RIC-20234 Primary Grammar and Word Study Year 3 – Parts of Speech

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Comparing things When we compare two people or things we change the adjective, usually by adding er; for example: ‘This tree is tall but that tree is taller’. When we compare three or more people or things we change the adjective, usually by adding est; for example: ‘This tree is tall but that tree is taller. The tree over there is the tallest’. 1. Use the adjectives below to complete the paragraph. You will have to change the words by adding er or est to them. wavy I have three brothers. Dylan has grin. Blair has grin. Nicholas has the grin. cheeky hair and a hair than Dylan and a Instead of adding er or est to an adjective when we compare things, we use more or most before some adjectives; e.g. beautiful, more beautiful, most beautiful. hair of all three and the 2. Finish the table below, changing the adjectives by adding er, est, more or most. (a) 3. Use each adjective in a sentence. (a) stronger tidy (b) more famous (c) (d) (e) horrible narrowest ©R.I.C. Publications Low Resolution Images Display Copy most wonderful (b) funniest (c) most beautiful R.I.C. Publications ® www.ricpublications.com.au 17 Primary grammar and word study
Parts of speech Adverbs Focus Common adverbs of manner and time Definition • An adverb is a word that adds information, usually to a verb and can tell how (manner), when (time) or where (place) something happens. Example: Today (time), the boys rudely (manner) interrupted the concert by running upstairs (place). Note: Adverbs can modify (add information to) any words that are not nouns or pronouns. (These are modified by adjectives.) Explanation • Adverbs can clarify meaning by telling more about the action, allowing for greater precision and adding interest to writing. Worksheet information • Discuss the things some family members can do really well and how sometimes other family members do not have the same talents. Introduce the concept and discuss ways in which some members of a family can be opposites; for example, in height, hair colour, personality, likes, dislikes, interests and habits. • Read the text then discuss why some words are in bold. Remind students that words telling about something someone does or things that happen are called verbs (see pages 6–11) and that these words are all verbs. • Some students may need assistance to understand the meaning of some of the adverbs used in the text. They should be encouraged to use contextual information. • Identify ‘sang’ (the first two verbs in bold) and discuss the words that tell how Dave and Dad sang. These are adverbs and should be underlined. • Identify the adverbs that tell how each boy played and underline them. • Students complete Question 1 by identifying and underlining the adverbs that describe each of the verbs in bold in the text . • Revise adjectives (see pages 12–17) before students change the adjectives to adverbs in Question 2. • As many of the adverbs are quite long and may not be easy for some students to spell, encourage them to copy the words carefully from the text. • Explain that adverbs can not only tell how something happened, but they can also tell about when and where, it happened. • In Question 3, students will need to identify the adverb telling when the verb happened, then change it and rewrite the sentence so it has the opposite meaning. Ideas for further practice • Students work in pairs to mime one action completed in opposite ways. Other students should identify what they are both doing and how they are individually doing it; for example, ‘You are both brushing your hair, but one is brushing slowly and the other is brushing quickly’. • Demonstrate the function of adverbs by writing a simple sentence on the board. Example: The boys walked. Ask the question how and add different adverbs of manner after ‘walked’. Then ask when they walked and add possible answers at the beginning of the sentence. Individual students then take turns at compiling a sentence from the possibilities listed on the board. Example: Recently, the boys walked sadly. ©R.I.C. Publications Low Resolution Images Display Copy Answers 1. The following adverbs should be underlined: beautifully, woefully, enthusiastically, reluctantly, swiftly, easily, slowly, awkwardly, neatly, carelessly, patiently, perfectly, quickly, messily 2. (b) woefully (c) enthusiastically (d) carelessly (e) patiently (f) messily 3. Answers may include: (a) earlier later (b) After Before (c) always never Primary grammar and word study 18 www.ricpublications.com.au R.I.C. Publications ®
Page 1 and 2: ©R.I.C. Publications Low Resolutio
Page 3 and 4: Primary grammar and word study - Bo
Page 5 and 6: Parts of speech Nouns Focus Common
Page 7 and 8: Parts of speech Nouns Focus Collect
Page 9 and 10: Parts of speech Verbs Focus Finite
Page 11 and 12: Parts of speech Verbs Focus Command
Page 13 and 14: Parts of speech Verbs Focus Past, p
Page 15 and 16: Parts of speech Adjectives Focus Co
Page 17 and 18: Parts of speech Adjectives Focus Co
Page 19: Parts of speech Comparatives and su
Page 23 and 24: Parts of speech Adverbs Focus Commo
Page 25 and 26: Parts of speech Pronouns Focus Work
Page 27 and 28: Parts of speech Pronouns Focus Inde
Page 29 and 30: Parts of speech Conjunctions Focus
Page 31 and 32: Parts of speech Determiners Focus A
Page 33 and 34: Parts of speech Determiners Focus D
Page 35 and 36: Parts of speech Prepositions Focus

RIC-20234 Primary Grammar and Word Study Year 3 – Parts of Speech

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