Grammar Springboards Book 3 REVISED
ContentsIntroductionChapter 1 – NounsNoun informationObjective chartNoun springboardLesson plans and activities: Abstract nouns Singular and plural nouns Possessive nouns Noun phrases Nouns with suffixesChapter 2 – PronounsPronoun informationObjective chartPronoun springboardLesson plans and activities: Pronouns – 1st, 2nd and 3rd person Possessive pronouns Different pronouns – relative clausesChapter 3 – VerbsVerb informationObjective chartVerb springboardLesson plans and activities: Changing tense with ‘helping’ verbs Verb contractions Imperative verbs Making verbs with suffixes Verb prefixes Modal verbs Active and passive verbsChapter 4 – AdjectivesAdjective informationObjective chartAdjective springboardLesson plans and activities: Order of adjectives Adjectives of degreeChapter 5 – AdverbsAdverb informationObjective chartAdverb springboardLesson plans and activities: Speech adverbs Modifying and intensifying adverbsChapter 6 – SentencesSentence informationObjective chartSentence springboardGrammar Springboards Years 5/66810111218232833383940414651Lesson plans and activities: Complex sentences Time and place adverbials Connecting adverbs Informal and formal wordsChapter 7 – PunctuationSentence punctuation informationObjective chartPunctuation springboardLesson plans and activities: Direct and reported speech Colons and semi-colons Brackets and dashes Commas within sentences HyphensAssessmentsPeriodic Assessment tests (two levelled tests)Transitional Assessment tests (two levelled 9125130133134Lesson resourcesWorksheets(Two levelled worksheets per grammar esPunctuationRecordsIndividual grammar record sheetsGroup activity record and record sheetsMy grammar target record chartsTeacher resourcesWord bankSpeech bubble templateWord webWord Search template and two gridsMini book and Zig-Zag book templatesPuzzle star templateThe word ladderWord wall blank flash cardsBadges and Book marksWord wheel – blankWord wheel cover – one blank/one decoratedWord slides – templateWord slide bookWord searchesAnswers5
IntroductionAbout the seriesGrammar Springboards is a series of three attractiveresource books and CD-ROMs designed to make grammara stimulating and fun learning experience for children of allabilities within KS1 and KS2. Each book is closely linked tothe New National Curriculum of 2014’s Programmes ofStudy and the statutory English Appendix 2: Vocabulary,grammar and punctuation.Together, the books and the CD-ROMs make an excellenttool for:About the bookEach book focuses on the main areas of grammar taughtwithin KS1 and KS2.These are: Nouns Pronouns Verbs Adjectives Teaching grammar in a range of class settings, as lessons,within groups, individually or as homework. Teachers and teaching assistants to access easy to useresources and activities for different class situations. Sentences Punctuation. Using elements from the New National Curriculum of2014’s Programmes of Study and the statutory ‘EnglishAppendix 2: Vocabulary, grammar and punctuation’. Pupil assessment with opportunities for day to dayassessment, periodic assessment and transitionalassessment.6Grammar Springboards Years 5/6
There are three main sections to the book:Section 1Section 1 is set out in chapters covering each of the maingrammar areas – nouns, pronouns, verbs, adjectives,sentences, punctuation.Each chapter contains:Grammar information: Teacher information aboutthe uses and different aspects of the grammar subject,including a glossary of terms, examples and word tables.Grammar and punctuation objective chart: A simpleto read chart to show what grammar and punctuationobjectives are covered in the grammar lessons and activities.Section 2: AssessmentPeriodic Assessment tests: Two levelled short tests toaccompany each grammar chapter. The questions cover allthe grammar areas taught in each chapter.Transitional Assessment tests: Two levelledtransitional tests that can be used at the end of a schoolyear to judge the progress and understanding of grammarsubjects.Section 3: CD-ROMThe accompanying CD-ROM contains resources which canbe used on whiteboards, printed or photocopied.Ideas springboard: Fun ideas for wall displays, gamesand activities for the class, groups or individuals. Someresources for games and activities can be found in ‘Teacherresources’.Lesson resources: Include resources to accompany eachof the lesson plans, including texts to highlight or re-modelword and sentence examples, flashcards, informationposters, games, templates for word sliders and pictures.Lesson plans: Suggested lesson plans for the differentgrammar subjects and objectives, e.g. ‘Chapter 1 – Nouns’includes the subjects Common nouns, Proper nouns andCompound nouns.Worksheets: Stand alone worksheets for reinforcement,extension, homework and individual assessment. There aretwo levelled worksheets linked to each grammar subjectcovered within each chapter.Each lesson has a main teacher led lesson followed bydifferentiated activities for three ability groups.Records for assessment: Individual Grammar Record Sheet: To be usedduring an activity for observing or assessing a child’sresponses and understanding of the objective.Each lesson plan has: Lesson objectives Resources: list of suggested resources for the lessonand activities. Resources can be found in ‘Lessonresources’ on the CD-ROM. Lesson/activity notes: Suggestions on setting upresources and suggested grouping and support for theactivity groups. Group Activity Record: To be used for writingobservational notes and the children’s comments duringa group activity. Group Record Charts: To be used to record whencertain children in a specific group have understooddifferent learning objectives. Main lesson: Teacher or adult led lesson with classparticipation. My grammar target record sheet: A child’s ownrecord sheet of achieving the learning objectives ofthe different grammar subjects. There is one sheetper grammar subject with a tick chart and a design tocolour in as children achieve each objective. Differentiated group activities: Three bullet pointactivities.Teacher resources: Word bank Plenary: Suggestions on ways to reinforce the lessonsobjectives. Word searches and word search grid templates Introduction: Ideas for introducing a grammar subject. Flash cards Support: Ideas for supporting children who may needmore reinforcement or consolidation in their learning. Templates for models and games Extension: Ideas and challenges for children who havegrasped the main objectives and need to extend theirknowledge. Fun grammar bookmarks and badges Activity worksheets or resources: The activityworksheets are set out in age related abilities fromYear 1 to end of Year 6.Word Bank: This useful resource can be used by teachersas a quick and easy reference or by children exploringdifferent words and creating their own word banks.Grammar Springboards Years 5/6 Definition posters.7
Chapter 1 - NounsNoun InformationCommon nounProper nounCompound nounSingular nounPlural nounCollective nounGender nounAbstract nounConcrete nounCountable nounVerbal noun8A word that is used to name people,places, objects or creatures.A word that gives people, places,objects and events their specific orspecial names. Proper nouns alwaysbegin with a capital letter.A word made up of two nouns.A noun that names one person,place, object or creature.A noun that names more than oneperson, place, object or creature.Some plural nouns are created byadding ‘-s’ on the end.Some plural nouns are created byadding ‘-es’ on the end.Some nouns are both singularand plural.A noun that names a collectionor group.A noun that names a feminine ormasculine identity.Some nouns name their femininegender by changing their masculineending.Some nouns name a commongender that can be masculine orfeminine.A word that describes somethingthat we can’t touch or see such asthoughts, emotions, concepts andqualities.A word that names something orsomeone physically. A concretenoun describes something physicalthrough the five senses. It can betouched, smelt, seen, heard ortasted. Most nouns are concretenouns.A word that describes things thatcan be counted using numbers.A noun formed from a verb byadding ‘-ing’. Verbal nouns aresometimes called ‘gerund nouns’.clown, fire-fighter, forest, airport, pen,strawberry, tiger, grasshopperMr Benson, Mrs Khan, Doctor Lee,Queen’s Avenue, Tesco, ArsenalFootball Club, River Thames, Cardiff,Fife, Saturn, Snickers, Monday, Aprilsnowman, teabag, peanut, sunflower,rainbow, toothbrush, suitcase, footpathcastle, shell, flag, bucket, bird, spade,crab, towelcastles, shells, flags, buckets, birds,spades, crabs, towelsdresses, foxes, princesses, beachessand, sheep, seaweed, deer, trousers,scissorscrowd, flock, team, herd, class, swarm.boy, girl, king, queen, drake, ewetiger – tigress;prince – princess;steward – stewardess.child, adult, animal, person, relativepeace, poverty, happiness, sadness,strength, love, hope, beauty, cowardicegate, rabbit, teachers, parkone chair, two chairsSwimming is such fun. Seeing isbelieving. Snowboarding has the mostcontestants.Grammar Springboards Years 5/6
Noun formingprefixes (wordbeginnings) andsuffixes (wordendings)Prefixes and suffixes can be added to words to create nouns ornew nouns.PrefixesDetached – semi-detached, cycle – tricycleSuffixesFrom a verb to a noun (climb – climber), adjective to noun (happy –happiness), a concrete noun to an abstract noun (baby – babyhood).Noun phraseA word or group of words tothe small, cheery gnome, the bottle ofdescribe a specific noun or pronounwine, little red hensuch as a person, object or place.The small words ‘the’, ‘an’ and ‘a’ used before a noun.They can be a definite or indefinite article.Article‘The’ is a definite article – it pointsto a specific thing.the egg, the car, the apron, the table,the iceberg, the school‘An’ and ‘a’ are indefinite articles– they don’t point to any specificthing.an egg, a car, an apron, a table, aniceberg, a school‘An’ is used before words beginningwith a vowel or words with anunsounded ‘h’.an apple, an elephant, an igloo, anorange, an umbrella, an hotel, an hour‘An’ is not used in front of wordsbeginning with ‘u’ with a hard sound a unicorn, a uniform(you).‘A’ is used before words beginninga coat, a slide, a teacher, a monkey, awith consonants or words beginningtheatre, a universitywith a hard ‘u’ (you).DeterminersAlways go in front of nouns toindicate what the nouns refer to.The girl crept down the alley. The littleThey are also in front of descriptive girl crept down the dark alley.adjectives that come before a noun.Possessive nounA word that shows ownership.An apostrophe is used.Alison’s robot, the horse’s saddle, eightbirds’ nestsNames the single owners. Theapostrophe comes before the ‘s’.Emmas handbag Emma’s handbag,the boys cards the boy’s cards.If the single owner’s name ends in‘-s’, just write an apostrophe.Moses’ stick, Tess’ bedName the plural owners. Theapostrophe comes after the ‘s’.the girls bikes the girls’ bikes,the dogs bowls the dogs’ bowls.If there are two owners, put theapostrophe before the s (’s) beforethe second owner.Jack and Jills bucket Jack and Jill’sbucket. My gran and granddads shed my gran and grandad’s shed.If the plural noun is irregular, writethe apostrophe before the s (’s).all my childrens shoes all mychildren’s shoes, mens knitting men’s knitting.Singularpossessive nounPluralpossessive nounsGrammar Springboards Years 5/6 9
Noun objective chartObjectivesAbstractandconcretenounsPlural Nounswithsuffixes Word – Year 5Revision fromprevious years. Word – Year 6Differencebetweenvocabulary ofinformal speechand formalspeech. Revision fromprevious years. Sentence – Year 6Differencebetweenstructures ofinformal andformal speech. Punctuation – Year 5Revision fromprevious years. Punctuation – Year 6Revision fromprevious years.10 Grammar Springboards Years 5/6
Noun springboardAbstract and concrete nounsEncourage a group or individual children to choose an abstractnoun. They then use magazines, fonts, pictures, colours andother ideas to create a colourful collage of the abstract noun.Display the collages with labels around the room.Children could also use a multi-media presentation or adrama presentation to illustrate examples of the conceptand issues of the abstract nouns.Link the different abstract nouns to Citizenship issues, suchas racism, slavery or greed, and get the children to writeabout each one.Have a favourite abstract noun of the day – children candecorate the word.to explore and discover other words such as plurals with ‘s’or compound nouns. Also a good reinforcement resource.Flap booksBuild up a flap book for a different noun subject. Have a largepiece of strong paper and create pockets and flaps which showa range of different aspects of the noun subject: word banks,different text example uses, quizzes, pictures, definitions.Children could make their own or create a class flap bookto be used as reference during lessons.Nouns with suffixesCreate adverts for different occupations and jobs usingnouns with suffixes e.g. singer, artist, doctor.Create a wall of abstract noun cards and encourage thechildren to use them to create poems as a group or in pairs.Discuss the original verb word that is turned into the suffix.The children could invent new occupation titles for otherverbs e.g. sneezer.Word wallsOther activity ideasCreate eye catching different shaped word walls. One flashword card equals one brick. Have several bricks to createthe word wall with the children. Have blank cards so thatthe children can write new nouns and add to or make anew word wall shape. Use them for matching or creatingnew words or noun phrases and sentences. They can beused in a variety of ways. Word wheel/word slide I’m thinking of a noun. I’m acting a noun. I’m drawing a noun Scrabble Card games Plural and singular noun rule. Hangman Different categories of abstract nouns. Noun dominoes/bingo games Building nouns with prefixes or suffixes. Word searches – doing them and creating their own. Creating noun phrases. Use pictures and colouring books for the children to findnouns/more than one thing – plurals and get them towrite a list down of what they see.The word ladderA similar game to ‘Consequences’. In groups of four, thechildren are given strips of paper with four sections (seeWord ladder template – Teacher resources). The childrenwrite a noun on the first section, fold over the paper to hideit and pass it to the next child. They then write another nounon the next and so on. After the strip has been completed, itis opened up and the children read out the four written nouns. Kim’s game: Children look at a picture or a tray ofobjects before it is taken away. They then have toremember what they have seen. Use for plurals,possessive nouns etc. Designing and drawing fun proper noun names. Abstract nouns: A child writes four different abstractnouns. When they open the finished ladder they use thefour nouns to create a poem. Who am I? Give the children headdresses with the nameof a famous character. Children ask questions to find outwho they are: Homer Simpson. Proper nouns: Choose four categories in advance andat the end the children use the nouns to tell a story oruse the ideas to write a poem. Make up a product with a special name: Clever Kettle. Insmall groups, the children have a few minutes to sell it tothe rest of the group.Word wheel/ Word slide Pairs card games: match the plural with the singular nouns.(see Teacher resources for templates)The teacher or children add nouns to the wheels or slidesGrammar Springboards Years 5/6 Trump cards/Fact cards of noun categories.11
Abstract nounsLearning Objectives To understand what an abstract noun is. To identify and recognise the differences betweenabstract and concrete nouns. To use abstract nouns in writing.Resources Lesson – Display on whiteboard or make copiesof ‘Abstract noun and concrete nouns poster’ (seeLesson resources). Group 1 (Year 5) – Copies of activity sheet 1,‘Abstract noun symbols’ and activity sheet 2, ‘Anabstract acrostic poem’ for each child. Small whiteboards or a large whiteboard. Group 2 (Year 5/6) – Copies of activity sheet 3,‘Abstract nouns’, for each child, scissors, glue, A4blank paper. Group 3 (Year 6) – Copies of activity sheet4 ‘Using abstract nouns’ for each child, paper forpoems/stories, proverb dictionary (optional).Lesson/activity notes Lesson – You may want to display the ‘Abstract andconcrete noun poster’ (see teacher resources) on awall for reference. Group 1 (Year 5) – Children work individually andthen as a discussion group with adult support.Point to ‘friendship’ and say it is an abstract noun. Explainthat abstract nouns name things that can’t be touchedor seen such as ideas, concepts, thoughts, emotions andqualities. Write a sentence using ‘friendship’: Maddie, feelinglost and alone, was grateful for the cat’s friendship. Discusshow the noun, ‘friendship’ is not a physical thing. Any nounthat isn’t covered by the five senses is an abstract noun.Highlight how many abstract nouns are created by suffixesat the end of the words: ‘-ness’, happiness; ‘-ity’, popularity;‘-sion’, explosion; ‘-tion’, education; ‘-ment’, embarrassment.Main lessonDraw a simple two column table with the subtitles,‘Abstract nouns’ and ‘Concrete nouns’ on the board. Displayor give out copies of ‘Abstract noun or concrete noun?’Ask the children to help you sort the mixed up nounsinto abstract or concrete nouns and add them into thecorrect columns in the table. As they select the nouns, askthe children to give reasons for their choices: suffixes onabstract noun, can feel it, can’t see it. Explain how abstractnouns are often used in poetry and stories to enhanceChapter 1, Abstract Nouns, Activity 1Abstract noun symbolsName:An abstract noun names things that can’t be touched or seen such as ideas,thoughts, emotions and qualities: love, cruelty, trust, friendship.A concrete noun names things that are physically there: a table, a man, an ant, a school.The symbols below show the meaning of six different abstract nouns. Find four abstractnouns from the list below and label them under their correct luckChapter 1, Abstract Nouns, Activity 2An abstract acrostic poemTwo symbols are missing. Draw the symbols you think would match them.1.2.Name:An abstract noun names things that can’t be touched or seen such as ideas,thoughts, emotions and qualities: love, cruelty, trust, friendship.Complete the acrostic poem about the abstract noun ‘talent’.Draw a symbol to represent what you think the abstract noun talent means.3.4.TalentTChapter 1, Abstract Nouns, Activity 3 Group 2 (Year 5/6) – Children work individuallyand then as pairs. Teacher/adult participation oncethe children have completed their similes and cutthem up.Abstract nounsA5.Name:L6.An abstract noun names things that can’t be touched or seen such as ideas,thoughts, emotions and qualities: love, cruelty, trust, friendship.EA concrete noun names things that are physically there: a table, a man, an ant, a school.NWrite the letters, ‘C’ or ‘A’ by each noun below to show which ones are concreteor abstract.angerfriendship1. love2. head3. parkT4. koala Group 3 (Year 6) – Children work individually ontheir activity. They share their work with another childor as a group.145. pleasureChapter 1, Abstract Nouns, Activity 46. povertyUsing9.abstractnounsmemoryGrammar Springboards Years 5/67. candle8. energySymbolName:theseWrite similes to describesix abstract nouns. Cut out each strip.An abstract noun names things that can’t be touched or seen such as ideas,thoughts, emotions and qualities: love, cruel
Speech bubble template Word web Word Search template and two grids Mini book and Zig-Zag book templates Puzzle star template The word ladder Word wall blank fl ash cards Badges and Book marks Word wheel – blank Word wheel cover – one blank/one decorated Word slides – template Word slide book Word searches Answers
Student Training Manual/Workbook . 5 Law Enforcement/Criminal Justice Use Only Revised 5/23/2016 Revised By: Revised Date: Revised By: Revised Date: Revised By: Revised Date: Revised By: Revised Date: Revised By: Revised Date: Revised By: Revised Date: Revised By: Revised Date: Marie Jernigan Supervisor Training Unit SBI Criminal Information and Identification Section May 23, 2016 Jeannie .
Grammar Express 79 Center Stage 79 Longman Advanced Learners’ Grammar 80 An Introduction to English Grammar 80 Longman Student Grammar of Spoken & Written English 80 Longman Grammar of Spoken & Written English 80 Grammar Correlation Chart KEY BOOK 1 BOOK 2 BOOK 3 BOOK 4 BOOK 5 BOOK 6 8. Grammar.indd 76 27/8/10 09:44:10
the uses and different aspects of the grammar subject, including a glossary of terms, examples and word tables. Grammar and punctuation objective chart: A simple to read chart to show what grammar and punctuation objectives are covered in the grammar lessons and activities. Ideas springboard: Fun ideas for wall displays, games
IV Grammar/Comp Text ABeka Grammar 10th Grade 5.00 IV Grammar/Comp Text ABeka Grammar 10th Grade 5.00 Grammar/Composition IV ABeka Grammar 10th Grade 3.00 Workbook - Keys ABeka Grammar 12th Grade 10.00 Workbook VI-set ABeka Grammar 12th Grade 20.00 Daily Grams Gra
TURKISH GRAMMAR UPDATED ACADEMIC EDITION 2013 3 TURKISH GRAMMAR I FOREWORD The Turkish Grammar book that you have just started reading is quite different from the grammar books that you read in schools. This kind of Grammar is known as tradit ional grammar. The main differenc
1.1 Text and grammar 3 1.2 Phonology and grammar 11 1.3 Basic concepts for the study of language 19 1.4 The location of grammar in language; the role of the corpus 31 2 Towards a functional grammar 37 2.1 Towards a grammatical analysis 37 2.2 The lexico-grammar cline 43 2.3 Grammaticalization 46 2.4 Grammar and the corpus 48 2.5 Classes and .
Grammar is a part of learning a language. Grammar can be resulted by the process of teaching and learning. Students cannot learn grammar without giving grammar teaching before. Thornbury (1999) clarifies that grammar is a study of language to form sentences. In this respect, grammar has an important role in sentence construction both i.
The Thermal Management System (TMS) is designed to remove the excess heat produced by modern electronic equipment employed in today’s ground combat systems. The TMS also ensures that crew combat performance is not degraded due to heat stress. The modular design was developed to maximize the flexibility of the TMS and to limit its intrusion into the Abrams fighting compartment. A Vapor .
