Great Grammar Games 1

 a m e  a r d G  a r B o  m  m  a  G r  t  G  g e  C h a n  G r e a  T h e  O n  g e  C h a n

 - O n A d d

 A d d

 - O n A d d  g e  C h a n

 g e  C h a n

 - O n A d d

 - O n A d d

 g e  C h a n

 g e  C h a n  - O n A d d  g e  C h a n  - O n A d d

     e      c     s      n       d      e     r       t      a      n     c      e        S

 - O n A d d  g e  C h a n  - O n A d d  g e  C h a n

 g e  C h a n

Great Grammar Games  s h  n i s  F i n

 - O n A d d

 g e  C h a n

 - O n A d d

 g e  C h a n

 - O n A d d

 a r t   S t 

7 3

 T h e

 a r  m m  a  r  G  s  o r ’ s  G a t 

 d e  u i d  a r G  m  m  G r a

Grammar in primary school: what you need to know to support your child Grammar. The word sends shivers down the spines of parents, children children and even a few teachers! But why does it? Maybe it’s the fact that this element of the English language comes with its own glossary of terms. terms. Trying to sort your main clauses from your subordinate subordinate clauses and your nouns from your verbs can become something of a nightmare, especially especially for children. The aim of this learning pack is to make the many aspects of primary grammar straightforward straightforward and, most importantly, importantly, fun. Since May 2013, Year 6 children have taken a ‘SPAG’ (spelling, punctuation and grammar) test as part of their KS2 SAT SATs and this can be quite a daunting prospect. Grammar Grammar is an important aspect of the assessment, and more complex grammar grammar concepts have been introduced as part of the new national curriculum (from 2014). We hope that, by using this comprehensive comprehensive pack, your child will  feel confident about tackling tackling the test, and that that they will deepen deepen their understanding of the English language. language.

Grammatical terms and word classes There is an extensive list of words associated associated with grammar that children need to know, understand and use. Until now, in many primary schools, schools, the teaching of grammar has been implicit – children children learned the appropriate skills without really knowing that they were learning them. There are advantages and disadvantages; while the whole prospect doesn’t seem so daunting, it is dif ficult to progress to learning a foreign language without a secure understanding of the vocabulary associated with English grammar. grammar. Additionally, Additionally, if children write an inaccurate sentence, they are unlikely to be able to unpick it and correct it without a suf ficient understanding of grammar. grammar. The grammar glossary on the following pages includes many of the words associated with grammar grammar and provides specific examples. examples. It also covers covers aspects of sentences, which can become very complicated. page 1

Grammar glossary When we break a sentence down into words, words, each word has a specific job and belongs to a word class. class. Below is a summary of some of the word classes that your child will come across in their primary education. This is not an exhaustive list, but it includes the most important word classes for this stage in your child’s education.

Word classes (parts of speech) What is it?

Noun   Proper noun 

Common noun   Abstract noun 

For example…

A noun names something. This is a noun at its simplest, but there are different types of nouns. A proper noun names an individual person, place, title, day of the week or month of the year. year. They must be written with a capital letter at the start.

A common noun does not refer to an individual, it is not specific. It does not need a capital letter, unless it comes at the beginning of a sentence.

An abstract noun names something that is not physical. You cannot touch or hold an abstract noun (as you can common nouns).

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What is it?

Collective noun   Pronoun 

Verb

 Adjective

For example…

A collective noun names a group of people, animals or objects as a group.

A pronoun can take the place of a noun. This is often done to stop a piece of writing becoming repetitive.

A verb is a ‘doing’ or ‘being’ word. They refer to an action or state.

An adjective describes a noun. They tell you more about the noun, usually adding detail to make it more interesting.

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What is it?

 Adverb

Connective

 Preposition 

 Article

For example…

An adverb describes a verb, an adjective or another adverb. They often tell you more about how a verb is done.

Connectives (also known as conjunctions) join sentences or clauses.

Prepositions tell you where or when something is in relation to something else. They are usually  followed by nouns.

Articles say whether a noun is general (any noun) or specific. There are three articles: lthe (specific or definite) la (general or indefinite) lan (general or indefinite when followed by a noun which begins with a vowel) page 4

Sentence purposes There are four types of sentences. If we look at a text, or listen to someone speak, we can usually determine what types are being used. The different sentence types have particular purposes. These are useful for your child to know as it will help them with their punctuation. They may also be asked to transform one sentence type into another.

What is it?

 Statement

A statement is a sentence that gives information and tells you something.

Question 

A question is a sentence that asks something; it requests information.

Command

A command is a statement that tells you to do something. In commands the verb comes before the noun.

Exclamation 

An exclamation is a sentence which shows a strong feeling towards something.

For example…

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Sentences, clauses and phrases Sentence types can be quite difficult to understand, even as an adult. You might find that your child has no familiarity with the words in this part of the glossary – but don’t panic! Children naturally use different types of sentences without even knowing they’re doing it; this is implicitly taught from a young age, both by parents and teachers. Developing an understanding of sentence types will help your child understand how to write more detailed and ambitious sentences, whilst still retaining grammatical accuracy.

What is it?

 Sentence

A sentence is a collection of words that  fit together and make sense. Sentences must include at least one noun (the subject of the sentence) and one verb (an action or state of being). How the subject and verb are collated and relate to one another is determined by the other word types used in the sentence.

 Subject

The subject of the sentence (which is a noun) is the focus of the sentence. It controls the rest of the sentence. In the examples above, Jack, Carol, she and it are the subjects.

Object

For example…

The object of a sentence (also a noun) is not vital in every sentence, but it gives more information. It is affected by the verb and the subject. page 6

Clauses

Main clause

What is it? A main clause contains at least a subject and a verb. It can stand as a sentence on its own.

 Subordinate clause

A subordinate clause also contains a subject and a verb, but it cannot stand as a sentence on its own, it requires a main clause to support it.

Embedded clause

Embedded clauses are also subordinate clauses which require a main clause to support them. Embedded clauses are always dropped into the middle of sentences (surrounded by commas).

 Simple sentence Compound sentence

For example…

A simple sentence is a sentence that has one main clause.

A compound sentence is two main clauses joined together by a ‘fanboys’ connective (for, and, nor, but, or, yet, so). Each sentence could stand alone and make sense.

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What is it?

Complex or multiclause sentence

A complex sentence is made up of a main clause and one or more subordinate clauses, often joined by a subordinating connective. The subordinate clauses will not make sense on their own.

 Phrase

A phrase is a group of words that go together, but do not make a complete sentence on their own (they are not a main or subordinate clause). A phrase could describe a noun or be adverbial (tell you how the verb is done).

 Subordinating connectives

These are the connectives used in complex sentences. They make the subordinate clause rely on the main clause.

 Active sentences  Passive sentences

For example…

A sentence in which the subject affects the object through the verb. A sentence in which the subject is affected by the object through the verb.

There are many more words and terms associated with grammar; what is in this guide is what is essential for your child to know in order to fare well in Y6. It is important to note that it could be very frustrating to try to teach all these words and definitions out of context. Grammar is taught best by using solid examples and playing around with words – which is what the activities in this pack are designed to do. page 8

Grammar teaching in primary schools The 2014 National Curriculum outlines grammar teaching for both KS1 and KS2. This guide picks out some of the relevant statements and explains them in parent-friendly language.

Key Stage 1 In Y1 and Y2, children are expected to compose grammatically accurate sentences (ideally correctly punctuated!). Children also learn to use basic connectives in order to help them write compound and complex sentences, although at this age they might not be made aware of the exact terminology. Grammar objective Combine words to make sentences

Present tense and past tense

Expanded noun phrases

Sentence function (statement, question, exclamation or command) Sub-ordination and co-ordination

In other words... Children need to learn to form a sentence in their head or out loud and then write it down. They’ll learn to join words using and  (‘ham and lettuce’). They will also learn to  join clauses using and  (‘We went shopping and bought some food’). Children learn to use the present and past tense and are expected to keep the tense of their stories consistent. A noun phrase is a phrase that contains a noun (‘the dog’). Children are encouraged to use adjectives to expand their noun phrases (‘the tired, hungry dog’). Children are taught the difference between statements, questions, exclamations (said in anger, joy or humour) and commands (when you are telling someone to do something). Children learn to use subordination in a sentence (the connectives when, if, that or because are used, one clause is subordinate to another). Co-ordination is when the connectives or, and, but are used.

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Key Stage 2 In KS2 children are taught to use a wide range of grammatical vocabulary and will become aware of the use of grammar in formal and informal situations. In Years 3 to 6 children will construct more ambitious sentences but need to maintain sound grammatical accuracy, even in longer pieces of writing. Grammar objective Expressing time, place and cause using conjunctions, adverbs or prepositions

Expanding noun phrases by adding adjectives, nouns and preposition phrases

In other words... Conjunctions can be used to show when or why something is happening (while, so, because). Adverbs can be used to show when something is happening: then, next, soon. Prepositions can be used to show where or when something is happening (before, after, over there).

So ‘the teacher’ becomes ‘the strict maths teacher with curly hair’.

Correct use of fronted adverbials

Fronted adverbials are phrases or words at the start of the sentence to say how or why something is being done: ‘Cautiously, the girl...’ or ‘Last autumn, I...’

Using pronouns to aid cohesion and avoid repetition

Children learn to use pronouns in their writing to avoid repeating nouns.

Correct use of relative clauses

Relative clauses usually begin with who, which, where, when, whose or that. They add extra information to a sentence.

Indicating degrees of possibility using adverbs or modal verbs

Adverbs (perhaps, surely) can be used in this way (‘Surely you are able to ride a bike now?’). Modal verbs (might, should, will, must) can also be used in the following way: ‘He might give us a lift home.’

Use of adverbials and time connectives to aid cohesion

Sophisticated adverbials (on the other hand, in contrast, as a consequence) and time connectives (then, after, firstly, alter) can be used to join sentences and paragraphs within a text.

Use of the passive to affect the presentation of information

‘The people have counted the votes’ can be changed to the passive: ‘The votes have been counted by the people.’ page 10

Primary grammar tips and tricks Throughout this learning pack there are lots of Grammar Gator tips to help your child identify and understand the different aspects of grammar covered. These will also be useful for parents! The best way to ensure that your child has a thorough and sound understanding of grammar is to talk about it in everyday situations. Discuss the language being used on the TV or the radio, point out any particularly interesting words you hear and feel (rightly!) superior when you show your child a resounding grammatical error in a printed text. When you’re out and about, look for mistakes on signs, too – you’ll see loads if you look, and it’s great fun to point them out! By making grammar a part of everyday life and conversation, your child will grow to have a better understanding of – and love for – the English language and its meaning.

 T h e

The Grammar Gator loves grammar and words, but ecology isn’t his favourite subject, so you might find that his environment is a little nonsensical. Forgive him!

 r  m a  m  a  G r  o r ’ s  t   a  G

 e  u i d  r G  a  m m  G r a

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GAME 1

The Game: Noun swamps Parent tip: This game helps children practise classifying nouns. Definitions and examples are given to support your child.

How to play the game: There are lots of different types of nouns. The main ones you will need to know are:

Common noun: Names common things that are physical objects (dogs, cats, chairs, cars).

Proper noun: Names an individual person,

place, title, day of the week or month of the year, such as Jenna, the Queen, Australia and Friday.

Collective noun: Names a group of people,

animals or objects: crowd, flock, gang, gaggle.

Pronoun: You use a pronoun instead of another noun; examples are ‘she’, ‘they’, ‘it’, ‘that’.

Abstract noun: This names something that is

not physical (you can’t hold or touch it), such as sadness, memories, trust, liberty and music.

Your job is to help the Grammar Gator by sorting the nouns on p14 into the correct noun swamps (on the next page).

NOUN SWAMPS

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Common nouns

Proper nouns

Collective nouns

Pronouns

Abstract nouns

page 13

New York

Cut out the noun cards and stick them in the correct swamps!

December cup car her Mr

that

pencil

 freedom

 

idea glue

February

tree

 flock

them

Greece

loneliness

Mrs

handful

scissors

Wednesday

group

band

hill

skein

he

memory

bed

Smith

they

desk

it 

those

Red Road

happiness

him

thought 

Gambia

Alice

lamp

she

   Q

  )    a    e    d  i  ,    m    o    d    e    e   r   f ,  s   s    e    n  i l   e    n    o  l  ,  t    h    g    u    o    h   t   y  ,   r    o     m    e     m  ,  s   s    e    n  i   p    p    a    h :  s    n    u    o    n   t    c    a   r   t  s    b    A   (  )    m    e    h   t  ,    e   s    o    h   t ,  t i  ,  t    a    h   t   y  ,   e    h   t ,  r    e    h ,    e    h   s ,    m  i   h ,    e    h :  s    n    u    o    n    o   r    P   (  )    n  i   e    k   s , l   u   f   d    n    a    h ,   d    n    a    b ,   p    u    o   r    g ,   k    c    o  l  f :  s    n    u    o    n    e    v  i  t    c    e  l l   o    C   (   )    h   t i    m    S ,  r     M  ,  s   r     M  ,   a  i   b     m    a    G  ,    e    c    e    e   r   G  ,   d    a    o    R    d    e    R   y  ,   a    d   s    e    n    d    e     W  ,  r    e    b     m    e    c    e    D   y  ,   r    a    u   r    b    e    F ,   k   r    o    Y     w    e    N ,    e    c  i l   A  :  s    n    u    o    n  r    e    p    o   r    P   (  ) l i   c    n    e    p ,   p    u    c ,    k   s    e    d , l l i   h ,    e    e   r   t ,    e    u  l   g ,  s   r    o   s   s  i   c   s ,   d    e    b ,   p     m    a  l  ,   r    a    c :  s    n    u    o    n    n    o     m     m    o    C   ( :  s   r    e     w   s    n    A

page 14

The Grammar Gator’s extra challenge Choose one word from each swamp and write a short story that includes all five words. For instance, you could write about a car on Red Road being attacked by a skein of wild geese.

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GAME 2

The Game: Spot the nouns Parent tip: This game encourages children to identify a wide range of nouns. In the extension activity they are asked to sort them into different noun categories.

How to play the game: Can you underline all the nouns in the story on p17, Grammar Gator and the flamingo snack?

DON’T FORGET!

Nouns are words that name things.

 .  s    e    o    g    n  i    m    a  l  f ,    e    c    n    a    y    o    b     m    a  l  f ,    e    h ,   p     m    a     w   s ,  r    o   t    a    G   r    a     m     m    a   r   G ,    e  l   g    n    u  j   y  ,  t i  r    u    c    e   s ,    m    e    h   t ,   r    o   t    a    G   r    a     m     m    a   r   G  ,  s    e    e   r   t   y  ,  t    e   f    a   s   y  ,   e    h   t   y  ,   e   r    p ,  s    o    a    h    c ,  t    e    e   f ,   g  i    w   t ,    e    h ,    m    e    h   t ,    e    h ,  t    n    e     m    y    o  j   n    e ,   g    n  i   n   r    o     m  ,  s    e    o    g    n  i    m    a  l  f   y  ,   a     w  ,   r    o   t    a    G   r    a     m     m    a   r   G  ,    e    h ,   n    u   s ,  s    e    o    g    n  i    m    a  l  f   y  ,   n    o  l   o    c ,    e    h ,    e   s    u    o    h ,  r    o   t    a    G   r    a     m     m    a   r   G  ,   g    n  i   n   r    o     m    y    a    d   s    e    n    d    e     W  ,  t i  :  s   r    e     w   s    n    A page 16

Grammar Gator and the flamingo snack It was a Wednesday morning when the Grammar Gator looked out of his swamp house. He could see a colony of amingoes basking in the sun, enjoying their day. ‘Not for long,’ he thought. Sneakily, the Grammar Gator snuck his way over to where the pink amingoes were lling their morning with enjoyment. As he edged towards them, he accidentally stood on a twig, cracking it beneath his clumsy feet. Chaos ensued as his prey realised what was happening. They pelted towards the safety of the nearby trees, knowing the Grammar Gator would struggle to catch them in the security of the jungle. Broken-hearted, the devastated Grammar Gator returned to his swamp. He would be hungry... until the amboyance of amingoes returned tomorrow.

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The Grammar Gator’s extra challenge  T h e

Can you sort the nouns you’ve found into common, proper, pronoun, collective and abstract nouns?

Common

Proper

Pronoun

 a r  m m  G r a  o r ’ s  G a t 

 d e  G u i  m a r  m  G r a

Collective

Abstract

   y  .  t i  r    u    c    e   s   y  ,  t    e   f    a   s ,  s    o    a    h    c ,  t    n    e     m    y    o  j   n    e   -  t    c    a   r   t  s    b    A    e    c    n    a    y    o    b     m    a  l  f   y  ,   n    o  l   o    c   -   e    v  i  t    c    e  l l   o    C   t i   y  ,   e    h   t ,    m    e    h   t ,    e    h   -   n    u    o    n    o   r    P ,   r    o   t    a    G   r    a     m     m    a   r   G    y  ,   a    d   s    e    n    d    e     W   -  r    e    p    o   r    P    p     m    a     w   s ,    e  l   g    n    u  j  ,  s    e    e   r   t   y  ,   e   r    p ,  t    e    e   f ,   g  i    w   t   y  ,   a     w  ,   n    u   s ,  s    e    o    g    n  i    m    a  l  f ,    e   s    u    o    h ,   g    n  i   n   r    o     m   -   n    o     m     m    o    C :  s   r    e     w   s    n    A page 18

GAME 3

The Game: Verb lunch Parent tip: This game asks children to spot verbs. It offers an easy trick to help test if the word is a verb or not.

DON’T FORGET!

How to play the game: The Grammar Gator eats verbs for lunch. Can you cut out the food with verbs on and place it on the Grammar Gator’s plate? Don’t put any non-verbs on his plate, though, they’ll make him sick!

Verbs are doing or being words. They refer to an action that is happening.

IS A WORD A VERB?

 The Grammar Ga t or’s t rick

Ask yourself, “Can you  _________?” If the answer is yes, it’s probably a verb.

Start a sentence with a verb ending -ed or -ing. It’s an easy way to force yourself to write a complex sentence! For example:

 The Grammar Ga t or’s t ip- t op  wri t ing t ip page 19

Verb lunch

  x  i  f ,    e    v   r    e     w   s ,   p     m    u  j   y  ,   a  l   p ,   r    a    e    h ,    k    c  i   p ,  t    u    c ,    e    v  i   d ,   n    e   t  s  i l  ,    k    o    o  l  ,   d    a    e   r ,    e   t i  r     w  ,   p    a    n   s ,    e    v  i  r    d ,    k    n  i  r    d ,  t    a    e ,    k    c  i   k :  s   r    e     w   s    n    A page 20

 fix

drive

read

cut 

eat 

look

 C H  U N  L   B   V E R

giraffe

listen

snap

hunters

ankle Friday

write

swerve

drink

slow

minute

pick

hear

 jump

quickly

devious

Spanish

car

Canada

big red

dive

play

kick

page 21

         Q

The Grammar Gator’s extra challenge Can you change the verbs you’ve  fed the Grammar Gator into the past tense? Some you’ll just need to add the suffix -ed to, but others will be more tricky!

Verb

Past tense

   d    e   x  i  f ,   d    e    v   r    e     w   s ,   d    e    p     m    u  j  ,   d    e    y    a  l   p ,   d   r    a    e    h ,   d    e    k    c  i   p ,  t    u    c ,    e    v    o    d ,   d    e    n    e   t  s  i l  ,   d    e    k    o    o  l  ,   d    a    e   r ,    e   t    o   r     w  ,   d    e    p    p    a    n   s ,    e    v    o   r    d ,    k    n    a   r    d ,    e   t    a ,   d    e    k    c  i   k :  s   r    e     w   s    n    A page 22

GAME 4

The Game: Verb muddle Parent tip: This game encourages your child to use the correct verb form. Children have a good understanding of verbs and how we can use them in different forms, but they might not know the rules associated with correct verb use.

How to play the game: Unfortunately for the Grammar Gator, his swamp has turned into a massive verb muddle! Can you select the correct verb  from the swamp to fix these sentences?

st ooded

r an

list ening

ent er 

eat ed

at ed

st anded

r un

at e

chase

list ens

list en

chasing

 The Grammar Ga t or’s t rick

chased

r anned

ent er ed eat 

st and

ent er ing

st ood

ent 

chaser ed

list 

r unned

Read the sentence with the verb you’ve chosen to yourself. Does it make sense?

page 23

Verb muddle 1) Adam ________________________ to the shop.

2) Kate _________________________ her crisps.

3) The sheep ____________________ in the field.

4) The man ______________________ the library.

5) The lion was __________________ the antelope.

6) The lady ______________________ to the music.

stooded

listening

ated

ran

enter

standed

eated

run

ate

chase

listen

listens

chasing

chased

entering

ranned

entered

eat 

stand

stood

ent 

chasered

list 

runned

  s    n    e   t  s  i l  -   6 ,   g    n  i  s    a    h    c   -   5 ,   d    e   r    e   t    n    e   -   4 ,   d    o    o   t  s  -   3 ,    e   t    a   -   2 ,   n    a   r  -  1 :  s   r    e     w   s    n    A page 24

The Grammar Gator’s extra challenge Choose any verb from the list on the previous page. How many ways can you change it (for example: eat, eats, eating, ate)?

page 25

GAME 5

The Game: Adjective trees and noun trees Parent tip: This game is encourages children to identify adjectives and nouns. It will also consolidate their understanding of both word classes.

How to play the game: Do you know your nouns from your adjectives? Remember, nouns are naming words and adjectives are words that describe nouns. This is a two-player game. One of you will use the noun tree, the other will use the adjective tree. The winner is the first person to collect 10 of their cards.

 ADJECTIVE TREES  AND NOUN TREES

Step 1: Shuffle the cards on p29 and place them face down. Each player must pick a tree and board to play with (noun or adjective). Step 2: The youngest player goes first and draws the top card. Step 3: If they choose their correct word class (adjective or noun) they must use it properly in a sentence, then keep it for their tree. Step 4: If the word class does not belong to them, it goes to the bottom of the pile. Step 5: The winner is the player who gets 10 cards first. page 26

The noun tree 1

2

 r t   a  t   S 3

4

5

6

7

8

9

10 F    i  n  i  s   h 

page 27

The adjective tree 1

2

 r t   a  t   S 3

4

5

6

7

8

9

10 F    i  n  i  s   h 

page 28

Noun

Noun

bun Noun

car Noun

Monday Noun

Noun

idea

Adjective

tasty Adjective

 fluffy Adjective

golden

group Noun

they Adjective

swamp

Mrs Jones Noun

Noun

atmosphere

Q   

Noun

red Adjective

horrid Adjective

soft  Adjective

crispy

alligator Adjective

beautiful Adjective

blue Adjective

quick  ADJECTIVE AND NOUN CARDS

page 29

The Grammar Gator’s extra challenge Use this blank sheet to produce your own noun and adjective cards to play Adjective trees and noun trees with. Noun

Noun

Noun

Noun

Noun

Noun

Noun

Adjective

Adjective

Adjective

Adjective

Adjective

Adjective

Adjective

Adjective

Adjective

Adjective

     Q page 30

GAME 6

The Game: Adjective collector Parent tip: This game encourages children to spot adjectives. It asks them to distinguish between adverbs and adjectives as they will need to find only the words that are describing nouns.

How to play the game: Circle all the adjectives in the story on p32 and then find them in the wordsearch on p33.

DON’T FORGET!

Adjectives are words that describe nouns.

Gr ammar  Gat o r and  t he ep ic   st o rm   I t w as   a d  ar   k,  c ol d n i gh   t a nd t  he pa le  mo onl i gh  t l i t  u p t he d i r  t y s w am   p. T he hu ng r y G  r am   ma r G a  s l y ly   peer  t or  ed ov er t  ow ar   ds   t h e f re  s h l a  ke  , w ond e w hen t he r i ng  t a st   y  am   i ng oes  w ou l d r et  W i th u rn  .   ou t w ar    ni ng , d a ng  er ou s t hu  nd er ec hoed  t he mu r ky   s  t hr ou gh   ky   . I t w as   f  ol l ow ed by a  n i ns t an  t   of el ec tr   i  a sh   fy   in  g l i gh   t ni ng . T  he f ri  gh   t ened G  G a to  r s ub r am   ma r    mer ge  d h i ms el f bel  ow t he g l o omy w at  e  a nd w ai  te  r  d pa ti  ent l  y f or t he epi c s t or m t o  ni sh  .

 The Grammar Ga t or’s t rick

Don’t get muddled up between adverbs and adjectives. Ask yourself, what is the word describing? If it’s describing a verb, it’s an adverb, if it’s describing a noun, it’s an adjective.

page 31

Grammar Gator and the epic storm It was a dark, cold night and pale moonlight lit up the dirty swamp. The hungry Grammar Gator slyly peered over towards the fresh lake, wondering when the tasty amingoes would return. Without warning, dangerous thunder echoed through the murky sky. It was followed by an instant ash of electrifying lightning. The frightened Grammar Gator submerged himself below the gloomy water and waited patiently for the epic storm to nish.

 .    c  i   p    e   y  ,     m    o    o  l   g ,   d    e    n    e   t    h    g  i  r   f ,   g    n  i   y   f i  r   t    c    e  l   e ,  t    n    a   t  s    n  i   y  ,   k   r    u     m  ,  s    u    o   r    e    g    n    a    d   y  ,  t  s    a   t ,   h   s    e   r   f   y  ,   r    g    n    u    h   y  ,  t  r i   d ,    e  l   a    p ,   k   r    a    d :  s   r    e     w   s    n    A

page 32

The Grammar Gator’s adjective wordsearch

 ADJECTIVE  WORDSEARCH

The Grammar Gator has hidden 14 adjectives in this wordsearch. Can you find them all? Time yourself with a stopwatch to see how fast you can do it!

dark cold pale dirty hungry fresh tasty dangerous murky instant electrifying frightened gloomy epic Turn to p111 for the solution!

page 33

The Grammar Gator’s extra challenge Some of the adjectives in Grammar Gator and the epic storm can be turned into adverbs, just by altering them slightly. Can you change the adjectives into adverbs?

Adjective

Adverb

   y  .  l l   a    c  i   p    e   y  ,  l i    m    o    o  l   g   y  ,  l l   u   f  r    a    e   f   y  ,  l   g    n  i   y   f i  r   t    c    e  l   e   y  ,  l  t    n    a   t  s    n  i   y  ,  l i   k   r    u     m    y  ,  l  s    u    o   r    e    g    n    a    d   y  ,  l i  t  s    a   t   y  ,  l   h   s    e   r   f   y  ,  l i  r    g    n    u    h   y  ,  l i  t  r i   d   y  ,  l   e  l   a    p   y  ,  l   d  l   o    c   y  ,  l   k   r    a    d :  s   r    e     w   s    n    A

page 34

GAME 7

The Game: Adverb collector Parent tip: This game encourages children to spot adverbs within sentences. It suggests that they look for the -ly adverb suffix pattern, but not rely on it. The extension activity asks your child to work out what adverbs are describing.

How to play the game: Circle all the adverbs in the story on p36 and then find them in the wordsearch on p37.

DON’T FORGET!

Adverbs are words that describe verbs, adjectives and other adverbs.

 o r  a r G a t   t   G r a m m  h e p o s i c  a n d t   n   c  i  p  o r m  s t 

 n a l  ly  m h ad   he s to r d a nd t o le a ve  p pe a re  sc a red t  s lo w l y a oo  ad  n t e  g h  be d Mo r n i n  a to r h ad  y l y e x i te  r a m m a r G  k he s l  G  a  re  he  b  T  y  a  p a s sed.  t. A t d  ve r to  he n i g h  i s w a y o  m p i n t  m ade h  he   y,   l  t he s w a  l  f u  n i m a l s de . C a re  n ’ t a n y a  b le a bo  re we re  h i s h u m  m m a r  a ke. T he  t he G r a  l y c le a r l  so  g   n  g  i   n  h  i  s  n  re  l y mo r  t he re f  f, w h ic h  u s l y lo ve  h i m se l  s g lo r io  i  to  h  n t  ke o   a  g  a u t i f u l l d r i n k i n  w ho le, be  ad t he  a p pe ned.  G a to r h  ne ve r h  r  m a r G a to  he G r a m  r, w he n t  he n t he o u r s l a te  f ace, w e ve r a l h  t he s u r  w  lo e  I t w a s s  s t b d. d l  in g j u e t u r ne  f t i  ly p ad  a i ve l y r  w a s c r a  a to r  i n goe s n  m m a r G  i n g  a m  t he G r a  u n k no w  R a p id l y,  i n goe s d,  p i n k  a m  a t t ac ke  sce n t l y  he   uo re c h a s i n g t

 The Grammar Ga t or’s t ip

Lots of adverbs end in the suffix -ly, but be careful! Some adverbs do not end in -ly and some words that end in -ly are not adverbs. Ask yourself  – is the word you are looking at describing a verb, an adjective or another adverb? If the answer is yes, then you’ve got an adverb!

page 35

Grammar Gator and the poststorm picnic

Morning had slowly appeared and the storm had nally passed. The Grammar Gator had been too scared to leave the swamp in the night. At daybreak he slyly exited his humble abode. Carefully, he made his way over to the refreshingly clear lake. There weren’t any animals drinking on this gloriously lovely morning so the Grammar Gator had the whole, beautiful lake to himself, which never happened. It was several hours later, when the Grammar Gator was craftily paddling  just below the surface, when the unknowing amingoes naively returned. Rapidly, the Grammar Gator attacked, chasing the uorescently pink amingoes as they headed towards the safety of the trees…    y  .  l  t    n    e    c   s    e   r    o    u  l  f   y  ,  l   d  i   p    a    R   y  ,  l   e    v  i   a    n   y  ,  l i  t    a   f    a   r    c ,  r    e    v    e    n   y  ,  l  s    u    o  i  r    o  l   g    y  ,  l   g    n  i   h   s    e   r   f    e   r   y  ,  l l   u   f    e   r    a    c   y  ,  l   y  l  s ,    o    o   t   y  ,  l l   a    n  i  f   y  ,  l    w    o  l  s :  s   r    e     w   s    n    A

page 36

The Grammar Gator’s adverb wordsearch

 ADVERB  WORDSEARCH

The Grammar Gator has hidden 12 adverbs in this wordsearch. Can you find them all? Time yourself with a stopwatch to see how fast you can do it!

slowly finally too slyly carefully refreshingly gloriously never craftily naively rapidly fluorescently Turn to p111 for the solution!

page 37

The Grammar Gator’s extra challenge

page 38

GAME 7

The Game: Adverb chooser Parent tip: To play this game your child will have to use appropriate adverbs in sentences. The extra activity highlights the fact that adverbs can be used in different places within a sentence.

How to play the game: The Grammar Gator is struggling to choose appropriate adverbs  for his sentences. Can you work your way around the board and use the correct adverbs?

 ADVERB CHOOSER

Step 1: Choose a game piece (p41); place it on ‘Go’. Cut out the sentence cards (p42) and make two piles, one of each colour. Step 2: Roll a die and move that number of spaces. Step 3: Choose the top card of the colour square you land on. Step 4: Choose an adverb to fill the gap in your sentence card. It can be anything you like as long as the sentence makes sense! Step 5: If the adverb is appropriate, collect a leaf or water reed. If it isn’t, put the card to the bottom of the pile. Step 6: The first player to get 10 leaves or reeds wins the game. Note: If the same card appears more than once in the match, a different adverb must be chosen.

Make sure you read the sentence and think about the verb you are describing.

 The Grammar Ga t or’s t ip page 39

Adverb chooser Go!

1

2

3

4 5 6

11

10

9

8

7

15

16

17

18

12 13 14

19 20 25

24

23

22

21

29

30

31

Finish

26 27 28

page 40

Game piece

Q

Game piece

Game piece

Game piece

page 41

Adverb chooser: sentence cards Harry swam  ___________ so he didn’t win the race.

Kerry laughed  ___________ in the crowded library.

The flower grew  ___________ because because of the bad weather.

The cat meowed  ___________ at the angry dog.

Mrs Thompson cried  ___________ at the sad film.

The boy  ___________ walked by the deep lake.

Amy  ___________ ate her fries so she could catch the bus on time.

The dog  ___________ chased the cat.

The car  ___________ stood in the street.

 ___________, Bobby snuck through the neighbour’s garden.

 ___________, the car drove on the wet road.

Mr Green  ___________ shouted at the unruly class.

 ___________, the wedding guests applauded the bride and groom.

 ___________, the mouse lumbered towards the hole.

 ___________, Wendy played the drums.

Q

page 42

The Grammar Gator’s extra challenge Make your own sentence cards to play Adverb chooser with! Look at the format of the cards: there’s something different about each coloured set. Can you write your cards in the same way?

page 43

Q

GAME 9

and when whereas moreover

however

if 

although

while despite

 furthermore so

because

but 

nevertheless

The Game: Connective Cove Parent tip: This game asks children to choose appropriate connectives. The extra activity will help your child realise that changing a connective can often change the sentence meaning.

How to play the game: Welcome to Connective Cove! This is where the Grammar Gator comes to select the finest connectives for joining sentences together. In this glorious, mud-filled swamp, you’ll find a range of connectives. Can you choose the best-fitting connective for each sentence?

 The Grammar Ga t or’s t rick

Make sure the connective you choose follows the direction of the sentence. If it goes in another direction, you need a connective that shows opposition (for example, ‘but’ or ‘however’). page 44

1)

 C T I V E  E  N  N  O  C  C O V E

Jack wanted vanilla ice-cream  _________ Mary only liked mint.

2)

The car was in the drive _________ the workmen were digging up the road.

3)

Paula was very tired _________ it was only 6pm.

4)

The Grammar Gator was upset _________ the  flamingoes had escaped.

5)

The chair broke again _________ the fact it had been  fixed by a professional.

6)

The mouse was tired _________ she went to sleep.

7)

The band played _________ the singer rested his voice.

8)

There was quiet in the town _________ the clock struck twelve.

and when whereas moreover

if 

however

although

while despite

 furthermore so

because

but 

nevertheless page 45

The Grammar Gator’s extra challenge Some spaces can be filled by multiple connectives. Can you see how many connectives could fit into each space and think about how these change the meaning of the sentence – if they do, that is?

1)

Jack wanted vanilla ice-cream

������r 2)

��t  

��d

Mary only liked mint.

The car was in the drive the workmen were digging up the road.

3)

Paula was very tired it was only 6pm.

4)

The Grammar Gator was upset the flamingoes had escaped.

5)

The chair broke again the fact it had been fixed by a professional.

6)

The mouse was tired she went to sleep.

7)

The band played the singer rested his voice.

8)

There was quiet in the town the clock struck twelve.  .    e  l i   h     w  ;   n    e    h     w  ;   d    n    a .   8    n    e    h     w  ;   d    n    a ;   e  l i   h     w  .   7    o   s ;   n    e    h     w  ;   d    n    a .   6    e   t i   p   s    e    d .   5  r    e    v   -   o    e   r    o     m  ;   d    n    a ;   e   s    u    a    c    e    b .   4 .  t    u    b ;   h    g    u    o    h   t l   a ;   d    n    a .   3 .    o   s ;   n    e    h     w  ;   e   s    u    a    c    e    b .   2  :  s   r    e     w   s    n    A page 46

GAME 10

The Game: Return to Connective Cove Parent tip: This game asks children to choose the correct connectives for different sentences, reinforcing the fact that sentences can use different connectives and retain the same meaning. The extension activity demonstrates that connectives can be moved to the beginning of a sentence, with the main clause following.

How to play the game: The Connective Cove is where the Grammar Gator comes to select the finest connectives  for joining sentences together. He’s got a different problem now though – he’s selected the correct connectives but got them all muddled up. Help him  join the starting sentence to the appropriate connective and the correct end of the sentence.

 The Grammar Ga t or’s t ip

Connectives work like puzzle pieces, linking different sentence parts.

You might find that some connectives are suitable  for various sentences, but others don’t fit, so play around with them until you’ve got the final solution.

 . . .    e  l i   h     w    d  l   o    c   t    n    e     w   s    p  i   h    c    e    h    T . . .   f i   e    k    a    c    e   s    e    e    h    c    a  l l i   n    a    v   d    e   t    a    h    y  l   n    o    e    c    a   r    o    H . . .   n    e    h     w   t    h    g  i   n    d  i    m    o   t  r    e   t   -  r    a    u    q    a  s    a     w   t I . . .   r    e    v    e     w    o    h    y   r    g    n    a  s    a     w   r    o   t    a    G   r    a     m     m    a   r   G    e    h    T . . .    o   s   o    g    a    e     m  i  t   g    n    o  l   a   d    e    v  i l  s   r    u    a   s    o    n  i   D . . .   f    o   t l   u   s    e   r   a  s    a    e    n    o    h   s   n    o    o     m    e    h    T . . .    e   s    u    a    c    e    b    e    e   r   t   e    h   t   p    u  s    a     w   t    a    c    e    h    T . . .   h    g    u    o    h   t l   a   d    e   t  s    u    a    h   x    e  s    a     w   t    e  i  r   r    a    H  :  s   r    e     w   s    n    A page 47

Sentence starter Harriet was exhausted

The cat was up the tree

The moon shone brightly

Dinosaurs lived a long time ago

The Grammar Gator was angry

It was a quarter to midnight 

Connective

if  as a result while

when

because

however

Sentence  finisher she’d slept for ten hours.

the dog had been chasing it.

the sun shining off of it.

they no longer live today.

he was glad someone was helping him sort his sentences out.

the children finally went to bed.

Horace only hated vanilla cheesecake

so

it had a raspberry topping.

The chips went cold

although

the children did their homework.

page 48

The Grammar Gator’s extra challenge Try this! Put the connective and the sentence finisher first, then a comma, then the sentence starter. Sometimes the sentence will still make sense. Can you  find which reordered sentences make sense and which don’t? For example:

3 3

The chips went cold while the children did their homework. While the children did their homework, the chips went cold.

3 7

Horace only hated vanilla cheesecake if it had a raspberry topping. If it had a raspberry topping, Horace only hated vanilla cheesecake.

page 49

GAME 11

The Game: Preposition spotter Parent tip: Identifying prepositions can be quite tricky. Encourage your child to examine the words to determine whether they indicate the position of something.

DON’T FORGET! Prepositions are words that tell you where or when something is compared to something else. They are often

How to play the game: Can you pick out the prepositions in the story on p51? Once you’ve  found them all, look for them in the wordsearch.

followed by nouns.

 a t  o r  a r G  r a m m  e m e l y  T h e G t  h e e x t  r p l a n  d  a n  n n i n g  c u

 f t h e  f a c e o  h e s u r  r  e a t h t  u  n  o  e  v  b  e  o d  s t e d  e m p t t  t o r r e  s t a t t  a r G a  h e h a d  H i s l a  r a m m  w h e n  p.  d  m   e  a   l  i  T h e G  w  a  f  r o u s s  s h a d  d a n g e  i n g o e  e e.  s  a m  d  a l l t r  e l  ic i o u  s t a r t e  t o a t  t h e d  r u n i n  G a t o r  a m m a r  r  g o e s.  G  e  t h   a m i n  s,  e  e   v  n  i  u  s  t   u  m  e l  i s f o r  n t h e  c h t h e  o w n o  e h i s m  t o c a t  u m p d  n  D e s p i t  a n d j  u t h o w  r e m a i  o  e  b  e   d  l  a  r  u  t  k  o  n  c  u p a  t o t h i  p s h e  h i d e  c a t c h  P e r h a  c o u l d  d  ?   t  n  i  e  a  h  d  u t  t e  p s  a  u m p o  e x p e c  P e r h a  a n d j  g a i n s t  l e a s t  l a k e  t h e y  t r a p a  r e s h  w h e n  t u p a  t h e f  v e n s e  s t y  e  a  n s i d e  i  t   d  l  e  n  u  e  g t h  e c o  h i d d  c l o s i n  r e s ? H  t.  e m, e n  u n a w a  b l e n e  u r e t h  t h e m  n e t r a  o c a p t  n i m p e  t r e e t  a  a d d l e d   n  i  s, h e p  g o e s  n   n  i   a  l  m  p  g,  a  y    a d d l  in  s t a r d l  h i  ls t p  o r e d a  W  m  p  p.  u  m  t o h i s  g h t  s w a  u   y  n  o  l   o  h  e  i  t  t  m   u  l A s h e  c t s o  b u t h o  p e r f e  d i r t y  p a i n t…  t t h e  h h i s  t p a s  f p i n k  t h r o u g  r a i g h  a t i n o ...  e d s t  t  m   f   e  i  l  r  p r o b  h e d  g   n  i  d  n  n e v e r e

 The Grammar Ga t or’s t rick

Prepositions are tricky to spot, as we use them so frequently in our speech and writing. Just remember, if it describes the position of something, whether in space or time (where is it? when is it?) then it’s a preposition. page 50

The Grammar Gator and the extremely cunning plan The Grammar Gator rested beneath the surface of the dangerous swamp. His last attempt to devour the delicious amingoes had failed. Despite his misfortunes, the Grammar Gator wasn’t going to stop trying to catch the elusive pink wading birds. Perhaps he could hide up a tree and jump down on them when they least expected it? Perhaps he could remain hidden inside the fresh lake and leap out and catch them unawares? He could even set up a trap against a tree to capture them... As he thought he paddled through his dirty, but homely, swamp. Whilst paddling, he drifted past a halffull tin of pink paint, used to decorate his living room. The Grammar Gator stopped and sat beside the tin. Was there a way to use paint to catch amingoes? He schemed for hours, then fell asleep and forgot his plan.    e    d  i  s    e    b ,  t  s    a    p ,   h    g    u    o   r    h   t ,  t  s    n  i   a    g    a ,  t    u    o ,    e    d  i  s    n  i  ,   n     w    o    d ,   p    u :  s   r    e     w   s    n    A page 51

The Grammar Gator’s prepositions wordsearch

PREPOSITIONS  WORDSEARCH

The Grammar Gator has hidden 20 prepositions, large and small, in this wordsearch. Can you find them all?

beneath into up down inside out  against  across through past beside after beneath from over without  with toward opposite off  Turn to p112 for the solution! page 52

The Grammar Gator’s extra challenge Look at the prepositions in the story, The Grammar Gator and the extremely cunning plan. Could you replace them with different prepositions?

Preposition

Different preposition!

page 53

GAME 12

3

The Game: Choose the article Parent tip: This game encourages children to spot articles. Because we use articles in everyday speech, most children will know when articles have been used correctly and when they have not.

How to play the game: Sometimes articles are needed, sometimes they’re not. The Grammar Gator has been a bit over-enthusiastic about his use of articles, though – he’s added them in everywhere on p55! Tick the sentences that use articles correctly.

There are three articles, split into two sets, specific (definite articles) and non-specific (indefinite articles).

Defnite article: the Refers to a particular thing.

Indefnite articles: A or an. The thing mentioned is not a particular or specific one.

 The Grammar Ga t or’s t rick

The difference between ‘a’ and ‘an’ is simple! If the next word (which should be a noun) starts with a vowel (AEIOU) then use ‘an’. If the next word starts with a consonant, use ‘a’. page 54

 A, AN and THE

Choose the article

333 Q

A

B

1

We play basketball on Wednesday nights.

We play the basketball on Wednesday nights.

2

Thomas painted garage door.

Thomas painted the garage door.

3

My brother doesn’t like swimming.

My brother doesn’t like a swimming.

4

He wanted to eat a flamingoes.

He wanted to eat the flamingoes.

A acrobat cartwheeled.

An acrobat cartwheeled.

The Charlotte ate her dinner.

Charlotte ate her dinner.

5 6

7

Flamingo ran into the jungle.

The flamingo ran into the jungle.

8

I ate a sandwich.

I ate an sandwich.

 .   A   -   8 ,   B   -   7 ,   B   -   6 ,   B   -   5 ,   B   -   4 ,   A   -   3 ,   B   -   2 ,   A   -  1 :  s   r    e     w   s    n    A

page 55

The Grammar Gator’s extra challenge Can you rewrite this short story,  fixing the articles? You might need to take them out, add them in or change them.

In the July, Grammar Gator was starting to get bored. He

decided to nd a elephant to play games with. Whilst looking for elephant, he saw gorilla bathing in an lake. A Grammar Gator decided to ask a gorilla if he wanted to play some games. Little

did he know that gorilla did not like to be disturbed…

    …    d    e    b   r    u   t  s  i   d    e    b    o   t   e    k  i l  t    o    n    d  i   d    a  l l i  r    o    g    e    h   t  t    a    h   t    w    o    n    k    e    h    d  i   d    e  l  t   t i   L .  s    e     m    a    g    e     m    o   s    y    a  l   p    o   t   d    e   t    n    a     w    e    h  f i   a  l l i  r    o    g    e    h   t   k   s    a    o   t   d    e    d  i   c    e    d  r    o   t    a    G   r    a     m     m    a   r   G    e    h    T .    e    k    a  l   a    n  i   g    n  i   h   t    a    b    a  l l i  r    o    g    a     w    a   s   e    h ,  t    n    a    h    p    e  l   e    e    h   t  r    o   f   g    n  i   k    o    o  l  t  s  l i   h     W  .   h   t i    w   s    e     m    a    g    y    a  l   p    o   t  t    n    a    h    p    e  l   e    n    a    d    n  i  f   o   t   d    e    d  i   c    e    d    e    H .   d    e   r    o    b   t    e    g    o   t   g    n  i  t  r    a   t  s  s    a     w   r    o   t    a    G   r    a     m     m    a   r   G    e    h   t   y  ,  l   u   J   n  I :  r    e     w   s    n    A page 56

GAME 13

The Game: Noun nonsense Parent tip: This game is to encourage children to identify when nouns are being used incorrectly. It will solidify their understanding of nouns and will make them realise that nouns must be used correctly in context.

How to play the game: The Grammar Gator has just written a story about himself and the gorilla who was bathing in the lake. Unfortunately, on his way back to the swamp, he dropped it and all the nouns got muddled up! Can you put the nouns in the story, The Grammar Gator and the flying rock, back in the right places?

swamp

noise

game

gorilla

primate

lake

twig

safety

reptile

rock

 The Grammar Ga t or’s t ip

Grammar Gator

As you read through the muddled story, try to work out the easier incorrect nouns first and work by process of elimination. Once you’ve finished swapping the nouns around, it will make sense! page 57

The Grammar Gator and the flying rock

As the swamp bathed in the noise, the game edged closer and closer. Unfortunately, he stepped on a gorilla which made a loud snapping primate. The lake, disturbed, picked up a Grammar Gator and threw it at our favourite twig. Startled, the Grammar Gator ran towards the safety of the reptile. He thought to himself, ‘That wasn’t a very fun rock…’

 ’    …    e     m    a    g    n    u   f   y   r    e    v   a   t ’   n   s    a     w   t    a    h    T  ‘ ,   f l   e   s     m  i   h    o   t  t    h    g    u    o    h   t   e    H .   p     m    a     w   s   e    h   t  f   o    y   t    e   f    a   s    e    h   t  s    d   r    a     w    o   t   n    a   r  r    o   t    a    G   r    a     m     m    a   r   G    e    h   t ,   d    e  l  t  r    a   t   S .    e  l i  t   p    e   r   e   t i  r    u    o    v    a   f  r    u    o   t    a   t i    w    e   r    h   t   d    n    a    k    c    o   r   a    p    u    d    e    k    c  i   p ,   d    e    b   r    u   t  s  i   d ,    e   t    a     m  i  r    p    e    h    T .    e   s  i   o    n    g    n  i   p    p    a    n   s   d    u    o  l   a    e    d    a     m    h    c  i   h     w    g  i    w   t   a    n    o    d    e    p    p    e   t  s   e    h    y  ,  l   e   t    a    n    u   t  r    o   f   n    U .   r    e   s    o  l   c   d    n    a  r    e   s    o  l   c   d    e    g    d    e  r    o   t    a    G   r    a     m     m    a   r   G    e    h   t ,    e    k    a  l   e    h   t   n  i   d    e    h   t    a    b    a  l l i  r    o    g    e    h   t  s    A  :  s   r    e     w   s    n    A

page 58

The Grammar Gator’s extra challenge Can you write your own short story and then swap around the nouns? Alternatively, replace all the nouns with  fruits or vegetables. Give your story to an adult and challenge them to guess what the original words were.

page 59

GAME 14 The Grammar Gator’s Alphabet Game Parent tip: This is a really fun game to play at any time – on the way to school, over breakfast or in the car. It encourages children to use common nouns, proper nouns and adjectives.

How to play the game: The Grammar Gator loves playing this game on long journeys. Have a go yourself: use the alphabet and come up with a proper noun, an adjective and a common noun that begin with each letter, then put them together. Each of the players has a turn; the first person to give in (when they can’t think of new words  for their letter) loses! For example:

A is for Adam, an adorable ant. B is for Betty, a big baboon. C is for Chelsea, a classy chameleon. D is for Darvesh, a delightful dinner plate. E is for…........

Adam 

The Grammar Gator’s extra challenge A is for Annie, an artistic antelope who attacks airplanes. B is for Bertram, a boring beetle who blows up balloons.

Add to the game! You can make your own rules. Maybe you could have a verb in there, too, and an extra noun (subject and object!). page 60

GAME 15

The Game: Mood changer Parent tip: This game encourages children to choose adjectives that are appropriate to the mood of a story. They will have to think of words that describe and fit the mood described in the text.

How to play the game: The Grammar Gator is writing his latest story based on his experiences in the swamp and its surrounding areas. He has left space for adjectives, but he hasn’t decided what mood he wants the story to have yet. Fill in the missing adjectives twice,  following the instructions given for each version of the story.

 T h e

 m a r  m  a  G r  o r ’ s  G a t 

 e  u i d  r G  a  m m  G r a

page 61

Mood changer Story 1 Mood: Happy, fun, cheerful

The ____________ Grammar Gator woke up early on the  ____________ morning. After his run in with the gorilla

on the previous day, he decided that today was going to be a ____________ day. He squeezed some ____________

toothpaste onto his ____________ toothbrush and began to brush his ____________ teeth. After the job was done, he walked towards the ____________ lake, hoping the  ____________ amingoes would be there…

Mood changer Story 2 Mood: Sad, horrible, miserable The ____________ Grammar Gator woke up early on the  ____________ morning. After his run in with the gorilla on

the previous day, he’d decided that today was going to be a ____________ day. He squeezed some ____________

toothpaste onto his ____________ toothbrush and began to brush his ____________ teeth. After the job was done, he walked towards the ____________ lake, hoping the  ____________ amingoes would be there…

page 62

The Grammar Gator’s extra challenge Write your own story, missing out the adjectives, then see how you can change the mood of your text based on the adjectives you choose.

page 63

GAME 16

The Game: Punctuation fishing Parent tip: This game asks children to pick the correct punctuation to use at the end of a sentence. It will also help them identify statements, questions and commands.

How to play the game: The Grammar Gator has been fishing in the swamp. He’s come home with a bumper catch of full stops, exclamation marks and question marks... but isn’t sure how to use them correctly. Can you match the sentences on p65 to their  finishing punctuation to help him?

 The Grammar Ga t or’s t ip

Any collection of words that is asking for an answer needs a question mark. Commands usually end in an exclamation mark and statements end in a full stop. page 64

 I N G  H   S  I  E F  N  G O

Sentence

1 2 3 4

5

6

7

Don’t disturb the gorilla

The Grammar Gator is green Did you see the gorilla Where does the Grammar Gator live

Flamingoes enjoy basking in the sun

Chase the flamingos

Gorillas don’t like the Grammar Gator

. ? !

. ? !

.

8

What time do the flamingoes feed

?

9

Eat the banana

!

 .  s    p    o   t  s l l   u   f   h   t i    w    d    e   t    a    u   t    c    n    u    p    e    b    o   s  l   a   d  l   u    o    c    y    e    h    T .   n    e    v  i   g    g    n  i   e    b  s  i   d    n    a     m     m    o    c    e    h   t    w    o    h   t    u    o    b    a    n    o  i  t    a     m   r    o   f   n  i   e   r    o     m    u    o    y  s    e    v  i   g   t  s    u  j  s  i   h   t  t    u    b ,  s    k   r    a     m    n    o  i  t    a     m    a  l   c   x    e    n  i   d    n    e    n    a    c  s    d    n    a     m     m    o    C   *   9 ,   6 ,  1    = !    8 ,   4 ,   3    =    ?    9 ,   7 ,   6 ,   5 ,   2 ,  1    = . :  s   r    e     w   s    n    A

page 65

The Grammar Gator’s extra challenge Can you sort the nine sentences into three types: statements, questions and commands.?

    s 1.       t     n     e      m 2.     e       t     a       t        S 3.

    s 1.     n     o       i       t 2.     s     e     u        Q3.

    s 1.        d     n     a      m 2.      m     o        C 3. page 66

GAME 17

The Game: Purpose changer Parent tip: This game asks children to change the purpose of a sentence. They will need to slightly edit how the sentence is written and may need to change the punctuation used.

How to play the game: The Grammar Gator has a new job! He’s been asked to alter sentences to give them a new purpose, but he needs your help to do it! Change the sentences below to give them their new purpose. You might need to reorder, add, remove or change words and you might need to change the punctuation.

 The Grammar Ga t or’s t ip

Remember, only questions need question marks. Questions also start with a specific set of words; make sure you include one if you’re turning something into a question! If you’re changing something into a command, the verb will need to be closer to the beginning of the sentence. page 67

1

Question:

Can you pass the fish?

to command: 2

Statement:

Grammar Gators eat flamingoes.

to question: 3

Command:

Eat your beans!

to question: 4

Statement:

The gorilla eats bananas.

to command: 5

Question:

Will you be on time tomorrow?

to command:

The Grammar Gator’s extra challenge Which is the easiest transformation and why? Discuss this with an adult and see if they agree.

 .   n    e    v  i   g    e    b    y    a     m   s   r    e     w   s    n    a   )   d    e   t    a    u   t    c    n    u    p    y  l  t    c    e   r   r    o    c   t    u    b   (   e    v  i  t    a    n   r    e   t l   a ,    e    v  i  t i   n  i  f    e    d   t    o    n    e   r    a   s   r    e     w   s    n    a    e   s    e    h    T   *    w  .    o   r   r    o     m    o   t   e     m  i  t   n    o    e    B .   5 !   a  l l i  r    o    g ,  s    a    n    a    n    a    b  r    u    o    y  t    a    E .   4    ?   s    n    a    e    b  r    u    o    y   t    a    e    u    o    y   n    a    C .   3    ?   s    e    o    g    n  i    m    a  l  f  t    a    e  s   r    o   t    a    G   r    a     m     m    a   r   G    o    D .   2 .   h   s  i  f   e    h   t  s   s    a    P .  1 :  s   r    e     w   s    n    A page 68

GAME 18

The Game: Purpose Snap! Parent tip: Playing this game will help children to identify the purpose of a sentence accurately and at speed.

How to play the game: It’s time for the Grammar Gator’s favourite game, Purpose Snap! Cut out the 24 snap cards on p70, then deal them out equally between yourself and a partner and hold them in your hand face down. Take it in turns to put your top card down face up on the table. When the two sentence purposes match (for example, two questions), the first person to slap the pile and shout “Snap!” wins the cards. Keep playing until the winning player has all the cards.

 e s  o  g   n  i  F l a m  i n k.  a r e p

 Yikes!

Ar e v  er    d oi n  g    w  b s  or  d  s  ?    W  o  w ! 

The Grammar Gator’s extra challenge When someone snaps, the other player has to ask them to change the purpose of the sentence to a purpose of their choosing before they are allowed to keep the cards. You could also make your own snap cards! page 69

Wow!

Awesome!

Eurgh!

Yikes!

The Grammar Gator likes to play games.

The gorillas enjoy bathing in the lake.

Flamingoes are pink.

The swamp is dirty.

What time is it?

Are verbs doing words?

Where are the  flamingoes?

When does the gorilla go home?

Eat your dinner!

Don’t look at the sun.

Watch the  flamingoes.

Chop the banana up.

Is the Grammar Gator upset?

Why are the  flamingoes hiding?

The grass is dry.

The lake is refreshing.

Don’t eat  flamingoes!

Watch out  for the gorilla.

The Grammar Gator is on his way.

Why are the  flamingoes scared? page 70

Make your own Purpose Snap! cards

page 71

GAME 19

The Game: Sentence sense Parent tip: This game encourages children to consider whether or not a sentence makes sense. This will allow them to demonstrate their understanding of sentences and connectives and should remind them to think about checking their own sentences.

How to play the game: The Grammar Gator HATES it when a sentence doesn’t make sense! He thinks that if sentences are incomplete, he should be allowed to eat whoever has written them! (Fortunately, he’s not allowed to... but he’s got his napkin on already...) Can you tick and cross the sentences on p73 before the Grammar Gator sees them? We can hide the ones you cross in the jungle!

37  The Grammar Ga t or’s t ip

When reading a sentence, ask yourself: ‘Does it sound right? Does it sound complete?’ Reading the words aloud will help you pick out the mistakes, too. page 72

Sentence sense Check these sentences to ensure the Grammar Gator doesn’t decide to snack on their authors! Use a 3or a to show whether they are correct or incorrect.

7

1.

I went jungle.

2.

The gorilla is brown and hairy.

3.

Because it is sunny.

4.

Look at the swamp, you can see the Grammar Gator!

5.

The jungle cold at night.

6.

A elephant was in the lake.

7.

Don’t go to the swamp alone!

8.

When the Grammar Gator is tired.

9.

The flamingoes is pink.

10.

It is Tuesday, so the flamingoes eat elsewhere.

   9 ,   8 ,   6 ,   5 ,   3 ,  1 :  t    c    e   r   r    o    c    n  I .   0   1 ,   7 ,   4 ,   2 :  t    c    e   r   r    o    C :  s   r    e     w   s    n    A page 73

The Grammar Gator’s extra challenge Can you fix the incorrect sentences and rewrite them correctly? Don’t forget to check for correct use of: lprepositions ldefinite / indefinite articles lmain and subordinate clauses lverbs

page 74

GAME 20

The Game: McSubs Parent tip: This game asks children to decide which part of the sentence is an MC (Main clause) and which part of the sentence is a SUB (subordinate clause).

Instruction: The Grammar Gator, realising he’s never going to catch those delicious flamingoes, has decided to go to his favourite fast  food restaurant, McSubs. The only problem with McSubs is that if you want to order a meal, you have to tell them which part of a sentence is the MC (Main Clause) and which part is the SUB (subordinate clause). Help the Grammar Gator out so he can finally get fed! Underline and label the main and subordinate clauses in the McSubs menu on the next page.

  b s n u  S u  m e  c  y  a   M  a w  a k e

 u b e s  n u  M c S  w a y m

 e a  m p  T a k  s w a  p  h e  e s w a m  t  o t    T  n t  t  o t  h  e n t   e  w  W e w e  h  t    W e  a y,  d  s  e  t  h e  t  e d t  o  e d n  e s d a y,   W 1.  e w a n  W e d n  t  o  ’ s a  b e c a u s e w  e i n g  I f i t  ’ s a  n t  e d  I f  i t   b  w a  t  e s  g  w e  a h a  o s e d  s b e i n  p   l  e   l  p  t   i  u  a  1.  a u s e  d  r  e  r i l l a h  g o 2.  e s a r e s  p o s  b e c  T h e g o   T h e  f l a m i n g o  G a t  o r  s u p  a r  s a r e  a t  o r  m m  e  r G  v  2.  i n g o e  r a  a  a  G 3.  o l e  r a m m  f l a m  e   T h e  d i s t  u r b e d s  t  h e  T h e G  e a v  l d ,  s o l  s c o  e h  3.  t  u r b e d ,  e  i n c  h e  l d, t  h e  n i t  ’  e a t  f i s h s b  4.  o o k  t  ’ s c o  h e  d i s  i n c e   t   ’   s  e   W  n  s  h  i  s  W  n i  h  d o e  i s h  a d s  a t  f  o o k,  t  h e  e r e  n t  h e  4.  e s n ’ t  e  h   n  s i  i  y  r,  a  s h i s b   e  t   e   l  s  i  e r e a d  5.  a t  o r s  t  h  d o  t  a y   W h  m a r G  e w e a  W h i l e h  o r s  G r a m  G a t   f  t  h  5.  m m a r  e  s e o  h e  a t  h e r,  h  u  e   n t   t   e  i  a  a  e w  s  n  t  h  G r  6. e c  r i l l a b a t  h e  o t , t  h  B  s e o f  e s i  s h  B e c a u  a t  h  t  h e g o  a b  t  w a  6.  g o r i l l  g h i  !  u  p  e  e  o  e  o t , t  h e  k  k  m  a  h  t  h  a  t  a  t  w a s h  7. A l t   i l l a d i d n ’ t  t   r  d n ’ t   e s w A l t  h o u g h i  t  h e g o  a d i  t  t  h  7.  g o r i l l  h o u  g  e  u  h  t   a m p !  o  e r e  h r o  8.  y t   t  h e s w  e r e  e s w  g h o u t  a m i n g  e s w  l  r  v f e  t  h r o u  8.  i n g o  d e l i  l i v e r y  e  e  d  e  e  f l a m  e  r  F r  F

 The Grammar Ga t or’s t ip

Remember, each clause needs its own verb. Details of something being done will be one of the clauses; another action will make up the second clause. The connective should be underlined as part of the subordinate clause. page 75

McSubs Take away menu

1.

We went to the swamp because we wanted to see the Grammar Gator.

2.

If it’s a Wednesday, the flamingoes are supposed to be at the lake.

3.

The gorilla hates being disturbed so leave him alone.

4.

The Grammar Gator doesn’t eat fish since he tried to catch a piranha!

5.

When it’s cold, the Grammar Gator stays in the swamp.

6.

While he reads his book, the gorilla bathes in the refreshing lake.

7.

Because of the weather, the gorilla didn’t take a bath.

8.

Although it was hot, the flamingoes were nowhere to be seen.

Free delivery throughout the swamp!

 .   n    e    e   s   e    b    o   t   e   r    e    h     w    o    n    e   r    e     w   s    e    o    g    n  i    m    a  l  f   e    h   t ,  t    o    h  s    a     w   t i   h    g    u    o    h   t l   A .   8  .   h   t    a    b    a    e    k    a   t  t ’   n    d  i   d    a  l l i  r    o    g    e    h   t ,  r    e    h   t    a    e     w    e    h   t  f   o    e   s    u    a    c    e    B .   7  .    e    k    a  l   g    n  i   h   s    e   r   f    e   r   e    h   t   n  i  s    e    h   t    a    b    a  l l i  r    o    g    e    h   t ,    k    o    o    b  s  i   h  s    d    a    e   r   e    h    e  l i   h     W  .   6  .   p     m    a     w   s   e    h   t   n  i  s    y    a   t  s  r    o   t    a    G   r    a     m     m    a   r   G    e    h   t ,   d  l   o    c  s  ’  t i   n    e    h     W  .   5  !   a    h    n    a   r i   p    a    h    c   t    a    c    o   t   d    e  i  r   t   e    h    e    c    n  i  s   h   s  i  f  t    a    e   t ’   n   s    e    o    d  r    o   t    a    G   r    a     m     m    a   r   G    e    h    T .   4  .    e    n    o  l   a    m  i   h    e    v    a    e  l   o   s   d    e    b   r    u   t  s  i   d    g    n  i   e    b  s    e   t    a    h    a  l l i  r    o    g    e    h    T .   3  .    e    k    a  l   e    h   t  t    a    e    b    o   t   d    e   s    o    p    p    u   s   e   r    a  s    e    o    g    n  i    m    a  l  f   e    h   t   y  ,   a    d   s    e    n    d    e     W    a  s  ’  t i  f I .   2  .   r    o   t    a    G   r    a     m     m    a   r   G    e    h   t   e    e   s   o   t   d    e   t    n    a     w    e     w    e   s    u    a    c    e    b    p     m    a     w   s   e    h   t   o   t  t    n    e     w    e     W  .  1  :  )   d    e    n  i l  r    e    d    n    u  s    e   s    u    a  l   c    e   t    a    n  i   d   r    o    b    u   s   (  s   r    e     w   s    n    A page 76

The Grammar Gator’s extra challenge Three of the sentences on the McSubs menu don’t start with a subordinate clause. Can you rewrite them, moving the subordinate clause to the beginning of the sentence and adding a comma in the right place?

Sentence 1:    a    l    l    i    r    o    g    e    h    t  ,    e    n    o    l    a    m  .    i    h    h   s    i    e   f    v   t    a   a    e   e    L   t  .    ’    3   n  .    s    p   e    o    m    a   d    r    w   o    s   t    e   a    G    h    t    r    o    t    a    t    m    n   m    e   a    w   r    e   G    w   e  ,    h    t    r    o    t    a    a   h    n    G   a    r   r    i    a   p    m    a    m    h    a    r   c    t    G   a    c    e   o    h   t    t    e   d    e   e    s   i    r    t    o   e    t    d   h    e   e    t    n   c    i    a   n    w   S  .    e   4    w  .    e   d    s   e    u   b    r    a   u    c   t    e   s    i    B   d  .    g    1   n    :    i    s    r   e    e   b    w   s    s   e    t    n   a    A   h

Sentence 2:

Sentence 3:

page 77

GAME 21

The Game: Boxing clauses Parent tip: This game helps children practise labelling sentence parts as either phrases, main clauses or subordinate clauses.

How to play the game: The Grammar Gator has been busy chopping up sentences into parts, but he didn’t organise them into nice tidy piles! Can you cut out the sentence parts on p80 and sort them into the correct boxes?

DON’T FORGET! Main clauses make sense by themselves. Subordinate clauses usually include a verb and a subject (someone/thing) doing the action. Phrases don’t make sense on their own and tell you more about the noun/verb.

Subordinate clause

Main clause

Phrase

page 78

Main clause

Subordinate clause

Phrase

page 79

the Grammar Gator eats McSubs

        Q

the green, scaly Grammar Gator the gorilla was tired because it is Tuesday he ate on Thursday the deep, dark swamp before his birthday in the middle of the swamp if the gorilla is angry she couldn’t find it  up the tree while he waited

   e   d    ;    h   n    e    t    s   n   n   i    f    a    t    o    r    i    ’    ;    e    h   t    e   n    p   a   s   d    l      a    r   u    r   e    h    h   o    o    t    ;    p   c    a   e   -    e    G   s    y   h    s  .    r   u    a   a    e    a   l    d   ;    s    c   h   e    m    s   u    t    e    r    u    t    i    a   a    m    l    a   b   l    c    a    r   i    n   s   c   e    G   d   i    e   t    h   t    a    y    l    r    a   n    e    i    a   o    r   n    b    i    d    c   u   o    r    s   s   f    d    e   r   o  ,    b    n   -    b   o    u    e   y   ;    b    a   e   u   s    e    r   d   s   s      g   s   a   -    d    r   y   e    e   e    t    u   h   r   i    h    p   g    T    t    ;    s   -    n   a    e   i    p   a   w    s   t    s    i    e    u   i    m    e   a   a   h    a    l    s   w   l    l    e    c   u   s   i    l    i    r   h    a    n    i    c   k   o   w    a   e   r   g   ;    b   a   e   e    m   -    ;    d  ,    h    t    s    s   e    p   f    a    r    s    e    b   u    i    h    u   a   e   ;    d   e   p    S   l      c   c   e   s    a    e    r    h    M   n    i    t    h   e    a   ;    p   r    s    t    t    e   -    e    a   m    e   -    s    p   h    t    r   d   u    a    l    m    p    o    t    e    c    r    a   u    a   i    t    n   w   ;    G   s   i    s   e    r   a   a   e   s    u    a   w   m    t    a   -    h    l    a    :    m    f    l    y    c    l    s    i    a   o   n    r   m    e   i    e   a    r   r    o   d   l    a    w   G   g   s    r   d   m    s   e   e   u   d    i      n   h   h   h    t    A   t    t    T   m    i

The Grammar Gator’s extra challenge Look at the different sentence parts. Can you combine any of them to make some complete and correct sentences?

page 80

GAME 22

The Game: Drop-in arrivals Parent tip: This game helps children place embedded clauses (and commas) in the correct place within a sentence.

How to play the game: The Grammar Gator recently ordered some drop-in, embedded clauses and today is the day they’re being delivered – by hot air balloon! Can you match up the crates on p82 with the correct sentences on p83? Don’t forget, each embedded clause follows and is followed by a comma.

 The Grammar Ga t or’s t ip

The embedded clause will often appear in a sentence after the thing that it is giving more information about. page 81

who was  full from his dinner

which was a refreshing blue

         Q

which dropped off the crates

who was green and scaly

which was brown and thick page 82

2.

The swamp

stood still.

3.

The gorilla

bathed in the refreshing lake.

4.

The lake

was full of jungle creatures.

5.

The plane

 flew by quickly.

The Grammar Gator’s extra challenge Can you explain the difference between an embedded clause and a subordinate clause to an adult? Think about their position in a sentence.  .    y  l   k    c  i   u    q    y    b     w    e  l  f ,  s    e   t    a   r    c    e    h   t  f   f   o    d    e    p    p    o   r    d    h    c  i   h     w  ,   e    n    a  l   p    e    h    T .   5 .  s    e   r    u   t    a    e   r    c    e  l   g    n    u  j  f   o l l   u   f  s    a     w  ,   e    u  l   b    g    n  i   h   s    e   r   f    e   r   a  s    a     w    h    c  i   h     w  ,   e    k    a  l   e    h    T .   4 .   e    k    a  l   g    n  i   h   s    e   r   f    e   r   e    h   t   n  i   d    e    h   t    a    b ,  r    e    n    n  i   d  s  i   h    m    o   r   f l l   u   f   s    a     w    o    h     w  ,   a  l l i  r    o    g    e    h    T .   3 . l l i  t  s   d    o    o   t  s ,   k    c  i   h   t   d    n    a    n     w    o   r    b  s    a     w    h    c  i   h     w  ,   p     m    a     w   s   e    h    T .   2 :  s   r    e     w   s    n    A page 83

GAME 23

The Clause Board Game Parent tip: This game encourages children to identify and use main, subordinate and embedded clauses.

How to play the game: Play this game with a partner. You’ll both need a game piece (p87) and a die or number spinner.

CLAUSE BOARD GAME

Step 1: The player whose name comes first alphabetically starts. Step 2: Roll a number. You will land on a coloured square; pick up a coloured card (p86) matching the square you’ve landed on. Main clause cards

Make up either a subordinate or an embedded clause to add to your main clause (you must say which you are adding).

Embedded clause cards

Subordinate clause cards

If you’ve picked up a subordinate or embedded clause, you need to make up a main clause, with the embedded/subordinate clause that you’ve picked up added on correctly.

Step 5: If your sentence is correct, stay on the square. Step 6: If your sentence is incorrect, move back one space. Step 7: The first player to get to the Finish line wins. Step 8: Make your own clause cards to personalise the game. page 84

The Clause Board Game Start 

1

2

3 4 5

22

23

21

24

6

Finish

7

20

8

19

9

18

10

17

11

16

Main clause cards

15

14

Embedded clause cards

13

12

Subordinate clause cards page 85

The cat was tired.

The town was busy.

The boy walked to the shop.

Imran ate a sandwich.

The cow stood in the  field.

Melissa played tennis.

The beach was empty.

Mr Green loved gardening.

because it was Tuesday

although he was tired

since she was ten

despite her toothache

after it turned dark

as he walked through the  field

while he ate lunch

because she was freezing

which was red and blue

who was twenty yesterday

which had sunk to the bottom of the ocean

which had grey hair and skinny legs

who couldn’t stop laughing

which was hard and chewy

who had black and white stripes

which looked like a monster page 86

Game piece

Game piece

page 87

GAME 24

The Game: Subjects and objects Parent tip: This game helps children to identify the subject and object of a sentence. The extension activity looks at turning the subject into the object and having it affected by the object so that the sentence becomes passive rather than active.

How to play the game: Underline and label the subject and object in each sentence on p89.

DON’T FORGET!

The subject is the person or thing doing something, and the object is having something done to it.

Object 

Subject  The cat chased the mouse.

 The Grammar Ga t or’s t rick

Remember, subjects and objects are both nouns. To help you identify subject and object think of the sentence ‘I love you’. ‘I’ is the subject  of the sentence. ‘You’ is the object  of the sentence and also the object of affection. page 88

1. The cat chased the mouse.

2. Anthony ate the sandwich.

3. The tractor ploughed the field.

4. Melissa walked through the meadow.

5. The child broke the glasses.

 T h e

 a r  m m  G r a  o r ’ s  G a t 

 d e  G u i  m a r  m  G r a

 .  )   t    c    e  j   b    o   (  s    e   s   s    a  l   g    e    h   t   e    k    o   r    b   )   t    c    e  j   b    u   s   (   d  l i   h    c    e    h    T .   5  .  )   t    c    e  j   b    o   (    w    o    d    a    e     m    e    h   t   h    g    u    o   r    h   t   d    e    k  l   a     w   )   t    c    e  j   b    u   s   (   a   s   s  i l   e     M  .   4  .  )   t    c    e  j   b    o   (   d  l   e  i  f   e    h   t   d    e    h    g    u    o  l   p   )   t    c    e  j   b    u   s   (  r    o   t    c    a   r   t   e    h    T .   3  .  )   t    c    e  j   b    o   (   h    c  i    w    d    n    a   s   e    h   t   e   t    a   )   t    c    e  j   b    u   s   (   y    n    o    h   t    n    A .   2  .  )   t    c    e  j   b    o   (  t    a    c    e    h   t   d    e   s    a    h    c   )   t    c    e  j   b    u   s   (   g    o    d    e    h    T .  1  :  s   r    e     w   s    n    A page 89

The Grammar Gator’s extra challenge Try to change the voice in the sentences on p89 from active into passive. You’ll need to rewrite the sentences so that the subject is affected by the noun (rather than the other way around).

Active

Passive

page 90

GAME 25

The Great Grammar Board Game Parent tip: This game helps your child review all the grammar learning objectives introduced in this pack. Show them how to refer to the grammar glossary if they’re unsure about the vocabulary.

How to play the game: Play this game with a partner. You’ll both need a game piece and a die or number spinner. Try to remember all the grammar rules you’ve practised in the pack so far!

GREAT GRAMMAR BOARD GAME

Step 1: The person whose birthday is in the earliest month plays first . 2: Choose a green card (p94); this is your sentence card for the entire game. Both players use the same sentence card. 3: Roll the die and move that number of squares. You will land on a coloured square. Pick up that colour card (p95). 4: Follow the instruction on the card: Blue = Add on Red = Change 5: If you complete the instruction successfully, you receive a gorilla or swimming crocodile counter. 6: The first player to get ten counters wins.

T he G  re  a   t   G r  am   m   a    r B  oa   r  d    G a  Ad d - O  me    n C ha ng  e 

C ha ng  e 

Ad d -  O n

C ha ng  e 

Ad d - O  n

Ad d -  O n

C ha ng  e 

C ha ng  e 

Ad d -  O n C ha ng  e  Ad d - O  n C ha ng  e 

    e     c      n     s     e       d       t       r      n     a     e     c       S

Ad d -  O n C ha ng  e  Ad d - O  n C ha ng  e 

Ad d - O  n

Ad d - O  n

C ha ng  e 

C ha ng  e 

Ad d - O  n

C ha ng  e 

F in   i sh   Ad d - O  n

S t ar  t   

TIP: Keep writing the new sentence on a piece of paper. It will be interesting to see the finished sentence at the end of the game and compare it to the starting sentence. page 91

The Great Grammar Board Game Add on

Change

Add on

Change

Change

Add on

Add on

Change

Change

Add on

Add on

Change

Add on

   e    c   s    n   d    e    t    r    n   a    e   c    S

Change

Add on

Change

Change

Add on

Add on

Change

Finish

Change

Add on

Change

Add on

Start 

page 92

Game piece

Q

Game piece

Game piece

Game piece

page 93

Sentence cards

         Q

Jack ate the cold ice-cream.

Gabriella walked to the clean park.

Mr Morris fed his ginger cat.

Ms Smith drove through the small town.

The grumpy dog sniffed the lamp post.

page 94

         Q Add an adverb.

Add an adjective.

Add a subordina subordinate te clause using ‘because’.

Add a subordina subordinate te clause using ‘although’.

Add a subordina subordinate te clause using ‘while’.

Add a subordina subordinate te clause using ‘after’.

Add an embedded clause.

Add a main clause using a FANBOYS connective. f  for / and / nor / but / or / yet / so

Change the subject.

Change the object.

Change one of Change the nouns.

Change the verb.

Change one of Change the adjectives.

Change one of the Change nouns to a pronoun. page 95

The Grammar Gator’ Gator’s s extra challenge Make your own sentence cards to play the Great Grammar Board Game with. You could then write some extra change change and add on cards.

   s    d    r    a    c    e    c    n    e    t    n    e    S    n    w    o    r    u    o    y    e    k    a    M

page 96

Make your own Change and Add on o n cards

page 97

COMMON ERRORS CREEK 

Welcome to Common Errors Creek! This is where the Grammar Gator comes to stop him making pesky errors. There are lots of little mistakes that we need to avoid to produce good writing. Common Errors Creek includes teaching guides and short activities to help you develop a better understanding of these errors; you’ll stop making them in no time!

page 98

Common Errors Creek tutorial

Me and I

Using I and me properly is quite difcult, but there’s a really easy way of remembering how to do it. Basically, if the I or me is the SUBJECT of the sentence, you use I. Fiona and I played football. If the I or me is the OBJECT of the sentence, you use me. The teacher was impressed with Freddie and me.

Using me and I correctly is quite tricky and lots of PAREN T TIP! children (and adults!) get it wrong. The tutorial and practice activity should clear up any confusion. page 99

Check if you’ve used I or me correctly by taking out the other person and seeing if your sentence still makes sense.

7 Jake and I played football. 3

Jake and me played football.

7 The teacher was impressed with Kate and me. 3 The teacher was impressed with Kate and I.

Can you complete these sentences using either I or me?

1. The cat and

2. Georgina and

were having a lazy day.

did the difficult homework.

3. The dog chased the cat and

.

4. After our dinner, my dad and of the cake.

ate the rest

5. Mrs Green asked Terrence and her lawn.

to mow

 .    e     m   -   5   d    n    a    3 . I  -   4   d    n    a    2 ,  1 :  s   r    e     w   s    n    A

 The Grammar Ga t or’s t rick

Remember, always refer to the other person before yourself (‘I’ or ‘me’). It’s more polite (and grammatically accurate!)! page 100

Common Errors Creek tutorial

Noun and verb agreement  Singular nouns need a singular verb. The baby cries. Plural nouns need a plural verb. The babies cry. Can you complete these sentences using the correct verb  form? Make sure you choose the one that sounds right.

1. The children ______________ hungry. 2. Bella ___________to ballet on Tuesday afternoons. 3. My aunt and uncle _________________ me play. 4. My dogs _____________so lazy in a morning. 5. Everybody _________________to Mr Stewart speak. 6. I _______________ ten last September. 7. The football team ___________ to the ice cream shop when we win. 8. My mum ______________ to town because she doesn’t like catching the bus.   s    k  l   a     w  .   8  s    e    o    g .   7  s    a     w  .   6  s    n    e   t  s  i l  .   5    e   r    a .   4    h    c   t    a     w  .   3  s    e    o    g .   2    e   r    e     w  .  1 :  s   r    e     w   s    n    A

page 101

The Grammar Gator’s extra challenge Can you rewrite the sentences to use the other verb forms? You’ll need to change singular nouns into plural and plural nouns into singular.

T�� �������n ���e �����y. T�� ����d ��� �����y.

page 102

Common Errors Creek tutorial

There, they’re, their

There, their and they’re get muddled up a lot, but these three words all have very different meanings.

THERE This relates to place, the location of something or someone. The car was over there.

There is also used when making a statement. There aren’t any chocolates left.

THEIR This relates to possession

(something belonging to someone).

Their picture was on the wall.

THEY’RE This is a contracted (shortened) form of they are.

They’re going to the circus .

page 103

Complete these sentences using the correct word (‘there’, ‘their’ or ‘they’re’). Think about what the word is referring to in the sentence!

1. __________ not having any dessert after dinner.

2. __________ cat was in our house last night.

3. __________ are seven days in a week.

4. The dog was found over _____________.

5. I think _____________ lovely people.

6. ___________ not used to missing _____________ dinner.

7. __________ cat was spotted in the bushes over _________.

8. ___________ car was washed at the supermarket.   r i   e    h   t .   8    e   r    e    h   t ,  r i   e    h   t .   7  r i   e    h   t ,    e   r ’    y    e    h   t .   6 ,    e   r ’    y    e    h   t .   5 ,    e   r    e    h   t .   4 ,    e   r    e    h   t .   3 ,   r i   e    h   t .   2 ,    e   r ’    y    e    h   t .  1 :  s   r    e     w   s    n    A

 The Grammar Ga t or’s t rick

If you think the correct  form is ‘they’re’, replace it with the words ‘they are’ in the sentence. Does it still make sense?

page 104

Common Errors Creek tutorial

Where, were, we’re, wear

Where, were, we’re and wear sound similar, but they have very different meanings.

WHERE This relates to place (the location of something or someone). Where is the ship?

WERE This is the past tense of the verb ‘to be’, used for plural subjects. We were tired after the long football match.

WE’RE This is a contracted (shortened) form of we are. We’re going on holiday.

WEAR This means to have or carry on the

person or to destroy by constant use. Wear a coat today! The pattern has started to wear away. page 105

Complete these sentences using the correct word (‘where’, ‘were’, ‘we’re’ or ‘wear’). Think about what the missing word is referring to in each sentence.

1. __________________ going to the football match later.

2. Make sure you _________________ sensible shoes.

3. ____________________ is the nearest post office?

4. The children __________________ tired.

5. Although we’d followed the map, we weren’t sure  ___________________ we ___________________.

6. Only _______________ your suit for formal occasions.

7. ____________________ going swimming tomorrow.

8. The rocks continued to ________________ away in the violent storm.   r    a    e     w  .   8 ,    e   r ’   e     w  .   7  r    a    e     w  .   6 ,    e   r    e     w  ,    e   r    e    h     w  .   5 ,    e   r    e     w  .   4 ,    e   r    e    h     w  .   3 ,  r    a    e     w  .   2    e   r ’   e     w  .  1 :  s   r    e     w   s    n    A

 The Grammar Ga t or’s t rick

If you think the correct  form is ‘we’re’, replace it with the words ‘we are’ in the sentence. Does it still make sense? page 106

Common Errors Creek tutorial

The use of apostrophes

There are only two main reasons for the use of an apostrophe.

Use 1: To show a missing letter or letters When we have a contraction (two words written together with letters missing, such as don’t), we need an apostrophe to show where the missing letters should be.

For example: do not = don’t (the apostrophe replaces the ‘o’)

can not = can’t (the apostrophe replaces the ‘no’)

could have = could’ve (the apostrophe replaces the ‘ha’)

PAREN T TIP!

Challenge your child to think of six more contracted words we use all the time. page 107

The use of apostrophes

Use 2: To show possession If something belongs to someone or something else, we use an apostrophe followed by ‘s’ to show this possession. The child’s coat (the coat that belongs to the child) The dog’s bowl (the bowl that belongs to the dog) If the noun is plural and the item belongs to more than one person/thing we simply add an apostrophe AFTER the ‘s’. The dogs’ bones (this shows us that the bones belong to more than one dog). The dog’s bones (this shows us that the bones all belong to one dog). Can you see the difference? Finally, if the owner is plural and does not end in s, you add apostrophe and then ‘s’. The men’s shoes (the shoes that belong to the men). The children’s playground (the playground that belongs to the children).

page 108

Add in the missing apostrophes in these sentences. If you’re struggling, look back at the rules and try to work it out. It’s tricky, but the more you look out for it the more confident you’ll become.

1. I dont like skiing. 2. The cats eyes were sore. 3. We didnt have enough food for everyone. 4. The children werent listening to the teacher. 5. The womens shoes were half price. 6. The ladies handbags were 20% off the original price. 7. Janes throat was stinging. 8. We werent allowed in the lake until the lifeguards whistle was blown. 9. The gentlemans top hat flew off of his head and he couldnt catch it. 10. We wont see the match tomorrow because were going to the twins party.  ’  s    n  i    w   t ,    e   r ’   e     w  ,  t ’   n    o     w  .   0   1   t ’   n    d  l   u    o    c ,  s  ’   n    a     m    e  l  t    n    e    g .   9  s  ’   d   r    a    u    g    e   f i l  t ’   n    e   r    e     w  .   8   s  ’   e    n    a   J .   7 ’  s    e  i   d    a  l  .   6  s  ’   n    e     m    o     w  .   5   t ’   n    e   r    e     w  .   4   t ’   n    d  i   d .   3  s  ’  t    a    c .   2   t ’   n    o    d .  1 :  s   r    e     w   s    n    A

 The Grammar Ga t or’s t ip

REMEMBER! Just because a noun becomes plural does not mean it needs an apostrophe. Two dogs, not two dog’s. page 109

Common Errors Creek tutorial

Its and it’s It’s and its have their own rules. It’s means it is. Its means ‘of it’ (possessive), although it doesn’t have an apostrophe. Can you decide whether the ‘its’ in the sentences below need an apostophe or not?

1. Its midnight in one hour. 2. The plane blew its engine. 3. Its not fair that Greg gets to play out longer. 4. Because the children didn’t complain, its tonight that they will have their party. 5. Don’t worry about the hamster, it only plays on its wheel at night.   s   t i  .   5 ,  s  ’  t i  .   4 ,  s  ’  t i  .   3 ,  s   t i  .   2 ,  s  ’  t i  .  1 :  s   r    e     w   s    n    A page 110

Wordsearch solutions  ADJECTIVE  WORDSEARCH

Words to find: dark cold pale dirty hungry fresh tasty dangerous murky instant electrifying frightened gloomy epic

 ADVERB  WORDSEARCH

Words to find: slowly finally too slyly carefully refreshingly gloriously never craftily naively rapidly fluorescently page 111