creature’ is spelt «ear. Go over ‘mouse’ and its tricky plural, ‘mice’. Point out that the /s/ sound in ‘mice’ is spelt with a ‘soft Write some «ture» words in the picture. 1 shook often fe pie... — 5 na____ 6 crea___ 7. frac__ adven_ + She painted a beautiful 2 A dragon is a fantastic 3 They had an exciting 4 Tomorrow is in the Add the suffix cing to each verb root, and write the new word on the tne make - cook stop a raise jump Gt try swing —= whine a Spelling sheet 33 (at Ae eee eee eee I Le geGrammar 33 — Suffixes: -er and Comparatives and Superlatives Aim: Develop the children’s understanding of suffixes, and their ability to use suffixes to make comparative and superlative adjectives. Introduction: Revise sutfixes. A suffix is one or more syllables added at the end of a word to change its meaning, such as cness) in ‘goodness’, ‘lateness’ and ‘kindness’. Revise the rules for adding a suffix which starts with a vowel. The children have already learnt that a suffix which starts with a vowel may be added in one of three different ways (see Grammar 32). Now tell them to be careful when adding a suffix to a base word which ends with the letter ». If the letter before the « is a vowel, they simply add the suffix, e.g. ‘grey’ becomes ‘greyness’. However, if the letter before the «> is a consonant, they replace the q> with « before adding the suffix, e.g. ‘happy’ becomes ‘happiness’. As with cies plurals, because the ‘shy «’ is not at the very end of the new word, it no longer needs to be replaced by ‘toughy «y". Main point: Introduce two new suffixes, cer and cest.. The suffix cen is added to an adjective to make its comparative, and means ‘more’, c.g. ‘small’ becomes ‘smaller’. The suffix cest is added to an adjective to make its superlative, and means ‘most’, e.g. ‘small’ becomes ‘smallest’. Explain that short adjectives usually form their comparatives and superlatives with these suffixes, whereas longer ones often use the words ‘more’ and ‘most’, so we say ‘prettier’ and ‘prettiest’, but ‘more beautiful’ and ‘most beautiful’, Comparatives and superlatives are special sorts of adjectives. They describe a noun by comparing it with one or more other items. A comparative is used for comparing a noun with one other item, and a superla-tive for comparing it with two items or more. Ask for examples of adjectives. With the children, practise saying each adjective followed by its comparative and superlative, e.g. ‘high, higher, highest’. Ask the children which spelling they would use in each case. Examples: a) short tall high sweet dark —_soft b) safe blue nice close rude —darge c) sad red big hot flat thin d) happy heavy silly ~— floppy dusty — lazy Grammar sheet 33: The children write inside the outlined words, using a blue pencil, Thon they read the adjectives in ‘Est-er’ elephant and her friends. The children decide which way to spell the comparative and superlative for each adjective, and write them into the appropriate elephants. Extension activity: The children add the cen and «est suffixes to make more comparative and superlative adjectives, using the extension activity on page 204. Rounding off: Go over the sheet, with the class checking their answers. Then go over the extension activities. Vr We ie, in. te esse© MMU Wa id Aa Wp lf ph Suffixes - -er and cest Two of the most useful suffixes are cer» and est». Make comparatives and superlatives by adding «er and «est» to the adjectives in Est-er Elephant and her friends. +er +est Grammar sheet 33 (aH2)Spelling 34 — die for the /ee/ sound Revision: Revise some of the spelling patterns and tricky words covered so far this year. Main point: Although de normally makes an /iel sound, as in ‘pie’, in some words it makes an /ee/ sound instead. Most words with an /ee/ sound take the €e, ea, «ey» or y> spellings, but there are a number of exceptions which take de, These need to be learnt. To help them remember the words, the children could try making up silly sentences using as many of the words as possible, e.g, ‘It’s my belief that the chief thief hid a piece of the shield ina field.’ Spelling sheet 34: As a class, read the spelling list and the sentences, without filling in the gaps. Revise how to add the cem and est suffixes to adjectives, to make comparatives and superlatives. Remind the children that a comparative describes a noun by comparing it with one other item, and a superlative describes a noun by comparing it with two items or more. 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. Point out that the /s/ sound in ‘piece’ is spelt with a ‘soft «@’, followed by a ‘silent «»’. Go over the useful words ‘library’ and ‘computer’, The children could use the ‘Say it as it sounds’ method for both words, pronouncing each syllable carefully to help them remember the spelling, ic. ‘lib-ra-ry’ and ‘com-put-er". Dictation Spelling List 34 1. quit 1. yield 4. fiend 2, sweet 2. wield 5. series 3. field 3. relief 6. handkerchief 4. piece 6. chief 6. thief 1. A thief stole the royal crown. 7. shield 2. “May I have a piece of pie?” I asked. 8. belief 3, John took a picture of the cows and 9. library ewes in the field. 10. computer Yr eed al rn ee te eo ™,= =! Ved a ead Spelling List sie» for the /ee/ sound Write some «ie» words in the shield. 1 quit 2, Sweet a f——ld A p=—ce s. ch__f « th__f 7 sh__ld s. bel__f «. library 10. computer aTiRyex ee e Choose a word from the list to fit each sentence. 1 latea cof pie. 2, The sheep grazed in the __ 2 The ________ stole the jewels. « The knight had a big RI iit 2 ssn ale Use a comparative or a superlative to complete each sentence below. Underline the comparative and superlative adjectives in blue. 1 This drink is sweet but that drink is 2 Lamstlim, he is slimmer and you are the — 2 All four dogs are wet but our dog is the + Kelly was friendly and Ann was even Spelling sheet 34 (che)Grammar 34 — Interesting Words Aim: Develop the children's ability to choose interesting words in their writing. Introduction: Write two sentences on the board which feature commonly-overused words. Examples: I went home. ‘Their house has a big garden. With the children, read each sentence in turn. Ask which words could be replaced to make the sentences more interesting, while leaving the basic meaning unchanged. Word: — Some possible alternatives: went walked, ran, strolled, hurried, eycled, drove big large, huge, vast, enormous, long, wide Remind the children that a thesaurus lists words with similar meanings. Explain that to find a verb they should look up its root, so for ‘went’, which is a tricky past, they would look up ‘go’. Main point: Explain that writing becomes more vivid to the reader if the words are interesting and not overused. However, the children need to think carefully about which word to use in place of an overused one. It effects the meaning of a sentence when an overused word is replaced with a more interesting one. The new word should express what the children want to say as accurately as possible. Ask the children what effect each of their new words had, on the meanings of the example sentences. Grammar sheet 34: As a class, read the sentences on the sheet. For each underlined word, the children think of an alternative to make the sentence more interesting, and write it on the line. They can use thesauruses to help them. Remind them that to find ‘ran’ and ‘said’, which are tricky pasts, the children should look up the verb roots ‘run’ and ‘say’. Word: Some possible alternatives: ran a) scuttled, scurried b) rushed, hurried _¢) chased, raced nice a) hot, sunny b) delicious, tasty c) kind, sweet good a) brilliant, fantastic b) exciting, fun ©) wonderful, great said a) whispered, warned b) ordered, insisted _c) called, invited get a) buy, choose b) bring, fetch ¢) grow, become 'The children’s answers are right as long as the words they choose make their sentences more interesting, while leaving the basie meaning unchanged. Extension activity: The children expand sentences from the sheet by adding adjectives and adverbs. The Writing Master on page 176 may be photocopied onto the back of the grammar sheets for the children to write on. Rounding off: Go over the sheet with the class. Ask some of the children to read out one of their sentences. rmUMM ARR td 3 @ Interesting Words TEE We use some words too often. Think of a more interesting word to replace each of the underlined ones, and write it on the line provided. Use a different word in each sentence. The spider ran across the floor. Tracy ran all the way home. = = ARE JTS Their dog ran after our cat. Tt was a nice day — We had a nice lunch. Everyone was very nice to me. The adventure park was good. The rides were good. oat ar lane # iM LM I had a good time. “Sh! The baby is asleep,” said Dad. “Stop!” said the policewoman. “Come over here,” said the boys. | —___ I want to get new shoes. = Please get me a glass of water. They will get angry. — ee Grammar sheet 34 (32)Spelling 35 — ore Revision: Revise some of the spelling patterns and tricky words covered so far this year. Main point: Most words with an /or/ sound take the ‘op, «ab, ‘aw or aw’ spellings, but there are a number of exceptions which take core. These need to be learnt. ‘To help them remember the words, the children could try making up silly sentences using as many of the words as possible, e.g. “The store man swore more as he snored on the seashore.” Spelling sheet 35: As a class, read the spelling list and the sentences, without. filling in the gaps. Revise how to replace overused words with more interesting ones. 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. Point out that the /ee! sound in ‘seashore’ is spelt «a. Go over the useful words ‘English’ and ‘language’. It helps the children remember the spelling of ‘English’ if they emphasise the short /e/ sound in the first eyllable, pronouncing it like the «eng in ‘length’, They should practise saying the letter names for ‘language’ Dictation Spelling List 35 1. swung 1. core 4. sore 2. spring 2. tore 5. score 3. more 3. bore 6. ashore 4. wore 5. store 6. snore 1. I wore gloves for the nature trail. 7. before 2. He washed his hands before supper. 8. seashore 3. Our neighbours used to live by the 9. English seashore. 10. language To Thm eo oo mm, ¥i Spelling List Write some «ore words on the seashore. swung spring Speke e Bp Tb & * w 3 | | | Choose a word from the list to fit each sentence. 7% i She _______ a blue coat yesterday. 2, Please may we have some a. I found a jellyfish on the « Did he arrive ______ or after you? / = Think of a more interesting word to replace each of the underlined ones, and We write it one the line. : 1 She wore a red dress. 2 The dinosaur gave a loud roar. 3. It was a cold morning. « He caught a small fish. Spelling sheet 35 (cH)Grammar 35 — Commas in Speech Aim: Develop the children’s understanding of commas, and of how to use commas in speech. Introduction: Revise commas. Sometimes in the middle of a sentence, where it would be wrong to use a full stop, it is necessary to indicate a short pause. This helps the reader separate one idea from another, For this sort of pause we use a comma. Revise how to use commas to separate items in a list. On the board, write some sentences without any punctuation. With the children, read the text as it stands, and then punctuate it. There should be two capital letters, a pair of speech marks, two commas, a question mark and a full stop. Example: when shall we bring the sandwiches cakes milk and lemonade for the party asked jenny Main point: Explain that commas are not only used in lists. They are also used in sentences which include direct speech, to indicate a pause between the words spoken and the rest of the sentence. If the speech comes before the rest of the sentence, the comma belongs after the last word spoken but inside the speech marks. Point out that this is the same position that the question mark occupies in the corrected. sentence on the board. A comma is not needed if there is already a question or exclamation mark in this position. Example: “We would love to go on holiday,” replied Mr Green. If the speech comes after the rest of the sentence, the comma belongs after the last word that is not spoken but before the speech marks Example: ‘Mr Green replied, “We would love to go on holiday.” ‘Tell the children to start a new line for each new speaker. This makes it clear to the reader that someone else has started to speak. Grammar sheet 35: As a class, read the first sentence. Ask the children to identify the speaker and which words are actually spoken. Help them decide whero the missing punctuation should go. ‘Then read the story, as a class. Help the children decide where the missing punctuation should go, and where to start each new line. The children punctuate the sentences. Next they copy out the story, adding punctuation and remembering to start. a new line each time someone new starts to speak. 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 continue the story. Rounding off: Go over the sentences with the class, checking where the commas and speech marks belong. Ask some children who continued the story to share their work with the class.| Commas in Speech A comma is needed between the words actually spoken and the rest of the words in the sentence. Add the missing commas and speech marks to these sentences. 1 My favourite colour is blue said the little girl . 2 The policewoman put her hand up and said Stop ! a Hello said Uncle John How are you today ? 4, I know the names of all the dinosaurs said Toby and Tve got a book about them at home . A new line is needed each time someone different starts to speak. Rewrite this conversation correctly. Hello Bee called Inky. Hello Inky replied Bee, waving her antenna and flying over to her friend, Did you have a good time at the adventure park yesterday? asked Inky. Oh yes sighed Bee it was brilliant. I went on all the rides and we stayed all day. Did everyone from the hive go? wondered Inky. Yes said Bee and then she paused. Everyone who wanted to she corrected herself. Which rides did you think were the best? enquired Inky. Grammar sheet 35 (GH2)Spelling 36 — de> Revision: Revise some of the spelling patterns and tricky words covered so far this year. Main point: Introduce the de spelling. At the end of a multi-syllabie word, this sounds something like /ool/. ‘The little /oo/ sound in the middle is a swallowed sound, known as a ‘schwa’, as is also found in words with the ¢tiom, «siow and «ture? spellings. The ‘schwa’ is a vowel sound, so the consonant doubling rule applies before it in words like ‘paddle’, ‘kettle’, ‘nibble’, ‘topple’ and ‘snuggle’. No doubling is necessary in words like ‘handle’, ‘twinkle’ and Sungle’ because they already have two consonants between the short vowel and the de. (See the explanation and pictures on page 24.) With the children, make a list of words which use the dey spelling, To help them remember the words, the children could try making up silly sentences using as many of the words as possible, e.g. “The handle tumbled off the little bottle in the middle of the table.” Spelling sheet 36: As a class, read the spelling list and the sentences, without filling in the gaps. Revise how to use commas in speech, and the other punctuation covered so far: full stops, question marks, exclamation marks, speech marks, commas in lists and apostrophes. 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. Point out that the /i/ sound in ‘syllable’ is spelt with a q», although it is not at the end of the word. Go over the useful words ‘continent’ and ‘world’. Tell the children to pronounce each syllable in ‘continent’ carefully to help them remember the spelling, i.e. ‘con-ti- nent’, Point out that the /er/ sound in ‘world’ is spelt «om. Dictation Spelling List 36 1, damp 1. able 4. uncle 2. stand 2. ankle 5. tickle 3. apple 3. simple 6. bubble 4. table 5. little 1. The stable is in front of the field. 6. middle 2. Somebody made the furniture 7. bottle wobble. 8. syllable 8. 1 put candles in the middle of the 9. continent table. 10. world Pe ss10 world UMN UM Mi «Le» Write some «le» words in the apple. Spelling List damp stand app-— tab__ litt__ midd_ _ bott__ syllab__ + continent swe ee ee —_ a Choose a word from the list to fit each sentence. —t 1 He asked fora __________ of lemonade. —t_n_n_ —t_—-_™ 2 My ______ sister is only two. —Z%= a. She laid the _____ for dinner. lal « Tbaked an opie. : t 2 Dw » IL, =, " eg’ 1? Fill in the missing punctuation marks [Do you want to come and play at my house{ |] asked Josh{_} Tammy replied{ |{_] I[_]ll have to ask my dad first{_|_ | | JLook{ [| exclaimed Josh{_| [ |There is your dad now[_] Why don|_]t you ask him{_ | ] mek > Twill] Tammy agreed{_ | a Ds, Spelling sheet 26 (ck)Grammar 36 — Parsing Aim: Revise the parts of speech learnt so far. Introduction: Revise the parts of speech covered 80 far: proper and common nouns, pronouns, adjectives, possessive adjectives, verbs, adverbs, conjunctions and prepositions. Call out a noun and ask the children to think of adjectives to describe it, e.g. ‘green’ or ‘long’ for ‘grass’. Call out a verb and ask the children to think of adverbs to describe it, e.g. ‘angrily’ or ‘happily’ for ‘to shout’. Call out a personal pronoun and ask the children for its possessive adjective, e.g. ‘their’ for ‘they’. Call out two sentences and ask the children for a conjunction to join them, eg, but for ‘We looked for her;’ and ‘We did not find her.” Ask the children to describe a journey, using prepositions, e.g. ‘I walked across the bridge, down the hill, past the station and into the park.” Main Point: This is a revision session, allowing the children to apply some of what they have learnt to a piece of writing. Choose a page from a big book, or the passage on Grammar sheet $6. Read it, with the children identifying the parts of speech they have learnt, A plastic sheet could be placed over the page, for the words to be underlined in the appropriate colours. Grammar sheet 36: Read the story with the children, First the children write inside the outlined word, "owns, in black, and underline all the proper and common nouns they can find, Then they repeat for the verbs, using red, and so on, using the appropriate colour for each part of speech. It is easier if the children concentrate on one part of speech at a time, rather than attempting to parse each word in order. Tt does not matter if they do not find all the parts of speech, as long as they can identify some of them. They may need more than one lesson to complete the sheet, Extension activity: The children note and highlight each punctuation mark used in the passage. Rounding off: Go over the sheet with the children. (See answers below.) Key: Noun* Verb" Pronoun” Adjective” Adverb Conjunction” Preposition™= (The asterisks indicate words that the children have not yet learnt to parse.) Wis a sunny morning’. Inky* and® Bee are’ in" the garden”. Inky* proudly shows" Bee* her“ birthday” present’, a silver" chain*, It” glitters” in" the sunlight", Suddenly“, a magpie* swoops’ to the ground® and grabs" the chain". “Stop'?” shout” Inky* and® Bee, but® the naughty“ magpie* escapes” with” it", Bee* flies* after? the magpie, Inky* runs" quickly” along” the road® below" her“ friend*. She” follows’ the magpie and’ Bee* into" the forest". She" sees" Bee" at™ the bottom® of” a tall” tree’ “The nest" is at™ the top* of™ the tree’” pants Bee®. “I’ can’t get” the chain* because" the magpies* aro" bigger than me".” At’™* this" moment® an empty’ nutsbell* lands’ beside™ Inky* “TF am’ sorry*#” calls” a squirrel" from" the tree‘, “Ig” doesn’t” matter,” Inky* replies". “Could” you” help’ us"* please?” She" explains that™* the magpic* took” her“ chain. ‘The squirrel” seampers* nimbly™* up" the tree* and! fetches" it? from" the magpie's* nest’ fo eee PP Pe moomooMR UA AA AAU UM Underline as many of the different parts of speech as you can. It is a sunny morning. Inky and Bee are in the garden. Inky proudly shows Bee her birthday present, a silver chain. It glitters in the sunlight. Suddenly, a magpie swoops to the ground and grabs the chain. “Stop!” shout Inky and Bee, but the naughty magpie escapes with it. Bee flies after the magpie. Inky runs quickly along the road below her friend. She follows the magpie and Bee into the forest. She sees Bee at the bottom of a tall tree. “The nest is at the top of the tree,” pants Bee. “I can’t get the chain because the magpies are bigger than me.” At this moment an empty nutshell lands beside Inky. “Tam sorry!” calls a squirrel from the tree. ae “Tt doesn’t matter,” Inky replies. “Could you help us please?” She explains that the magpie took her chain. The squirrel scampers nimbly up the tree and fetches it from the magpie’s nest. Grammar sheet 36 (#2)Photocopy Section 2 Master and Flash Card Sheets Master Sheets (pages 175-76) ‘The Dictation Master on page 175 may be photocopied onto the back of the Spelling Sheets. It provides lines for the children to write the dictation words and sentences. The Writing Master on page 176 may be photocopied onto the back of the Grammar Sheets, when required. It provides extra lines which the children may need for their writing. Flash Card Sheets (pages 177-83) ‘The seven Flash Card Sheets may be photocopied, cut up, and stuck onto card to make flash cards. Pages 177-80 feature digraphs (two letters which make a single sound) and the alternative ways of spelling vowel sounds, The children should already be familiar with both of these, but will benefit from regular practice In addition, pages 181-83 feature the new spelling patterns introduced in The Grammar Handbook 2. Many of these, such as «ph, can only be pronounced one way, which makes flash card practice straightforward. Those which have more than one pronunciation, such as ©, are marked with a plus sign (+) as a reminder to the children. Although some of these spellings, such as «chy, are listed for their usual pronunciation among the earlier flash cards, they are still marked with the plus sign. For practising the ‘silent’ letters, flash cards are provided with some common spelling patterns in which they oceuz, such as «rh» for ‘silent dy’, For those such as «se which can also be pronounced as a consonant blend, a plus sign is used as a reminder to the children. Go through the flash cards as often as possible. A short burst of revision at the start of each spelling lesson is ideal. oe FV... Pi, Pe re a eeDictation Sentences Name: mmm eee eee oom om mom omeen ee eee eee eee eee eee Ud jame: wfate roe scence cnectenontontnaceneeneeaeeteteneencedeonscnstnnsnesnntsnnnsnnnnesnesnssnecnnsngenneeneeneenseena pEnnnnonnnennnececncennnnnanennercnnnnnnncnnenensensntnfiacaeanannnentnnanentnnesnateneseecsennneeneneeneneceenear ‘tionsion elPhotocopy Section 3 Spelling and Tricky Word Sheets Spelling List Sheets (pages 185-91) Each week the children have a list of ten spelling words to take home and learn. The six sheets on pages 186-91 provide all the spelling lists ready to be photocopied, cut up, and stuck into the children’s spelling homework books. lo encourage parents to help their child, a parents’ advice sheet has been provided. ‘This ean be copied, eut and stuck at the front of the spelling homework books. When the spelling tests have been marked, the results can be written into each book, to indicate to the parents how well their child has done. ‘Two words from the tricky word families are included in the weekly spelling list. However, it is useful to go over the tricky word families separately as well ‘Two types of sheet are provided for extra practice. ‘Tricky Word Family Spelling List Sheet (page 192) The Tricky Word Family Spelling Lists group together the twelve tricky words from each six weeks. They may be photocopied, cut up, and given out as an extra spelling homework, either in the holidays, or if there are any weeks to spare. ‘Look, Copy, Cover, Write, Check’ (page 193) ‘The ‘Look, Copy, Cover, Write, Check’ method is an effective way for the children to learn to spell the tricky word families. Write the words in the left-hand column of the template for the children to practise one word family at a time, either at school or at home. ry PLP Poy. ul roe moo. mmr Pom iWfb Ue a aed deta ed eat ahah ak abd eee Dear Parent, Bach week your child will be given ten spellings. Please help him/her to learn them. ‘The first two spelling words are regular. These can be spelt by listening for the sounds and writing the letter(s) for them. ‘The next six words use the spelling pattern of the week. ‘The last two words are usually irregular or tricky, and have to be leamt by heart, Your child can learn these harder words by saying the names of the letters as hefshe writes them, e.g. for the word ‘half’, your child should say, ‘aitch ai ell eff” several times each day, until the word is known. Dear Parent, Each week your child will be given ten spellings. Please help him/her to learn them. ‘The first two spelling words are regular. These can be spelt. by listening for the sounds and writing the letter(s) for them, ‘The next six words use the spelling pattern of the week. ‘The last two words are usually irregular or tricky, and have to be learnt by heart. Your child can learn these harder words by saying the names of the letters as he/she writes them, e.g. for the word ‘half’, your child should say, ‘aitch ai ell eff, several times each day, until the word is known, Parents’ Advice Sheet Dear Parent, Each week your child will be given ten spellings. Please help him/her to learn them. ‘The first two spelling words are regular. These can be spelt by listening for the sounds and writing the letter(s) for them. The next six words use the spelling pattern of the week. ‘The last two words are usually irregular or tricky, and have to be learnt by heart. Your child can learn these harder words by saying the names of the letters as he/she writes them, e.g. for the word ‘half’, your child should say, ‘aitch ai ell eff” several times each day, until the word is known. Dear Parent, Each week your child will be given ten spellings. Please help him/her to learn them. ‘The first two spelling words are regular. These can be spelt. by listening for the sounds and writing the letter(s) for them. The next six words use the spelling pattern of the week. ‘The last. two words are usually irregular or tricky, and have to be learnt by heart. Your child can learn these harder words by saying the names of the letters as he/she writes them, eg. for the word ‘half’, your child should say, ‘aitch ai ell eff, several times each day, until the word is known. Dear Parent, Each week your child will be given ten spellings. Please help him/her to learn them. ‘The first two spelling words are regular. These can be spelt by listening for the sounds and writing the letter(s) for-them, The next six words use the spelling pattern of the week, The last two words are usually irregular or tricky, and have to be learnt by heart. Your child can learn these harder words by saying the names of the letters as he/she writes them, e.g. for the word ‘half’, your child should say, ‘itch ai cll eff? several times each day, until the word is known. Dear Parent, Each week your child will be given ten spellings. Please help him/her to learn them. ‘The first two spelling words are regular. These can be spelt by listening for the sounds and writing the letter(s) for them. The next six words use the spelling pattern of the week. The last two words are usually irregular or tricky, and have to be learnt by: heart. Your child can learn these harder words by saying the names of the letters as helshe writes them, e.g. for the word ‘half’, your child should say, ‘aitch ai ell eff” several times each day, until the word is known.Spelling Lists 1-6 Silent b Silent w 1. shin 1. chat 2. bench 2. cash 3. lamb 3. write 4. comb 4, wrist 5. thumb 5. wreck 6. crumbs 6. wrong 7. plumber 7. answer 8. climbing 8. swordfish 9. mother 9. sister 10. father brother 4 wh ph 1. this 1. club 2. that 2. flag 3. while 3. phone 4. wheat 4. photo 5. whip 5. dolphin 6. whistle 6. elephant 7. whiskers 7. sphere 8. whatever 8. alphabet 9. aunt 9. nephew 10. uncle 10. niece Silent k SON RORWH > song trunk . knee knit know knock ~ Rnight . penknife . grandma . grandpa ea glad plum read head bread . weather . treasure . breakfast cousin . friend rr) OT) Dal menses 7 rm or oP, som.“UMN AR a Spelling Lists 7-12 Softe = Softg |; wa 1. mill ' 4, miss / 4. luck 2. tell 2. cross 2. click 3. ice 3. giant 3. was. 4. dance 4. magic 4. wash 5. city 5. large ; 5. wasp 6. circle 6. danger : 6. swan 7. police 7. orange i 7. watch 8. cylinder 8. vegetable 8. swallow 9. January 9. March 9. May 10. February 0. April 0. June 10. ou i air ch 1, thin 1. cliff 1. buzz 2. thick 2. off 2. fizz 3. touch 3. air 3. echo 4. young 4. hair 4. choir 5. double 5. pair 5. chemist 6. trouble 6. stair 6. stomach 7. country 7. chair 7. Christmas 8. nourish 8. hairbrush 8. character a. July 9. September 9. November 10. August 10. October 10. December. quarter SP MNO PwWHh a rainstorm half a Qa ce SHON RAR WHS toast snowball fifteen sixteen ¥ 4 oO Ss a SP ON RAR wD So Ree neers lee/ arm shark seen three seat cream please teenager eleven twelve rescue queue ewe useful seventeen eighteen SON DHE WH 10. SP MNAHMR YN S lie] E club E flex flying Z sight 7 side E die = bright = sunshine thirteen 5 fourteen E = IR} hook a fork a back = brick eS deck E flock Ee struck a rucksack 2 nineteen = twenty Eeb MA aR Ab AU aad bad aataed deta aE aad a Spelling Lists 19-24 ler] loi/ lou 1. drip 1. drag 1, snap 2. plug 2. trip 2. swam 3. third 3. join 3. loud 4. winter : 4. spoil ! 4. cloud 5. bird | 5. point | 5. found 6. over £6. joy / 6 now 7. hurt 7. royal 7. crowd 8. butterfly 8. ointment 8. sunflower q. thirty 9. fifty 4. seventy 10. forty sixty i 10. eighty or ey 1. twig 1. film 1. grip 2. from 2. Rept 2. milk 3. pork 3. key 3. baby 4, walk 4. honey 4. lady 5. jaw 5. money 5. holly 6. north 6. donkey 6. fairy 7. straw 7. chimney 7. happy 8. saucepan 8. journey 8. family 4. ninety 9. thousand 9. zero 10. hundred 10. million i 10. equalsSpelling Lists 25-30 are . film . Rept . hare . care . share . scare SoD OND FPF WN > SPONAARWN = SP wMONAH RWS SPWMNOnNRWDHD = . Square . nightmare . millilitre . litre sion . fist best . occasion . division . revision . invasion . explosion . television . fraction estimate 1 ee, rr. 7. mm mm om. we. mmBak kb oak aka lak kd kd kabul kl ake bl | bl dl db db dl SPMNoanswn a ei grub slug eight . eighteen eighty weigh reindeer neighbour child children quit sweet field piece chief thief shield belief library computer SP MN AHR WHR Spelling Lists 31-36 ark clever gloves son front dozen monkey somebody woman women ore swung spring more wore store snore before seashore English language shook . often . picture future nature creature fracture . adventure mouse mice SPMnNeaEwHN a le damp stand apple table little middle bottle syllable continent worldTricky Word Family Spelling Lists father sister brother grandma grandpa aunt uncle nephew niece . cousin . friend . seventy . eighty ninety hundred thousand million zero . equals . September | . October . November . December . centimetre . metre . gram . kilogram . millilitre . litre . weight . volume . minute January February March April May June . July August second fraction estimate 29. 30. 31. 32. 33. 34. 62. 63 64. 65. 66. 67. 68. 69. 70. aA. 72. . half . quarter . eleven twelve _ thirteen, fourteen fifteen sixteen seventeen eighteen nineteen twenty child children woman women mouse mice library computer English language continent world T rT MP " mM mom rp PPL Pry PPL PP OPP) rySm UA UU a Uae Look Say the latter names. Copy Try writing the word. Cover Write Check Is it right? bo { Have another go!Photocopy Section 4 Extension Activity and Poem Sheets Extension Activity Sheets (pages 195-214) rr. = Anumber of Extension Activity Sheets are provided for further practice. ‘To save on preparation time, most of these are ready for photocopying. i However, in some cases a blank template is provided as well, so words 5 can be chosen to suit. The templates can be used again and again, with a a different set of words each time, The extension activities are intended x to supplement the following lessons: = Grammar work = Grammar 17 (p.96) Regular Past Tense 195 = Grammar 18 (p.100) Irregular Past Tense (‘Tricky Pasts’) 197 = Grammar 23 (p.120) __Conjunetions 199 : Grammar 27 (p.136) Prefixes 200 = Grammar 82 (p.156) Suffixes 201 Grammar 33(p.160) __ Comparatives and Superlatives 204 mm Alphabetical order, dictionary and thesaurus work Grammar 7 (p.56) Alphabetical Order (2) 206 = Grammar 13 (p.80) Alphabetical Order (3) 208 Grammar 19 (p.104) Using a Dictionary 210 Grammar 25 (p.128) Word Webs 212 Grammar 31 (p.152) ‘Finding the Meaning 214 Poem Sheets (pages 215-18) ‘The Poem Sheets may be enlarged, using a photocopier, for whole-class teaching. The poems are intended to supplement the following lessons: Grammar 11 (p.72) Possessive Adjectives 215 Grammar 15 (p.88) Adverbs: 216 Grammar 28 (p.140) __Apostrophe @ 217 Grammar 30 (p.148) _ Prepositions 218 Peo eon 3 PLAdd the past tense ending to each verb root. mmmmm@mwmm@-m ewe wea oe oo3 € “8, CO, Cy Oy CG Gk Ch Ch Ce Ca ACs (ae G4 GAG Cs Ce Ch CBC CR CR, CECE CS Cin CO Fh, CE CECE Oe Oe%Umy UA URaaaaT Each of these verb roots has a tricky past. Write each past tense in the honeycomb."Each of these verb roots has a tricky past. Write each past tense in the honeycomb. | mr mormon ore orp or onoMN aR ah Ra A aaa aa aad aU ahaa kta Purple Complete each sentence with a corjunetio A alk) and but because or so wi Grandpa was angry ____ I was rude. _______ she hates almonds. Nina likes peanuts, 3 Can you swim, __________ do you need help? « We baked a cake ____ it was his birthday. s The children hid __________ Dad counted to fifty. 6 I brushed my teeth _________ went to bed. 7 Judy loves drawing, ___________ we gave her some coloured pencils. 3 I lost my ring, ______ my mother found it. « Please wait _________ I get my coat. 10 Have you forgiven me, ___________ are you still angry? un. My feet were cold, ________ I put on my socks. 2 Ted wrote this story himself, ____________ he drew all the pictures too. 6) a 28-0Prefixes There are many prefixes. These are five useful ones. *o soy °. 2: ae g> fo D> not undo middle half again. De Choose a prefix to go in front of each of the base words in the fish bodies, and write it on the line in the fish’s head. You can use a dictionary to check whether you have chosen the right prefixes Tr eee rrWAU it ey et edu UV Ut 8 Suffix — cness> Make nouns by adding «ness» to the adjectives, and write them on the lines below.Suffix -— -fub Make adjectives by adding «ful to the nouns, and write them on the lines below. hm ooo wh WDSuffix -— cen Make nouns by adding «em to the verbs, and write them on the lines below. Pee ee eee eee ea YUN UTSuffixes — cer and cest E Two of the most useful suffixes are cen and cest». a Make comparatives and superlatives by adding cer and est» to the adjectives = in Est-er Elephant and her friends. = = +est = terRRR Ae AOR RR AR Ae A A A A A BR Suffixes - cen and «est Two of the most useful suffixes are cer and cest», Make comparatives and superlatives by adding «er» and «est» to the adjectives in Est-er Elephant and her friends. +er +estDraw a ring around the word that would come first in the dictionary i" javelin name { number joust butterDr aw a ring around the word that would come first in the dictionary. eokl kl al Ad Bl kl nl aa a ae OR eeIn each group of three, decide which word comes first (1st), which word comes second (2nd) and which word comes third (3rd). The words start with the same two letters, so remember to look at the third letter of each word. Come (A Get ) ri PP Wh pte hm On we " i ir=x In each group of three, decide which word comes first (1st), which word comes 7 second (2nd) and which word comes third (3rd). The words start with the same — two letters, so remember to look at the third letter of each word. =< = =. = =i —xi = = —=x' = i “a at x — = = —Look up each word in the dictionary. Read the meaning and draw a picture for it. shamrock cormorant sundial archer hr eet Yee ee tee m™BAA A EB Ee IN AN aN Look up each word in the dictionary. Read the meaning and draw a picture for it.Word Webs In the spaces of each word web, write words which could be used instead of the word in the middle. rey reer > ore lee tee ee ee ee eee,B is Us Us Ua Us ie (LP ULE EP ARE BE Ub hk Ut Ue Us Us Us Word Webs In the spaces of each word web, write words which could be used instead of the word in the middle. oh asChoose the right word to complete each sentence. pair o pear? of shoes. A A 1. Thave a new 2 Dylan hasan his lunch box. reer. ee. wear o where ? 1 “_______ are we going?” asked Kelly. : 2Twantto_ my favourite sweater. 7 E witch which ? E 1,“ _____ of these is your bike?” asked Josh. E E 2 TARE a has a broomstick and a black cat. E right o write ? E . We must _________ a thank-you letter to Grandma. E E 2 Tick the answer if you got it aa E for w four? : for or four? = 1 [painted this picture you. Zz = 2. Two plus two equals = = = alPossessive Adjectives —arhyming poem My broom, Your room, cca His flag, Her bag, Its bone, Our phone, Your mothers and Their brothers.Adverbs — My Day I wake suddenly, I get out of bed reluctantly, I eat my breakfast messily, I go to school happily, I work neatly, I listen attentively, I play noisily, I speak clearly, I go home quickly, I watch television quietly, I wash carefully, I go to bed slowly, I sleep soundly and I dream sweetly. re erp rot ai rl rl TT. TT. 'TY..'TT| Apostrophe «s» — an alliterative poem a Mal Anna’s apple, Ben’s book, Claire’s cat, Debbie’s dress, Ethan's elephant, Fred’s fish, Graham's goat, Hannah’s hat, Iman’s iguana, Joanne’s jeans, Kim’s kite, Liam’s letter, Molly’s mouse, Natasha’s notebook, Oscar’s octopus, Pauls picture, Quentin's quilt, Rashid’s rabbit, Site’s sari, Tom’s tortoise, Una’s umbrella, Vera’s violin, Wong's watch, Xander’s xylophone, Yolanda’s yogurt and Zoe’s zither. { ad Ya fa ta da ta ay yh APrepositions — Inky’s Journey Inky left her mouse-hole and went... along the path, among the flowers, past the fence, down the garden, across the field, through the forest, between the trees, under the bridge and towards the farm. aThe Grammar Handbook 2 ts a comprehensive resource tor teaching grammar and spelling The Grammar Handbook 2 is designed to follow The Phonics Handbook and The Grammar Handbook 1. It provides extensive photocopiable material and a wealth of practical advice for teaching children in their third school year. The Grammar Handbook 21s intended to: + introduce new elements of grammar, + teach new spelling patterns systematically, + develop dictionary and thesaurus skills, + improve vocabulary and comprehension, and + reinforee the teaching in The Grammar Handbook 1, The teaching is multisensory and active. It places emphasis on consolidating the: children’s learning and helping them to apply their skills. Bach 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 Grammar Handbooks 1 and 2 provide all the essential teaching ideas. They can either be used alone, or with the valuable support of the Jolly Grammar Big Books: Land 2. ‘The pages in this book have been made slightly wider than A4, so that copies ean be made without showing the binding. : i i = : foundation. ISaN 978 1 870016-96 4 Jolly Learning Lid AMM THUG ae pieiices crane! Essex, IG7 6DL, UK. Tel: 020 8501 0405 ‘Winter Sport Lane, Williston, VT 05495, USA. Tel: 1-800-488-2665