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Tanya Gibb<br />
1<br />
<strong>NSW</strong> Edition
Tanya Gibb<br />
STUDENT<br />
BOOK<br />
1<br />
<strong>NSW</strong> Edition<br />
Name:<br />
Class:
<strong>Grammar</strong> <strong>Rules</strong>! Student Book 1<br />
<strong>NSW</strong> Edition<br />
ISBN: 978 0 6550 9241 4<br />
Publisher: Catherine Charles-Brown<br />
Designer and typesetter: Trish Hayes<br />
Illustrator: Stephen Michael King<br />
Series editor: Marie James<br />
Indigenous consultant: Al Fricker<br />
This edition published in 2023 by Matilda Education<br />
Australia, an imprint of Meanwhile Education Pty Ltd<br />
Melbourne, Australia<br />
T: 1300 277 235<br />
E: customersupport@matildaed.com.au<br />
www.matildaeducation.com.au<br />
First edition published in 2008 by Macmillan Science<br />
and Education Australia Pty Ltd<br />
Copyright © Tanya Gibb 2008, 2016, 2022<br />
The moral rights of the author have been asserted.<br />
All rights reserved. Except under the conditions<br />
described in the Copyright Act 1968 of Australia<br />
(the Act) and subsequent amendments, no part of<br />
this publication may be reproduced, in any form or<br />
by any means, without the prior written permission<br />
of the copyright owner.<br />
Educational institutions copying any part of this<br />
book for educational purposes under the Act must<br />
be covered by a Copyright Agency Limited (CAL)<br />
licence for educational institutions and must have<br />
given a remuneration notice to CAL.<br />
These limitations include: restricting the copying<br />
to a maximum of one chapter or 10% of this book,<br />
whichever is greater. For details of the CAL licence<br />
for educational institutions, please contact:<br />
Copyright Agency Limited<br />
Level 11, 66 Goulburn Street<br />
Sydney, <strong>NSW</strong> 2000<br />
Toll-free phone number (landlines only): 1800066844<br />
Telephone: (02) 9394 7600<br />
Fax (02) 9394 7601.<br />
Email: memberservices@copyright.com.au<br />
Website: https://www.copyright.com.au<br />
Publication data<br />
Author: Tanya Gibb<br />
Title: <strong>Grammar</strong> <strong>Rules</strong>! Student Book 1 <strong>NSW</strong> Edition<br />
ISBN: 978 0 6550 9241 4<br />
Printed in China by Central<br />
Sep-2022
Contents<br />
Note to Teachers and Parents............................................4<br />
Scope and Sequence............................................................6<br />
1 Things in the Garden.....................................................8<br />
2 A Fish............................................................................... 10<br />
3 A Family Tree...................................................................12<br />
4 Our Weather Chart........................................................14<br />
5 Menu................................................................................ 16<br />
6 Revision........................................................................... 18<br />
7 Jobs on the Farm...........................................................20<br />
8 At the Playground.........................................................22<br />
9 Class <strong>Rules</strong>......................................................................24<br />
10 A Fire Safety Visit..........................................................26<br />
1 1 Goodbye Elvis................................................................28<br />
12 Revision...........................................................................30<br />
13 A Moreton Bay Fig Tree...............................................32<br />
14 Jokes.................................................................................34<br />
15 Our Favourite Pets........................................................36<br />
16 A Visit from Aunty Violet...............................................38<br />
17 How to Make an Under the Sea Diorama...............40<br />
18 Revision...........................................................................42<br />
19 Sleepy Cat......................................................................44<br />
20 Dear Uncle Hugh and Uncle Kenan..........................46<br />
21 When I Grow Up............................................................48<br />
22 The Lonely Dragon.......................................................50<br />
23 How We Get Milk..........................................................52<br />
24 Revision...........................................................................54<br />
25 Wednesday and Ruby..................................................56<br />
26 Buy Now!.........................................................................58<br />
27 Sharks..............................................................................60<br />
28 Cinderfella’s Jobs..........................................................62<br />
29 Magic Potion..................................................................64<br />
30 Revision...........................................................................66<br />
3 1 Life Cycle........................................................................68<br />
32 How to Get Home.........................................................70<br />
33 Book Review...................................................................72<br />
34 Koalas.............................................................................. 74<br />
35 Revision...........................................................................76<br />
Glossary.................................................................................78<br />
Writing Log........................................ centre pull-out pages
<strong>Grammar</strong> <strong>Rules</strong>!<br />
Note to Teachers and Parents<br />
<strong>Grammar</strong> <strong>Rules</strong>! comprehensively meets the requirements of the 2021 <strong>NSW</strong> Education Standards Authority English K–2<br />
Syllabus, which states that “through practice and experience in understanding and creating texts, students learn about<br />
the power, purpose, value and art of English for communication, knowledge and enjoyment” (p15). <strong>Grammar</strong> <strong>Rules</strong>! also<br />
supports implementation of Australian Curriculum English, V9, 2022.<br />
The <strong>NSW</strong> English K–2 Syllabus recognises that knowledge and understanding of grammar at the level of the whole<br />
text and at the level of the sentence, clause, phrase or word, underpins students’ comprehension of oral and written<br />
texts, and their ability to create effective texts for various purposes and audiences.<br />
<strong>Grammar</strong> <strong>Rules</strong>! provides a conceptually sound, scope and sequence of context-based activities that support teaching<br />
and learning in English. Although the title for the series is <strong>Grammar</strong> <strong>Rules</strong>!, the series in not just about grammar. Each<br />
unit of work in the series begins at the level of the whole text by identifying purpose and audience for the model text,<br />
providing teaching opportunities to activate students’ background knowledge of the topic or the text type, and then<br />
supporting students in reading comprehension. The texts provided can be used for discussion of text forms and features<br />
and sentence structures, as well as for vocabulary expansion. The texts can also be used as models for students to use<br />
when creating their own written, spoken or multimodal texts. The texts included in <strong>Grammar</strong> <strong>Rules</strong>! cover a variety of<br />
informative, imaginative and persuasive texts and hybrid texts that use elements of different types of texts.<br />
<strong>Grammar</strong> <strong>Rules</strong>! also teaches the conventions of punctuation and some aspects of spelling (for example, plural nouns,<br />
homophones and compound words); literary elements such as onomatopoeia, rhyme and alliteration; and the way visual<br />
elements function to support or construct meaning. Other areas of the English K–2 Syllabus covered in <strong>Grammar</strong> <strong>Rules</strong>!<br />
include critical reading and reflecting on character, setting and plot in narrative texts (literature).<br />
Student Book 1<br />
Units of work<br />
Student Book 1 contains 35 weekly units of work presented in a conceptually sound scope and sequence. The intention<br />
is for students to work through the units in the sequence in which they are presented. See the Scope and Sequence<br />
Chart on pages 6–7 for more information. There are also regular Revision Units that can be used for consolidation or<br />
assessment purposes.<br />
The <strong>sample</strong> texts in Student Book 1 are not tied to any particular content across other curriculum areas. This allows<br />
teachers and students to focus on the way language is structured in the different types of texts according to purpose and<br />
audience. Students can then use this knowledge to critically evaluate, respond to and create texts in other learning areas.<br />
Icons<br />
Encourages students to create texts of their own to demonstrate their understanding of the text<br />
structures and features taught in the unit. These activities focus on written language; however, many<br />
also provide opportunities for using spoken language to engage with others, make presentations and<br />
develop skills in using ICT.<br />
Highlights useful grammatical rules and concepts.<br />
The rule is always introduced the first time students<br />
need it to complete an activity.<br />
Tells students that a special hint is provided for an<br />
activity. It might be a tip about language functions,<br />
or a reminder to <strong>look</strong> at a rule in a previous unit.<br />
I can do this.<br />
I am not sure.<br />
I need help.<br />
Encourages students to<br />
assess their progress<br />
across each unit.<br />
<strong>Grammar</strong> <strong>Rules</strong>! Glossary<br />
A valuable glossary is provided at the end of Student Book 1. Teachers and students can use this as a straightforward<br />
dictionary of grammar terminology, or as a summary of important grammar rules used in Student Book 1. Page references<br />
are also given for the point in the book where the rule was first introduced, so that students can go back to that unit if<br />
they need more information or further revision of the rule.<br />
4 <strong>Grammar</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092414) © Tanya Gibb/Matilda Education Australia
<strong>Grammar</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092414) © Tanya Gibb/Matilda Education Australia<br />
<strong>Grammar</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092414) © Tanya Gibb/Matilda Education Australia<br />
<strong>Grammar</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092414) © Tanya Gibb/Matilda Education Australia<br />
<strong>Grammar</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092414) © Tanya Gibb/Matilda Education Australia<br />
Pull-Out Writing Log<br />
At the centre of Student Book 1 is a practical pull-out Writing Log so that students can keep track of the texts they<br />
have created or attempted to create. The Writing Log also includes a handy reminder of the writing process, as well as<br />
a checklist of types of texts for students to try.<br />
I<br />
Think! Make a plan<br />
Revise<br />
<strong>Grammar</strong> <strong>Rules</strong>!<br />
What is your topic?<br />
What is the purpose of the text?<br />
Who is the audience?<br />
What type of text and text<br />
form will you use?<br />
Will a graphic organiser help?<br />
3<br />
Reread your writing.<br />
Read your writing to a partner.<br />
Read your writing to your<br />
teacher.<br />
Ask for help to improve<br />
meaning.<br />
's Writing Log<br />
4<br />
2<br />
Draft<br />
Gather your ideas.<br />
Have a go at writing.<br />
Proofread<br />
Check your grammar.<br />
Check your spelling.<br />
Check your punctuation.<br />
5<br />
Publish<br />
Publish and share<br />
your text.<br />
Reflect on your work.<br />
Each time you<br />
finish a piece<br />
of writing,<br />
record it in<br />
the log. Give<br />
it a rating.<br />
Rating scale<br />
A good start.<br />
Doing well.<br />
Brilliant!<br />
Do you need<br />
some ideas for<br />
other text forms<br />
to try? Look at<br />
the back page!<br />
Write the title<br />
Date<br />
of your text.<br />
Write the Write the title of your<br />
date. piece.<br />
Text purpose,<br />
Audience <strong>Grammar</strong> I used My rating Where to next?<br />
mode and medium<br />
eg recount/email Who were you List the main grammar features you used. Record What would you like to try next?<br />
writing for or to?<br />
your rating. Does your teacher have any comments?<br />
I've tried these types of texts and text forms . . .<br />
Narrative (imaginative)<br />
Story<br />
Comic<br />
Other<br />
Recount<br />
(imaginative or informative)<br />
Letter<br />
Other<br />
Description<br />
(imaginative or informative)<br />
Poem<br />
Letter<br />
Other<br />
Information report<br />
(informative)<br />
Website<br />
Other<br />
Procedure (informative)<br />
Cookbook<br />
Game rules<br />
Other<br />
Explanation (informative)<br />
Reference book<br />
Other<br />
Persuasion (persuasive)<br />
(argues one side of an issue)<br />
Speech<br />
TV advertisement<br />
Poster<br />
Other<br />
Discussion (informative/<br />
persuasive/reflective) (presents<br />
a number of viewpoints)<br />
Conversation<br />
Other<br />
Response<br />
(informative/persuasive)<br />
Diary<br />
Book review<br />
Poem<br />
Other<br />
i<br />
ii<br />
iii<br />
iv<br />
Unit at a glance<br />
Unit tag<br />
States the main<br />
grammar focus<br />
Type of text<br />
Highlights the<br />
type of text and<br />
purpose of the<br />
<strong>sample</strong> text<br />
Tip!<br />
Reminds<br />
or gives a<br />
special hint<br />
Text <strong>sample</strong><br />
Provides a context for<br />
learning about language<br />
5<br />
Nouns,<br />
sentences<br />
This list is<br />
informative.<br />
Its purpose is<br />
to list the food<br />
for a Lunar<br />
New Year<br />
celebration.<br />
I<br />
2<br />
3<br />
4<br />
Menu<br />
dumplings<br />
spring rolls<br />
long noodles<br />
steamed fish<br />
steamed chicken<br />
vegetables (mushrooms,<br />
cabbage, bamboo shoots,<br />
seaweed, carrots)<br />
steamed eggplant<br />
sweet rice balls<br />
nian gao (rice cakes)<br />
mandarins and grapefruit<br />
Read Menu. Write four nouns for things you would add<br />
to a celebration menu.<br />
Write the noun for something in Menu that you would like to eat.<br />
Write two adjectives in Menu that describe the food.<br />
Write an adjective of your own to describe the nouns below.<br />
Remember<br />
the noun rule<br />
on page 8.<br />
carrot chicken seaweed<br />
Sequenced activities<br />
Activities focus on reading<br />
comprehension, text<br />
features and structures,<br />
vocabulary or punctuation<br />
Write the verb from each sentence on the line.<br />
Write a menu for a celebration<br />
with your family. Use nouns and<br />
adjectives.<br />
I can do this.<br />
I am not sure.<br />
I need help.<br />
16 <strong>Grammar</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092414) © Tanya Gibb/Matilda Education Australia<br />
<strong>Grammar</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092414) © Tanya Gibb/Matilda Education Australia<br />
17<br />
5<br />
6<br />
7<br />
Underline the proper nouns in the sentence below.<br />
“Lunar New Year is important to my family.<br />
We eat special food. Children are given red<br />
envelopes with money <strong>inside</strong>,” said Isabel.<br />
Label these items. Use nouns from Menu.<br />
A sentence is a group of words that is a complete<br />
message. A simple sentence has one clause.<br />
The dog chewed the ball.<br />
A sentence begins with an upper-case letter. It can end<br />
in a full stop, question mark or exclamation mark.<br />
The dumpling slipped off the spoon.<br />
Grandfather handed us red envelopes.<br />
Aunt Mee sucked the long noodles.<br />
Rule!<br />
Introduces students<br />
to a new concept<br />
Try it yourself!<br />
Gives students opportunities<br />
to apply their knowledge and<br />
skills to create their own texts.<br />
Students can engage in planning,<br />
drafting and editing their texts<br />
and use different modes and<br />
media to enhance presentation<br />
of their texts.<br />
Reflection<br />
Encourages students to assess<br />
their progress through each<br />
activity<br />
<strong>Grammar</strong> <strong>Rules</strong>! Teacher Resource Book 1–2<br />
Full teacher support for Student Book 1 is provided by <strong>Grammar</strong> <strong>Rules</strong>! Teacher Resource Book 1–2.<br />
Here you will find valuable background information about teaching English, along with practical resources, such as:<br />
T strategies for teaching text structures and features T teaching tips for every unit in Student Book 1<br />
T literacy games and activities T answers for every unit in Student Book 1.<br />
T assessment strategies<br />
<strong>Grammar</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092414) © Tanya Gibb/Matilda Education Australia<br />
5
6<br />
Scope and Sequence<br />
This scope and sequence chart is based on the requirements of the <strong>NSW</strong> English K–2 Syllabus.<br />
Unit<br />
1<br />
2<br />
3<br />
4<br />
5<br />
6<br />
7<br />
8<br />
9<br />
10<br />
11<br />
12<br />
13<br />
14<br />
15<br />
16<br />
17<br />
18<br />
Unit name/<br />
Type of text<br />
Things in the Garden<br />
Diagram<br />
A Fish<br />
Diagram<br />
A Family Tree<br />
Diagram<br />
Our Weather Chart<br />
Diagram<br />
Menu<br />
List<br />
Jobs on the Farm<br />
Map<br />
At the Playground<br />
Recount<br />
Class <strong>Rules</strong><br />
List<br />
A Fire Safety Visit<br />
Recount<br />
Goodbye Elvis<br />
Recount/Reflection<br />
A Moreton Bay<br />
Fig Tree<br />
Description<br />
Jokes<br />
Our Favourite Pets<br />
Graph<br />
A Visit from<br />
Aunty Violet<br />
Report<br />
How to Make an Under<br />
the Sea Diorama<br />
Procedure<br />
Purpose<br />
of text<br />
Clauses,<br />
sentences,<br />
conjunctions<br />
Nouns, noun<br />
groups,<br />
pronouns,<br />
adjectives<br />
to inform sentences common<br />
nouns<br />
to inform sentences common<br />
nouns<br />
to inform sentences proper<br />
nouns,<br />
possessive<br />
apostrophes<br />
to inform sentences proper<br />
nouns,<br />
adjectives<br />
to inform simple nouns,<br />
sentences adjectives<br />
to inform<br />
to inform<br />
to inform/<br />
instruct<br />
to inform/<br />
respond<br />
commands,<br />
sentences<br />
clauses,<br />
sentences,<br />
commands,<br />
exclamations,<br />
conjunctions<br />
sentences<br />
adjectives<br />
Verbs<br />
action<br />
verbs<br />
action<br />
verbs<br />
relating<br />
verbs<br />
action<br />
verbs<br />
action<br />
verbs<br />
action<br />
verbs<br />
action<br />
verbs<br />
to inform clauses saying<br />
verbs<br />
to inform<br />
to<br />
entertain<br />
to inform<br />
to inform/<br />
respond<br />
to inform/<br />
instruct<br />
sentences,<br />
conjunctions<br />
questions,<br />
sentences<br />
clauses,<br />
conjunctions,<br />
sentences<br />
REVISION<br />
REVISION<br />
adjectives<br />
singular and<br />
plural nouns<br />
Adverbs and<br />
prepositional<br />
phrases (time<br />
and place), time<br />
connectives<br />
prepositional<br />
phrases – place<br />
time connectives,<br />
prepositional<br />
phrases – place<br />
prepositional<br />
phrases –<br />
time, time<br />
connectives<br />
Elements of<br />
language<br />
labels<br />
labels<br />
labels<br />
labels<br />
opinions<br />
opinions<br />
opinions<br />
opinions<br />
homophones,<br />
word play<br />
labels<br />
sentences adjectives synonyms,<br />
story<br />
characters,<br />
paragraphs<br />
articles action<br />
verbs<br />
REVISION
Unit<br />
19<br />
20<br />
21<br />
22<br />
23<br />
24<br />
25<br />
26<br />
27<br />
28<br />
29<br />
30<br />
31<br />
32<br />
33<br />
34<br />
35<br />
Unit name/<br />
Type of text<br />
Sleepy Cat<br />
Poem<br />
Dear Uncle Hugh<br />
and Uncle Kenan<br />
Personal response<br />
When I Grow Up<br />
Discussion<br />
The Lonely<br />
Dragon<br />
Narrative<br />
How We Get Milk<br />
Explanation<br />
Wednesday and<br />
Ruby<br />
Narrative<br />
Buy Now!<br />
Advertisement<br />
Sharks<br />
Argument<br />
Cinderfella’s Jobs<br />
List<br />
Magic Potion<br />
Recipe<br />
Life Cycle<br />
Diagram and<br />
Explanation<br />
How to Get Home<br />
Directions<br />
and map for<br />
imaginary place<br />
Book Review<br />
Response<br />
Koalas<br />
Information report<br />
Purpose<br />
of text<br />
Clauses,<br />
sentences,<br />
conjunctions<br />
Nouns,<br />
noun<br />
groups,<br />
pronouns,<br />
adjectives<br />
to<br />
entertain<br />
personal<br />
pronouns<br />
to respond sentences personal<br />
pronouns,<br />
proper<br />
nouns,<br />
adjectives<br />
to inform/ clauses,<br />
give an conjunctions<br />
opinion<br />
to<br />
entertain<br />
to inform/<br />
explain<br />
to<br />
entertain<br />
to<br />
persuade<br />
to<br />
persuade<br />
to inform/<br />
instruct<br />
to<br />
entertain<br />
to inform/<br />
explain<br />
to<br />
entertain<br />
to inform/<br />
respond<br />
to inform<br />
clauses,<br />
conjunctions<br />
sentences<br />
Verbs<br />
Adverbs and<br />
prepositional<br />
phrases<br />
(time and<br />
place), time<br />
connectives<br />
sentences adjectives verbs time<br />
connectives<br />
sentences<br />
commands<br />
commands<br />
noun<br />
groups,<br />
adjectives<br />
contractions<br />
sensing and<br />
thinking<br />
verbs<br />
action verbs<br />
adverbs<br />
Elements of<br />
language<br />
rhyme<br />
opinions and<br />
reasons<br />
opinions and<br />
reasons<br />
story<br />
characters,<br />
setting, plot<br />
fact and opinion,<br />
labels<br />
onomatopoeia,<br />
story characters,<br />
paragraphs<br />
alliteration,<br />
opinion and<br />
reason<br />
antonyms,<br />
opinions and<br />
reasons<br />
sentences action verbs compound words,<br />
quotation marks,<br />
labels<br />
commands<br />
prepositional story characters<br />
phrases<br />
sentences,<br />
questions<br />
clauses,<br />
sentences<br />
REVISION<br />
REVISION<br />
adjectives verbs quotation<br />
marks, opinion<br />
and reason<br />
pronouns,<br />
adjectives<br />
REVISION<br />
relating<br />
verbs, saying<br />
verbs<br />
prepositional<br />
phrases<br />
paragraphs<br />
<strong>Grammar</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092414) © Tanya Gibb/Matilda Education Australia<br />
7
1<br />
Common<br />
nouns,<br />
action verbs<br />
Things in the Garden<br />
This<br />
diagram is<br />
informative.<br />
It shows<br />
things in a<br />
garden.<br />
Nouns are words for people, places, animals and things.<br />
baby garden bee ball<br />
I Label the things in the diagram. Write these nouns in the boxes.<br />
flower tree bird ball dog<br />
fence bee grass nest frog<br />
8 <strong>Grammar</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092414) © Tanya Gibb/Matilda Education Australia
Verbs tell what is happening in a sentence.<br />
Action verbs tell the actions.<br />
jump is swinging hovered swims splashed<br />
2<br />
Choose the correct verbs from the box to complete the sentences.<br />
hovers<br />
ran<br />
bounced<br />
swims<br />
sits<br />
A bird<br />
A frog<br />
A bee<br />
A ball<br />
My dog<br />
in the nest.<br />
in the pond.<br />
near the flower.<br />
on the grass.<br />
through the garden.<br />
3<br />
Circle the action verb in each sentence.<br />
I threw the ball onto the grass. It rolled beside<br />
a flower. My dog took it into the pond.<br />
4<br />
Read the story below. Circle the verb in each sentence.<br />
The dog played in the garden. A spaceship<br />
landed beside her. She ran to it. It flew away.<br />
5<br />
Write a sentence about a real or imaginary garden. Remember to begin your sentence<br />
with an upper-case letter and end it with a full stop.<br />
Draw a real or imaginary garden<br />
where you would like to play. Label<br />
your drawing. Use nouns.<br />
I can do this.<br />
I am not sure.<br />
I need help.<br />
<strong>Grammar</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092414) © Tanya Gibb/Matilda Education Australia<br />
9
2<br />
Common nouns,<br />
action verbs,<br />
prepositional<br />
phrases that<br />
tell where<br />
A Fish<br />
This<br />
diagram is<br />
informative.<br />
It has labels<br />
to give<br />
information.<br />
eyes<br />
gills<br />
tail<br />
mouth<br />
fins<br />
I<br />
Look at the diagram of the fish. Write a noun from the diagram on each line.<br />
This is a . It has a .<br />
It has two . It has and a .<br />
A prepositional phrase begins with a preposition. It can<br />
tell where. in the ocean under a bridge<br />
2<br />
Choose the correct prepositional phrase from the box to complete each simple sentence.<br />
on grasslands above the water in the rainforest<br />
Fish leap .<br />
Zebras gallop .<br />
Monkeys swing .<br />
10 <strong>Grammar</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092414) © Tanya Gibb/Matilda Education Australia
3<br />
Choose a noun from the box to label each animal.<br />
dog duck koala sheep<br />
4<br />
Circle the action verbs in the sentences below.<br />
The kangaroo bounced across the grass.<br />
It disappeared behind the trees.<br />
Write two prepositional phrases from the sentences on the lines.<br />
5<br />
Circle the action verbs for things a real-life fish can do.<br />
swim crawl dive float draw eat <strong>look</strong> breathe<br />
6<br />
Write about an animal and what it does. Use action verbs.<br />
Draw a real or imaginary animal.<br />
Label your drawing. Use nouns.<br />
I can do this.<br />
I am not sure.<br />
I need help.<br />
<strong>Grammar</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092414) © Tanya Gibb/Matilda Education Australia<br />
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3<br />
Proper nouns,<br />
possessive<br />
apostrophes<br />
This<br />
diagram is<br />
informative.<br />
The writer’s<br />
purpose is<br />
to show<br />
information<br />
about family<br />
members.<br />
Grandpa<br />
Robert<br />
Stepdad<br />
Eddie<br />
A Family Tree<br />
Grandma<br />
Claire<br />
Nonno<br />
Stefano<br />
Mum<br />
Jilly<br />
Nonna<br />
Marie<br />
Dad<br />
Marco<br />
Me<br />
Anna<br />
Brother<br />
Luca<br />
Stepbrother<br />
Lachlan<br />
My cat Tiger<br />
People’s names are proper nouns.<br />
Proper nouns start with an upper-case letter.<br />
I<br />
Look at A Family Tree. Write the names of Anna’s grandparents.<br />
2<br />
Write a name from A Family Tree on each line.<br />
Anna’s mum is . Anna’s cat is .<br />
Anna’s dad is . Anna’s brother is .<br />
12 <strong>Grammar</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092414) © Tanya Gibb/Matilda Education Australia
3<br />
Write your name.<br />
4<br />
Write the names of three friends.<br />
Draw a picture of yourself.<br />
5<br />
Write your teacher’s name.<br />
An apostrophe can be used to show possession.<br />
Anna’s raincoat Luca’s shoes the cat’s dinner<br />
6<br />
Rewrite each underlined word correctly with a possessive apostrophe.<br />
my friends name<br />
Robs glasses<br />
Jillys car<br />
Lachlans hat<br />
7<br />
Write two sentences about your family. Remember to begin your sentence with an<br />
upper-case letter and end it with a full stop.<br />
Create your own family tree. Use<br />
photos or drawings. Label it. Use<br />
upper-case letters for proper nouns.<br />
I can do this.<br />
I am not sure.<br />
I need help.<br />
<strong>Grammar</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092414) © Tanya Gibb/Matilda Education Australia<br />
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4<br />
Proper nouns,<br />
adjectives,<br />
relating verbs<br />
This<br />
weather chart<br />
is informative.<br />
Its purpose is<br />
to give<br />
information<br />
about the<br />
weather.<br />
Our Weather Chart<br />
Monday<br />
hot<br />
Tuesday<br />
windy<br />
Thursday<br />
cloudy<br />
Friday<br />
rainy<br />
cold<br />
foggy<br />
Today is Wednesday.<br />
The weather is sunny.<br />
We don’t come to school on Saturday and Sunday.<br />
The days of the week and the months of the year are proper<br />
nouns. Proper nouns start with an upper-case letter.<br />
March Saturday Monday<br />
I<br />
Look at Our Weather Chart. Write the days of the week in order.<br />
2 Choose words from Our Weather Chart to complete the simple sentences.<br />
Today is .<br />
The weather is .<br />
14 <strong>Grammar</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092414) © Tanya Gibb/Matilda Education Australia
Adjectives tell more about nouns. They can describe.<br />
sunny happy black<br />
3<br />
Write the seven adjectives from Our Weather Chart.<br />
Relating verbs tell what things are or have.<br />
It is sunny. I am hot. I have a sun hat.<br />
4<br />
Circle the relating verb in each<br />
sentence.<br />
Wednesday was hot.<br />
Today is Friday.<br />
We were busy yesterday.<br />
Sana has a cold.<br />
5<br />
Write an adjective from Our Weather<br />
Chart on each line.<br />
a<br />
a<br />
a<br />
a<br />
day<br />
day<br />
day<br />
day<br />
6<br />
Fill in the missing letters. Circle the nouns for things you wear on a cold day.<br />
j mper scar bean e swim ers<br />
t ongs jacke short<br />
Make a poster about weather. Add<br />
pictures and words. Tell about the<br />
things you can do. Use adjectives.<br />
I can do this.<br />
I am not sure.<br />
I need help.<br />
<strong>Grammar</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092414) © Tanya Gibb/Matilda Education Australia<br />
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5<br />
Nouns,<br />
sentences<br />
This list is<br />
informative.<br />
Its purpose is<br />
to list the food<br />
for a Lunar<br />
New Year<br />
celebration.<br />
Menu<br />
dumplings<br />
spring rolls<br />
long noodles<br />
steamed fish<br />
steamed chicken<br />
vegetables (mushrooms,<br />
cabbage, bamboo shoots,<br />
seaweed, carrots)<br />
steamed eggplant<br />
sweet rice balls<br />
nian gao (rice cakes)<br />
mandarins and grapefruit<br />
I<br />
Read Menu. Write four nouns for things you would add<br />
to a celebration menu.<br />
Remember<br />
the noun rule<br />
on page 8.<br />
2<br />
Write the noun for something in Menu that you would like to eat.<br />
3<br />
Write two adjectives in Menu that describe the food.<br />
4<br />
Write an adjective of your own to describe the nouns below.<br />
carrot chicken seaweed<br />
16 <strong>Grammar</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092414) © Tanya Gibb/Matilda Education Australia
5<br />
Underline the proper nouns in the sentence below.<br />
“Lunar New Year is important to my family.<br />
We eat special food. Children are given red<br />
envelopes with money <strong>inside</strong>,” said Isabel.<br />
6<br />
Label these items. Use nouns from Menu.<br />
A sentence is a group of words that is a complete<br />
message. A simple sentence has one clause.<br />
The dog chewed the ball.<br />
A sentence begins with an upper-case letter. It can end<br />
in a full stop, question mark or exclamation mark.<br />
7<br />
Write the verb from each sentence on the line.<br />
The dumpling slipped off the spoon.<br />
Grandfather handed us red envelopes.<br />
Aunt Mee sucked the long noodles.<br />
Write a menu for a celebration<br />
with your family. Use nouns and<br />
adjectives.<br />
I can do this.<br />
I am not sure.<br />
I need help.<br />
<strong>Grammar</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092414) © Tanya Gibb/Matilda Education Australia<br />
17
6<br />
I<br />
Write the verb from each sentence on the line.<br />
The sunflower grew towards the sun.<br />
The tree gave us shelter.<br />
The frog jumped through the pond.<br />
Uncle Tomas chopped the eggplant.<br />
Lunar New Year is a special time.<br />
The fish has a long tail.<br />
2<br />
Choose the correct adjective from the box. Write it on the line.<br />
happy sunny big pretty<br />
The weather for the picnic is .<br />
A<br />
bird came to our picnic.<br />
We ate our food on a<br />
rug.<br />
Zippy was a<br />
dog at the picnic.<br />
3<br />
Draw a line to link each noun to a proper noun.<br />
month Fluffball<br />
day<br />
October<br />
uncle Abby<br />
aunt<br />
Fred<br />
cat<br />
Wednesday<br />
18 <strong>Grammar</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092414) © Tanya Gibb/Matilda Education Australia
4<br />
Add relating verbs to the sentence.<br />
I six and my brother nine.<br />
5<br />
Write each sentence correctly.<br />
the sheeps name is brittany<br />
holly went to nassims home on wednesday<br />
6<br />
Circle the action verbs in the sentence below.<br />
Maliki bounded across the dirt and disappeared<br />
behind the rocks. (“Maliki” is a Warlpiri word for “dog”.)<br />
Write two prepositional phrases from the sentences on the lines.<br />
7<br />
Circle the action verbs in the sentences below.<br />
A small bird flew over our heads. It landed on the grass.<br />
Write two prepositional phrases from the sentences on the lines.<br />
8<br />
Write a sentence. Describe someone in your family.<br />
<strong>Grammar</strong> <strong>Rules</strong>! Student Book 1 (ISBN 9780655092414) © Tanya Gibb/Matilda Education Australia<br />
19