great grammar games 1
TRANSCRIPT
-
8/19/2019 Great Grammar Games 1
1/113
A d d - O n
A d d - O n
A d d - O n
A d d - O n
A d d - O n
A d d - O n
A d d - O n
A d d - O n
A d d - O n
A d d - O n
A d d - O n
A d d - O n
C h a n g e
C h a n g e
C h a n g e
C h a n g e
C h a n g e
C h a n g e
C h a n g e
C h a n g e
C h a n g e
C h a n g e
C h a n g e
C h a n g e
S t a r t
F i n i s h
T h e G r e a
t G r a m m a
r B o a r d G
a m e
S e n t e n c e
c a r d s
Great GrammarGames
73
T h e
G r a m m
a r G u i d
e G a t
o r ’ s G
r a m m a r
-
8/19/2019 Great Grammar Games 1
2/113
Grammar in primary school: what you
need to know to support your child
Grammar. The word sends shivers down the spines of parents,
children and even a few teachers! But why does it? Maybe it’s
the fact that this element of the English language comes with its
own glossary of terms. Trying to sort your main clauses from your
subordinate clauses and your nouns from your verbs can become
something of a nightmare, especially for children.
The aim of this learning pack is to make the many aspectsof primary grammar straightforward and, most importantly, fun.
Since May 2013, Year 6 children have taken a ‘SPAG’ (spelling,
punctuation and grammar) test as part of their KS2 SATs and this
can be quite a daunting prospect. Grammar is an important aspect
of the assessment, and more complex grammar concepts have been
introduced as part of the new national curriculum (from 2014).
We hope that, by using this comprehensive pack, your child will
feel confident about tackling the test, and that they will deepen
their understanding of the English language.
Grammatical terms and word classes
There is an extensive list of words associated with grammar that
children need to know, understand and use. Until now, in many
primary schools, the teaching of grammar has been implicit –
children learned the appropriate skills without really knowing that
they were learning them. There are advantages and disadvantages;
while the whole prospect doesn’t seem so daunting, it is difficult
to progress to learning a foreign language without a secureunderstanding of the vocabulary associated with English grammar.
Additionally, if children write an inaccurate sentence, they are
unlikely to be able to unpick it and correct it without a sufficient
understanding of grammar.
The grammar glossary on the following pages includes
many of the words associated with grammar and provides
specific examples. It also covers aspects of sentences, which
can become very complicated.
page 1
-
8/19/2019 Great Grammar Games 1
3/113
When we break a sentence down into words, each word has a
specific job and belongs to a word class.
Below is a summary of some of the word classes that your
child will come across in their primary education. This is
not an exhaustive list, but it includes the most important word
classes for this stage in your child’s education.
Word classes (parts of speech)
Noun
What is it? For example…
A noun names
something. This is a
noun at its simplest,
but there are different
types of nouns.
Proper
noun
A proper noun names an
individual person, place,
title, day of the week or
month of the year.They must be written
with a capital letter at
the start.
Commonnoun
A common noun does
not refer to an individual,
it is not specific. It does
not need a capital letter,
unless it comes at thebeginning of a sentence.
An abstract noun names
something that is not
physical. You cannot
touch or hold an abstract
noun (as you can
common nouns).
Abstractnoun
Grammar glossary
page 2
-
8/19/2019 Great Grammar Games 1
4/113
Collectivenoun
What is it? For example…
A collective nounnames a group of
people, animals or
objects as a group.
Pronoun A pronoun can takethe place of a noun.This is often done to
stop a piece of writing
becoming repetitive.
VerbA verb is a ‘doing’ or
‘being’ word. They refer
to an action or state.
Adjective An adjective describes anoun. They tell you moreabout the noun, usually
adding detail to make it
more interesting.
page 3
-
8/19/2019 Great Grammar Games 1
5/113
Adverb
What is it? For example…
An adverb describes
a verb, an adjective or
another adverb.
They often tell you more
about how a verb is done.
Connective Connectives (also knownas conjunctions) join
sentences or clauses.
Preposition Prepositions tellyou where or whensomething is in relation
to something else.
They are usually
followed by nouns.
Article Articles say whethera noun is general (anynoun) or specific.There are three articles:
lthe (specific or
definite)
la (general or
indefinite)
lan (general or
indefinite when followed
by a noun which begins
with a vowel)
page 4
-
8/19/2019 Great Grammar Games 1
6/113
Sentence purposes
There are four types of sentences. If we look at a text, or listen to
someone speak, we can usually determine what types are being used.
The different sentence types have particular purposes. These are
useful for your child to know as it will help them with their punctuation.
They may also be asked to transform one sentence type into another.
Statement
What is it? For example…
A statement is a
sentence that givesinformation and tells you
something.
Question A question is a sentencethat asks something; itrequests information.
Command A command is astatement that tells
you to do something.
In commands the verb
comes before the noun.
Exclamation An exclamation is asentence which shows
a strong feeling towards
something.
page 5
-
8/19/2019 Great Grammar Games 1
7/113
Sentences, clauses and phrases
Sentence types can be quite difficult to understand, even
as an adult. You might find that your child has no familiarity
with the words in this part of the glossary – but don’t panic! Childrennaturally use different types of sentences without even knowing they’re
doing it; this is implicitly taught from a young age, both by parents and
teachers. Developing an understanding of sentence types will help your
child understand how to write more detailed and ambitious sentences,
whilst still retaining grammatical accuracy.
Sentence
What is it? For example…
A sentence is acollection of words that
fit together and make
sense. Sentences must
include at least one
noun (the subject of the
sentence) and one verb
(an action or state of
being). How the subject
and verb are collated
and relate to oneanother is determined
by the other word types
used in the sentence.
Subject The subject of thesentence (which is a
noun) is the focus of the
sentence. It controls the
rest of the sentence.
In the examples above,Jack, Carol, she and it
are the subjects.
Object The object of a sentence(also a noun) is not vitalin every sentence, but it
gives more information.
It is affected by the verb
and the subject.
page 6
-
8/19/2019 Great Grammar Games 1
8/113
Mainclause
What is it? For example…
A main clause contains
at least a subject and averb. It can stand as a
sentence on its own.
Subordinateclause
Clauses
A subordinate clause
also contains a subject
and a verb, but it cannot
stand as a sentence on
its own, it requires a main
clause to support it.
Embeddedclause
Simplesentence
Compoundsentence
Embedded clauses are
also subordinate clauses
which require a main
clause to support them.
Embedded clauses are
always dropped into themiddle of sentences
(surrounded by commas).
A simple sentence is a
sentence that has one
main clause.
A compound sentence istwo main clauses joined
together by a ‘fanboys’
connective (for, and, nor,
but, or, yet, so).
Each sentence could
stand alone and make
sense.
page 7
-
8/19/2019 Great Grammar Games 1
9/113
Complexor multi-clausesentence
What is it? For example…
A complex sentence
is made up of a mainclause and one or more
subordinate clauses,
often joined by a
subordinating connective.
The subordinate clauses
will not make sense on
their own.
Phrase
Subordinatingconnectives
Activesentences
Passivesentences
A phrase is a group of
words that go together,but do not make a
complete sentence on
their own (they are not
a main or subordinate
clause). A phrase could
describe a noun or be
adverbial (tell you how
the verb is done).
These are theconnectives used in
complex sentences.
They make the
subordinate clause rely
on the main clause.
A sentence in which the
subject affects the object
through the verb.
A sentence in which the
subject is affected by the
object through the verb.
There are many more words and terms associated with grammar; what
is in this guide is what is essential for your child to know in order to fare
well in Y6. It is important to note that it could be very frustrating to try to
teach all these words and definitions out of context. Grammar is taught
best by using solid examples and playing around with words – which is
what the activities in this pack are designed to do. page 8
-
8/19/2019 Great Grammar Games 1
10/113
Grammar teaching in primary schools
The 2014 National Curriculum outlines grammar teaching for
both KS1 and KS2. This guide picks out some of the relevant
statements and explains them in parent-friendly language.
Key Stage 1
In Y1 and Y2, children are expected to compose grammatically
accurate sentences (ideally correctly punctuated!). Children
also learn to use basic connectives in order to help them write
compound and complex sentences, although at this age they
might not be made aware of the exact terminology.
Grammar objective In other words...
Combine words to
make sentences
Present tense andpast tense
Children need to learn to form a sentencein their head or out loud and then write it
down. They’ll learn to join words using and (‘ham and lettuce’). They will also learn to
join clauses using and (‘We went shoppingand bought some food’).
Children learn to use the present and past
tense and are expected to keep the tense of
their stories consistent.
Expanded noun
phrases
A noun phrase is a phrase that contains a
noun (‘the dog’). Children are encouraged
to use adjectives to expand their noun
phrases (‘the tired, hungry dog’).
Sentence function
(statement,question,
exclamation or
command)
Children are taught the difference between
statements, questions, exclamations (said inanger, joy or humour) and commands (when
you are telling someone to do something).
page 9
Children learn to use subordination in a
sentence (the connectives when, if, that or
because are used, one clause is subordinate
to another). Co-ordination is when the
connectives or, and, but are used.
Sub-ordination and
co-ordination
-
8/19/2019 Great Grammar Games 1
11/113
Key Stage 2
In KS2 children are taught to use a wide range of grammatical
vocabulary and will become aware of the use of grammar in formal
and informal situations. In Years 3 to 6 children will construct moreambitious sentences but need to maintain sound grammatical
accuracy, even in longer pieces of writing.
Grammar objective In other words...
Expressing time, place and cause
using conjunctions, adverbs or
prepositions
Conjunctions can be used to show when
or why something is happening (while, so,
because). Adverbs can be used to show
when something is happening: then, next,
soon. Prepositions can be used to show
where or when something is happening(before, after, over there).
Expanding noun phrases
by adding adjectives, nouns and
preposition phrases
So ‘the teacher’ becomes ‘the strict maths
teacher with curly hair’.
Correct use of fronted
adverbials
Using pronouns to aid cohesion and
avoid repetition
Fronted adverbials are phrases or words
at the start of the sentence to say how or
why something is being done: ‘Cautiously,
the girl...’ or ‘Last autumn, I...’
Children learn to use pronouns in their
writing to avoid repeating nouns.
page 10
Correct use of relative clauses Relative clauses usually begin with who,
which, where, when, whose or that. They
add extra information to a sentence.
Indicating degrees of possibility using
adverbs or modal verbs
Adverbs (perhaps, surely) can be used in
this way (‘Surely you are able to ride a bike
now?’). Modal verbs (might, should, will,
must) can also be used in the followingway: ‘He might give us a lift home.’
Use of adverbials and time
connectives to aid cohesion
Sophisticated adverbials (on the other
hand, in contrast, as a consequence)
and time connectives (then, after, firstly,
alter) can be used to join sentences and
paragraphs within a text.
Use of the passive to affect the
presentation of information
‘The people have counted the votes’ can
be changed to the passive: ‘The votes have
been counted by the people.’
-
8/19/2019 Great Grammar Games 1
12/113
Primary grammar
tips and tricksThroughout this learning pack there are lots of Grammar Gator tips
to help your child identify and understand the different aspects of
grammar covered. These will also be useful for parents!
The best way to ensure that your child has a thorough and sound
understanding of grammar is to talk about it in everyday situations.
Discuss the language being used on the TV or the radio, point out any
particularly interesting words you hear and feel (rightly!) superior
when you show your child a resounding grammatical error in a printedtext. When you’re out and about, look for mistakes on signs, too – you’ll
see loads if you look, and it’s great fun to point them out!
T h e
G r a m m a r
G u i d e
G a t o r ’ s
G r a m
m a r
By making grammar a part of
everyday life and conversation,
your child will grow to have a
better understanding of – and
love for – the English language
and its meaning.
The Grammar Gator loves
grammar and words, but
ecology isn’t his favourite
subject, so you might find
that his environment is a little
nonsensical. Forgive him!
page 11
-
8/19/2019 Great Grammar Games 1
13/113
The Game: Noun swamps
Your job is tohelp the GrammarGator by sortingthe nouns on p14into the correct
noun swamps (onthe next page).
Parent tip:This game helps children practise classifying nouns.Definitions and examples are given to support your child.
How to play the game:There are lots of different types of nouns. The main onesyou will need to know are:
GAME 1
NOUNSWAMPS
Common noun: Names common things that arephysical objects (dogs, cats, chairs, cars).
Proper noun: Names an individual person,place, title, day of the week or month of the year,such as Jenna, the Queen, Australia and Friday.
Collective noun: Names a group of people,animals or objects: crowd, flock, gang, gaggle.
Pronoun: You use a pronoun instead of anothernoun; examples are ‘she’, ‘they’, ‘it’, ‘that’.
Abstract noun: This names something that isnot physical (you can’t hold or touch it), such assadness, memories, trust, liberty and music.
page 12
-
8/19/2019 Great Grammar Games 1
14/113
Common nouns
Proper nouns
Collective nouns
Pronouns
Abstract nouns
page 13
-
8/19/2019 Great Grammar Games 1
15/113
car
Red Road
scissorsMrs
they
hill
flock
those
pencil
handful
memory
February
him
freedom
lamp
Greece
glue
Mr that
desk
group
them
Alice
skein
thought
December
she
idea
bed
Gambia
tree
Smith
it
cup
band
happiness
New York
he
loneliness
Wednesday
her
Q A n s w e r s : ( C o m m o n n o u n s : c a r , l a m p , b e d , s c i s s o r s , g l u e , t r e e , h i l l , d e s k , c u p , p e n c i l ) ( P r o p e r n o u n s :
A l i c e , N e w Y o r k , F e b r u a r y , D e c e m b e r , W e d n e s d a y , R e d R o a d , G r e e c e , G a m b i a , M r s , M r , S m i t h )
( C o l l e c t i v e n o u n s : f l o c k , g r o u p , b a n d , h a n d f u l , s k e i n ) ( P r o n o u n s : h e , h i m , s h e , h e r , t h e y , t h a t , i t , t h o s e ,
t h e m ) ( A b s t r a c t n o u n s : h a p p i n e s s , m e m o r y , t h o u g h t , l o n e l i n e s s , f r e e d o m , i d e a )
Cut out the noun cardsand stick them in the
correct swamps!
page 14
-
8/19/2019 Great Grammar Games 1
16/113
Choose one word from each swampand write a short story that includes
all five words. For instance, you couldwrite about a car on Red Road being
attacked by a skein of wild geese.
The Grammar Gator’s
extra challenge
page 15
-
8/19/2019 Great Grammar Games 1
17/113
-
8/19/2019 Great Grammar Games 1
18/113
It was a Wednesday morning when the Grammar
Gator looked out of his swamp house. He could
see a colony of amingoes basking in the sun,
enjoying their day. ‘Not for long,’ he thought.
Sneakily, the Grammar Gator snuck his way over to
where the pink amingoes were lling their morning
with enjoyment. As he edged towards them, he
accidentally stood on a twig, cracking it beneath his
clumsy feet. Chaos ensued as his prey realised what
was happening. They pelted towards the safety of
the nearby trees, knowing the Grammar Gator would
struggle to catch them in the security of the jungle.
Broken-hearted, the devastated Grammar Gator
returned to his swamp. He would be hungry... until
the amboyance of amingoes returned tomorrow.
Grammar Gator and the flamingo snack
page 17
-
8/19/2019 Great Grammar Games 1
19/113
Can you sort the
nouns you’ve found
into common, proper,
pronoun, collective and
abstract nouns?
The Grammar Gator’s
extra challenge
Common Proper Pronoun Collective Abstract
T h e
G r a m m
a r G u i d e
G a t o r ’ s
G r a m
m a r
A n s w e r s : C o m m o n - m o r n i n g , h o u s e , f l a m i n g o e s , s u n , w a y , t w i g , f e e t , p r e y , t r e e s , j u n g l e , s w a m p
P r o p e r - W e d n e s d a y , G r a m m a r G a t o r , P r o n o u n - h e , t h e m , t h e y , i t C o l l e c t i v e - c o l o n y , f l a m b o y a n c e
A b s t r a c t - e n j o y m e n t , c h a o s , s a f e t y , s e c u r i t y .
page 18
-
8/19/2019 Great Grammar Games 1
20/113
Parent tip: This game asks children to spot
verbs. It offers an easy trick to
help test if the word is a verb
or not.
How to play the game: The Grammar Gator eats verbs forlunch. Can you cut out the food
with verbs on and place it on the
Grammar Gator’s plate? Don’t put
any non-verbs on his plate, though,
they’ll make him sick!
GAME 3
The Grammar
Ga t or’s t ip- t op
wri t ing t ip
Start a sentence with a verb ending
-ed or -ing.
It’s an easy way to force yourself to
write a complex sentence!
For example:
DON’TFORGET!Verbs aredoing or
being words.They referto an actionthat ishappening.
The Game: Verb lunch
The Grammar
Ga t or’s t rick
IS A WORD A VERB?
Ask yourself, “Can you
_________?”
If the answer is yes, it’s
probably a verb.
page 19
-
8/19/2019 Great Grammar Games 1
21/113
A n s w e r s : k i c k , e a t , d r i n k , d r i v e , s n a p , w r i t e , r e a d , l o o k , l i s t e n , d i v e , c u t , p i c k , h e a r , p l a y , j u m p , s w e r v e , f i x
Verb
lunch
page 20
-
8/19/2019 Great Grammar Games 1
22/113
hunters
quickly
Friday
hear
dive
write
giraffe
ankle
slow
minute
devious
Spanish
Canada
listen
look
swervecut
read
drive
drink
snap fix
eat pick
jump
big
play
car
Q
V E R B L
U N C H
red
kick
page 21
-
8/19/2019 Great Grammar Games 1
23/113
Can you change the verbs you’ve
fed the Grammar Gator into the
past tense? Some you’ll just need
to add the suffix -ed to, but others
will be more tricky!
The Grammar Gator’s
extra challenge
Verb Past tense
A n s w e r s : k i c k e d , a t e , d r a n k , d r o v e , s n a p p e d , w r o t e , r e a d , l o o k e d ,
l i s t e n e d , d o v e , c u t , p i c k e d , h e a r d , p l a y e d , j u m p e d , s w e r v e d , f i x e d
page 22
-
8/19/2019 Great Grammar Games 1
24/113
The Game: Verb muddleParent tip: This game encourages your child to use the correct verb form.
Children have a good understanding of verbs and how we can
use them in different forms, but they might not know the rules
associated with correct verb use.
How to play the game: Unfortunately for the Grammar Gator, his swamp has turnedinto a massive verb muddle! Can you select the correct verb
from the swamp to fix these sentences?
GAME 4
The Grammar
Ga t or’s t rick
Read the sentence
with the verb you’ve
chosen to yourself.
Does it make sense?
r unned
r an
r un
r anned
eat ed
at ed
at e
eat
st ood
st and
st anded
st ooded
ent er
ent er ed ent
ent er ing
chase
chasing
chased
chaser ed
list en
list ens
list ening
list
page 23
-
8/19/2019 Great Grammar Games 1
25/113
1) Adam ________________________ to the shop.
2) Kate _________________________ her crisps.
3) The sheep ____________________ in the field.
4) The man ______________________ the library.
5) The lion was __________________ the antelope.
6) The lady ______________________ to the music.
runned
ran
run
ranned
eated
ated
ate
eat
stood
stand
standed
stooded
enter
entered ent
entering
chase
chasing
chased
chasered
listen
listens
listening
list
A n s w e r s : 1 - r a n , 2 - a t e , 3 - s t o o d , 4 - e n t e r e d , 5 - c h a s i n g , 6 - l i s t e n s
Verb muddle
page 24
-
8/19/2019 Great Grammar Games 1
26/113
Choose any verb from the list
on the previous page. How
many ways can you change
it (for example: eat, eats,
eating, ate)?
The Grammar Gator’s
extra challenge
page 25
-
8/19/2019 Great Grammar Games 1
27/113
The Game: Adjective treesand noun trees
Parent tip: This game is encourages children to identify adjectives and
nouns. It will also consolidate their understanding of both
word classes.
How to play the game: Do you know your nouns from your adjectives? Remember, nounsare naming words and adjectives are words that describe nouns.
This is a two-player game. One of you will use the noun tree, the
other will use the adjective tree. The winner is the first person to
collect 10 of their cards.
GAME 5
Step 1: Shuffle the cards on p29 and place them face down. Each
player must pick a tree and board to play with (noun or adjective).
Step 2: The youngest player goes first and draws the top card.
Step 3: If they choose their correct word class (adjective or noun)
they must use it properly in a sentence, then keep it for their tree.
Step 4: If the word class does not belong to them, it goes to the
bottom of the pile.
Step 5: The winner is the player who gets 10 cards first.
ADJECTIVE TREES
AND NOUN TREES
page 26
-
8/19/2019 Great Grammar Games 1
28/113
1
3
5
7
9
2
4
6
8
10
The noun tree
S t a r t
F i n i s h
page 27
-
8/19/2019 Great Grammar Games 1
29/113
1
3
5
7
9
2
4
6
8
10
The adjective tree
S t a r t
F i n i s h
page 28
-
8/19/2019 Great Grammar Games 1
30/113
Noun
Noun
Noun
Noun
Noun
Noun
Q
Noun
Adjective
AdjectiveAdjective
Adjective
Adjective Adjective
Adjective
Adjective
Adjective
Adjective
Noun
Noun
Noun
bun car Mrs
Jones
ADJECTIVE ANDNOUN CARDS
Monday idea group
atmosphere alligatorthey
swamp red beautiful
tasty horrid blue
quicksoft fluffy
golden crispy
page 29
-
8/19/2019 Great Grammar Games 1
31/113
Noun
Noun
Noun
Noun
Q
Adjective
AdjectiveAdjective
Adjective
Adjective Adjective
Adjective
Adjective
Adjective
Adjective
Noun
Noun
Noun
Use this blank sheet to produce your own noun and adjectivecards to play Adjective trees and noun trees with.
The Grammar Gator’s
extra challenge
page 30
-
8/19/2019 Great Grammar Games 1
32/113
Parent tip: This game encourages children
to spot adjectives. It asks them to
distinguish between adverbs and
adjectives as they will need to find
only the words that are describing
nouns.
How to play the game: Circle all the adjectives in the story
on p32 and then find them in the
wordsearch on p33.
GAME 6
The Grammar
Ga t or’s t rick
Don’t get muddled up
between adverbs and
adjectives. Ask yourself, what
is the word describing? If
it’s describing a verb, it’s an
adverb, if it’s describing a
noun, it’s an adjective.
DON’TFORGET!
Adjectivesare wordsthatdescribenouns.
The Game: Adjective collector
I t w a s a d a r k , c ol d ni g ht a nd t he pa l e moonl i g ht l i t u p t he d i r t y s w a mp. T he hu ng r y G r a mma r G a t or s l y l y peer ed ov er t ow a r d s t he f r es h l a k e, w ond er i ng w hen t he t a s t y a mi ng oes w ou l d r et u r n.W i t hou t w a r ni ng , d a ng er ou s t hu nd er ec hoed t hr ou g h t he mu r k y s k y . I t w a s f ol l ow ed by a n i ns t a nt a s h of el ec t r i f y i ng l i g ht ni ng . T he f r i g ht ened G r a mma r G a t or s u bmer g ed hi ms el f bel ow t he g l oomy w a t er a nd w a i t ed pa t i ent l y f or t he epi c s t or m t o ni s h.
Gr ammar Gat o r and t he ep i c st o r m
page 31
-
8/19/2019 Great Grammar Games 1
33/113
It was a dark, cold night and pale moonlight lit up
the dirty swamp. The hungry Grammar Gator
slyly peered over towards the fresh lake, wondering
when the tasty amingoes would return.
Without warning, dangerous thunder echoed through
the murky sky. It was followed by an instant ash
of electrifying lightning. The frightened Grammar
Gator submerged himself below the gloomy water
and waited patiently for the epic storm to nish.
A n s w e r s : d a r k , p a l e , d i r t y , h u n g r y , f r e s h , t a s t y , d a n g e r o u s ,
m u r k y , i n s t a n t , e l e c t r i f y i n g , f r i g h t e n e d , g l o o m y , e p i c .
Grammar
Gator andthe epic
storm
page 32
-
8/19/2019 Great Grammar Games 1
34/113
The Grammar Gator’s
adjective wordsearchThe Grammar Gator has hidden 14
adjectives in this wordsearch. Can
you find them all? Time yourself with a
stopwatch to see how fast you can do it!
ADJECTIVE WORDSEARCH
dark cold pale dirty hungry fresh tasty dangerous
murky instant electrifying frightened gloomy epic
Turn to p111 for the solution! page 33
-
8/19/2019 Great Grammar Games 1
35/113
Some of the adjectives in
Grammar Gator and the epic storm
can be turned into adverbs, just by
altering them slightly. Can you change
the adjectives into adverbs?
The Grammar Gator’s
extra challenge
Adjective Adverb
A n s w e r s : d a r k l y , c o l d l y , p a l e l y , d i r t i l y , h u n g r i l y , f r e s h l y , t a s t i l y , d a n g e r o u s l y , m u r k i l y , i n s t a n t l y , e l e c t r i f y i n g l y , f e a r f u l l y , g l o o m i l y , e p i c a l l y .
page 34
-
8/19/2019 Great Grammar Games 1
36/113
Parent tip: This game encourages children to
spot adverbs within sentences. It
suggests that they look for the -ly
adverb suffix pattern, but not rely
on it. The extension activity asks
your child to work out what adverbs
are describing.
How to play the game: Circle all the adverbs in the story
on p36 and then find them in the
wordsearch on p37.
GAME 7
The Grammar
Ga t or’s t ip
Lots of adverbs end in the suffix -ly,
but be careful! Some adverbs do not
end in -ly and some words that end
in -ly are not adverbs. Ask yourself
– is the word you are looking at
describing a verb, an adjective or
another adverb? If the answer is
yes, then you’ve got an adverb!
The Game: Adverb collector
DON’TFORGET!
Adverbsare wordsthat describeverbs,adjectivesand otheradverbs.
Mo r n i n g h ad s
lo w l y a p pe a re
d a nd t he s to r
m h ad n a l l y
p a s sed. T he G
r a m m a r G a to r
h ad bee n too
sc a red to le a v
e
t he s w a m p i n t
he n i g h t. A t d
a y b re a k he s l y l
y e x i ted
h i s h u m b le a bo
de. C a re f u l l y,
he m ade h i s w
a y o ve r to
t he re f re s h i n g
l y c le a r l a ke. T
he re we re n ’ t
a n y a n i m a l s
d r i n k i n g o n t h
i s g lo r io u s l y lo
ve l y mo r n i n g so
t he G r a m m a r
G a to r h ad t he
w ho le, be a u t i f
u l l a ke to h i m s
e l f, w h ic h
ne ve r h a p pe ne
d.
I t w a s se ve r a l
ho u r s l a te r, w
he n t he G r a m
m a r G a to r
w a s c r a f t i l y p a
dd l i n g j u s t be l
o w t he s u r f ac
e, w he n t he
u n k no w i n g a m
i n goe s n a i ve l y
re t u r ned.
R a p id l y, t he G
r a m m a r G a to r
a t t ac ked,
c h a s i n g t he u
o re sce n t l y p i n
k a m i n goe s
G r a m m a r G
a t o r
a n d t h e p o s t -
s t o r m p i c n i c
page 35
-
8/19/2019 Great Grammar Games 1
37/113
Morning had slowly appeared and the storm had
nally passed. The Grammar Gator had been too
scared to leave the swamp in the night. At daybreak
he slyly exited his humble abode. Carefully, he made
his way over to the refreshingly clear lake. There
weren’t any animals drinking on this gloriously lovely
morning so the Grammar Gator had the whole, beautiful
lake to himself, which never happened.
A n s w e r s : s l o w l y , f i n a l l y , t o o , s l y l y , c a r e f u l l y , r e f r e s h i n g l y ,
g l o r i o u s l y , n e v e r , c r a f a t i l y , n a i v e l y , R a p i d l y , f l u o r e s c e n t l y .
Grammar Gatorand the post-storm picnic
It was several hours later, when the
Grammar Gator was craftily paddling
just below the surface,
when the unknowing amingoes naively
returned. Rapidly, the Grammar Gator
attacked, chasing the
uorescently pink amingoes
as they headed towards the safety of the trees…
page 36
-
8/19/2019 Great Grammar Games 1
38/113
The Grammar Gator’s
adverb wordsearch
The Grammar Gator has hidden 12
adverbs in this wordsearch. Can you find
them all? Time yourself with a stopwatch
to see how fast you can do it!
ADVERB WORDSEARCH
slowly finally too slyly carefully refreshingly
gloriously never craftily naively rapidly fluorescently
Turn to p111 for the solution! page 37
-
8/19/2019 Great Grammar Games 1
39/113
The Grammar Gator’s
extra challenge
page 38
-
8/19/2019 Great Grammar Games 1
40/113
The Game: Adverb chooserParent tip: To play this game your child will have to use appropriate adverbs
in sentences. The extra activity highlights the fact that adverbs
can be used in different places within a sentence.
How to play the game: The Grammar Gator is struggling to choose appropriate adverbs
for his sentences. Can you work your way around the board and
use the correct adverbs?
GAME 7
Step 1: Choose a game piece (p41); place it on ‘Go’. Cut out thesentence cards (p42) and make two piles, one of each colour.Step 2: Roll a die and move that number of spaces.Step 3: Choose the top card of the colour square you land on.Step 4: Choose an adverb to fill the gap in your sentence card. Itcan be anything you like as long as the sentence makes sense!
Step 5: If the adverb is appropriate, collect a leaf or water reed.If it isn’t, put the card to the bottom of the pile.Step 6: The first player to get 10 leaves or reeds wins the game.Note: If the same card appears more than once in
the match, a different adverb must be chosen.
The Grammar
Ga t or’s t ip
Make sure you read the
sentence and think about the
verb you are describing.
ADVERBCHOOSER
page 39
-
8/19/2019 Great Grammar Games 1
41/113
Adverb chooser
Go! 1
10
15
24
29
2
9
16
23
30 31
3
8
17
22
4
11
5
12
26
6
13
27
7
18
19
20
21
14
28
25
Finish
page 40
-
8/19/2019 Great Grammar Games 1
42/113
Qpage 41
Game piece Game piece Game piece Game piece
-
8/19/2019 Great Grammar Games 1
43/113
Adverb chooser: sentence cards
The boy
___________walked by the
deep lake.
___________,
the car drove
on the wet
road.
Amy
___________
ate her fries
so she couldcatch the bus
on time.
___________,
Bobby snuck
through the
neighbour’s
garden.
The dog
___________
chasedthe cat.
___________,
Wendy played
the drums.
The car
___________
stoodin the street.
___________,
the mouse
lumbered
towards the
hole.
Mr Green
___________
shouted at the
unruly class.
___________,
the wedding
guests
applauded
the bride and
groom.
Harry swam ___________
so he didn’t
win the race.
Kerry laughed ___________ in
the crowded
library.
The flower grew ___________
because of the
bad weather.
The cat
meowed
___________ at
the angry dog.
Mrs Thompson
cried
___________ at
the sad film.
Qpage 42
-
8/19/2019 Great Grammar Games 1
44/113
Make your own sentence cards to play Adverbchooser with! Look at the format of the cards:
there’s something different about each coloured
set. Can you write your cards in the same way?
The Grammar Gator’s
extra challenge
Qpage 43
-
8/19/2019 Great Grammar Games 1
45/113
The Game: Connective CoveParent tip: This game asks children to choose appropriate connectives.
The extra activity will help your child realise that changing a
connective can often change the sentence meaning.
How to play the game: Welcome to Connective Cove! This is where the Grammar Gator
comes to select the finest connectives for joining sentences
together. In this glorious, mud-filled swamp, you’ll find a range
of connectives. Can you choose the best-fitting connective for
each sentence?
GAME 9
The Grammar
Ga t or’s t rick
Make sure the connective
you choose follows the
direction of the sentence.
If it goes in another
direction, you need a
connective that shows
opposition (for example,
‘but’ or ‘however’).
despite
nevertheless
and
whereas
because
furthermore
if
although
but
while
moreover
however
so
when
page 44
-
8/19/2019 Great Grammar Games 1
46/113
despite
nevertheless
and
whereas
because
furthermore
if
although
but
while
moreover
however
so
when
1) Jack wanted vanilla ice-cream
_________ Mary only liked mint.
2) The car was in the drive _________ the
workmen were digging up the road.
3) Paula was very tired _________ it was only 6pm.
4) The Grammar Gator was upset _________ the
flamingoes had escaped.
5) The chair broke again _________ the fact it had been
fixed by a professional.
6) The mouse was tired _________ she went to sleep.
7) The band played _________ the singer rested his voice.
8) There was quiet in the town _________ the clock struck
twelve.
C O N N E C T I V E
C O V E
page 45
-
8/19/2019 Great Grammar Games 1
47/113
Some spaces can be filled by
multiple connectives. Can you see
how many connectives could fit into
each space and think about how
these change the meaning of the
sentence – if they do, that is?
The Grammar Gator’s
extra challenge
1) Jack wanted vanilla ice-cream
Mary only liked mint.
2) The car was in the drive
the workmen were digging up the road.
3) Paula was very tired
it was only 6pm.4) The Grammar Gator was upset
the flamingoes had escaped.
5) The chair broke again
the fact it had been fixed by a professional.
6) The mouse was tired
she went to sleep.
7) The band played
the singer rested his voice.
8) There was quiet in the town
the clock struck twelve.
d
r t
A n s w e r s :
2 . b e c a u s e ; w h e n ; s o . 3 . a n d ; a l t h o u g h ; b u t . 4 . b e c a u s e ; a n d ; m o r e o -
v e r 5 . d e s p i t e 6 . a n d ; w h e n ; s o 7 . w h i l e ; a n d ; w h e n 8 . a n d ; w h e n ; w h i l e .
page 46
-
8/19/2019 Great Grammar Games 1
48/113
The Game:
Return to Connective CoveParent tip: This game asks children to choose the correct connectives for
different sentences, reinforcing the fact that sentences can
use different connectives and retain the same meaning. The
extension activity demonstrates that connectives can be moved
to the beginning of a sentence, with the main clause following.
GAME 10
The Grammar Ga t or’s t ip
You might find that some
connectives are suitable
for various sentences, butothers don’t fit, so play
around with them until
you’ve got the final solution.
A n s w e r s :
H a r r i e t w a s e x h a u s t e d a l t h o u g h . . . T h e c a t w a s u p t h e t r e e b e c a u s e . . . T h e m o o n s h o n e a s a r e s u l t
o f . . . D i n o s a u r s l i v e d a l o n g t i m e a g o s o . . . T h e G r a m m a r G a t o r w a s a n g r y h o w e v e r . . . I t w a s a q u a r -
t e r t o m i d n i g h t w h e n . . . H o r a c e o n l y h a t e d v a n i l l a c h e e s e c a k e i f . . . T h e c h i p s w e n t c o l d w h i l e . . .
How to play the game: The Connective Cove is where
the Grammar Gator comes to
select the finest connectives
for joining sentences together.
He’s got a different problem
now though – he’s selected the
correct connectives but got
them all muddled up. Help him join the starting sentence to the
appropriate connective and the
correct end of the sentence.
Connectives
work like puzzle
pieces, linking
different
sentence parts.
page 47
-
8/19/2019 Great Grammar Games 1
49/113
Sentence
starter
Connective Sentence
finisher
Harriet was
exhausted
The cat was
up the tree
The moon shone
brightly
Dinosaurs lived a
long time ago
The Grammar Gator
was angry
It was a quarter
to midnight
Horace only hated
vanilla cheesecake
The chips went
cold
she’d slept for
ten hours.
the dog had
been chasing it.
the sun shining
off of it.
they no longer
live today.
he was glad
someone was
helping him sort
his sentences out.
the children finally
went to bed.
it had a raspberry
topping.
the children did
their homework.
if
as a
result
while
when
because
however
so
although
page 48
-
8/19/2019 Great Grammar Games 1
50/113
Try this! Put the connective and
the sentence finisher first, then
a comma, then the sentence
starter. Sometimes the sentence
will still make sense. Can you
find which reordered sentences
make sense and which don’t?
The Grammar Gator’s
extra challenge
For example:
The chips went cold while the children did their homework.While the children did their homework, the chips went cold.
Horace only hated vanilla cheesecake if it had a raspberry topping.If it had a raspberry topping, Horace only hated vanilla cheesecake. 7
33
3
page 49
-
8/19/2019 Great Grammar Games 1
51/113
The Game: Preposition spotter
GAME 11
The Grammar
Ga t or’s t rick
Prepositions are tricky to spot,
as we use them so frequently
in our speech and writing. Just
remember, if it describes the
position of something, whether in
space or time (where is it? when
is it?) then it’s a preposition.
DON’T FORGET!
Prepositionsare wordsthat tell youwhere or whensomething iscompared tosomething else.They are oftenfollowed bynouns.
Parent tip: Identifying prepositions can
be quite tricky. Encourage
your child to examine the
words to determine whether
they indicate the position of
something.
How to play thegame: Can you pick out the
prepositions in the story
on p51? Once you’ve
found them all, look for
them in the wordsearch.
T h e G r a m m
a r G a t o r r e
s t e d b e n e a t
h t h e s u r f a
c e o f t h e
d a n g e r o u s s
w a m p. H i s
l a s t a t t e m p
t t o d e v o u r
t h e d e l i c i o
u s a m i n g o
e s h a d f a i l
e d w h e n h e
h a d
r u n i n t o a t
a l l t r e e.
D e s p i t e h i s
m i s f o r t u n e
s, t h e G r a m
m a r G a t o r s
t a r t e d
t o t h i n k a b
o u t h o w t o
c a t c h t h e e
l u s i v e a m i
n g o e s.
P e r h a p s h e
c o u l d h i d e
u p a t r e e
a n d j u m p
d o w n o n t h
e m
w h e n t h e y
l e a s t e x p e c
t e d i t ? P e r
h a p s h e c o
u l d r e m a i n
h i d d e n i n s i
d e t h e f r e
s h l a k e a n
d j u m p o u t
a n d c a t c h
t h e m u n a w
a r e s ? H e c o
u l d e v e n s e t
u p a t r a p a
g a i n s t a
t r e e t o c a p t
u r e t h e m, e
n c l o s i n g t h
e t a s t y
a m i n g o e s i
n a n i m p e n e
t r a b l e n e t.
A s h e t h o u g
h t u p m o r e
d a s t a r d l y p
l a n s, h e p a
d d l e d
t h r o u g h h i s
d i r t y b u t h
o m e l y s w a m
p. W h i l s t p a
d d l i n g,
h e d r i f t e d s t
r a i g h t p a s
t t h e p e r f
e c t s o l u t i o
n t o h i s
n e v e r e n d i n g p r o b l e m
... a t i n o f p
i n k p a i n t…
T h e G r a m m
a r G a t o r
a n d t h e e
x t r e m e l y
c u n n i n g p
l a n
page 50
-
8/19/2019 Great Grammar Games 1
52/113
A n s w e r s : u p , d o w n , i n s i d e , o u t , a g a i n s t , t h r o u g h , p a s t , b e s i d e
The Grammar Gator rested beneath the surface of the
dangerous swamp. His last attempt to devour
the delicious amingoes had failed.
Despite his misfortunes, the Grammar Gator wasn’t
going to stop trying to catch the elusive pink wading
birds. Perhaps he could hide up a tree and jump down
on them when they least expected it? Perhaps he could
remain hidden inside the fresh lake and leap out and
catch them unawares? He could even set up a trap
against a tree to capture them...
As he thought he paddled through his dirty, but
homely, swamp. Whilst paddling, he drifted past a half-
full tin of pink paint, used to decorate his living room.
The Grammar Gator stopped and sat beside the tin.
Was there a way to use paint to catch amingoes? He
schemed for hours, then fell asleep and forgot his plan.
The Grammar Gator
and the extremelycunning plan
page 51
-
8/19/2019 Great Grammar Games 1
53/113
The Grammar Gator’s
prepositions wordsearch
The Grammar Gator has hidden 20
prepositions, large and small, in this
wordsearch. Can you find them all?
PREPOSITIONS WORDSEARCH
beneath into up down inside out against across through past
beside after beneath from over without with toward opposite off
Turn to p112 for the solution!page 52
-
8/19/2019 Great Grammar Games 1
54/113
Look at the prepositions in the
story, The Grammar Gator and
the extremely cunning plan. Could
you replace them with different
prepositions?
The Grammar Gator’s
extra challenge
Preposition Different preposition!
page 53
-
8/19/2019 Great Grammar Games 1
55/113
The Game: Choose the articleParent tip: This game encourages children to spot articles. Because we
use articles in everyday speech, most children will know when
articles have been used correctly and when they have not.
How to play the game: Sometimes articles are needed, sometimes they’re not. The
Grammar Gator has been a bit over-enthusiastic about his use
of articles, though – he’s added them in everywhere on p55!
Tick the sentences that use articles correctly.
GAME 12
3
The Grammar
Ga t or’s t rick
The difference between ‘a’
and ‘an’ is simple! If the next
word (which should be a noun)
starts with a vowel (AEIOU) then
use ‘an’. If the next word starts
with a consonant, use ‘a’.
There are three articles, split into two
sets, specific (definite articles) andnon-specific (indefinite articles).
Defnite article: theRefers to a particular thing.
Indefnite articles: A or an.
The thing mentioned is not a particular
or specific one.
page 54
-
8/19/2019 Great Grammar Games 1
56/113
We play basketball on
Wednesday nights.
We play the basketball
on Wednesday nights.
Thomas painted
garage door.
Thomas painted the
garage door.
My brother doesn’t
like swimming.
My brother doesn’t
like a swimming.
He wanted to eat
a flamingoes.
He wanted to eat
the flamingoes.
A acrobat cartwheeled. An acrobat cartwheeled.
The Charlotte ate
her dinner.
Charlotte ate
her dinner.
Flamingo ran into
the jungle.
The flamingo ran into
the jungle.
I ate a sandwich. I ate an sandwich.
AQ
1
2
3
4
5
6
7
8
B
3
A n s w e r s : 1 - A , 2 - B , 3 - A , 4 - B , 5 - B , 6 - B , 7 - B , 8 - A .
Choose the article
33
A, AN
and THE
page 55
-
8/19/2019 Great Grammar Games 1
57/113
Can you rewrite this short story,
fixing the articles? You might need
to take them out, add them in or
change them.
In the July, Grammar Gator was starting to get bored. He
decided to nd a elephant to play games with. Whilst looking
for elephant, he saw gorilla bathing in an lake. A Grammar Gator
decided to ask a gorilla if he wanted to play some games. Little
did he know that gorilla did not like to be disturbed…
A n s w e r : I n J u l y , t h e G r a m m a r G a t o r w a s s t a r t i n g t o g e t b o r e d . H e d e c i d e d t o f i n d
a n e l e p h a n t t o p l a y g a m e s w i t h . W h i l s t l o o k i n g f o r t h e e l e p h a n t , h e s a w a g o r i l l a b a t h i n g i n a l a k e . T h e G r a m m a r G a t o r d e c i d e d t o a s k t h e g o r i l l a i f h e w a n t e d t o p l a y s o m e g a m e s . L i t t l e d i d h e k n o w t h a t t h e g o r i l l a d i d n o t l i k e t o b e d i s t u r b e d …
The Grammar Gator’s
extra challenge
page 56
-
8/19/2019 Great Grammar Games 1
58/113
The Game: Noun nonsenseParent tip: This game is to encourage children to identify when nouns
are being used incorrectly. It will solidify their understanding
of nouns and will make them realise that nouns must be used
correctly in context.
GAME 13
The Grammar
Ga t or’s t ip
As you read through the
muddled story, try to work
out the easier incorrect
nouns first and work by
process of elimination.
Once you’ve finished
swapping the nouns
around, it will make sense!
swamp noise game gorilla
primate lake
Grammar Gator
safety
reptile rock
twig
How to play the game: The Grammar Gator has justwritten a story about himself and
the gorilla who was bathing in the
lake. Unfortunately, on his way
back to the swamp, he dropped it
and all the nouns got muddled up!
Can you put the nouns in the story,
The Grammar Gator and the flying
rock, back in the right places?
page 57
-
8/19/2019 Great Grammar Games 1
59/113
As the swamp bathed in the noise, the game edgedcloser and closer. Unfortunately, he stepped on a gorilla
which made a loud snapping primate. The lake, disturbed,
picked up a Grammar Gator and threw it at our favourite
twig. Startled, the Grammar Gator ran towards the
safety of the reptile. He thought to himself, ‘Thatwasn’t a very fun rock…’
A n s w e r s : A s t h e g o r i l l a b a t h e d i n t h e l a k e , t h e G r a m m a r G a t o r e d g e d c l o s e r a n d c l o s e r . U n f o r t u n a t e l y ,
h e s t e p p e d o n a t w i g w h i c h m a d e a l o u d s n a p p i n g n o i s e . T h e p r i m a t e , d i s t u r b e d , p i c k e d u p a r o c k a n d t h r e w i t a t o u r f a v o u r i t e r e p t i l e . S t a r t l e d , t h e G r a m m a r G a t o r r a n t o w a r d s t h e s a f e t y o f t h e s w a m p . H e t h o u g h t t o h i m s e l f , ‘ T h a t w a s n ’ t a v e r y f u n g a m e … ’
The Grammar Gatorand the flying rock
page 58
-
8/19/2019 Great Grammar Games 1
60/113
Can you write your own short story
and then swap around the nouns?
Alternatively, replace all the nouns with
fruits or vegetables. Give your story to
an adult and challenge them to guess
what the original words were.
The Grammar Gator’s
extra challenge
page 59
-
8/19/2019 Great Grammar Games 1
61/113
The Grammar Gator’s Alphabet Game
Parent tip: This is a really fun game to play at any time – on the way to
school, over breakfast or in the car. It encourages children to
use common nouns, proper nouns and adjectives.
How to play the game: The Grammar Gator loves playing this game on long journeys.
Have a go yourself: use the alphabet and come up with a proper
noun, an adjective and a common noun that begin with eachletter, then put them together. Each of the players has a turn;
the first person to give in (when they can’t think of new words
for their letter) loses!
For example:
GAME 14
A is for Adam, an adorable ant.
B is for Betty, a big baboon.
C is for Chelsea, a classy chameleon.
D is for Darvesh,
a delightful dinner plate.
E is for…........
Add to the game! You can make
your own rules. Maybe you could
have a verb in there, too, and an
extra noun (subject and object!).
The Grammar Gator’s extra challenge
Adam
A is for Annie, an artistic antelopewho attacks airplanes.
B is for Bertram, a boring beetle whoblows up balloons.
page 60
-
8/19/2019 Great Grammar Games 1
62/113
The Game: Mood changerParent tip: This game encourages children to choose adjectives that are
appropriate to the mood of a story. They will have to think of
words that describe and fit the mood described in the text.
How to play the game: The Grammar Gator is writing his latest story based on his
experiences in the swamp and its surrounding areas. He hasleft space for adjectives, but he hasn’t decided what mood he
wants the story to have yet. Fill in the missing adjectives twice,
following the instructions given for each version of the story.
GAME 15
T h e
G r a m m
a r G u i d e
G a t o r ’ s G r
a m m a r
page 61
-
8/19/2019 Great Grammar Games 1
63/113
The ____________ Grammar Gator woke up early on the
____________ morning. After his run in with the gorilla
on the previous day, he decided that today was going to be
a ____________ day. He squeezed some ____________
toothpaste onto his ____________ toothbrush and beganto brush his ____________ teeth. After the job was done,
he walked towards the ____________ lake, hoping the
____________ amingoes would be there…
Mood changer
Story 1Mood: Happy, fun, cheerful
The ____________ Grammar Gator woke up early on the
____________ morning. After his run in with the gorilla on
the previous day, he’d decided that today was going to be
a ____________ day. He squeezed some ____________
toothpaste onto his ____________ toothbrush and began
to brush his ____________ teeth. After the job was done,
he walked towards the ____________ lake, hoping the
____________ amingoes would be there…
Mood changer
Story 2Mood: Sad, horrible, miserable
page 62
-
8/19/2019 Great Grammar Games 1
64/113
Write your own story,
missing out the adjectives, then
see how you can change the
mood of your text based on the
adjectives you choose.
The Grammar Gator’s
extra challenge
page 63
-
8/19/2019 Great Grammar Games 1
65/113
The Game: Punctuation fishingParent tip: This game asks children to pick the correct punctuation to
use at the end of a sentence. It will also help them identify
statements, questions and commands.
How to play the game: The Grammar Gator has been fishing in the swamp. He’s
come home with a bumper catch of full stops, exclamation
marks and question marks... but isn’t sure how to use themcorrectly. Can you match the sentences on p65 to their
finishing punctuation to help him?
GAME 16
The Grammar
Ga t or’s t ip
Any collection of words
that is asking for an answer
needs a question mark.
Commands usually end
in an exclamation mark
and statements end in
a full stop.
page 64
-
8/19/2019 Great Grammar Games 1
66/113
Sentence
Don’t disturb the gorilla
The Grammar Gator is green
Did you see the gorilla
Where does the Grammar Gator live
Flamingoes enjoy basking in the sun
Chase the flamingos
Gorillas don’t like the Grammar Gator
What time do the flamingoes feed
Eat the banana
1
2
3
4
5
6
7
8
9
A n s w e r s : . = 1 , 2 , 5 , 6 , 7 , 9 ? = 3 , 4 , 8 ! = 1 , 6 , 9 * C o m m a n d s c a n e n d i n
e x c l a m a t i o n m a r k s , b u t t h i s j u s t g i v e s y o u m o r e i n f o r m a t i o n a b o u t h o w t h e c o m m a n d i s b e i n g g i v e n . T h e y c o u l d a l s o b e p u n c t u a t e d w i t h f u l l s t o p s .
G O N E
F I S H I N
G
.
!
?
.
!
?
.
!
?
page 65
-
8/19/2019 Great Grammar Games 1
67/113
Can you sort the nine sentences
into three types: statements,
questions and commands.?
The Grammar Gator’s
extra challenge
S t a t e m e n t s
1.
2.
3.
Q u e s t i o n s 1.
2.
3.
C o m m a n d s 1.
2.
3.
page 66
-
8/19/2019 Great Grammar Games 1
68/113
The Game: Purpose changerParent tip: This game asks children to change the purpose of a
sentence. They will need to slightly edit how the sentence
is written and may need to change the punctuation used.
How to play the game: The Grammar Gator has a new job! He’s been asked to
alter sentences to give them a new purpose, but he needsyour help to do it! Change the sentences below to give
them their new purpose. You might need to reorder, add,
remove or change words and you might need to change
the punctuation.
GAME 17
The Grammar
Ga t or’s t ip
Remember, only questions
need question marks.Questions also start with a
specific set of words; make
sure you include one if
you’re turning something
into a question! If you’re
changing something into a
command, the verb will need
to be closer to the beginning
of the sentence.
page 67
-
8/19/2019 Great Grammar Games 1
69/113
A n s w e r s : 1 . P a s s t h e f i s h . 2 . D o G r a m m a r G a t o r s e a t f l a m i n g o e s ? 3 . C a n y o u e a t
y o u r b e a n s ? 4 . E a t y o u r b a n a n a s , g o r i l l a ! 5 . B e o n t i m e t o m o r r o w . * T h e s e a n s w e r s a r e n o t d e f i n i t i v e , a l t e r n a t i v e ( b u t c o r r e c t l y p u n c t u a t e d ) a n s w e r s m a y b e g i v e n .
Question:
Statement:
Command:
Statement:
Question:
1
2
3
4
5
to command:
to question:
to question:
to command:
to command:
Can you pass the fish?
Grammar Gators
eat flamingoes.
Eat your beans!
The gorilla eats bananas.
Will you be on time
tomorrow?
Which is the easiest
transformation and why?
Discuss this with an adult
and see if they agree.
The Grammar Gator’s
extra challenge
page 68
-
8/19/2019 Great Grammar Games 1
70/113
The Game: Purpose Snap!Parent tip: Playing this game will help children to identify the
purpose of a sentence accurately and at speed.
How to play the game: It’s time for the Grammar Gator’s favourite game,
Purpose Snap! Cut out the 24 snap cards on p70,
then deal them out equally between yourself and a
partner and hold them in your hand face down.Take it in turns to put your top card down face up
on the table. When the two sentence purposes
match (for example, two questions), the first
person to slap the pile and shout “Snap!” wins
the cards. Keep playing until the winning player
has all the cards.
GAME 18
When someone snaps, the other player has
to ask them to change the purpose of the
sentence to a purpose of their choosing before
they are allowed to keep the cards. You could
also make your own snap cards!
The Grammar Gator’s
extra challenge
W o w ! Yikes!
F l a m i n g o e s
a r e p i n k.
Ar e v e r b s d o i n g w o r d s ?
page 69
-
8/19/2019 Great Grammar Games 1
71/113
Wow!
The Grammar
Gator likes to
play games.
Awesome! Eurgh!
Yikes!The gorillas
enjoy bathing
in the lake.
Flamingoes
are pink.
The swamp
is dirty.What time
is it?
Are verbs
doing words?Where are the
flamingoes?
When does
the gorilla go
home?
Eat yourdinner!
Don’t look atthe sun.
Watch the flamingoes.
Chop the
banana up.
Is the
Grammar
Gator upset?
Why are the
flamingoes
hiding?
The grass
is dry.
The lake is
refreshing.
Don’t eat
flamingoes!
Watch out
for the
gorilla.
The Grammar
Gator is on
his way.
Why are the
flamingoes
scared?
page 70
-
8/19/2019 Great Grammar Games 1
72/113
Make your own Purpose Snap! cards
page 71
-
8/19/2019 Great Grammar Games 1
73/113
The Game: Sentence senseParent tip: This game encourages children to consider whether or not a
sentence makes sense. This will allow them to demonstrate
their understanding of sentences and connectives and should
remind them to think about checking their own sentences.
GAME 19
The Grammar
Ga t or’s t ip
When reading a sentence, ask
yourself: ‘Does it sound right? Does
it sound complete?’ Reading the
words aloud will help you pick out
the mistakes, too.
How to play the game: The Grammar Gator HATES it when
a sentence doesn’t make sense! Hethinks that if sentences are incomplete,
he should be allowed to eat whoever
has written them! (Fortunately, he’s not
allowed to... but he’s got his napkin on
already...) Can you tick and cross the
sentences on p73 before the Grammar
Gator sees them? We can hide the ones
you cross in the jungle!
37
page 72
-
8/19/2019 Great Grammar Games 1
74/113
Check these sentences to ensure the
Grammar Gator doesn’t decide to snack
on their authors! Use a or a to show
whether they are correct or incorrect.
1. I went jungle.
2. The gorilla is brown and hairy.
3. Because it is sunny.
4. Look at the swamp, you can
see the Grammar Gator!
5. The jungle cold at night.
6. A elephant was in the lake.
7. Don’t go to the swamp alone!
8. When the Grammar Gatoris tired.
9. The flamingoes is pink.
10. It is Tuesday, so the flamingoes
eat elsewhere.
73
Sentence sense
A n s w e r s : C o r r e c t : 2 , 4 , 7 , 1 0 . I n c o r r e c t : 1 , 3 , 5 , 6 , 8 , 9
page 73
-
8/19/2019 Great Grammar Games 1
75/113
Can you fix the incorrect
sentences and rewrite them
correctly? Don’t forget to
check for correct use of:
lprepositions
ldefinite / indefinite articles
lmain and subordinate
clauses lverbs
The Grammar Gator’s
extra challenge
page 74
-
8/19/2019 Great Grammar Games 1
76/113
The Game: McSubsParent tip: This game asks children to decide which part of the sentence
is an MC (Main clause) and which part of the sentence is a
SUB (subordinate clause).
Instruction: The Grammar Gator, realising he’s never going to catch those
delicious flamingoes, has decided to go to his favourite fast
food restaurant, McSubs. The only problem with McSubs isthat if you want to order a meal, you have to tell them which
part of a sentence is the MC (Main Clause) and which part is
the SUB (subordinate clause). Help the Grammar Gator out
so he can finally get fed! Underline and label the main and
subordinate clauses in the McSubs menu on the next page.
GAME 20
The Grammar
Ga t or’s t ip
Remember, each clause needs its
own verb. Details of something
being done will be one of the
clauses; another action will
make up the second clause. The
connective should be underlined
as part of the subordinate clause.
M c S u b s
T a k e a w a y m
e n u
1.
W e w e n t t o t
h e s w a m p
b e c a u s e w e
w a n t e d t o
2.
I f i t ’ s a W e d
n e s d a y, t h e
f l a m i n g o e s
a r e s u p p o s e
d
3.
T h e g o r i l l a
h a t e s b e i n g
d i s t u r b e d s
o l e a v e
4.
T h e G r a m m
a r G a t o r
d o e s n ’ t e a t
f i s h s i n c e h
e
5.
W h e n i t ’ s c o
l d, t h e
G r a m m a r G
a t o r s t a y s i n
t h e
6.
W h i l e h e r e a
d s h i s b o o k
,
t h e g o r i l l a b
a t h e s i n t h e
7.
B e c a u s e o
f t h e w e a t h e
r,
t h e g o r i l l a d
i d n ’ t t a k e
8.
A l t h o u g h i t
w a s h o t , t h e
f l a m i n g o e s
w e r e
F r e e d e l i v e r
y t h r o u g h o u
t t h e s w a m p
!
M c S u b s
T a k e a w a y m
e n u
1.
W e w e n t t o t h e
s w a m p
b e c a u s e w e w a n t e d t o
2.
I f i t ’ s a W e
d n e s d a y, t h e
f l a m i n g o e s
a r e s u p
p o s e d
3.
T h e g o r i l l a h a t e s b
e i n g
d i s t u r b
e d s o l e a v
e
4.
T h e G r a
m m a r G
a t o r
d o e s n ’ t e a t f i s
h s i n c e h e
5.
W h e n i t ’ s c o l d, t h e
G r a m m a r G
a t o r s t a y s
i n t h e
6.
W h i l e h
e r e a d s
h i s b o o k,
t h e g o r i l l a b a t h e s
i n t h e
7.
B e c a u s e o f
t h e w e a
t h e r,
t h e g o r i l l a d i d n ’ t t a k e
8.
A l t h o u g
h i t w a s h o
t , t h e
f l a m i n g o e s
w e r e
F r e e d e l i v e r y t h r o u g
h o u t t h e s w
a m p !
page 75
-
8/19/2019 Great Grammar Games 1
77/113
McSubsTake away menu
1. We went to the swamp because we wanted to
see the Grammar Gator.
2. If it’s a Wednesday, the flamingoes are supposed
to be at the lake.
3. The gorilla hates being disturbed so leave
him alone.
4. The Grammar Gator doesn’t eat fish since he
tried to catch a piranha!
5. When it’s cold, the Grammar Gator stays in the
swamp.
6. While he reads his book, the gorilla bathes in therefreshing lake.
7. Because of the weather, the gorilla didn’t take
a bath.
8. Although it was hot, the flamingoes were
nowhere to be seen.
Free delivery throughout the swamp!
A n s w e r s ( s u b o r d i n a t e c l a u s e s u n d e r l i n e d ) : 1 . W e w e n t t o t h e s w a m p b e c a u s e w e w a n t e d t o s e e t h e G r a m m a r G a t o r . 2 . I f i t ’ s a W e d n e s d a y , t h e f l a m i n g o e s a r e s u p p o s e d t o b e a t t h e l a k e . 3 . T h e g o r i l l a h a t e s b e i n g d i s t u r b e d s o l e a v e h i m a l o n e . 4 . T h e G r a m m a r G a t o r d o e s n ’ t e a t f i s h s i n c e h e t r i e d t o c a t c h a p i r a n h a ! 5 . W h e n i t ’ s c o l d , t h e G r a m m a r G a t o r s t a y s i n t h e s w a m p . 6 . W h i l e h e r e a d s h i s b o o k , t h e g o r i l l a b a t h e s i n t h e r e f r e s h i n g l a k e . 7 . B e c a u s e o f t h e w e a t h e r , t h e g o r i l l a d i d n ’ t t a k e a b a t h . 8 . A l t h o