ËxHSLIOEy143900zISBN 978-1-84414-390-0

Reference: JL902

www.jollylearning.co.ukTailours House, High Road, Chigwell, Essex, IG7 6DL, UK

82 Winter Sport Lane, Williston, VT 05495, USA

info@jollylearning.co.ukTel: +44 20 8501 0405 Fax: +44 20 8500 1696Tel: 1-800-488-2665 Fax: (802) 864-7626

© Sue Lloyd and Sara Wernham 2013 (text)Printed in China.

© Lib Stephen 2013 (illustrations)All rights reserved

Jolly Learning Ltd

The Grammar 2 Pupil and Teacher’s Books are a comprehensive resource for teaching grammar, spelling and punctuation.

The Grammar 2 Pupil and Teacher’s Books provide a thorough programme for teaching grammar, spelling and punctuation. They are designed to follow on from the Grammar 1 and Phonics Pupil and Teacher’s Books. The Grammar 2 Teacher’s Book provides a detailed introduction to the Jolly Phonics grammar programme and offers a set of structured lesson plans, which correspond to the activites in the Grammar 2 Pupil Book. The Grammar 2 Pupil and Teacher’s Books work well when used on their own, but they can also be used in conjunction with the following products: the Jolly Dictionary, Grammar 2 Big Book, Jolly Phonics Cards (fl ash cards), Jolly Phonics Puppets and the Jolly Phonics Alternative Spelling & Alphabet Posters.This material is recommended by Cambridge International Examinations to support the Cambridge Primary English curriculum framework.

The Grammar 2 Pupil and Teacher’s Books cover the following areas:The Grammar 2 Pupil and Teacher’s Books cover the following areas:Grammar 2 Pupil and Teacher’s Books cover the following areas:Grammar 2 Pupil and Teacher’s Books

Prefi xes & Suffi xes,

Silent Letters,

Regular & Irregular Verbs,

Using a Thesaurus,

Homophones,

Contractions,

Synonyms,

Punctuation,

Parsing,

Parts of Speech,

Comparatives & Superlatives

Plurals,

...and much more.Using a Dictionary,

Questions,

Sentence Structure, Proofreading,

Alphabetical Order,

Gram

mar 2 Teacher’s Book

Sara Wernham and

Sue LloydEdited by

Louise Van-Pottelsberghe

Second Edition

Gr2TB_BEprec_cvr.indd 1 15/01/2014 10:55

3

IntroductionFor ease of use, this Teacher’s Book has been divided into two distinct parts. The first part gives a comprehensive introduction, which explains the teaching method in detail. It is a good idea to read this part of the Teacher’s Book before using the Grammar 2 Pupil and Teacher’s Books in the classroom. The second part of the Teacher’s Book provides a thorough and structured lesson plan for each day of teaching. The lesson plans in this part of the book are designed specifically for use with the corresponding pages in the Grammar 2 Pupil Book.

The Grammar 2 Pupil and Teacher’s Books are designed to follow on from the Grammar 1 Pupil and Teacher’s Books. They are intended to:

•introducenewelementsofgrammar, •teachnewspellingpatternssystematically, •developdictionaryandthesaurusskills, •improvevocabularyandcomprehension,and •reinforcetheteachingintheGrammar 1 Pupil and Teacher’s Books.

Like the activities in the Phonics and Grammar 1 Pupil Books, the teaching in the Grammar 2 Pupil Book is multisensory and active. In the Grammar 2 Pupil Book, particular emphasis is placed on consolidating the children’s learning and helping them to apply their new skills. The children are also introduced to new spelling patterns and parts of speech. As before in the Grammar 1 Pupil Book, each part of speech is introduced with an accompanying action and colour. The actions not only enliven the teaching, but also make the parts of speech easier for the children to remember. The colours, which are useful when identifying and labelling parts of speech in sentences, are the same as those used in Montessori Schools.

The Grammar 2 Teacher’s Book explains all the essential teaching ideas. The Grammar 2 Pupil and Teacher’s Books can be used alone, or alongside the Grammar 2 Big Book, which provides valuable additional support.

Children’s Achievement

The most dramatic improvements to result from using the Grammar 2 Pupil and Teacher’s Books will be found in the children’s writing. After completing the Grammar 2 Pupil Book, 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, Phonics Pupil Books teach the children to write independently, by listening for the sounds in words and choosing letters to represent the sounds. This skill enables the children to write pages of news and stories. It is a joy to read their work

Part 1

3

Gr2TB_1-30.indd 3 02/01/2014 11:49

Prepositions

A preposition is a word that relates one noun or pronoun to another. (Later, when the children learn about subjects and objects, they will learn that a preposition relates the subject of a sentence to the object.) In the sentence He climbed over the gate, for example, the preposition over relates the subject (he) to the object (gate). The ‹pre-› of preposition means ‘before’ and position means ‘place’. So, together, preposi-tion means ‘placed before’, because it is placed before a noun or pronoun. A preposition is also placed before any describing words that may already come before the noun or pronoun (words such as adjectives, possessive adjectives or the articles a, an and the), as in the phrases after a long pause, by her favourite author, in my purse, and under the bridge. Prepositions often describe where something is, or what it is moving towards, and this is how they are first presented to the children. Practise prepositions by calling out examples and asking for nouns to go with them. For example, for in, the children might suggest the box or the classroom, and for under they might suggest the mat or the table. Many common prepositions are short words like at, by, for, of, in, on, to and up. Other common examples are above, after, around, behind, beside, between, down, from, into, past, through, towards, under and with. However, many of these words can also function as adverbs if they do not come before a noun or pronoun. For example, in the sentence I fell down, the word down is an adverb that describes fell, whereas in I fell down the stairs, the word down is a preposition that relates I to stairs.

Conjunctions

A conjunction is a word used to join parts of a sentence that usually, but not always, contain their own verbs. The Grammar 2 Pupil Book introduces conjunctions by focusing on six of the most useful ones: and, but, because, or, so, and while. Other common conjunctions are: although, if, now, once, since, unless, until, when and whether. Conjunctions allow the children to write longer, less repetitive sentences. Instead of writing, for example, I eat fish. I eat peas. I like the taste, the children could use the conjunctions and and because to write: I eat fish and peas because I like the taste. Where the shorter sentences were stilted and repetitive, the new one is flowing and concise. The ability to vary the length of their sentences will greatly improve the quality of the children’s writing. Display a list of common conjunctions in the classroom to encourage the children to use alternatives for and.

teachInG Ideas for Grammar

Action: The action for prepositions is to

point from one noun to another.

Colour: The colour for prepositions is

green.

Action: The action for conjunctions is

to hold one’s hands apart with

palms facing up. Move both

hands so one is on top of the other.

Colour: The colour for conjunctions is purple.

12

Gr2TB_1-30.indd 12 02/01/2014 11:49

GRAMMAR 2 PUPIL BOOK: PAGE 2

32

Spelling: Silent ‹b›

Spelling Test•As the children have not been given any spelling

words to learn yet, there is no spelling test in this lesson.

Revision •Use flash cards to revise some of the basic letter

sounds and alternative spellings taught in the Grammar 1 Pupil and Teacher’s Books.

Spelling Pattern•Revise magic ‹e› words, like gate, these, bike, mole

and cube. •Remind the children that, although the magic ‹e›

is silent, it sends its ‘magic’ over the preceding consonant and changes the short vowel sound into a long vowel sound.

•Explain that sometimes a letter can be silent without changing any of the other sounds.

•Introduce silent ‹b› by writing the word lamb on the board.

•Ask the children which of the letters is silent. •Write some more silent ‹b› words on the board

(see the word bank on page 26 for examples). •As a class, read each word, remembering that

the ‹b› is silent. Then read them again, this time pronouncing every sound, including the ‹b›. This helps the children to remember the spelling.

•With the children, make a list of silent ‹b› words.•To help them remember the words, the children

could try making up silly sentences using as many of the words as possible: for example, The plumber’s limb is numb from climbing.

Spelling List•The children complete the words

in the spelling list by writing in the missing letter pattern.

•Read the spelling words with the children, pointing out the silent ‹b› in each word.

•Point out that the /oa/ sound in comb is spelt ‹o›, and the /ie/ sound in climbing is spelt ‹i›.

•For the family words mother and father, the children can use the ‘say it as it sounds’ method, pronouncing mother to rhyme with bother and father to rhyme with gather.

Activity Page•The children write silent ‹b› words in the lamb. •They complete the sentences by choosing one of

the words from the spelling list to fit each gap, and then practise spelling mother and father.

•Lastly, they revise writing the alphabet at the bottom of the page.

Dictation •Provide some lined paper for each child. •Dictate the words and sentences to the children.

shinbenchlambcomb

thumbcrumbsplumberclimbingmotherfather

1. dumb 2. numb 3. comb4. climb 5. crumb 6. limb7. The plumber went to fi t the sink.8. Some crumbs fell on the carpet.9. They climb up the steep hill.

Gr2TB_31-70.indd 32 13/01/2014 14:59

1. use 2. pew 3. few4. fuel 5. cube 6. mule7. The plug needed a new fuse.8. The couple used to argue.9. The foal is due to be born in April.

65

GRAMMAR 2 PUPIL BOOK: PAGE 35

Grammar: Regular Past Tense Verbs

Aim •Develop the children’s understanding of the past

tense, and their ability to form the simple past tense of regular verbs correctly.

Introduction•Revise verbs. Remind the children that verb roots

often change to show when the action takes place. •Revise the present and past tenses with the

actions (see page 10). •Say some words and sentences. Ask the children

to decide which tense they are in and do the ap-propriate action. For example:

1. I brush my hair. Action: point towards the floor with the palm of

the hand. (Present tense) 2. I brushed my hair. Action: point backwards over the shoulder with a

thumb. (Past tense)•Conjugate a verb: for example, to walk, in the

present and past tenses.

Main Point •Remind the children that the simple past tense

of a regular verb is made by adding ‹-ed› to the root. However, this 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 ‹-ed›. So, hook becomes hooked.

b. If the verb root ends with the letter ‹e›, remove it before adding ‹-ed›. So, bake becomes baked.

c. If the verb root ends with a consonant immedi-ately after a short, stressed vowel sound, double the final consonant before adding ‹-ed›. So, hop becomes hopped. Remind the children that the two consonants are needed to make a wall to prevent ‘magic’ from the final ‹e› jumping over to change the short vowel sound. (See page 22.)

•Write some verbs on the board. As a class, decide how to form each past tense. Good examples include:

a. to pick, to rush, to lift, to cook, to join, to start; b. to skate, to free, to like, to hope, to use, to sneeze;

c. to grab, to beg, to fit, to stop, to hum, to clap.

Activity Page•As a class, look at the clocks and see which past

tense ending belongs on each one. Then read through the verb roots on the mice.

•The children decide how to make the past tense for each verb root. They add the suffix in the correct way in each mouse.

•They join each mouse to the correct clock, and copy the verb into the clock case.

Extension Activity •Write some more verb roots onto the board for

the children to put into the past tense.

Rounding Off•Look at the activity page as a class and explain

where each mouse belongs.

Gr2TB_31-70.indd 65 13/01/2014 15:00

ËxHSLIOEy143900zISBN 978-1-84414-390-0

Reference: JL902

www.jollylearning.co.ukTailours House, High Road, Chigwell, Essex, IG7 6DL, UK

82 Winter Sport Lane, Williston, VT 05495, USA

info@jollylearning.co.ukTel: +44 20 8501 0405 Fax: +44 20 8500 1696Tel: 1-800-488-2665 Fax: (802) 864-7626

© Sue Lloyd and Sara Wernham 2013 (text)Printed in China.

© Lib Stephen 2013 (illustrations)All rights reserved

Jolly Learning Ltd

The Grammar 2 Pupil and Teacher’s Books are a comprehensive resource for teaching grammar, spelling and punctuation.

The Grammar 2 Pupil and Teacher’s Books provide a thorough programme for teaching grammar, spelling and punctuation. They are designed to follow on from the Grammar 1 and Phonics Pupil and Teacher’s Books. The Grammar 2 Teacher’s Book provides a detailed introduction to the Jolly Phonics grammar programme and offers a set of structured lesson plans, which correspond to the activites in the Grammar 2 Pupil Book. The Grammar 2 Pupil and Teacher’s Books work well when used on their own, but they can also be used in conjunction with the following products: the Jolly Dictionary, Grammar 2 Big Book, Jolly Phonics Cards (fl ash cards), Jolly Phonics Puppets and the Jolly Phonics Alternative Spelling & Alphabet Posters.This material is recommended by Cambridge International Examinations to support the Cambridge Primary English curriculum framework.

The Grammar 2 Pupil and Teacher’s Books cover the following areas:The Grammar 2 Pupil and Teacher’s Books cover the following areas:Grammar 2 Pupil and Teacher’s Books cover the following areas:Grammar 2 Pupil and Teacher’s Books

Prefi xes & Suffi xes,

Silent Letters,

Regular & Irregular Verbs,

Using a Thesaurus,

Homophones,

Contractions,

Synonyms,

Punctuation,

Parsing,

Parts of Speech,

Comparatives & Superlatives

Plurals,

...and much more.Using a Dictionary,

Questions,

Sentence Structure, Proofreading,

Alphabetical Order,

Gram

mar 2 Teacher’s Book

Sara Wernham and

Sue LloydEdited by

Louise Van-Pottelsberghe

Second Edition

Gr2TB_BEprec_cvr.indd 1 15/01/2014 10:55