RIC-20225 Primary Grammar and Word Study Foundation – Figures of Speech

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

Figures of speech checklist
Name of student Alliteration Similes Onomatopoeia Personification
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Primary grammar and word study

Figures of speech
Alliteration
Focus
Alliteration
Definition
• Alliteration is the repetition of a sound at the
beginning of words.
Example:
The wind and the waves whipped the walrus
around.
Explanation
• Alliteration occurs when the same sound or sound
group is repeated at the commencement of two or
more stressed syllables of a word group (usually the
first sound in a word).
• Activities using alliteration are often used when
introducing initial sounds to young students.
• Alliteration is often used in nursery rhymes and
poetry.
Example:
Baa baa black sheep ...
• Alliteration can make rhymes, poems or songs
easier to remember.
• Alliteration is a useful writing tool to create special
effects.
Example:
splish, splosh, splash
Worksheet information
• Read the words in Question 1 with the students and
allow them time to look at the pictures.
• Read and discuss the explanation, give some
examples and ask the students for some examples.
• Read the text in Question 2 and allow the students to
draw colourful pictures.
Ideas for further practice
• Make up and say nonsense, alliterative stories using
different common nouns that have the same sound.
Draw pictures to illustrate them.
• Learn to say tongue twisters such as ‘Peter Piper
picked a peck of pickled peppers’.
• Read initial sounds charts which utilise alliteration
for phonics characters or sentences.
Example:
Lucy Lamplighter
Answers
Teacher check
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Alliteration
1. Read the words and look at the pictures.
hot house
two turtles
When the same sound is repeated at the
beginning of words it is called alliteration.
2. Draw pictures to match.
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crazy cat
dirty dog
3. Write a sentence with alliteration.
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Primary grammar and word study

Figures of speech
Similes
Focus
Similes
Definition
• A simile compares one thing with another. Similes
are usually introduced by the words ‘as’ or ‘like’.
Example:
He was as cunning as a fox.
She slept like a log.
Explanation
• Similes are figures of speech. They are examples of
figurative language, as opposed to literal language.
In figurative language, words are used to create
mental images and impressions by comparing ideas.
These comparisons help the reader to more clearly
imagine the person, place or thing being described.
• Writers use similes to emphasise a certain
characteristic. They make writing more interesting,
entertaining and colourful, as they often make a link
between two unlike subjects.
Example:
The children ran around the playground like a pack
of wild animals.
Worksheet information
• Read the explanation of a simile. Ask the students if
they can think of any other examples.
• Study each picture with the class and ask the
students to think of the missing words.
• Students draw illustrations of the simile in
Question 2. Discuss which word introduces this
simile—‘as’.
Ideas for further practice
• Choose a simile from the worksheet and use it in a
sentence.
• Look in familiar texts to identify similes.
• Draw or paint pictures to make a class simile book
for the reading corner.
Answers
1. (a) bee (b) snail
(c) light
(d) cold
(e) blind, bat
(f) wise, owl
2. Teacher check
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Similes
A simile says one thing is like another;
for example: She is as quiet as a mouse.
1. Use the words below to finish the similes.
light bat wise snail owl bee blind cold
(a) as busy as a
(c) as
a feather
(e) as
as
as a
(b) as slow as a
(d) as
ice
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as
(f) as
as an
2. Draw and colour a
picture of this simile.
as playful as a kitten
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Primary grammar and word study

Figures of speech
Onomatopoeia
Focus
Onomatopoeia
Definition
• Onomatopoeia is a word which imitates the sound
of what it describes.
Example:
plop or zoom
Explanation
• Figures of speech are used to make language more
interesting, memorable or surprising. There are
three distinct groups: phonological figures of speech
(based on sound effects); lexical figures of speech
(depending for their effect on the use of words);
and syntactic figures of speech (depending for their
effect on sentence structure).
• Phonological figures of speech include: alliteration—
the use of the same sound at the beginning of words
(for example: The slimy snake silently slithered);
assonance—the use of internal rhyme by using
the same vowel or consonant sounds within words
which follow each other or are close together (for
example: double trouble); and onomatopoeia—the
use of a word that imitates what it describes (for
example: the babbling of a stream).
Worksheet information
• Read stories such as Where does Thursday go? by
Janeen Brian, Night noises by Mem Fox or any other
texts which use onomatopoeia. Identify and discuss
the use of words such as ‘knick, knack, knock’ and
‘oogle, gurgle’. Ask the students why they think the
author has used these types of words in the story.
• Introduce the students to the term ‘onomatopoeia’
and explain that it means a word whose sound
imitates its meaning. Use the books you have read
to provide students with examples of these types of
words.
• Ask students to brainstorm to think of any other
words they think belong in this group of words.
• The worksheet identifies some words which are
used to represent the sounds of animals. This is a
basic introduction to onomatopoeia, using familiar
and common words and sounds.
Ideas for further practice
• Students can use the word lists developed during
the brainstorm to write a simple poem which uses
onomatopoeia. Add appropriate artwork and display.
• Create labels for display around the classroom, using
onomatopoeia for everyday objects; for example,
The cupboard door opens with a screech.
Answers
click-clack, purr, buzz, hiss, woof, moo
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1. Read the words.
2. Look at the animals.
3. Write the correct word
in each speech bubble.
Animal sounds
Onomatopoeia is
when a word sounds
like what it is describing.
hiss woof click-clack purr buzz moo
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Primary grammar and word study

Figures of speech
Personification
Focus
• Personifying animals and objects
Definition
• Personification is a way of describing non-human
things (such as animals and inanimate objects)
using human traits and abilities, such as speaking.
Example:
The wind whistled through the cowering trees.
Explanation
• Personifying an object can help readers understand,
sympathise with, connect or react emotionally to
non-human characters. Personification can inspire
imagery and emotion, and provide a different
perspective for an everyday object.
• Personification is often used in poetry, fables and
fairytales.
Worksheet information
• For this activity, teachers will need to gather some
magazines, scissors and glue for students to use.
• Fables, nursery rhymes and fairytales frequently
have animals with human abilities and traits as
main characters. Teachers may wish to read
some examples of these as an introduction to the
worksheet.
• Teachers might alternatively wish to read some
poetry to the students and discuss how objects
or animals were given human traits in the poem.
Examples of some age appropriate poems include
‘Two sunflowers move in the yellow room’ by William
Blake; ‘In the garden’, ‘The sky is low’ and other
poems by Emily Dickinson; or nursery rhymes like
‘Hey diddle diddle’ by Mother Goose.
• Read the chosen text to the students. Discuss how
the objects or animals were given human traits
(actions or emotions) and the effect that this had on
the story or poem and the students’ responses to the
personification.
• Read the worksheet with the students. Explain the
task and allow them to choose a picture from a
magazine to cut out. They glue it onto the page, then
write something that the animal or object would say
if it could speak. Encourage students to be creative,
to think about what sort of personality the item
would have and how it would ‘think’ and ‘feel’.
Ideas for further practice
• Teachers might like to combine a ‘viewing’ lesson
with the study of personification by watching an
animated film and discussing the way animals
or objects were personified in the film. Disney’s
animated film Beauty and the beast has talking and
dancing crockery and furniture.
• Students could write a short narrative about the
animal or object they chose for the worksheet. They
could write about where it lives, and what it likes to
eat and do.
Answers
Teacher check
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Talking bunnies!
Real animals and things don’t talk
or act like people, do they?
1. Find a picture of an
animal or thing.
2. Cut it out and glue
it below.
3. Write what you
think it might say if
it could speak.
Sometimes in stories, plants, tools
and animals can talk and do things
people do. This makes stories
interesting and fun.
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