jolly phonics grammar 3
DESCRIPTION
Jolly phonics Grammar 3TRANSCRIPT
12
34
56
78
910
1112
1314
1516
1718
Spelling
Patterns
Usingthecorrectalternativeinwriting
New
&existingspellingpatterns
Suffixes
dig
ra-
ph
s‹a
i,ay
,a
_e›
‹ee,
ea,
e_e›
‹ie,i
gh,
y,i
_e›
‹oa,
ow,
o_e
›‹u
e,ew
,u
_e›
‹e_e
›‹n
›a
s/n
g/
soft
‹c›
soft
‹g›
‹tch
›‹d
ge›
‹le›
‹qu
›‹s
›a
s/z
/‹s
e›,‹
ze›
as
/z/
suff
ix‹-
less
›su
ffix
‹-a
ble
›•Refineandextendphonicknowledge:longerspellinglist/testwithmoresophisticatedvocabulary;regularanalysisof‘tricky
parts’inwords
•Develop
vocabulary/com
prehension
skills:spellingsheetactivitiesreinforcemeaningofspellinglistwords
•Consolidatewritingskills:w
ritesentencesfrom
dictationusingspellingpatterns,punctuationandspeech;spellingtechniquesfor
unfamiliarwords
(analogy)andunusualspellings(say
itasitsounds;look,copy,cover,w
rite,check;mnem
onics);proofreading
•Systematicrevision:flashcards,vowelhand,analysingwords
ontheboard,regular‘grammar’activitieson
thespellingsheets,Alt.VowelPoster
Spelling
&Grammar
Spellingsheetactivities(alphaorder,wordsearch,crossword,match
word&picture/meaning,fillinmissingletters),plus:
Vowels
Alpha
order
Parsethreesentences
•Splitfive
words
intosyllables•Parsetwosentences
Findsixwords
inthedictionary
Find&writedownthemeaningsofsixwords
Spellingrules
foradding
suffixes
Identifyingvowelsounds
Spellingrulesfor
adding‹-ing›
Propernouns/
adjectivesneed
acapitalletter
Identifyingvowelsounds
Spellingrules
‹-ing›
Suffixes
Partsof
Speech
(withcolour
&action)
PoS/
parsing
Verbs
Verbs
Nouns
(places)
Adjectives
Futurecontinuous
Simple
tensesEnding
in‹-y›Future
‘tobe’
Presentparticiple
Present
Past
Continuous
Proper
•Deepenexisting
understandingofPoS
andintroducenewones•Regularparsingactivities(underliningPoS
intheappropriatecolour)
•Consolidationofsimpletensesandintroduction
ofcontinuoustenses
Dictionary&
Vocabulary
Skills
Usingadictionary
Syllables
Syllables
Suffixes:‹-less›&‹-ful›
•Encourage
regularuseofadictionary/thesaurusandreinforcedictionaryskills(putspellingwords
intoalphaorder,usedictionarytocheckmeaning)
•Refinesyllableknowledgeasunitsofsoundorganised
aroundvowelsounds.Splitwords
intosyllablesaurally/on
paper.Long/shortvowelmarks
•Develop
children’sunderstandingofhow
suffixesandprefixescanchange
themeaningofwords
Punctuation
&Sentence
Writing
Paragraphs
Speechmarks
•Extendandrefinethechildren’sknowledge:sentencesmusthaveaverb,m
akesenseandendwithafullstop,
question
markorexclam
ationmark;speech
goesinside
speech
marks;com
masseparatewords
inlists
•Reinforceunderstandingofsentencestructureinreadingandwriting:eggroupreading,sentencedictation,etc
•Encouragethechildren
touseparagraphs
intheirwriting
andtopunctuatewithgreatervarietyandprecision,includingdirectspeech
Jol
lyG
ram
mar
3:W
eeks
1to
18
TeachingWeek
1920
2122
2324
2526
2728
2930
3132
3334
3536
Spelling
Patterns
Usingthevowelletterforthelongvowel
sound
New
&existingspellingpatterns
‹a›
as
/ai/
‹e›
as
/ee/
‹i›
as
/ie/
‹o›
as
/oa
/‹-
o›
as
/oa
/‹u
›a
s/u
e/‹a
›a
s/a
r/‹i
e›a
s/e
e/‹y
›a
s/i
/‹a
›a
s/o
/‹a
w,
au
,al›
hom
o-p
hon
es‹e
ar,
eer,
ere›
‹ure
›‹g
n›
as
/n/
‹ph›
,‹gh›
as
/f/
‹air
,ar
eea
r,er
e›‹e
x›
•Refineandextendphonicknowledge:longerspellinglist/testwithmoresophisticatedvocabulary;regularanalysisof‘tricky
parts’inwords
•Develop
vocabulary/com
prehension
skills:spellingsheetactivitiesreinforcemeaningofspellinglistwords
•Consolidatewritingskills:w
ritesentencesfrom
dictationusingspellingpatterns,punctuationandspeech;spellingtechniquesfor
unfamiliarwords
(analogy)andunusualspellings(say
itasitsounds;look,copy,cover,w
rite,check;mnem
onics);proofreading
•Systematicrevision:flashcards,vowelhand,analysingwords
ontheboard,regular‘grammar’activitieson
thespellingsheets,Alt.VowelPoster
Spelling
&Grammar
Spellingsheetactivities(alphaorder,wordsearch,crossword,match
word&picture/meaning,fillinmissingletters),plus:
•Splitfive
words
intosyllables•Parsetwosentences
•Splitfive
words
intosyllables•Parsetwosentences•Identifythesubject
Find&writedownthemeaningsofsixwords
Findsixwords
inthedictionary&usesomeofthem
insentences
Apostrophe‹s›
Spellingrules
Spellingrules
Hom
ophones
Prefixes
‹-er›,
‹-est›
‹-ly›
‹-y›
Regular
plurals
Partsof
Speech
(withcolour
&action)
Adjectives
Irregularplurals
Verbs,nouns
&pronouns
Pronouns
CollectiveNouns
Identifyingverbtenses
Compar/
superl-
atives
Making
adverbs
fromadjs
Nouns
acting
asadjs
Making
adjs
from
nouns
Subject
&object
Possessive
•Deepenexisting
understandingofPoS
andintroducenewones•Regularparsingactivities(underliningPoS
intheappropriatecolour)
•Reinforcecontinuoustensesandintroducenewtypesofnoun
(collective)andpronoun(object/possessive)
Dictionary&
Vocabulary
Skills
‹-er›
&‹-est›
‹-ly›
‹-y›
Regular
plurals
Our/
are
There,their,they’re
Prefixes
Suffixes
Suffixes
Hom
ophones
•Encourage
regularuseofadictionary/thesaurusandreinforcedictionaryskills(putspellingwords
intoalphaorder,usedictionarytocheckmeaning)
•Refinesyllableknowledgeasunitsofsoundorganised
aroundvowelsounds.Splitwords
intosyllablesaurally/on
paper.Long/shortvowelmarks
•Develop
children’sunderstandingofhow
suffixesandprefixescanchange
themeaningofwords
Punctuation
&Sentence
Writing
Contractions
SubjectObject
Subject&object
Punctuationinspeech
Sentences&phrases
Subject&objectofasentence
Sentences
•Extendandrefinethechildren’sknowledge:sentencesmusthaveaverbandasubjectandmay
havean
object;
distinguishbetweenphrasesandsentences,andexpandphrasesintosentences
•Encouragethechildren
touseparagraphs
intheirwriting
andtopunctuatewithgreatervarietyandprecision,includingdirectspeech
Jol
lyG
ram
mar
3:W
eeks
19to
36
TeachingWeek