The Grammar 3 Handbook (US Print)

The Grammar 3 HandbookA Handbook for Teaching Grammar, Spelling, and Punctuation

Sara Wernham and Sue Lloyd

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JL906_GH3_0 Covers_AEprint:GH_Covers 17/9/13 14:22 Page 1

Objective: Refine the students’ knowledge of the suffix ‹-ing›, and introduce theterm “present participle.”

Introduction: Remind the class that a suffix is usually one or more syllablesadded at the end of a word to change, or add to, its meaning. Ask the studentswhether they can think of any they know already, such as those used to makeplural nouns: ‹-s›, ‹-es›, and ‹-ies›; or those used to make comparative and super-lative adjectives: ‹-er› and ‹-est›. Suffixes can also be used with verbs; the students know that thesimple past tense of regular verbs is made by adding the suffix ‹-ed›. Remind the class that anothersuffix commonly used with verbs is ‹-ing›, so “walk,” for example, becomes “walking.” However, like‹-ed›, there are rules for adding this suffix, depending on how the root verb is spelled:

• Like ‹-ed›, if the root verb ends in a consonant which is not immediately after a short vowelsound, simply add the suffix.

• Like ‹-ed›, if the root verb ends in ‹e›, remove it before adding ‹-ing›, as in “smile” and“smiling.” The only exception is when the root verb has an ‹i› before the ‹e›, as in “die”: then boththe ‹i› and ‹e› are replaced with ‹y› to avoid having two ‹i›s next to each other. As a result, thepresent participle is “dying,” whereas the simple past is “died.”

• Like ‹-ed›, if the root verb ends in a consonant immediately after a short, stressed vowelsound, double the final consonant before adding ‹-ing›, as in “nod” and “nodding.”

• Unlike ‹-ed›, if a root verb ends in ‹y›, it is unimportant whether there is a vowel or consonantimmediately before it: simply add ‹-ing›, so that “play,” for example, becomes “playing” and“worry” becomes “worrying.” Although “shy ‹i›” replaces ‹y› in “worried,” it does not return in“worrying” because it would look odd having two ‹i›s next to each other.

Main point: English verbs have two participles: the present participle and the past participle. Thepresent participle is used to form the continuous tenses, which the students will be learning in thefollowing two grammar lessons. It can also be used as an adjective (as in “the winding road”) andtakes the same form as the gerund (which acts as a noun, as in “dancing is fun”), but the studentscan learn about these when they are older. Write the words “snap,” “melt,” “explode,” “cry,” and“die” on the board and ask some of the students to come and add the suffix ‹-ing› [snapping, melting,exploding, crying, dying]. They will need to look at how the root verb is spelled and work out whichspelling rule to use before adding ‹-ing›. Explain that these words ending in ‹-ing› are all examplesof the present participle.

Grammar Sheet 7: The students write inside the outlined word VVeerrbbss, using a red pencil. Thenthey add ‹-ing› to the verbs in each section (which are grouped according to the different spellingrules) to make the present participle. Lastly, the students write more present participles in thecaterpillars, working out which spelling rule to use for each verb.

Extension activity: Write some more verbs on the board and ask the class to write down thepresent participle for each one.

Finishing the lesson: Go over the sheet with the students, checking their answers.

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Prepare...Grammar Sheet 7Red pencils

Builds on...Grammar SheetGH2: 32

Grammar 7 – Present Participle

JL906_GH3_3 Lessons_AEprint_pp 23-169:GH3 17/8/17 16:19 Page 52

Write the present participle of these verbs.

fly grab remind

measure juggle tie

frighten plan irritate5352

boil

deliver

inject

perform

sprout

amuse

describe

serve

exercise

wipe

lie tie

Present ParticipleAdd ‹-ing› to these verbs to make the present participle.

Red

VVeerrbbss

++ iinngg wwiippee ++ iinngg

ddiiee ++ yy ++ iinngg

admit

shop

grin

knit

stop

carry

dry

hurry

stay

tidy

ccrryy ++ iinngghhoopp ++ pp ++ iinngg

Grammar Sheet 7 (GH3)


109

Objective: Develop the students’ awareness that many adjectives can be madeinto adverbs by adding the suffix ‹-ly›.

Introduction: Review nouns and adjectives, including comparatives and super-latives, as well as verbs and adverbs (see pages 3 to 10 of Teaching Ideas forGrammar). Remind the students that just as adjectives describe nouns (orpronouns), so adverbs are words that describe verbs; they tell us how, when, or where an action isperformed. Check that the students remember the color for adverbs (orange) and its action (the studentsbang one fist on top of the other). Ask the class to suggest some verbs and write them on the board. Lookat the verbs in turn and ask the students to think of a different adverb each time to describe them.

Main point: Remind the students that when a suffix (or prefix) is added to a word, it changes itsmeaning and it can also change the kind of word it is. Explain that the suffix ‹-ly› can be added tomany adjectives to make them into adverbs. Write an adjective like “slow” on the board and ask thestudents to suggest a sentence using the word, such as “This is a slow train.” Now add ‹-ly› to “slow”to make “slowly.” Ask a student to suggest a sentence using the new word, such as “The train goesslowly.” Compare how the two words are used in the sentences (in this example, “slow” describesthe train itself and “slowly” describes how the train is moving). Think of other adjectives that canbe made into adverbs in this way: odd, patient, regular, special, fluent, sweet, nervous, perfect,slow, bad, calm, general, thick, polite, bright, graceful, soft, beautiful, stubborn, foolish, sudden,continuous, unexpected. Write some of them on the board, turn them into adverbs by adding ‹-ly›,and then ask the students to use them in a sentence.

As ‹-ly› begins with a consonant, it is usually just added to the root word, although there are a fewexceptions:

• If a word ends in a consonant plus ‹y›, “shy ‹i›” replaces “toughy ‹y›” before the ‹-ly› is added: happy, happily; heavy, heavily; easy, easily; messy, messily.

• If a word ends in ‹le›, the ‹le› is removed before adding ‹-ly›: simple, simply; idle, idly; gentle, gently; reasonable, reasonably.

• If a word ends in ‹ic›, the suffix ‹-ally› is added instead of ‹-ly›: frantic, frantically; dramatic, dramatically; specific, specifically.

It is important that the students understand that not all words ending in ‹-ly› are adverbs; someadjectives end in ‹-ly›, such as “friendly,” “lively,” “elderly,” “lonely,” “silly,” and “lovely.” Also, manyadverbs do not end in ‹-ly›: for example, “high,” “late,” “soon,” “always,” and “well.”

Grammar Sheet 21: The students write inside the outlined words AAddvveerrbbss and AAddjjeeccttiivveess, usingthe appropriate colored pencil. Then they make the adjectives into adverbs by adding ‹-ly› and writethem underneath. Next the students read the sentences, find the adjectives in bold, and completeeach sentence by writing the corresponding adverb. Then they underline the adjectives in blue andthe adverbs in orange. Next the students choose three adverbs from the bottom of the sheet and useeach one in a sentence.

Extension activity: Write some more adjectives on the board and ask the students to make theminto adverbs by adding ‹-ly›. Remind them to use the appropriate spelling rules. They could thenwrite a few sentences using some of the adverbs.

Finishing the lesson: Go over the sheet with the students, checking their answers.

Prepare...Grammar Sheet 21Blue pencilsOrange pencils

Builds on...Grammar SheetsGH1: 27, 28

GH2: 15

Grammar 21 – Adding ‹-ly› to an Adjective to Make an Adverb

108


109108

1. The boy had a quick snack. He ate his snack èì áÅâ äó .

2. He had a serious injury. He injured himself .

3. I am a careful driver. I drive .

4. It is a safe place to cross. You can cross .

5. She was a happy child. The child lived .

6. It was an easy test to pass. I passed the test .

heavy selfish quiet angry bad

AAddvveerrbbss Made by Adding ‹-ly› to AAddjjeeccttiivveessBlue

Make each adjective in bold into an adverb and complete the sentence.

lightlysilently

nicely

smoothly

suddenly

slowlysadly

deeply

gently

neatly

Here are some adverbs made from adjectives. Choose three and write a sentence for each.

7.

8.

9.

Blue

Orange

Orange

Make these adjectives into adverbs.



129

Objective: Refine the students’ understanding of a sentence and develop theirability to identify both its subject and object.

Introduction: Review sentences and remind the students that a sentence muststart with a capital letter, contain a verb, make sense, and end with a period,question mark, or exclamation mark. Write on the board “The farmer growsvegetables.” Choose one of the students to read it out and ask whether it is asentence [yes]. Remind them that a sentence also has to have a subject, which is the noun orpronoun that is doing or being the verb. Ask the students to identify the verb [grows] and underlineit in red. Now say, “Who or what grows the vegetables?” and ask them for the subject of thesentence. Draw a box around “farmer” and put a small ‹s› in the corner. Write some more simplesentences on the board and identify the verb and subject in each one.

Main point: As well as having a subject, a sentence may also have an object. Both the subject andobject can be a person, place, or thing, but the subject does the verb action, and the object receivesthe verb action. Look at the sentence on the board and ask the students what they think the objectof the sentence might be. Explain that they know what the subject [farmer] and verb [grows] are,so they can also find the object. Ask “The farmer grows what?” and draw a ring around the word“vegetables,” putting a small ‹o› inside. Now replace “vegetables” with the pronoun “them” and askwhich word is the object now. Explain that, like the subject, the object of a sentence is always anoun or pronoun.

Now write a pair of sentences on the board and, with the students, find the verb, subject, and objectin each one: The black cat [subject] chased [verb] the little mouse [object]; The little mouse [subject]chased [verb] the black cat [object]. When the students are asked “The black cat chased what?” tofind the object of the first sentence, they may reply with “the little mouse.” This is not wrong butmake sure a ring is only drawn around the noun, and not any adjectives or articles that go with it.

Grammar Sheet 26: The students read each sentence, identify the verb, and underline it in red.They must remember to underline all the parts of the verb (as in “is reading” and “will be learning”).Then they decide who (or what) is doing the verb action and draw a box around the subject, with asmall ‹s› in the corner. Finally they decide who or what is receiving the verb action and draw a ringaround the object, with a small ‹o› inside.

[The subject and object in each sentence is: 1. cat (S) mouse (O); 2. rancher (S) cow (O); 3. I (S)cake (O); 4. Seth (S) ball (O); 5. lady (S) letter (O); 6. dog (S) bone (O); 7. Megan (S) door (O); 8. boy(S) comic (O); 9. artist (S) portrait (O); 10. he (S) drawer (O); 11. Grandma (S) scarf (O); 12. We (S)salad (O); 13. She (S) flute (O); 14. Joe (S) puppy (O); 15. puppy (S) Joe (O); 16. I (S) poem (O)].

Extension activity: The students write some sentences of their own and identify the verb, subject,and object in each one.

Finishing the lesson: Go over the sheet with the students, checking their answers. If they havewritten their own sentences, ask some to read them out and identify the verb, subject, and objectin each one.

Prepare...Grammar Sheet 26Red pens Red pencils

Builds on...Grammar SheetsGH2: 14; GH3: 25

Grammar 26 – The Object of a Sentence

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129128

In each sentence, underline the verb in red. Then find the subject andthe object of the sentence. Put a box with a small ‹s› around thesubject and a ring with a small ‹o› around the object.

The Object of a Sentence

1. The cat chased a mouse.

2. The rancher lassoed the cow.

3. I made a cake today.

4. Seth kicked the ball.

5. The lady wrote a letter.

6. The dog ate a bone.

7. Megan opened the door.

8. The boy is reading a comic.

9. The artist painted a portrait.

10. He shut the drawer.

11. Grandma knitted a scarf.

12. We prepared the salad for lunch.

13. She plays the flute beautifully.

14. Joe chased the puppy.

15. The puppy chased Joe.

16. I shall be learning a poem for the concert.

s o



155

Review: Write these words on the board, and blend and sound them out with theclass: dawn, sauce, salt, clear, sneer, interfere, write, right, flour, flower.Identify the various spelling patterns: ‹aw›, ‹au›, and ‹al› saying /o/, and ‹ear›,‹eer›, and ‹ere› saying /ear/. Discuss the different spellings and meanings of thehomophones “write” and “right,” and “flour” and “flower.”

Main point: Remind the class that some letters in words are silent. Write thesewords on the board and ask the students to find the silent letters: lamb, write, knight, hour, scent.Explain that some silent letters often go with a particular letter, as in ‹mb› [thumb, climb, comb], ‹wr›[wreck, write, wrap], ‹kn› [knee, knit, knock], and ‹sc› [scene, muscle, scissors]. Point out that the wordson the board sound the same with or without the silent letter. This makes them different to “magic ‹e›”words, because if the “magic ‹e›” were removed it would change the vowel sound (so “cape,” forexample, would become “cap”). However, silent letters are still important: write the words “night,”“our,” and “sent” on the board and compare their meanings with “knight,” “hour,” and “scent.” Nowintroduce the ‹gn› spelling of /n/. Write “gnat” on the board and ask the students which letter is silent.Then add some more words from the spelling list or ask the students to suggest some other ‹gn› words.

Spelling list: Read the spelling words with the students and identify the ‹gn› spelling in each one.Ask the class to highlight ‹gn› or draw a ring around it. Go over the meaning of any words thestudents may not know. Point out the ‹u› saying /oo/ in “gnu,” the ‹i› saying its long vowel sound inall the ‹ign› words – except in words with ‹eign› and ‹oign› – the ‹aw› in “gnaw,” the ‹o› saying /oa/ in“signpost,” and the ‹ei› in “reign,” “feign,” and “foreigner.” It may help the students to remember the‹gn› spelling if the words are put together in a silly sentence and each silent ‹g› is spoken, as in “Theg-nu g-nashed his teeth at the g-nats.” It is a good idea to blend and sound out the spelling wordsquickly every day with the class.

Spelling Sheet 33: The students look at the numbers in the crossword and write in the correctwords from the spelling list. Then they look up the words underneath in a dictionary and write thepage numbers in the boxes [The Jolly Dictionary page numbers are 255 (signpost), 90 (design), 255(sign), 231 (reign), and 122 (foreigner)]. The students could also write a few sentences using someof the words. At the bottom of the sheet, they separate the words into syllables [sign/post, as/sign,de/sign] and put a short vowel mark over the ‹a› in “gnat” and a long vowel mark over the ‹o› in“gnome” (as well as a dot over the “magic ‹e›”). Then they parse the sentences, underlining each partof speech in the correct color, and identify the subject in each one [1. foreigner, 2. lion].

1. The foreignerN sawV the brokenAdj signpostN.2. The fierceAdj lionN gnashesV hisAdj teethN andC gnawsV atPre the boneN.

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

Dictation: Call out the sentences. Remind the class to use speech marks with the correctpunctuation in Sentence 1. “Ann” is a proper noun and needs a capital letter.

1. “Is that a designer dress?” enquired Ann.2. The gnu flicked his tail at the gnats.3. The old oak tree had a gnarled and twisted trunk.

Extension activity: The students make a page for the ‹gn› spelling of /n/ in their Spelling WordBook, using the “sign” picture on page 188. Then they write all the words they can think of for thisspelling.

Prepare...Spelling Sheet 33DictionariesColored pencilsExt. Sheet, p.188

Builds on...Spelling SheetsGH2: 1, 2, 3, 25, 26

Spelling 33 – ‹gn› for the /n/ Sound

154


155

Spelling Sheet 33 (GH3)

Put the words from the Spelling List into the crossword.

Split these words into syllables. For words of one syllable, add the long or short vowel symbol.

signpost gnat assign gnome designParse these sentences and identify the subject in each one.

1. The foreigner saw the broken signpost.

2. The fierce lion gnashes his teeth and gnaws at the bone.

Spelling List 33

1. gnu2. gnat3. gnash4. resign5. gnaw6. gnome

7. design8. align9. assign10. gnarled11. signpost12. reign

13. feign14. malign15. designer16. benign17. foreigner18. poignant

154

‹gn› 10

18

9

11

12

7

8

4

15

16

1

14 3

1317

5

6

Look up these words in the dictionary. Write the page number inthe box.

signpost design sign

reign foreigner


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

ISBN 978-1-844142-90-3

Jolly Learning LtdReference: JL906

The Grammar 3 Handbook is a comprehensive resourcefor teaching grammar, spelling, and punctuation

The Grammar 3 Handbook is designed to follow The Phonics Handbook and theHandbooks for Grammar 1 and 2. It provides extensive reproducible material and awealth of practical advice for teaching students in their fourth school year.

The Grammar 3 Handbook is intended to:

• extend and refine the students’ understanding of the grammar already taught,• 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 2 Handbook.

As part of the Jolly Phonics program, the teaching is multisensory, active, andprogresses at a challenging pace. It places emphasis on consolidating the students’learning and helping them to apply their skills. Each part of speech is taught with itsown action and color. The actions enliven the teaching and make the learning easier.The colors, which are useful for identifying parts of speech in sentences, match thoseused by Montessori Schools. Like The Phonics Handbook, the Handbooks forGrammar1, 2, and 3 provide all the essential teaching ideas. The program continues in the fifthschool year with The Grammar 4 Handbook.The pages are slightly wider than 81/2" x 11" so that copies can be made without

showing the binding. The reproducible material uses Sassoon Sans, a typeface withoutjoining tails.

This material is recommended by Cambridge International Examinations to supportthe Cambridge Primary English curriculum framework.

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Forages

7+

The Grammar 3 Handbook is part of the Jolly Phonics program.Outstanding results are achieved with Jolly Phonics around theworld.

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The Grammar 3 Handbook (US Print)