RIC-20229 Primary Grammar and Word Study Year 1 – Figures of Speech

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Primary grammar and word study (Book B)
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Primary grammar and
word study – Book B
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
Understanding and choosing words ........... 34–61
Words that are similar ................................... 34–49
Homographs ................................................. 34–35
Homophones ................................................ 36–37
Word groups ................................................. 38–49
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
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Punctuation .................................................. 62–75
Full stops, question marks and
exclamation marks ....................................... 62–63
Capital letters ............................................... 64–65
Commas ....................................................... 66–69
Apostrophes ................................................. 70–73
Quotation marks ........................................... 74–75
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:
Ten tiny tadpoles talked to each other.
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.
Worksheet information
• Read and discuss the explanation, give some
examples and ask the students for some examples.
• Read the text in Question 1 with the students,
assisting with any unfamiliar vocabulary.
• Using a coloured pencil, students underline any
words beginning with ‘s’. Check answers before
proceeding to Question 2. (Interesting ‘s’ words
can be added to student dictionaries to use during
writing activities.)
• Look at and discuss each picture, highlighting
any words which begin with ‘f’ and ‘h’. Assist with
writing unfamiliar words.
• Read and discuss the sentence beginnings in
Question 3 and ask for suggestions for words to
complete the sentences. Ensure that the students
know which beginning sound they should be using.
(Allow the students to colour the picture after
completing the worksheet.)
Ideas for further practice
• Identify alliterative words in texts used during shared
reading sessions.
• Learn to say tongue twisters such as ‘Peter Piper
picked a peck of pickled peppers’.
• Select individual students to share their answers to
Question 3 and any other interesting alliteration they
create or encounter.
Answers
1. (a) Teacher check
(b) On Saturday, the swirling sea swept six silly
seals to the seashore. They sat on the soft
sand. Some were sad and some were sick.
On Sunday, the Seal Search and Rescue Squad
saved them and scurried them back out to sea.
The seals swam safely out of sight.
2.–3. Teacher check
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Alliteration
Alliteration occurs when the same sound is
repeated at the beginning of words.
1. (a) Read the sentences.
On Saturday, the swirling sea swept
six silly seals to the seashore. They sat
on the soft sand. Some were sad and
some were sick.
On Sunday, the Seal Search and
Rescue Squad saved them and
scurried them back out to sea. The
seals swam safely out of sight.
(b) Underline all the words which begin with ‘s’.
2. Write a sentence with alliteration to describe each picture.
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3. Write words beginning with the same sound to tell what each is
doing.
(a) The wild wind is .
(b) The dainty daisies are .
(c) The quiet queen is .
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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. Similies 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 and say the
example. Ask the students if they can think of any
other examples.
• Read the poem with the class. Discuss which word
introduces a simile—‘as’. Students underline the
three similes in the poem.
• Students choose a noun that matches the similes in
Question 2. They illustrate one of the similes.
• In Question 3, students choose an adjective to
complete the similes.
• In Question 4, read the poem and the words in
brackets with the class. Students can chose one
word from each set of brackets or choose their own
words to complete the simile poem about the owl.
Ideas for further practice
• Work with a partner to find three items in the
classroom and write a similie for each.
Example:
The door is as strong as Superman .
• Students write a simile poem about themselves in
which each attribute refers to an animal.
Example:
I am as quiet as a mouse.
I am as quick as a bat.
I am as gentle as a lamb
And as lazy as a cat.
• Share simile poems with the class, such as My dog
is as smelly as dirty socks by H Piven. Students write
a review of the poem.
Answers
1. I am as happy as a clam
And as funny as a clown.
I am as playful as a kitten—
I never like to frown.
2. (a) toast (b) lion (c) fish (d) pancake
3. (a) cold (b) cute (c) gentle
4. Teacher check
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Similes
A simile compares one thing with another.
For example, Mum was as busy as a bee.
1. Underline the three similes in the poem.
Me
I am as happy as a clam
And as funny as a clown.
I am as playful as a kitten—
I never like to frown.
2. Write the best word for each simile.
Choose one simile and draw it.
fish pancake toast lion
(a) as warm as
(b) brave like a
(c) as slippery as a
(d) as flat as a
3. Add a word from the list to finish each simile.
(a) as
(b) as
(c)
as ice
as a button
like a lamb
gentle
cold
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cute
4. Use words from the brackets or choose your own words to finish
the poem.
The owl
Her eyes are as round as . (the moon/plates)
Her feathers as soft as . (a cloud/cotton wool)
Her claws are as sharp as . (knives/needles)
She flies when it is as dark as .
(a dungeon/shadows)
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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.
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.
Example:
double trouble
onomatopoeia – The use of a word that imitates
what it describes.
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, kock’ 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 list any other words
they think belong in this group of words.
• The worksheet identifies some words which are
used to represent the sounds of things around the
home. This is a basic introduction to onomatopoeia,
using familiar and common words and sounds.
Ideas for further practice
• Students may 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.
Example:
The cupboard door opens
with a screech.
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Answers:
1. (a) balloon (b) clock (c) telephone
(d) soft-drink (e) doorbell
2. (a) drip (b) tinkle (c) boing
(d) splash
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Onomatopoeia
1. Read these words. Match them to the object which
would make that sound.
(a) pop • •
(b) tick-tock • •
(c) ring, ring • •
(d) fizz • •
(e) ding-dong • •
2. Look at these pictures. Write a word to match each things sound.
(a)
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(b) t k
p
(c)
b
(d) p h
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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 such as
speaking.
Example:
The mountain hut beckoned as the wind grabbed
at my jacket.
Explanation
• Personification can provide a different perspective.
Personifying an object or animal can help the
reader understand, sympathise, connect or react
emotionally to non-human characters.
Worksheet information
• Personification can often be found in poetry.
Teachers might wish to introduce this worksheet
by reading some poetry to the students and talking
about how the things 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.
• Fables, nursery rhymes and fairy tales frequently
have animals with human abilities and traits as main
characters. Teachers may wish to read some of
these as an introduction.
• Read the worksheet introduction with the students.
Ask them to suggest some characters they know
that are not people, but do things normally only
people can do. Teachers may wish to introduce and
discuss the term ‘personify’ with the students.
• Students select one of the characters on the
worksheet or create one of their own. They give
it human characteristics, such as a gender, name
and personality. Using this information, they write
a short story about something that might happen
to this character. Encourage students to describe
how the character might react, think or feel about
these things, focussing on the human characteristics
rather than events.
Ideas for further practice
• Students could write a narrative using the character
they have created.
• Give one-half of the students a card with an
inanimate object or animal written on it, and the
other half a card with a verb or feeling. Students pair
up and use the two words to create a short story;
e.g. ‘The spanner was angry about the way she was
being treated these days, especially by being left
alone in the shed’.
Answers
Teacher check
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If animals could talk
Real animals and things do not think, talk
or act like people, but in some stories and
poems they do.
This can make stories fun, interesting
and more imaginative.
1. (a) Choose one of the characters below or draw your own.
(b) Write some details about your character.
Name:
What he or she likes to say and do:
Woof!
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2. Write a short story about something that happens to him or her.
(Continue on the back of this sheet if you need to.)
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