Jolly Grammar PL (online)

15th Feb, 2022. 6:00-12:30 AWST

Parsing – assigning part of speech to word in a sentence

Sentence wall – in book, deconstructing sentence. Eg moving one part of the sentence to
another. Need to know nouns, verbs, subjects, etc before you can do this

If students don’t understand patterns and rules of spelling, review/teach before moving on

Spelling tests should be used as diagnostic assessment, not assessment tool.

Jolly Grammar is multisensory – each phoneme and each part of speech has an action

Before using Jolly Grammar

* students read and write 42 letter sounds

Research: when letters are written and formed correctly, stronger connection is made
between letter sound relationship.

Spelling:
Explicit spelling: segment eg ship = Sh-i-p. On whiteboards

As a teacher, empower self with the code. English has so many layers. See advanced code
from Phonics International

When working with spelling, utilise the chart, so students become fluent with the code

WOW words. Chunk words to learn. Chin bumps (hand under chin) eg Sham-poo. First
segment sham and then poo and just like that children who can only write word with 3
sounds are able to write bigger words

Weekly review (5-10 min/day)

M, T, W – maintenance of sounds
TH, F – grammar

Spelling strategies : writing on the run (activity for introducing words)

When writing, encourage students to just write and not worry about the spelling, just use
known strategies and get their ideas down.
Keep this as a working chart, adding strategies as they are discussed/thought of throughout
the year

Create spelling strategy chart: Add strategies to anchor chart as students come up with the
strategies. This creates bridge between spelling and writing.
When learning spelling, it’s not about the what (spelling the word) it’s about the how and
the why. Eg why is leaf one f and puff 2 fs (short and long vowel sounds)

Year 3 – Imperative to consolidate all sounds and graphemes

Students to work with the spelling words during the week.

If you want to test the words, do so, but add a diagnostic – dictate sentences (unseen)
incorporating the work for the week. Are they using correct punctuation? Segmenting?
Merge spelling and grammar in dictation.

Make up new spelling list forms to include dictation

Assess tricky words from grammar 1 & 2. Add them to their spelling lists

Include spelling rules.

Writing is two parts: authorial and secretarial

With dictation, focus on secretarial (students don’t need to think about what to write but
can focus on punctuation, spelling, word spacing, handwriting

Part 2
Dot, dash, dive. Use heart symbol eg said becomes dot heart dot for irregular phonemes
Remember its about the why and the how. Use for tricky words

GRAMMAR
Map the grammar with the writing – allows for transfer of grammar into writing

Parse with colour and actions

Nouns (proper, common, collective) – black
Pronouns – pink
Verbs – red
Adjectives – blue
Adverbs – orange
Prepositions – green
Conjunctions – purple

Part of Speech Colour Action (for older kids, take

photos of them doing the
action to use as anchor
chart)
Nouns Black Common: fingers on
forehead
Proper: two finger on
forehead
Pronouns Pink Point to relevant person
Verbs Red running
 Adjectives Blue Bolt fist to temple (next to
forehead to show it
modifies the noun)
Adverbs Orange Bang fist on top of each
other (adding to running
arms to show modify verbs)
Prepositions Green Point down from one noun
to another
Conjunctions purple Palm up, one hand on top of
another
Interjection

Have students take photos of common nouns. Or draw pictures of nouns in black and make
a book of nouns. Then write a sentence using the noun, underlining the noun in black.

Proper noun – take photo of friend, write name with capital letter, writing a sentence using
name and underline in black. Always use hand actions

Teach pronouns close to verbs to encourage verb/pronoun agreement

Adjectives /Adverbs - not just to make writing interesting, but to help the reader build a
mental image
Activity idea. Use a character (eg Mr Twit, the Gruffalo) from a book or someone we know.
Divide class into two groups. One likes the character, the other doesn’t. Shows students
that adjectives can convey an opinion (Task: Gruffalo is missing. Make a poster to describe
him so that others can help find him. Use senses brainstorm to come up adjectives

Verbs - start with simple tense so students will see verbs as base words (eg bee sleeps, bee
jumps, bee reads)
Conjugating – subject and verb agree
Eg
Y1 I jump
He jumps
Y2 I am jumping
He is jumping
Use tenses I was jumping, he was jumping….

Activity idea
Use action pictures for students to write a sentence to match (slide 151, 152)

Website:
Phonics International. Look for advanced code. Put this on your wall!
Steph Westward (on Butterfly wings) – sentence of the day (consolidation and practice at
sentence level)

Google heart words

Use Kung Fu punctuation actions?