Ages 5+
Jolly Grammar 1 Workbooks make spelling, punctuation and grammar practice fun This set of six workbooks offers a wealth of practice material, with engaging exercises and fun activities for young children in their first year of Jolly Grammar. Each of the books helps children develop their language skills further, enabling them to spell and punctuate more accurately, use a wider vocabulary, and have a clearer understanding of how language works.
1 s ctive e j d A ords are w cribe des that ns. nou
In Workbook 5 Children learn about adverbs, antonyms and key rules for spelling. They also build upon their learning of alphabetical order, adjectives, verbs, plurals, compound words, final consonant blends and the use of ‘a’ and ‘an’before nouns.
Set of all six books ISBN: 978-1-84414-463-1 JL631
Workbook 1 Workbook 2 Workbook 3 Workbook 4 Workbook 5 Workbook 6
ISBN: 978-1-84414-457-0 ISBN: 978-1-84414-458-7 ISBN: 978-1-84414-459-4 ISBN: 978-1-84414-460-0 ISBN: 978-1-84414-461-7 ISBN: 978-1-84414-462-4
JL577 JL585 JL593 JL607 JL615 JL623
To see the full range of Jolly Grammar products, visit our website at www.jollylearning.co.uk © Sara Wernham and Sue Lloyd 2015 (text) © Lib Stephen 2015 (illustrations) 77 Hornbeam Road, Buckhurst Hill, Essex, IG9 6JX, UK Tel: +44 20 8501 040582 82 Winter Sport Lane, Williston, VT 05495, USA Tel: +1-800-488-2665 Printed in Poland. All rights reserved.
www.jollylearning.co.uk info@jollylearning.co.uk
ËxHSLIOEy14 617z
ISBN 978-1-84414-461-7
Reference: JL615
o b o k r k o 5 W Sara Wernham and Sue Lloyd
Checklist
Further Guidance
The Jolly Grammar 1 Workbooks teach progressively, with more to learn in each Workbook. Progress can be assessed on the skills checklist below.
Spelling Can read and write regular words that contain the alternative vowel spellings ‹ou›, ‹ow›, ‹oi›, ‹oy›, ‹or› and ‹al›.
pages 2, 6, 10, 14, 18, 22
Can write the numbers one to nine in words. Many numbers have ‘tricky’ spellings, which need to be practised regularly.
page 5
Can read and write the following tricky words: saw, put, could, should, would, right, two, four, goes, does, made, their. Each Workbook revises twelve tricky words and more are found in the reading activities.
page 24
Pages 2, 6, 10, 14, 18, 22: ‹ou›, ‹ow›, ‹oi›, ‹oy›, ‹or› and ‹al› It is important that a child continues to learn the alternative spellings of the vowel sounds, as this is what makes English spelling so tricky. For example, the /ou/ sound can be written ‹ou› as in out and ‹ow› as in owl, while /oi/ is either ‹oi› as in oil or ‹oy› as in toy. Similarly, another way to spell the /or/ sound is ‹al›, as in ball and walk. Children need lots of practice reading and writing such words to help them remember the spellings. Pages 12–13: Adverbs As with adjectives, learning about adverbs will help children to add more creativity and flair to their writing. Adverbs usually describe how, where, when, how much or how often something happens. For example, the verb ‘to swim’ might be described by the adverbs slowly, away, today, far and frequently. Initially, it helps to focus on adverbs that describe how a verb is done, as in to swim slowly, powerfully or quickly. These usually end in ‹-ly› and are often found next to the verb they are describing. Encourage your child to use an orange pencil when underlining adverbs in a sentence. Page 19: ‘A’ or ‘An’? Children need to know when to use ‘an’ instead of ‘a’. Initially they learn to put ‘an’ in front of words beginning with a short vowel sound but, after lots of vowel practice, this should be extended to words starting with any vowel sound (for example, an owl, an arm, an eagle).
Grammar and Punctuation Can look words up in a dictionary Children should be encouraged to use a dictionary to check a word’s spelling and find out its meaning.
page 4
Can identify adverbs as words that describe verbs. An adverb is similar to an adjective, but describes a verb rather than a noun.
pages 12–13
Can write a number of sentences about a topic. At this stage children should be able to write brief passages of text about a given subject.
page 15
Knows when to form regular plurals by adding ‹es›. The children now learn that nouns ending in ‹sh›, ‹ch›, ‹s› and ‹x› are made plural by adding ‹-es›.
page 20
When presented with a word can think of its opposite. A pair of antonyms are two words that mean the opposite of each other, such as on/off and long/short.
page 23
G1WB_1–6_inside_covers_all_BEpc.indd 10-11
Pages 1, 3, 7–9, 11, 15–17, 19–21 As children learn more about spelling and grammar, they need to revise what has already been taught. Regular practice of dictionary skills (knowing the four dictionary groups, putting words into alphabetical order), compound words, verbs and adjectives, ‘a’ and ‘an’, plurals, final consonant blends and magic ‹e› will keep the learning secure.
Page 20: ‹es› Plurals Children should already know how to form regular plurals by adding ‹s› to the end of a word. However, words ending in ‹sh›, ‹ch›, ‹s›, ‹x› and ‹z› do not follow this rule. Instead, the plural is made by adding ‹es›, as in brushes, inches, dresses, boxes and quizzes. There are very few nouns ending in ‹z› that children will know, so it is not included at this stage. Page 23: Antonyms Pairs of words with opposite meanings are known as ‘antonyms’ or ‘opposites’. Learning about antonyms – such as big/small, hot/cold, happy/sad – encourages children to consider the meanings of words and to think more about their word choices. Answers p1 1. blue, green, pink, red; 2. fluffy, new, old, spotty; 3. hop, jump, run, skip; p3 tea: pot, bag, spoon, cake; house: bird, play, green; under: stand, line, pants; p4 apple, horse, teapot, holly, rocket, arrow, chicken, ark, ladder; p5 two, three, four, five, six, seven, eight, nine; p6 owl, crown, cow, shower, clown; p7 top activity (possible answers): pretty, tall, red; bottom activity (possible answers): big, little, bright, cold; p8 possible answers: sing, hug, cook, dig, run, sleep; p9 2. saw, 3. put, 4. reads, 5. packed, 6. shouted, 7. made, 8. played; p11 past: The owl hooted in the dark; future: The owl will hoot in the dark; past: She hummed the tune; future: She will hum the tune; past: They enjoyed the show; future: They will enjoy the show; p12 2. verb: grew, adverb: rapidly; 3. verb: played, adverb: happily; 4. verb: whispered, adverb: quietly; 5. verb: smiled, adverb: widely; 6. verb: blazed, adverb: brightly; p16 ‹-lf› elf, golf, self; ‹-lm› elm, film; ‹-lk› bulk, elk, silk; ‹-ct› act, fact, insect; ‹-lp› gulp, help, yelp ‹-lt› belt, bolt, kilt, melt; p17 flag, slipper, scarf, drum, crab, bulb, milk, ant, nest; p19 an (ark), a (coin), an (oak tree), a (mouth), a (flower), a (bucket), an (owl), an (ant); p20 foxes, dishes, buses; p21 tadpole, globe, gate, five, pancakes, bone, grapes, bike; p22 ‹all›: tall, ball, small, hall, fall, call, wall; ‹alk›: stalk, chalk, walk, talk; p23 top activity: loud, go, shout, big/large, frown, good; bottom activity: right, night, down, dry, dark, out.
23/10/2020 17:37
Alphabetical Order Write the capital letters. red yellow green
blue
e a b c d f g h i j k l m o p q r n s t u v w x y z
Put the words into alphabetical order.
1.
pink
2.
spotty
3.
hop
blue fluffy skip
red
green
old
new
jump
run 1
J615_JG1WB5_insides_BEpc.indd 1
24/10/2020 06:52
Action: Cup your hands around your mouth as if you are hailing a passing boat, and say oi! Ship ahoy!
oi
Read the words in the oil splodges and draw a picture for each one.
coin
boil soil
point
toilet 10 J615_JG1WB5_insides_BEpc.indd 10
24/10/2020 06:52
Verbs
Red
Write the sentences in the past tense and in the future.
The owl hoots in the dark. The
.
The
.
She hums the tune. She
.
She
.
They enjoy the show. They
.
They
. 11
J615_JG1WB5_insides_BEpc.indd 11
24/10/2020 06:52
Tricky Words Write over the dotted words in the tricky word flowers. Then decorate the page with colourful bugs.
24 J615_JG1WB5_insides_BEpc.indd 24
24/10/2020 06:53
Checklist
Further Guidance
The Jolly Grammar 1 Workbooks teach progressively, with more to learn in each Workbook. Progress can be assessed on the skills checklist below.
Spelling Can read and write regular words that contain the alternative vowel spellings ‹ou›, ‹ow›, ‹oi›, ‹oy›, ‹or› and ‹al›.
pages 2, 6, 10, 14, 18, 22
Can write the numbers one to nine in words. Many numbers have ‘tricky’ spellings, which need to be practised regularly.
page 5
Can read and write the following tricky words: saw, put, could, should, would, right, two, four, goes, does, made, their. Each Workbook revises twelve tricky words and more are found in the reading activities.
page 24
Pages 2, 6, 10, 14, 18, 22: ‹ou›, ‹ow›, ‹oi›, ‹oy›, ‹or› and ‹al› It is important that a child continues to learn the alternative spellings of the vowel sounds, as this is what makes English spelling so tricky. For example, the /ou/ sound can be written ‹ou› as in out and ‹ow› as in owl, while /oi/ is either ‹oi› as in oil or ‹oy› as in toy. Similarly, another way to spell the /or/ sound is ‹al›, as in ball and walk. Children need lots of practice reading and writing such words to help them remember the spellings. Pages 12–13: Adverbs As with adjectives, learning about adverbs will help children to add more creativity and flair to their writing. Adverbs usually describe how, where, when, how much or how often something happens. For example, the verb ‘to swim’ might be described by the adverbs slowly, away, today, far and frequently. Initially, it helps to focus on adverbs that describe how a verb is done, as in to swim slowly, powerfully or quickly. These usually end in ‹-ly› and are often found next to the verb they are describing. Encourage your child to use an orange pencil when underlining adverbs in a sentence. Page 19: ‘A’ or ‘An’? Children need to know when to use ‘an’ instead of ‘a’. Initially they learn to put ‘an’ in front of words beginning with a short vowel sound but, after lots of vowel practice, this should be extended to words starting with any vowel sound (for example, an owl, an arm, an eagle).
Grammar and Punctuation Can look words up in a dictionary Children should be encouraged to use a dictionary to check a word’s spelling and find out its meaning.
page 4
Can identify adverbs as words that describe verbs. An adverb is similar to an adjective, but describes a verb rather than a noun.
pages 12–13
Can write a number of sentences about a topic. At this stage children should be able to write brief passages of text about a given subject.
page 15
Knows when to form regular plurals by adding ‹es›. The children now learn that nouns ending in ‹sh›, ‹ch›, ‹s› and ‹x› are made plural by adding ‹-es›.
page 20
When presented with a word can think of its opposite. A pair of antonyms are two words that mean the opposite of each other, such as on/off and long/short.
page 23
G1WB_1–6_inside_covers_all_BEpc.indd 10-11
Pages 1, 3, 7–9, 11, 15–17, 19–21 As children learn more about spelling and grammar, they need to revise what has already been taught. Regular practice of dictionary skills (knowing the four dictionary groups, putting words into alphabetical order), compound words, verbs and adjectives, ‘a’ and ‘an’, plurals, final consonant blends and magic ‹e› will keep the learning secure.
Page 20: ‹es› Plurals Children should already know how to form regular plurals by adding ‹s› to the end of a word. However, words ending in ‹sh›, ‹ch›, ‹s›, ‹x› and ‹z› do not follow this rule. Instead, the plural is made by adding ‹es›, as in brushes, inches, dresses, boxes and quizzes. There are very few nouns ending in ‹z› that children will know, so it is not included at this stage. Page 23: Antonyms Pairs of words with opposite meanings are known as ‘antonyms’ or ‘opposites’. Learning about antonyms – such as big/small, hot/cold, happy/sad – encourages children to consider the meanings of words and to think more about their word choices. Answers p1 1. blue, green, pink, red; 2. fluffy, new, old, spotty; 3. hop, jump, run, skip; p3 tea: pot, bag, spoon, cake; house: bird, play, green; under: stand, line, pants; p4 apple, horse, teapot, holly, rocket, arrow, chicken, ark, ladder; p5 two, three, four, five, six, seven, eight, nine; p6 owl, crown, cow, shower, clown; p7 top activity (possible answers): pretty, tall, red; bottom activity (possible answers): big, little, bright, cold; p8 possible answers: sing, hug, cook, dig, run, sleep; p9 2. saw, 3. put, 4. reads, 5. packed, 6. shouted, 7. made, 8. played; p11 past: The owl hooted in the dark; future: The owl will hoot in the dark; past: She hummed the tune; future: She will hum the tune; past: They enjoyed the show; future: They will enjoy the show; p12 2. verb: grew, adverb: rapidly; 3. verb: played, adverb: happily; 4. verb: whispered, adverb: quietly; 5. verb: smiled, adverb: widely; 6. verb: blazed, adverb: brightly; p16 ‹-lf› elf, golf, self; ‹-lm› elm, film; ‹-lk› bulk, elk, silk; ‹-ct› act, fact, insect; ‹-lp› gulp, help, yelp ‹-lt› belt, bolt, kilt, melt; p17 flag, slipper, scarf, drum, crab, bulb, milk, ant, nest; p19 an (ark), a (coin), an (oak tree), a (mouth), a (flower), a (bucket), an (owl), an (ant); p20 foxes, dishes, buses; p21 tadpole, globe, gate, five, pancakes, bone, grapes, bike; p22 ‹all›: tall, ball, small, hall, fall, call, wall; ‹alk›: stalk, chalk, walk, talk; p23 top activity: loud, go, shout, big/large, frown, good; bottom activity: right, night, down, dry, dark, out.
23/10/2020 17:37
Ages 5+
Jolly Grammar 1 Workbooks make spelling, punctuation and grammar practice fun This set of six workbooks offers a wealth of practice material, with engaging exercises and fun activities for young children in their first year of Jolly Grammar. Each of the books helps children develop their language skills further, enabling them to spell and punctuate more accurately, use a wider vocabulary, and have a clearer understanding of how language works.
1 s ctive e j d A ords are w cribe des that ns. nou
In Workbook 5 Children learn about adverbs, antonyms and key rules for spelling. They also build upon their learning of alphabetical order, adjectives, verbs, plurals, compound words, final consonant blends and the use of ‘a’ and ‘an’before nouns.
Set of all six books ISBN: 978-1-84414-463-1 JL631
Workbook 1 Workbook 2 Workbook 3 Workbook 4 Workbook 5 Workbook 6
ISBN: 978-1-84414-457-0 ISBN: 978-1-84414-458-7 ISBN: 978-1-84414-459-4 ISBN: 978-1-84414-460-0 ISBN: 978-1-84414-461-7 ISBN: 978-1-84414-462-4
JL577 JL585 JL593 JL607 JL615 JL623
To see the full range of Jolly Grammar products, visit our website at www.jollylearning.co.uk © Sara Wernham and Sue Lloyd 2015 (text) © Lib Stephen 2015 (illustrations) 77 Hornbeam Road, Buckhurst Hill, Essex, IG9 6JX, UK Tel: +44 20 8501 040582 82 Winter Sport Lane, Williston, VT 05495, USA Tel: +1-800-488-2665 Printed in Poland. All rights reserved.
www.jollylearning.co.uk info@jollylearning.co.uk
ËxHSLIOEy14 617z
ISBN 978-1-84414-461-7
Reference: JL615
o b o k r k o 5 W Sara Wernham and Sue Lloyd