1

H a n d b o o k Punc t uat ion Gramm

S pelling ar

Sara Wernham 100+ photocopy masters

and Sue Lloyd
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Introduction
Jolly Grammar is a six-level programme designed to build on the teaching
of Jolly Phonics. This handbook, the first in the series, is intended to:

• introduce the basic elements of grammar,

• teach spelling patterns systematically,
• improve vocabulary and comprehension,
• develop dictionary skills,
• reinforce the teaching in Jolly Phonics, and
• extend the children’s phonic knowledge.

The teaching is multisensory, active and progresses at a challenging

pace. It is especially suitable for young children: each part of speech, for
example, is taught with its own action and colour. The actions enliven
the teaching and make the learning easier. The colours, which are
useful for identifying parts of speech in sentences, match those used by
Montessori Schools. As in Jolly Phonics, each handbook provides all the
essential teaching ideas for the year. This handbook can be used alone
or with the valuable support of the Big Book for Jolly Grammar 1.

Children’s Achievement
The most dramatic improvements to result from using Jolly Grammar
will be found in the children’s writing. The children will spell and
punctuate more accurately, use a wider vocabulary, and have a clearer
understanding of how language works.
In their first year at school, Jolly Phonics teaches children to write
independently by listening for the sounds in words and choosing letters
to represent the sounds. This enables the children to write pages of
news and stories. It is a joy to read their work and to see the great pride
and confidence they derive from their newly acquired skill. However, it
is important to build on this foundation in the following years. The
materials in Jolly Grammar provide teaching ideas for developing
writing skills. The children become more aware that they are writing
for a purpose: that their words are intended to be read and understood.
They learn that writing is easier to understand if it is grammatically
correct, accurately spelt, well punctuated and neatly written – and that
if the words used are interesting too, their writing can give real
pleasure. Even in the early stages, it is valuable for children to have a
simple understanding of this long-term goal.

1
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INTRODUCTION

The Format of Jolly Grammar 1 Handbook

The teaching material in this handbook consists primarily of
photocopiable activity sheets for two lessons a week. Each lesson is
designed to be about one hour in duration, and material is provided for
36 weeks. Teaching ideas are offered alongside each activity sheet.
There are two elements to the programme, namely spelling and
grammar. Each week the first lesson is devoted to spelling and the
second to grammar. These terms are used loosely and there is some
overlapping: punctuation, vocabulary development and alphabet work
are among the areas covered in both spelling and grammar lessons.
This is a deliberate feature of the programme, as the two elements
complement each other when blended together.
The teaching is intended to be envisaged as part of a broader literacy
programme. If two days’ literacy sessions are devoted to grammar and
spelling each week, this leaves three for other areas, such as
comprehension, group reading, independent and creative writing, and
handwriting practice. The children should be shown how spelling and
grammar relate to their other literacy work in comprehension, reading,
and independent writing; for instance, if they have recently covered
compound words and there is an example of one in the poem they are
studying, the children should be encouraged to look for it.
The teaching ideas alongside each activity sheet give useful
suggestions and reminders. More detailed explanations and advice are
provided in the following two chapters: ‘Teaching Ideas for Grammar’
and ‘Teaching Ideas for Spelling’.

To avoid confusion, Jolly Grammar follows the convention of using

different symbols to distinguish between letter names and letter
sounds. Letter names are indicated by the symbols ‹ › , whereas letter
sounds are indicated by the symbols / /: for example, the word ‘ship’
begins with the letter ‹s› and starts with the /sh/ sound.

2 3
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Prepare...
Pictures
of
common
Gramma nouns
r Sheet 6

Grammar 6 – Common Nouns

Black pe
ncils
(Big Boo
k for Joll
Gramma y
r 1)
(Camera
)

Aim: Develop the children’s understanding of common

nouns.

Introduction: Revise proper nouns with the class. Call out some words. When
the children hear a proper noun, they do the action. Remind them that proper
nouns are special names given to people, places or things and they need a capital
letter at the beginning because they are important.

Main point: Remind the children that their school has a special name. Write it
on the board and point out the capital letter in ‘School’. Explain that the word
‘school’ is not always special; there are many similar places and ‘school’ is the
common name we use to refer to them. In fact, everything we can see or touch has
a common name; these things are also nouns, but they are not proper nouns.
Instead, they are called Common Nouns and do not need a capital letter. If it
makes sense to put ‘a’, ‘an’ (the indefinite articles) or ‘the’ (the definite article) in
front of a word, then the word is probably a noun. At this stage, it helps the
children to think of nouns as things that can be photographed. (Later they will
learn that this is true for concrete nouns, but not for abstract nouns such as
‘happiness’.) There is a page in the Big Book for Jolly Grammar 1 that will help
introduce common nouns.
Action: The action for common nouns is to touch your forehead with all the
fingers of one hand.
Colour: The colour for nouns is black. (If using a blackboard, explain that
as there is no black chalk, white chalk is used instead.)
Call out some words. The children do the action for those that are common nouns.

Grammar Sheet 6: The children write inside the outlined words Common
Nouns, using a black pencil. Then, in each ‘photograph’, the children draw an
object or animal. It may help them to look around and choose three things that
they can see. The children write the common noun for each picture underneath it.
In the next activity, they read the sentences and write a noun that makes sense
in each space. Then they draw pictures for their nouns in the ‘photograph’ frames.

Extension activity: The children write nouns and draw pictures for other things
they can see around them. They can pretend to have a camera and look around for
things to photograph.

Rounding off: Call out words including some proper nouns and common nouns.
When the children hear either type of noun, they do the appropriate action;
otherwise, they keep still.

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Black
Common Nouns
Draw three pictures and write the nouns underneath.

Write a noun to finish each sentence. Draw a picture to match.

1. The is black.

2. I throw the .

3. A can swim.

4. I like to eat .

Action: Put your hand on your forehead.

48 49
Grammar Sheet 6 (GH1)
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Prepare...
Flashcard

Spelling 16 – ‹o_e›
s:
• basic s
ounds
• new sp
ellings
• tricky w
ords
Spelling

Revision: Practise the short vowel actions. Use flash-

Sheet 16
Spelling
List 16

cards to revise the long vowel spellings ‹a_e› and ‹i_e›, and
Tadpole
shape

some of the other spellings covered so far. Revise the tricky

words go, no, so, my, one, by, only, old, like and have.

Main point: Remind the children that the main ways of writing the /oa/ sound are
‹oa›, ‹o_e› and ‹ow›. Revise the ‹o_e› spelling of the /oa/ sound, which can be referred
to as ‘‹o› hop-over ‹e›’. It is important for the children to understand that the ‹e› is
a ‘magic ‹e›’. Although it makes no sound in the word, the ‹e› sends magic back
over the consonant before it, and changes the short vowel sound into a long one.
Make a list of words which use ‹o_e› with the class. Then ask the children to make
up sentences using some of the words. To see the difference magic ‹e› makes, try
covering it in some of the words, and then read the words again: so that ‘hope’
becomes ‘hop’, for example. The words could also be written onto a big tadpole
shape to make a word bank display.

Spelling Sheet 16: In each tadpole, the children write ‹o_e› in the spaces. Then they
read the words and draw pictures to match. Afterwards they can colour the sheet.

Dictation: Read the words and sentences for the children to write down. The
Dictation Master on page 171 may be photocopied onto the back of the spelling
sheets for the children to write on.

Spelling list: Read the spelling words with the children. As a class, call out the
sounds in the words, and identify the tricky parts in live and give. Tell the
children to be particularly careful with ‘live’, as it could take either an /ie/ sound
or a short /i/ sound. When reading, they will have to work out which word is meant
from the context. Again, despite the ‹i_e› spelling, ‘give’ has an /i/ sound. The ‹e› is
there because English words do not end in ‹v›. The longer word ‘tadpole’ has two
syllables and can be remembered as ‘tad’ and ‘pole’ for spelling.

Dictation Spelling List 16

1. cod
1. rode 4. hop 2. lot
2. rod 5. note 3. snap
3. hope 6. not 4. bone
5. nose
6. home
1. It is time to go home. 7. globe
2. Those roses are pink. 8. live
3. The mole is in his hole. 9. give
10. tadpole

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Add ‹o_e› to make a word in each tadpole. Read the words and draw
pictures to match.

tad
po
le

st
n
n s

r s
h m

b n
k
sm

Action: Bring your hand over your mouth as if something has gone
wrong, and say oa!

86 87
Spelling Sheet 16 (GH1)
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Prepare...
Any big b
o
Big Book ok
for Jolly
Gramma
r1

Grammar 36 – Revision
(Acetate
&
pens)
Gramma
r Sheet 3
Colour p 6
encils

Aim: Revise the parts of speech learnt so far.

Introduction: Revise proper nouns, common nouns and pronouns. Revise

adjectives. Call out some nouns and ask the children to think of adjectives to
describe them. Revise verbs. Conjugate a verb. Call out some verbs and ask the
children to think of adverbs to describe them.

Main point: This is a revision session, allowing the children to apply some of
what they have learnt to a piece of writing. Look at the last page in the Big Book
for Jolly Grammar 1. Alternatively you could choose a page from any big book
available. Read it with the children, identifying the parts of speech they have
learnt. A large sheet of acetate could be placed over the page and used to
underline the words in the appropriate colours.

Grammar Sheet 36: With the children, read the story on the sheet. First the
children write inside the word Nouns in black, and underline all the nouns they
can find. They then repeat for the verbs, underlining in red. It does not matter if
the children do not find all the nouns and verbs, so long as they see some of them
and show that they are beginning to understand how words work in sentences.

Extension activity: The children repeat the exercise, looking for the pronouns,
adjectives and adverbs.

Rounding off: Go over the sheet with the children. (See answers below.)
Key: NounN VerbV PronounP AdjectiveAdj AdverbAdv
InkyN toilsV longAdv and hardAdv in the gardenN. SheP digsV the brownAdj earthN. The
birdsN watchV her interestedlyAdv. TheyP waitV eagerlyAdv for the grubsN.
In the springN, InkyN plantsV the seedsN in the groundN. SheP growsV orangeAdj
carrotsN, crispyAdj lettucesN and tallAdj, greenAdj beansN. In summerN, sheP carefullyAdv
harvestsV the yummyAdj vegetablesN and eatsV them.
InkyN also growsV tallAdj, yellowAdj sunflowersN in the gardenN. SheP likesV the
lovelyAdj sunflowersN. The birdsN also likeV the sunflowersN. TheyP hungrilyAdv eatV
the stripedAdj blackAdj and whiteAdj seedsN.

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Blac‡ Red
Nouns Verbs
Underline the nouns in black and the verbs in red.

Inky toils long and hard in the garden.

She digs the brown earth. The birds
watch her interestedly. They wait
eagerly for the grubs.
In the spring, Inky plants the seeds in
the ground. She grows orange carrots,
crispy lettuces and tall, green beans.
In summer, she carefully harvests the
yummy vegetables and eats them.
Inky also grows tall, yellow sunflowers
in the garden. She likes the lovely
sunflowers. The birds also like the
sunflowers. They hungrily eat the
striped black and white seeds.
Pin‡ Blue Orange

Pronouns Adjectives Adverbs

Now see if you can underline the pronouns in pink, the adjectives in
blue and the adverbs in orange.

168 169
Grammar Sheet 36 (GH1)
Ages
5+ Jolly Grammar Handbooks
A complete resource for teaching

Spelling Punctuation Grammar

Jolly Grammar is a six-level programme that gives young children the skills they need
to be confident readers and enthusiastic writers. It builds on the teaching in Jolly
Phonics and has the same multisensory, active and fun approach. The systematic
and cumulative syllabus enables children to spell and punctuate more accurately,
use a wider vocabulary, and have a clearer understanding of how language works.

Each Handbook in the series

• Has extensive photocopiable material, including a full set of lesson
sheets for the academic year.

• Provides step-by-step lesson plans and a wealth of practical advice.

• Introduces complex grammatical concepts in an engaging

and child-friendly way.

• Systematically reinforces the learning so that no one is left behind.

• Teaches new spelling patterns, supports a greater understanding of

sentence structure, expands vocabulary and comprehension,
and cultivates dictionary and thesaurus skills.

The material in the Jolly Grammar Handbooks for Levels 1 to 3 is recommended by

Cambridge Assessment International Education to support the Cambridge Primary
English curriculum framework.

To see the full range of Jolly Grammar products,

visit our website at [Link]

ËxHSLIRAy946858z
77 Hornbeam Road, Buckhurst Hill, Essex, IG9 6JX, UK ISBN 978-1-87094-685-8
Tel: +44 20 8501 0405

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Tel: +1-800-488-2665 Reference: JL855
Printed in Malta. All rights reserved.

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