CONTENTS

INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1USING THE PROGRAM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

NounsLesson 1: Fun With Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Lesson 2: Platter Chatter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

PronounsLesson 3: Pronoun Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Lesson 4: Wheeling With Pronouns . . . . . . . . . . . . . . . . . . . . . . . .6

VerbsLesson 5: Verb Magic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Lesson 6: Camping With Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . .8

AdjectivesLesson 7: Adjectives in the News . . . . . . . . . . . . . . . . . . . . . . . . .9Lesson 8: Adjectives–A Space Journey . . . . . . . . . . . . . . . . . . . .10

AdverbsLesson 9: The Case of the Hidden Adverbs . . . . . . . . . . . . . . . . .11Lesson 10: The Haunted Adverbs Mystery . . . . . . . . . . . . . . . . . . .12

ReviewLesson 11: Putting It All Together–Part I . . . . . . . . . . . . . . . . . . . . .13Lesson 12: Putting It All Together–Part II . . . . . . . . . . . . . . . . . . . .14

More To Do Follow-up Activities for each Lesson . . . . . . . . . . .15-17

Copyright © 2006AV Concepts CorporationEdcon Publishing Group

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Every effort has been made to make all ele-ments of the program enjoyable and meaningful.All lessons are self-directing and self-correcting.This allows students to work through the lessonsat an independent rate and to evaluate their per-formances privately.

The narrators give complete instructions fordoing the exercises on the activity sheets.Games, puzzles, secret messages, codes, news-paper ads, and lively illustrations are just a few ofthe techniques used to create interest in the les-sons.

Two lessons are devoted to each part ofspeech covered in the program. The parts ofspeech may be studied in any order, dependingupon the preparation of the individual student.The audio, which deals with each part of speech,however, should be used in sequence. Lessons11 and 12, “Putting It All Together–Parts I and II,”contain a complete review of the concepts pre-sented in the first 10 lessons of Grammarifics.These lessons should be used after the studenthas worked through the first 10 lessons of the pro-gram.

The Grammarifics program is a multimediaseries of 12 lessons designed to supplement andindividualize language instruction for students ingrades 4 through 6, and for those at ages 12 toadult in need of remedial help.

Each lesson in the program consists ofaudio media and three reproducible activitysheets. The audio combines expert instruction ingrammar and usage with themes that are rele-vant to the interests of students in the intermedi-ate grades. Central to the program is the devel-opment of the students’ communication skills.This is accomplished through analysis of sen-tence structure, information of generalizationsconcerning English usage, and the application ofthose generalizations in exercises which stimu-late students’ interest. The program concentrateson nouns, pronouns, verbs, adverbs, and adjec-tives. Many important subskills related to theseparts of speech are also presented.

Each audio-directed lesson begins with alively introduction focusing on a theme whichshould be familiar to most students. Specialeffects and dialogue are often used to heightenstudents’ interest in the material to be learned.The narrators then guide the students throughwritten exercises on the activity sheets. Found onmany of the activity sheets is a block of contentmaterial. The narrator helps the students analyzethe content material, draw valid conclusions, andapply the content to the exercises presented onthe activity sheets.

INTRODUCTION

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The AudioThe audio lessons in Grammarifics employ a

variety of motivational techniques which aredesigned to capture and hold the interest of stu-dents. Each audio begins with music, specialaudio effects, or a short vignette played out bycharacters. The students are then carefully guidedthrough the entire lesson by professional narra-tors who use a friendly, positive approach to lan-guage instruction.

Timed pauses are programmed into the audioto allow the students to complete brief responseson the activity sheets. However, when more thana few seconds are needed to complete aresponse or to read over specific material, anelectronic tone built into the audio signals the stu-dents to stop the player. Students should bereminded that they may stop the audio wheneveradditional response time is needed, or replay anymaterial they may wish to hear.

The use of headsets is recommended toavoid distracting other students in the classroomand to reinforce the interaction between studentand narrator.

The running time of the audio averagesapproximately 20 minutes. The average workingtime of each lesson is about 30 minutes. It shouldbe remembered that this time is only an approxi-mation. Since the student stops and starts theaudio several times during the course of eachlesson to read material or to complete exercises,the actual time needed will depend on the stu-dent’s working speed.

The Activity SheetsThree illustrated activity sheets are used in

each lesson of the program. All activities arecompleted by the student as the audio presenta-tion progresses. The responses for these activi-ties are checked and corrected by the studentthrough answers given by the narrators. Theactivity sheets offer a variety of skill-buildinggames and enjoyable written activities toincrease the student’s understanding of parts ofspeech. All exercises are closely correlated withthe audio instructions.

The Teacher’s GuideThis guide contains individual summaries of

the 12 lessons in the program. Each summarylists the skills objectives of the lesson, a descrip-tion of each written activity, and reproductions ofall student activities with answers overprinted.

Included in the final pages of this guide areseveral creative followup activities which may beused with small groups of students to reinforcethe skills taught in the program.

USING THE PROGRAM

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Lesson 1: Fun With Nouns

Objectives• to reinforce the ability to identify and use the plural forms

of nouns• to increase the ability to recognize common and proper

nouns, and to differentiate between them• to provide practice in capitalizing proper nouns: names,

addresses, days of the week, months, holidays

SummaryThe story of a girl named Frannie and the birthday party she

is planning, supplies the background for this lesson. Franniemakes a list of the things (nouns) she will need for the party.Her mother suggests that Frannie make each noun plural,since she will need more than one of each item for the party. Atthis point, the narrator directs the student’s attention to page 1of the activity sheets where Frannie’s list is found. Also printedon the page are five rules for making nouns plural. The studentuses the rules to write the plural form of each noun.

The student works with common and proper nouns on thesecond activity sheet. The narrator explains these terms, usingthe definitions provided on the page and the examples writtenon a drawing of Frannie’s notepad. After the student underlinesthe common nouns found in the first group of sentences, he orshe underlines the proper nouns found in the second group.

The activities on page 3 are designed to extend under-standing of proper nouns. In the first activity, the student writesthe missing capital letter above each proper noun in the sen-tences. In the final activity, he or she circles the first letter ofeach proper noun in the party invitation found on the page.

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Lesson 2: Platter Chatter

Objectives• to develop the ability to recognize and use noun signals

to identify nouns within sentences• to increase understanding of the possessive forms of

singular and plural nouns• to provide practice in identifying exact nouns

Summary“Platter Chatter” uses a musical theme to hold the stu-

dent’s interest in the material presented in the lesson. Thenarrator explains that different types of music are identifiedby their special sounds. This leads to a review of the“special features” that help identify nouns. Then, anotherspecial identifier, noun signals, is introduced.

On page 1 of the activity sheets, the student completestwo exercises on noun signals. First, in a paragraph aboutthe recording industry, the student underlines each nounsignal and circles the noun it signals. The second exercisecalls upon the student to read each sentence and draw abox around each noun signal that is a number word.

The exercises on page 2 of the activity sheets aredesigned to increase understanding of the possessiveforms of nouns. The student first writes the form of severalsingular nouns, then does the same for some plural nouns.He then rewrites phrases to show possessive form.

Page 3 activities involve the use of exact nouns to paintexact word pictures. The student completes each sentencein the exercises by underlining the noun in parentheses thatis more exact.

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Lesson 3: Pronoun Games

Objectives• to increase recognition of personal pronouns• to provide practice in using pronouns as subjects of

sentences• to provide practice in using pronouns as objects of verbs

SummaryIn the introduction to this lesson, the narrator explains

that when people play games, they often use “gametalk,”which involves the extensive use of pronouns. The narratordirects the student to read the two definitions on page 1 ofthe activity sheets and to study the list of personal pronounspresented on the page. After the pronoun study, the studentreads a paragraph about the game of checkers and drawsa line under each personal pronoun. He then completes twostatements about the pronouns in the paragraph, enhanc-ing understanding of singular and plural pronouns.

On page 2 of the activity sheets, the student learns thata personal pronoun can take the place of a noun as the sub-ject of a sentence. He rewrites each sentence on the page,replacing the subject noun with a pronoun.

The game presented on page 3 of the activity sheets is a“pronoun dart game.” Object pronouns which have beenassigned points are shown on a target. The student followsthe narrator’s directions for playing the game, then scoresthe game by writing the value of each object pronoun usedand adding the results. (A perfect score is 300 points.)

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Lesson 4: Wheeling With Pronouns

Objectives• to increase the ability to identify possessive pronouns• to provide practice in using possessive pronouns in place

of possessive nouns• to give practice in using possessive pronouns as objects

of prepositions

SummaryA discussion concerning what to do about an unpopular

ordinance–the banning of skates and skateboards–takesplace in the opening segment of this lesson. The narratorpoints out that the boys and girls heard in the discussionused possessive pronouns when talking about their skatesand skateboards. This leads to an exercise in which the stu-dent is directed to read a story about ice skating and to fillin each missing word with the correct possessive pronoun.

The student works the exercise on page 2 by rewritingeach sentence, using a possessive pronoun to show ow-nership.

The narrator explains the information about prepositionsfound at the top of page 3, then directs the student to circlethe pronoun that is the object of the preposition in each sen-tence of the exercise.

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Lesson 5: Verb Magic

Objectives• to develop the ability to identify action verbs• to develop the ability to identify linking verbs• to increase understanding of agreement of subjects

and verbs• to provide practice in using exact verbs

SummaryA magic show provides the background for this lesson on

verbs. The narrator points out that in order to describe whata magician does, action verbs must be used. The student’sattention is directed to the crossword puzzle on page 1 ofthe activity sheets. The puzzle is completed by underliningthe action verb in each sentence and writing the verb in theappropriate squares of the puzzle.

In the activity on page 2, the student is asked to identifythe linking verb in each sentence, and to write it on a link ofthe chain pictured on the page.

On page 3, the student studies two sample sentenceswhich demonstrate subject–verb agreement, then works arelated exercise. Directions call for circling the verb inparentheses that agrees in number with the subject of thesentence. In a final activity, the student underlines the verbthat makes each sentence more exact.

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Lesson 6: Camping With Verbs

Objectives• to increase understanding of the principal parts of regular

and irregular verbs• to give practice in working with regular and irregular verb

forms within the context of sentences

SummaryCamping, and all the action that goes with it, is used in

this lesson to explain the principal parts of verbs. Found onthe first activity page is a “chores chart” which the studentuses to answer the questions on the page. Each answermust be written in complete–sentence form using the sametense of the verb in the question.

Page 2 shows a trail that starts by a stream in the woodsthat leads to a log cabin. On the line under each sentence,the student writes the form of the verb called for on the signby the sentence.

The principal parts of some irregular verbs are listed inthe chart on page 3. The student uses the chart to correct acamper’s letter printed on the page. This is done by writingthe correct form of the verb above each verb in parentheses.

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Lesson 7: Adjectives in the News

Objectives• to reinforce the ability to recognize and use descriptive

adjectives• to provide practice in using adjectives that compare

SummaryThe student is introduced to Rita Riter, cub reporter for

the Daily Scoop, and is asked to help Rita use adjectives toperfect her news writing style. Rita’s first assignment is touse descriptive adjectives in rewriting an ad for the Save’nRave Foodstore. The student is directed to circle all thedescriptive adjectives found in Rita’s ad on page 1 of theactivity sheets.

Rita’s next assignment is to write the classified ads. Herads are found on page 2 of the activity sheets. The studentis directed to underline all the descriptive adjectives in theads.

The top of page 3 contains some information about thecomparative forms of adjectives. The narrator guides thestudent through a study of the information, then gives thedirections for working the related puzzle. The student readseach headline and writes the correct form of the adjective inparentheses in the blanks on the right. If the exercise hasbeen worked correctly, the word “great” appears in the boxin the puzzle.

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Lesson 8: Adjectives–A Space Journey

Objectives• to increase recognition of proper adjectives as

derivitives of proper nouns• to develop the ability to recognize limiting adjectives• to provide practice in using vivid adjectives

SummaryAn exciting space journey to an imaginary planet pro-

vides the framework for the activities in this lesson. On page1 of the activity sheets there are several entries in a diarykept by someone on the space trip. The narrator points outthat the proper adjectives in the entries have not beencapitalized, and uses the sample sentences on the page togive some information about proper adjectives. The studentthen corrects the diary entries by capitalizing each properadjective.

The exercise, “Using Vivid Adjectives,” on page 2 is onein which the student reads each sentence and circles theadjective in parentheses that gives a more exact picture ofwhat is being described.

One page 3, the student studies a list of limitingadjectives and reads two rules for using “a” or “an”before a noun. The student then works the exercise byunderlining the limiting adjectives in parentheses that gowith each phrase.

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Lesson 9: The Case of the Hidden Adverbs

Objectives• to increase the ability to identify adverbs of time, place,

and manner• to develop the ability to differentiate between adverbs and

adjectives

Summary“The Case of the Hidden Adverbs” uses a mystery theme

to help students “detect” adverbs. The note at the top of thefirst activity page contains dot patterns which, when con-nected, spell out the three questions that are answered bythe adverbs “when,” “where,” and “how.” The student thenlooks for hidden adverbs in a word-search puzzle and writesthem in the appropriate blanks under the puzzle.

The exercise on page 2 is worked in two steps. The stu-dent first underlines the adverb found in each sentence,then indicates if it is an adverb of time, place, or manner bywriting it on a line under the correct heading at the bottomof the page.

The last activity page contains an exercise which givespractice in differentiating between adverbs and adjectives.Working with sets of sentences, the student locates theadjective in the first sentence, and writes it in adverbial formin the second sentence.

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Lesson 10: The Haunted Adverbs Mystery

Objectives• to provide practice in working with adverbs and the

words they modify: verbs, adjectives, other adverbs• to increase understanding of the degrees of

comparison with adverbs• to provide practice in identifying vivid adverbs

SummaryScary sounds and a haunted house punctuate this lesson

in which the student works exercises that teach adverbs.On page 1 of the activity sheets, the student decides if

the underlined adverb in each sentence modifies a verb, anadjective, or another adverb, and writes the answer on theline provided.

Printed on the bats at the top of page 2 are some rulesfor using adverbs to compare. The narrator reviews therules with the student, then provides guidance for workingthe exercise. The student is asked to complete each sen-tence by writing the correct form of the adverb in parenthe-ses.

The ending to a haunted house story which was begun onthe audio is printed on page 3. The student reads the end-ing and circles the adverb in parentheses that makeseach sentence more vivid.

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Lesson 11: Putting It All Together–Part I

Objectives• to review the concepts presented in lessons 1 through 6:

nouns, pronouns, verbs

SummaryAs this lesson opens, the student hears about three chil-

dren who are working a jigsaw puzzle. The narrator drawsa parallel between the joining of the puzzle pieces to form apicture and the putting together of the parts of speech toform clear sentences. This is followed by a review of nouns,pronouns, and verbs.

The noun review takes place on page 1 of the activitysheets. In exercise A, the student underlines the commonnouns in each sentence and circles the proper noun.Exercise B calls for the correct capitalization of some namesand addresses. In exercise C, the student writes the singu-lar or plural form of the noun printed on each puzzle piece.

Page 2 contains the pronoun review activities. At the top ofthe page, the student reads a series of sentences, changes theunderlined nouns to pronouns, and writes the pronouns on thelines provided. The student then decides whether each pronounis used as the subject of the sentence, the object of a verb, orthe object of a preposition. Finally, he writes “S,” “OV,” or “OP”on the numbered puzzle pieces at the bottom of the page.

On page 3, the student works a puzzle that deals withverbs. The puzzle is completed by reading each definitionon the left side of the page and filling in the numberedblanks on the right with a verb that matches the definition.The student then uses the letters and numbers from thepuzzle to fill in a secret message at the bottom of the page.

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Lesson 12: Putting It All Together–Part II

Objectives• to review the concepts presented in lessons 7 through

10: adjectives and adverbs• to provide an overview of the five parts of speech

presented in the program

SummaryA backpacking expedition involving two young brothers

and the treasure map they find provides the framework forthis final lesson which reviews adjectives and adverbs.

The stew recipe on page 1 of the activity sheets is usedto review adjectives. The student circles all the adjectivesfound in the title and instructions of the recipe, then catego-rizes them into proper, limiting, or descriptive adjectives atthe bottom of the page.

Page 2 contains the adverb review. The student is askedto decode a message by completing each sentence orphrase and writing the missing word in the blanks on theright. The student then uses the symbols under the lettersto fill in the message at the bottom of the page.

The crossword puzzle on page 3 provides a generalreview of the five parts of speech studied in the program.

NOTE: Page 3 is not corrected by the narrator on the audio.The student may ask the teacher to check this page.

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You may wish to use the following activities toreinforce the concepts taught in Grammarifics.

Lessons 1 and 2 Followup Activities: Nouns

Square Race for PluralsUse masking tape to mark off four square

areas of floor and identify them as “s,” “es,” “ies,”and “ves.” Divide the children into two teams andgive each team a set of noun cards. (See below.)At the word “go,” the first member of each teamtakes the top card, reads it, then races with it tothe appropriate plural ending area. As soon asthe first member is standing on a square, the nextin line takes a card, reads it, and then races withit to the appropriate square, and so on. The teamthat finishes first earns twenty points. Team lead-ers examine the cards to be sure everyone isstanding on the correct square. Those who areon incorrect squares lose a point each for theirteams. The team with the higher number of pointswins.

Noun cards are 3” x 5” cards, each containinga noun; e.g., box, bush, grass, doll, pile, sale,flurry, calf, shelf, lady, sash, story, valley, mess.

Signal CircleSeat students in a circle and write the follow-

ing signal words on the chalkboard so that all cansee them: each, several, many, four, two, few, a,an, the. Give a student a page of lined paper witha signal word written at the top. The studentwrites an appropriate noun beside the signalword and then writes a new signal word on thenext line. The next student adds an appropriatenoun to that signal word and then writes a signalword on the next line. They continue in this wayaround the circle. The student who was firstwrites a noun beside the last signal word andthen begins to read each signal and noun aloud,pausing to allow corrections (if a plural noun hasbeen added to a singular signal, for example).Make sure the discussion is confined to correct-ing errors and not to laying blame.

Lessons 3 and 4 Followup Activities: Pronouns

Match and MismatchTwo students at a time play this game. One

has a stack of cards on which are written shortsentences with nouns underlined. (See samplesentences below.) The other student has a stackof pronoun cards. The first student plays a sen-tence card and the second student plays a pro-noun card. If the pronoun matches the under-lined noun on the sentence card, either playermay call “Match.” If the pronoun does not match,the call is “Mismatch.” A player wins a point forbeing first with a correct call and loses a point foran incorrect one. When all the cards have beenplayed, the player with the most points is the win-ner.

Sentence cards may include: Maria is com-ing. Tad and I ate. Give Jay and Juan a call. Wesaw a movie. Where are Tim and Lee? Sing formy sister and me, I saw James. I like Rosa. Wesaw three cats.

See-SawPlayers sit in two rows, one team facing the

other. Write a list of nouns (see below) and a listof pronouns on the chalkboard. The first playeraddresses the player opposite by saying, “I see(noun from list).” The opposite player replies, “Isaw (pronoun that stands for the noun).” If theanswer is correct, that player says, “I see (nounfrom list),” and second player on opposing teamanswers, “I saw (appropriate pronoun),” and soon down the line. If a player gives an incorrectreply, his or her teammates may help with theanswer.

Nouns may include: table, girl, dog, boy, John,Lisa, Nick and Ling, Martha, Terry and I, letter,house, car, Mr. Grant.

MORE TO DO

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Lessons 5 and 6 Followup Activities: Verbs

Float Like a ButterflyWrite a list of noun words (see below) and

place it where it can be seen as the game isplayed. Each child, in turn, chooses a noun andcomposes a phrase which includes the noun andan appropriate action word; e.g., “float like a but-terfly,” or “slink like a cat.”

Nouns may include: bear, butterfly, cat, dog.daisy, baby, rose, monster, Martian, astronaut,chicken, horse, cow, bull.

Jar GamePlace folded slips of paper, each containing the

present tense of a verb (see below) in a large jar.Then, on the chalkboard where students can seeit, write:

We play.We played.We have played.

In turn, students take a slip of paper from thejar, read the verb on it, and then give the presenttense, the past tense, and the past participle ofthe verb. Students should be encouraged to dis-cuss errors, finding the correct form of the verbamong themselves if possible.

Verbs may include: run, place, say, sit, teach,meet, build, take. go, swim, am, come.

Lesson 7 and 8 Followup Activities: Adjectives

Tell Us MoreThe noun cards from “Float Like a Butterfly”

may be used for this game, or students may usepictures cut from magazines or pictures theyhave drawn of animals, flowers, monsters, etc. Astudent takes a card or picture, holds it up for theothers to see, and says, “Here is (a daisy).” Theother students say, “Tell us more!” The studentadds an adjective and says, “Here is (a beautifuldaisy).” If students draw pictures of monsterlikecreatures, they should be encouraged to inventadjectives that fit. After the game, students maywish to offer other adjectives for some of thenouns described.

Round RobinNoun cards or pictures used in “Tell Us More”

(above) may be used for this game. The cardsshould be placed where they can be seen by stu-dents sitting in a circle. One student is given aruled sheet of 81⁄2- by 14-inch paper and a pen-cil. That student writes an adjective on the next-to-bottom line, then conceals what was written byfolding the bottom line over his words. He thenhands the sheet to the next student, who writes anoun on the fold, folds again, and hands thesheet to the next student, who writes an adjectiveon the fold. The sheet thus continues around thecircle, with one student writing an adjective andthe next student a noun. When the sheet hasgone around the circle, the first student opens itand reads it aloud. If, unintentionally, some of thecombinations are funny, students may want torepeat the game, trying for unusual nouns andadjectives to increase the humor.

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Lesson 9 and 10 Followup Activities: Adverbs

Wheel of FortuneCut a large wheel out of stiff paper and divide

it into two parts with a red line. On each part,draw three pie shapes and mark them, “adverbsof time,” “adverbs of place,” “adverbs of manner.”Glue a jar cover to the underside of the circle toallow it to spin on the table or floor. Students sit-ting in two teams, one on each side of the wheel,take turns spinning the wheel. The wheel spinnercalls out “Time,” “Place,” or "Manner,” then spinsthe wheel. On each team, the student closest tothat marking when the wheel stops must give acorresponding adverb. The student who gives itfirst wins a point for his team; but a wronganswer means a point lost for the team. At theend of a designated period of play, the team withthe most points wins.

Ball GameStudents stand in a circle with the teacher in

the center. The teacher throws a ball (a tennisball will work nicely) to one of the students andsays an adverb (see below). The studentcatches the ball and returns it, identifying theadverb by saying, “Adverb of_________(time,place, manner).” The game should be as fast-paced as possible; a student who can’t answerreturns the ball with an “I don’t know.” Theteacher then throws the ball to another studentfor the answer.

Adverbs might include adverbs of time–soon,late, tomorrow, today, finally, never, often, yes-terday, monthly, weekly; adverbs of place–here,there, outside, inside, around, above, below; andadverbs of manner–sadly, brightly, quickly, quietly,noisily, softly, easily, hardly.

Lessons 11 and 12 Followup Activities:Review of Nouns, Pronouns, Verbs, Adverbs,Adjectives

Pin the Word on the DonkeyCut a large donkey out of a sheet of news-

paper and attach it to a heavy paper to stiffen it.Then hang the donkey. In turn. students areblindfolded and led to the donkey. After stickinga pin in the donkey, the blindfold is removed.The student identifies the pinned word from thenewspaper (or an appropriate nearby word) asa noun, pronoun, verb, adverb, or adjective.Other students may give the answer to anyplayer who is “stuck.”

Slips and LaddersFill a large jar with folded slips of paper

on which are written “noun,” “adjective,” or“pronoun.” On a large piece of stiff, whitepaper, draw four ladders, each containingtwenty rungs and marked with “start” and“finish” (one ladder for each player). A playerpicks a slip of paper from the jar, reads it aloud,then gives a word to match the part of speechprinted on the paper. If the answer is correct,the player moves the chip (a small cardboardcircle) up the ladder a specified number ofrungs. A noun counts for three rungs, andadjective for two rungs, and a pronoun for onerung. If the answer is wrong, the player movesthe same number of rungs down the ladder. Thefirst player to reach “finish” wins.