RIC-20224 Primary Grammar and Word Study Foundation – Punctuation

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Primary grammar and word study (Book A)
Published by R.I.C. Publications ® 2008
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Primary grammar and
word study – Book A
Foreword
Primary grammar and word study is a series of seven books designed
to introduce students to parts of speech, ways to understand and choose
words, punctuation and figures of speech.
Titles in this series:
• Primary grammar and word study Book A (Ages 5– 6)
• Primary grammar and word study Book B (Ages 6–7)
• Primary grammar and word study Book C (Ages 7–8)
• Primary grammar and word study Book D (Ages 8–9)
• Primary grammar and word study Book E (Ages 9 –10)
• Primary grammar and word study Book F (Ages 10–11)
• Primary grammar and word study Book G (Ages 11–12)
Teachers notes ..............................................iv – v
English curriculum links ...................................... v
Literacy character explanation ..................... vi – vii
Checklists ................................................... viii – xi
Parts of speech ............................................. 2–33
Nouns ............................................................. 2–5
Verbs ............................................................. 6–11
Adjectives .................................................... 12–17
Adverbs ....................................................... 18–21
Pronouns ..................................................... 22–25
Conjunctions ............................................... 26–27
Determiners ................................................ 28–31
Prepositions ................................................ 32–33
Contents
Words that change .................................... 50–53
Plurals .................................................... 50–53
Words and their meanings ........................ 54–57
Synonyms ............................................... 54–55
Antonyms ............................................... 56–57
Confused words ........................................ 58–61
Punctuation ................................................. 62–75
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Full stops .................................................... 62–63
Question marks ........................................... 64–65
Exclamation marks ...................................... 66–67
Capital letters .............................................. 68–71
Commas ...................................................... 72–73
Apostrophes ................................................ 74–75
Understanding and choosing words .......... 34–61
Words that are similar .............................. 34–49
Homographs ........................................... 34–35
Homophones .......................................... 36–37
Word groups ........................................... 38–49
Figures of speech ........................................ 76–83
Alliteration .................................................... 76–77
Similes ......................................................... 78–79
Onomatopoeia .............................................. 80–81
Personification .............................................. 82–83
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Primary grammar and word study

Punctuation checklist
Name of student Full stops Question marks
Exclamation
marks
Capital letters Commas Apostrophes
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Primary grammar and word study x
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Punctuation
Full stops
Focus
Full stops at the end of a sentence
Definitions
• Full stops are punctuation marks used to show the
end of a sentence.
Example:
The sun is warm. It is a beautiful day.
• A sentence is a group of words which convey a
complete meaning and include a subject and a verb.
In the examples above, the subjects are ‘the sun’
and ‘it’. The verb in both sentences is ‘is’.
Explanation
• Full stops can also be called ‘periods’ and usually
show the end of an idea or thought in a sentence.
They also indicate that a break or pause is needed
when reading.
• A sentence may also be called a ‘statement’, as
opposed to a ‘question’.
Worksheet information
• Read the story with the students, taking a breath
after each sentence. For the purposes of this
exercise, and because of the age of the students,
the story has been written with each line of the story
underneath the other, rather than following along
continuously from one sentence to the next. Ensure
that the students follow the words, using their
fingers if necessary.
• Read and discuss the information about full stops;
in particular, the explanation of a sentence. Provide
examples of incomplete sentences to illustrate that
the sentence must be complete and make sense.
• Some teachers may choose to identify the verb
or verbs in each sentence and to explain that a
sentence must include one verb.
• Students can choose different coloured pencils to
circle the full stops in Question 2.
• When drawing a full stop in the box to complete
Question 3, encourage the students to draw a dot
just dark enough to be seen. They do not need to
draw a large, dark, coloured-in circle.
• For the purposes of introducing full stops, the box
at the end of each sentence in Question 4 has been
placed in the correct place and each sentence
started on a new line.
Ideas for further practice
• Look for and identify full stops in reading books or
during shared reading of big books.
• Use physical activities to practise placing a full
stop at the end of a sentence. The class or chosen
individuals read or speak a sentence, then, using
a large rubber or plastic ball to represent the full
stop, place the ball on the floor when the reading or
speaking is finished. Use other body movements—
such as clapping hands, clicking fingers, tapping
knees, sitting down or standing up quickly—to
indicate a full stop in text.
• As a class, make up a rhyme to remember where full
stops go in a sentence or what they look like.
Example:
A full stop is just a dot.
It’s at the end, so that’s the lot!
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Answers
Teacher check
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1. Read the story.
Full stops
The fish in the tank saw the cat.
The cat saw the fish.
The cat jumped on the table.
The fish hid in the plants.
Mum saw the cat looking at the fish.
Mum took the cat outside and shut the door.
The fish came out from behind the leaves and swam around.
A full stop looks like a dot. It can be found
at the end of a sentence. A sentence is
a group of words which make sense by
themselves.
2. Draw a circle around all the full stops in the story above.
There are seven.
3. Draw a full stop in the box.
4. Read each sentence and draw a full stop at the end.
(a) The cat sat on the back step
(b) The rain started to fall
(c) Mum opened the door
(d) The cat came inside
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(e) It was dry and warm inside
(f) The cat curled up on the floor and watched the fish
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Punctuation
Question marks
Focus
Question marks
Definition
• Question marks are punctuation marks used to
indicate a question.
Example:
What is your name?
Explanation
• A question is an interrogative statement, addressed
to someone in order to find out information. When
speakers ask a question, their voice is usually raised
at the end rather than going down or remaining the
same, as it does for a sentence.
• A question mark looks like an upside down hook and
is used after a direct question.
Worksheet information
• Introduce questions by playing a game involving
a bag with an object inside. Students must ask
questions to determine what is in the bag.
• Read the text with the students. Ask them to identify
the full stops and the ‘hooks’ at the end of the
sentences. Read and discuss the information about
questions and question marks.
• The students should be able to complete Question
2 independently. Ensure that they start on the lefthand
side of the ‘hook’ before tracing the ‘dot’ at the
bottom.
• Read each question in Question 3 and allow time
for students to draw a question mark at the end of
each question. All the text at the top of the page
and the text in Question 3 can then be read as a
continuing story. The students may then like to
answer the question posed by Tess—‘Do I ask a lot
of questions?’
Ideas for further practice
• As a class, make up a list of simple questions to ask
other students to find out about each other. Then use
the questions to interview a number of students in
the class.
• Make up and use questions to play games such as
‘What am I?’
• Use paper skills such as crumpling or tearing to
create large punctuation marks, such as full stops,
question marks and exclamation marks, to display
in the room. Make them very tactile so that students
can feel, as well as see, them.
Answers
Teacher check
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1. Read the words.
Question marks
My name is Tess. What is your name?
I’m six years old. How old are you?
I have two sisters. What is your family like?
I love to play sport. What do you like to do?
I am a good drawer. What are you good at?
I ask lots of questions. Do you?
My mum calls me Tess-talk-a-lot, but I think my name should
be Tess-ask-a-lot. Don’t you?
We ask questions to find out things. After
a question, you will find a question mark.
Question marks look like this ? .
2. Trace the question
mark below.
3. Draw a question mark at the end of
each question.
(a) What is your favourite colour
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(b) Where do you live
(c) What class are you in
(d) What is your teacher’s name
(e) Do I ask a lot of questions
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Punctuation
Exclamation marks
Focus
Exclamation marks
Definition
• Exclamation marks are punctuation marks used
at the end of a remark to show strong emotion or
feeling.
Example:
Ouch!
Oh dear!
Explanation
• Exclamation marks usually show strong feeling, such
as surprise, misery, excitement, disgust, anger or
joy. Using an exclamation mark when writing is like
raising your voice when speaking. An exclamation
can be used at the end of an interjection (Oh no!) or
a command (Don’t touch!) to add emphasis.
Worksheet information
• Read the rhyme with the students, adding emphasis
when an exclamation mark occurs. Ask the students
to listen for the changes in voice.
• Read and discuss the explanation. Give some
examples and ask the students for some. Ask them
‘What would you say if ... happened?’
• Read the rhyme again as a class, then allow the
students to circle all the exclamation marks in the
rhyme. Encourage some variety by asking them to
use different coloured pencils.
• Students practise drawing or writing the exclamation
mark by tracing the mark with a finger in the air,
on a hand or on a classmate’s back. They then
complete Question 2. Discuss the feeling expressed
in each situation and ask the students to complete
each face.
Ideas for further practice
• Use speaking and listening activities, such as
direct speech in shared reading books, to identify
exclamation marks and practise expressing those
emotions.
• Create an artwork by using exclamation marks in a
repeated design in oil pastels or wax crayons and
then covering it with vegetable dye or runny paint.
• Students say a sentence, jumping or stepping at
each word, then jumping up as high as possible to
make a long exclamation mark where it belongs.
Answers
Teacher check
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Exclamation marks
1. (a) Read the rhyme with your teacher.
‘Stop!’ says the red light. ‘Don’t cross now!
Traffic is coming. Just look at it! Wow!’
‘Wait!’ says the yellow light. ‘It’s not clear!
You need to be patient! It won’t take a year!’
‘Go!’ says the green light. ‘It’s safe to go now!’
Walk quickly across! You know exactly how!’
The marks in bold are exclamation marks.
Exclamation marks show strong feelings.
(b) Read the rhyme again. Use strong feeling in your voice,
then circle all the exclamation marks in the rhyme.
2. Write all the exclamation marks, then draw a mouth on each
face to show how that person is feeling.
(a) Ouch I stood on a sharp rock.
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(b) Look at my great birthday cake
(c) Oh no I can’t find my library book.
(d) Help, Mum The dog is running down the street.
(e) Stop hitting me or I’ll tell Dad
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Punctuation
Capital letters
Focus
Capital letters at the beginning of sentences
Definition
• Capital letters are upper case letters used to begin
a sentence, for proper nouns and for titles.
Example:
The house was big.
Explanation
• Capital letters (upper case) are needed for the first
word in a sentence. They are larger than most lower
case letters.
• Young children will be very familiar with capital
letters as many of them begin writing their names
and the letters of the alphabet using capital letters.
Worksheet information
• Read the explanation at the top of the worksheet
with the students and discuss it. Ask students to
find examples of capital letters at the beginning
of sentences by looking at books or other written
text. Examples of sentences provided by students
can also be written on the board with the capital
letter emphasised. Selected students can be asked
to correct sentences without a capital letter at the
beginning.
• Students complete Question 1 independently.
• Read the sentences in Question 2 together and then
allow the students to tick those which have capital
letters at the beginning. If desired, students can
use a red pencil to correct the sentences which are
incorrect by writing a capital letter over the lower
case letter.
• Ask the students to read the sentences in
Question 3, say the word at the beginning of each
sentence and identify the missing letter. They can
then write the missing capital letters.
Ideas for further practice
• Display an alphabet chart in the classroom which
has upper (capital) and lower case versions of each
letter. Students need to be able to refer to this when
needed.
• Make up a class rhyme to help students remember
to write a capital letter at the beginning of a
sentence; for example: ‘Capital letters are big and
tough. They stand at the front and that’s enough!’
• Match pairs of capital and lower case letters
in card games such as ‘Snap’, ‘Memory’ and
‘Concentration’.
Answers
1. (a) C (b) S (c) N (d) L
(e) H (f) E (g) K (h) W
2. Sentences (a), (f) and (g) should be ticked.
3. Teacher check
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Capital letters
Every sentence begins with a capital letter.
A capital letter is a big letter.
1. Circle the capital letters.
(a) C c (b) s S (c) n N (d) L l
(e) h H (f) E e (g) k K (h) w W
2. Tick ( ) the sentences which are correct because they have a
capital letter at the beginning.
(a) My favourite toy is my remote-controlled car.
(b) i got it for my birthday from my mum and dad.
(c) it is blue with red writing on the side.
(e) my brother has a car, too.
(f) We like to have races in the yard.
(g) One day, my car smashed into Mum’s flower garden.
(h) she was not very happy.
(i)
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my car was in the garage for a week.
3. Write the capital letter in each sentence.
(a)
(b)
(c)
y dad likes to make model cars.
e uses tools, glue and paint.
hen they are finished, he puts them on display.
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Punctuation
Capital letters
Focus
Capital letters for proper nouns
Definitions
• Capital letters are upper case letters used to begin
a sentence, for proper nouns and for titles.
Example:
Yesterday, we went to the zoo.
My best friend is called Jasmine.
• Proper nouns are nouns used to name particular
people, places or things.
Example:
Tom, England, Pacific Ocean, Bobbin Street, Jack
and the beanstalk*
Explanation
• Proper nouns are considered ‘special’ nouns. They
include people’s names, names of places, days of
the week, months, holidays and festivals, countries,
nationalities, languages and religions. Proper nouns
are written with capital letters.
Worksheet information
• Read the rhyme and all the information in
Question 1.Discuss the information given. Give, and
ask students for, examples of proper nouns.
• Allow the students to complete Questions 2 and 3
independently after the instructions have been read
to them.
• As a class, read the diary entry. Explain that a diary
entry is a record written each day of something that
happened to the writer.
• Read the instructions for Question 4 and ensure that
the students know to look for words with capital
letters. They will then need to decide which words
are appropriate answers.
Ideas for further practice
• The students find out and write (using capital letters)
the name of the street or road they live in.
• List the names of special local places (with capital
letters) on a chart as a reference for writing.
• Ask students to write a short diary entry of one
or two sentences which includes three proper
nouns—the name of a person, the name of a day
and the name of a place. Illustrate when completed
and display next to a sign which says, ‘We are very
special because we know all about capital letters’.
Answers
1.–3. Teacher check
4. (i) Funland (ii) Tuesday (iii) June
(iv) Jade (v) Citygate Bridge
* R.I.C. Publications ® employs minimal
capitalisation for titles of books and other
publications, as recommended by the Style
manual for authors, editors and printers, sixth
edition, 2002.
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Capital letters for names
1. Read the rhyme.
I am so very special and so are you.
My name starts with a capital and yours does, too!
The names of people, places, days, months
and special things begin with a capital letter.
2. Write your name and draw a line under the capital letter.
3. Copy your teacher’s name with the capital letters in red.
4. (a) Read the diary entry.
On Tuesday 4 June, I went to Funland with
Jade and her parents. Because it was hot,
we took our hats, sunscreen and a shirt to
wear. We had to drive over the new Citygate
Bridge. It was very high.
(b) Find and write a word with a capital letter which is:
(i)
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the name of a place
(ii) the name of a day
(iii) the name of a month
(iv) the name of a person
(v) the name of a special thing which has been built.
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Punctuation
Commas
Focus
Commas: words in a list
Definition
• Commas are punctuation marks used to separate
words or phrases to clarify meaning.
Explanation
• Commas are used to separate words and phrases
in a series to clarify meaning. The comma can
represent an omitted conjunction, such as ‘and’ or
‘or’.
Example:
‘I play the violin, cello and piano’ means ‘I play
the violin and cello and piano’. The comma has
replaced the ‘and’.
Comma rules for words in a series:
– Put a comma after every word in the list except
the last two.
– Put an ‘and’ or ‘or’ between the last two words.
Note: A comma placed before the conjunction is
called a serial comma and is often considered
unnecessary; however, it is necessary if omitting
it might cause confusion about the meaning of the
sentence.
• Commas can be used for:
– a series of nouns
Example:
The meal consisted of steak, peas and potatoes.
– a series of verbs
Example:
Jason ran, tripped, fell and fainted.
– a series of adjectives
Example:
She was young, beautiful, kind and naive.
– a series of phrases.
Example:
He doesn’t like washing dishes, ironing clothes or
mopping floors.
Worksheet information
• Students recognise and read the items in the
backpack. Read the sentence in Question 1 with the
class, pointing out the commas and the joining word
‘and’ between the last two items.
• Read the comma ‘rules’ with the class. Students
write their own sentence about the items in the
lunch box. The teacher may like to model writing
other sentences containing a series of items with
the class before the students attempt to write the
sentence in Question 2.
• For Question 3, students add the commas required
to make the meaning clear in the sentences.
Ideas for further practice
• Write a simple shopping list on the board with
four or more items. Students convert the list into a
sentence.
• Students choose their favourite nursery rhyme or
book character and write a sentence with three
adjectives describing him or her.
• Students write a ‘wish list’ of the presents they
would like to receive for Christmas or a birthday and
convert the list into a sentence.
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Answers
1. Teacher check
2. In my lunch box I have a sandwich, apple, banana
and custard.
3. (a) I love roses, tulips and sunflowers.
(b) The monster was huge, green, loud and angry.
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Commas – words in a list
Commas are used between words in lists.
1. Read the sentence.
In my backpack I have
my drink bottle, book,
lunch box and hat.
2. Write a sentence about what is in the lunch box.
Comma rules
• Put a comma after
every item in the
list except the last
two.
• Write and between
the last two items.
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3. Add the commas needed in each sentence.
(a) I love roses tulips and sunflowers.
(1 comma)
(b) The monster was huge green loud and angry.
(2 commas)
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Punctuation
Apostrophes
Focus
Apostrophes in contractions: I’m, it’s, she’s, he’s
Definition
• A contraction is a shortened word made by joining
two or more words and taking out one or more
letters. The missing letter or letters is/are replaced
by an apostrophe.
Explanation
• In English, contractions are commonly used in
speech and informal writing, but not as frequently in
formal writing.
• When two or more words are joined and contracted,
the omitted letter or letters are marked with an
apostrophe inserted where the letter(s) was/were
removed from.
• The mistake is often made of only placing the
apostrophe between the two words, such as when
using the negative ‘not’.
Example:
should’nt, do’nt
Students need to be reminded that the apostrophe
marks the missing letter, not the space where the
two words join.
Worksheet information
• If students are already familiar with apostrophes,
teachers may wish to go straight into introducing
and explaining contractions. If the students are not
familiar with apostrophes, teachers may wish to first
discuss what an apostrophe is and looks like.
• Teachers may wish to introduce contractions using
one of the following suggestions:
– Pretend to ‘operate’ on two words: Wear a
surgical mask and cut the letters out of one word,
join the other word to it with tape, and draw an
apostrophe ‘scar’ to show where the letter was
removed.
– Show two words on separate cards. Put them
together, covering the letters or letter removed
with a piece of paper with an apostrophe on it.
– Write two words on the board. Students take turns
to rub out a letter and draw an apostrophe in its
place to make a new word.
• Inform the students that these new words, made
from joining two words together, are called
contractions because the new word uses fewer
letters than the two separate words. When the two
words are joined, one or more letters are taken out
(from the second word) and an apostrophe is put
where the letter(s) was/were.
• Students complete the worksheet, covering the
letters taken out of the contracted words with the
apostrophe body.
Ideas for further practice
• Write a different contraction on individual flash cards
(at least one for each student) and scatter them
around the room. Call out the long form of the words,
while students try to find the contraction form.
• At teachers can
find a song to help teach contractions.
Answers
Teacher check
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Joining words together
Sometimes two words can be put together to
make a new word.
One or more letters are taken out and a little
mark, called an apostrophe, shows where the
letter(s) was/were;
for example: I am – I’m.
The a is taken out and an apostrophe is put in its place to
make one word.
1. Cut out the four body pieces.
2. Glue one body on each pair of wings.
3. Read the new words on the butterflies.
he
is
she
is
’ ’
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I am
it
is
’ ’
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