Grammar Rules! 1

matildaeducation

AWARD- D-WINNI NNING SERIES

1

Second edition

Tanya Gibb

Grammar in the real world


question

a sentence that asks something

32

47

rhyme

when the ends of words sound the same

43

sentence

a group of words that makes sense on its own.

It must include at least one verb. 31 51

fact or opinion

51

speech marks

marks used to show words that are spoken

71

synonym

a word that has a similar meaning to another word

37

time word

a word that helps sequence events in a text

24

verb

a doing, saying, or thinking or feeling word

doing verb

20

saying verb

26

thinking and feeling verb

58


Second edition

Tanya Gibb

STUDENT BOOK1

Grammar in the real world

Name:

Class:


Note to Teachers Note and to teachers Parents and parents

Grammar Rules!

A whole-school grammar program that teaches grammar in context!

Grammar Rules! comprehensively meets the requirements of the Australian Curriculum English. The scope and sequence

outlined on pages 4–5 integrates Language, Literature and Literacy to develop students’ knowledge, understanding and

skills in listening, reading, viewing, speaking and representing.

Grammar Rules! also supports the New Zealand English Curriculum strands: Listening, Reading and Viewing; and Speaking,

Writing and Presenting. Students will use processes and strategies to develop knowledge, skills and understandings,

related to purposes and audiences, ideas, language features and structure.

Grammar can be defined as the way language is organised to make meaning. Knowledge of the grammatical features that

make language use more effective is vital for all students. They need an understanding of grammar to be able to make

appropriate choices to get their message across in speaking and writing (creating texts); and they need to know how to

analyse the language used by others when they are listening and reading (interpreting texts). Grammatical knowledge will

assist students to become analytical, critical and evaluative language users.

Grammar Rules! shows students how grammatical structures and features function in texts to achieve meaning, from the

contextual level of the whole text down to sentence level and to the level of words and word parts. The series explains

appropriate grammatical structures for particular types of texts, language functions and social purposes. The second edition

of the Grammar Rules! program also incorporates elements of self-assessment. A simple reflection activity allows students to

assess their own progress and provides you with a starting point for discussion.

Student Book 1

Units of work

Student Book 1 contains 35 weekly units of work presented in a conceptually sound scope and sequence. The intention

is for students to work through the units in the sequence in which they are presented. See the Scope and Sequence

Chart on pages 4–5 for more information. There are also regular Revision Units that can be used for consolidation or

assessment purposes.

The sample texts in Student Book 1 are not tied to any particular content across other curriculum areas. This allows

teachers and students to focus on the way language is structured in the different types of texts according to purpose

and audience. Students can then use this knowledge to critically evaluate, respond to and create texts in other learning

areas. The concepts dealt with in the sample texts link well with the Cross-Curriculum Priority of Sustainability, as well

the General Capabilities of Critical and Creative Thinking, Personal and Social Capability, Ethical Understanding and

Intercultural Understanding, as described in the Australian Curriculum.

Icons

Try it

yourself!

Encourages students to create texts of their own to demonstrate their understanding of the

grammatical concepts taught in the unit. These activities focus on written language; however, many

also provide opportunities for using spoken language to engage with others, make presentations and

develop skills in using ICT.

Rule!

Tip!

Highlights useful grammatical rules and concepts.

The rule is always introduced the first time students

need it to complete an activity.

Tells students that a special hint is provided for an

activity. It might be a tip about language functions,

or a reminder to look at a rule in a previous unit.

Reflection

I can do this.

I am not sure.

I need help.

Allows students to assess their

progress across each unit.

Grammar Rules Glossary

A valuable glossary is provided at the end of Student Book 1. Teachers and students can use this as a straightforward

dictionary of grammar terminology, or as a summary of important grammar rules used in Student Book 1. Page references

are also given for the point in the book where the rule was first introduced, so that students can go back to that unit if

they need more information or further revision of the rule.

2


Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

© Tanya Gibb/Macmillan Education Australia 2016

Pull-Out Writing Log

At the centre of Student Book 1 is a practical pull-out Writing Log so that students can directly relate the grammar they

learn back to their own writing. Students could store the Writing Log in their writing folders, and use it to keep track

of the grammar, language functions and types of texts they use. The Writing Log also includes a handy reminder of the

writing process, as well as a checklist of types of texts for students to try.

I Think

What is your topic?

What is the purpose of the

writing?

Who is the audience?

What type of text and text

form will you use?

3

Revise

Grammar Rules!

Read your writing to a partner.

Read your writing to your

teacher.

Ask for help to improve your

writing.

's Writing Log

2

Draft

Gather your ideas.

Have a go at writing.

4 Proofread

Check your grammar.

Check your spelling.

Check your punctuation.

5 Publish

Publish your writing.

Share your writing.

Reflect on your writing.

Each time you

finish a piece

of writing,

record it in

the log. Give

it a rating.

Rating scale

A good start.

Doing well.

Brilliant!

Do you need

some ideas for

other text forms

to try? Look at

the back page!

Date

Write the

date.

Title

Write the title of your

piece.

Type of text

Audience Grammar I used My rating Where to next?

and text form

eg recount/ Who were you List the main grammar features you used. Record your What would you like to try next?

letter writing for or to?

rating.

Does your teacher have any comments?

I've tried these types of texts and text forms . . .

Narrative (imaginative) Explanation (informative)

Story

Comic

Other

Recount

(imaginative or informative)

Letter

Other

Description

(imaginative or informative)

Poem

Letter

Other

Information report

(informative)

Website

Other

Procedure (informative)

Cookbook

Game rules

Other

Reference book

Other

Exposition (persuasive)

(argues one side of an issue)

Speech

TV advertisement

Poster

Other

Discussion (persuasive) (presents

more than one side of an issue)

Conversation

Other

Response (persuasive)

Diary

Book review

Poem

Other

i

© Tanya Gibb/Macmillan Education Australia 2016 ii iii

© Tanya Gibb/Macmillan Education Australia 2016 © Tanya Gibb/Macmillan Education Australia 2016 iv

Unit at a glance

Unit tag

States the main

grammar focus

Type of text

Highlights the

type of text and

purpose of the

sample text

Rule!

Introduces

students to a

new concept

Text sample

Illustrates the grammar focus

at work, in the real context

of a specific types of text

8Compound

words

3I

Unit

This diagram

is informative.

It explains the

life cycle of

a silkworm.

Rule!

I

2

pupa

moth

larva

Life Cycle

egg

larva

larva

Two words joined together make one compound word.

foot + ball = football class + room = classroom

Read Life Cycle. Find the compound word.

Join a word in box 1 to a word in box 2. Write the new compound words.

1 soft bath foot 2 room day day

bed Sun birth

ball room ball

larva

A tiny silkworm larva hatches from its egg. The larva

eats mulberry leaves and grows bigger and bigger.

As it gets bigger it sheds its skin a number of times.

When the larva has grown big enough, it spins a

cocoon around itself. Inside the cocoon the larva

changes into a pupa with a hard brown shell. After

a few weeks a moth crawls out of the cocoon.

Write five doing verbs used in Life Cycle.

Try it

yourself!

Choose an animal and find out about

its life cycle. Draw a diagram to

explain the life cycle.

Remember the

Tip! doing verbs

rule on page 20.

Reflection

I can do this.

I am not sure.

I need help.

Compound words; doing verbs; nouns

66 67

3

4

Choose the correct doing verb from the box. Write it on the line.

eat

shed

lay

hatch

5

6

Silkworm moths

Silkworms

Silkworms

Silkworms

eggs.

mulberry leaves.

from eggs.

their skin.

Write numbers 1 to 4 in the boxes to sequence the events.

The larva spins a cocoon.

A silkworm hatches from its egg.

The silkworm larva eats and grows bigger.

The moth crawls out of the cocoon.

Choose the correct noun from the box. Write it on the line.

moth

moth

mouth

wings

Sequenced activities

Each activity focuses

on a specific aspect of

grammar

The silkworm

doesn’t have a .

The silkworm

are too small.

can’t eat because it

can’t fly because its

Tip!

Reminds or gives

a special hint

Try it yourself!

Gives students the opportunity

to apply grammar in the

context of their own texts

using the sample texts as

models. Provides opportunities

for planning, drafting and editing

texts and using software and

word processing programs to

publish them

Reflection

Allows students to assess

their progress through each

activity

Grammar Rules! Teacher Resource Book 1–2

Full teacher support for Student Book 1 is provided by Grammar Rules! Teacher Resource Book 1–2.

Here you will find valuable background information about grammar, along with practical resources, such as:

N strategies for teaching grammar N teaching tips for every unit in Student Book 1

N grammar games and activities N answers for every unit in Student Book 1.

N assessment strategies

Footer

Lists the full grammar focus covered in the unit

3


Scope and Sequence

This scope and sequence chart is based on the requirements of the Australian Curriculum.

Unit Unit name/

Sentences

and

Type of text clauses

1

2

3

4

5

Things in the Garden

Information report/

Diagram

A Fish

Information report/

Diagram

Shopping List

Information report/

Shopping list

A Family Tree

Information report/

Diagram

Our Weather Chart

Information report/

Weather chart

Clause to whole text level

Cohesion:

theme,

pronouns,

lexical chains,

connectives

Mood and

modality,

language and

vocabulary

Nouns and

noun groups

common

nouns

common

nouns

common

nouns

proper nouns

proper nouns;

common

nouns;

describing

adjectives

Word and word group level

Verbs and verb

groups

Adverbs and

prepositional

phrases

6

REVISION

7

8

9

10

11

Jobs on the Farm

Information report/Map

At the Playground

Recount

Class Rules

Information report/Rules

The Fire Brigade

Recount

Goodbye Elvis

Recount

commands

commands;

exclamations

nouns

nouns

nouns

adjectives;

proper nouns

doing verbs

doing verbs

saying verbs

adverbs and

prepositions to

tell when

adverbs to tell

when

12

REVISION

13

14

15

16

17

18

A Moreton Bay Fig Tree

Description

Jokes

Jokes/Questions and

answers

Our Favourite Pets

Information report/

Graph

My Fish

Description

Fish Tank Diorama

Procedure/Instructions

sentences commands nouns;

adjectives

sentences

questions

synonyms

singular and

plural nouns

describing

adjectives;

nouns

doing verbs

doing verbs

commands nouns doing verbs

REVISION

4


Unit Unit name/

Sentences

and

Type of text clauses

19

20

21

22

23

Sleepy Cat

Description/Poem

Dear Aunty Selma and

Uncle Kenan

Response/Letter

When I Grow Up

Discussion

The Lonely Dragon

Narrative

How We Get Our Milk

Explanation/Flow

diagram

sentences

sentences

Clause to whole text level

Cohesion:

theme,

pronouns,

lexical chains,

connectives

personal

pronouns

conjunctions

(connectives):

and, but, so,

because

Mood and

modality,

language

and

vocabulary

Nouns and

noun groups

Verbs and

verb groups

rhyme nouns doing verbs

questions;

question

words: who,

what, where,

when, how,

why; opinion

fact and

opinion;

rhyme

proper nouns

for place names;

common nouns

proper nouns

Word and word group level

Adverbs and

prepositional phrases

24

REVISION

25

26

27

28

29

Wednesday and Ruby

Narrative

Buy Now!

Exposition/Advertisement

Sharks

Exposition

Cinderfella’s Jobs

Procedure/Instructions

Magic Potion

Procedure/Recipe

logical order

onomatopoeia

alliteration;

contractions

antonyms

adjectives;

proper nouns

thinking and

feeling verbs

adverbs and

prepositional phrases

to tell when

commands nouns doing verbs adverbs to tell how

number

adjectives

30

REVISION

31

32

Life Cycle

Explanation/Cycle

diagram

How to Get Home

Procedure/Directions

compound

words

nouns

doing verbs

doing verbs

prepositional phrases

to tell where

33

34

Book Review

Response/Book review

Koalas

Information report

quoted

speech;

speech marks

conjunctions

(connectives):

and, but, so,

because

cohesion:

repetition;

pronouns

questions;

opinion

describing

adjectives

describing

adjectives;

nouns

saying

verbs; doing

verbs

35

REVISION

5


Unit

I

Nouns

Things in the Garden

This

diagram is

informative.

It shows

things in a

garden.

Rule!

Nouns are words for people, places and things.

road sun house

I Label the things in the diagram. Write these nouns in the boxes.

flower tree bird ball dog

fence bee grass nest frog

6

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


2

Choose the correct noun from the box. Write it on the line.

bird

dog

bee

ball

nest

frog

A

A

A

A

A

A

is in the nest.

is in the pond.

is near the flower.

is near the pond.

is on the grass.

is in the tree.

3

Circle the nouns for things in a real

garden.

4

Circle the nouns for things in a magical

story garden.

worm beetle

bed leaf dirt

rock saucepan

hose television

bucket whale

wishing well television

giant elf computer

fairy ogre castle

frog swan saucepan

5

Write a sentence about a real garden or a magical garden.

Try it

yourself!

Draw a garden where you would

like to play. Label the things in the

garden. Use nouns.

Reflection

I can do this.

I am not sure.

I need help.

Common nouns

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

7


Unit

2

Nouns

A Fish

This

diagram is

informative.

It has labels

to give

information.

eyes

gills

tail

mouth

fins

I

Look at the diagram of the fish. Write a noun from the

diagram on each line.

This is a .

It has a .

It has two .

It has .

Tip!

Remember the

noun rule on

page 6.

2

Choose the correct noun from the box. Write it on the line.

shell

tank

water

friend

The fish lives in a .

The fish has one .

A

is in the tank.

The tank is full of .

8

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


3

Choose a noun from the box to label each animal.

dog bird cat rabbit

4

Draw a line to match each pet to the noun for its home.

fish

kennel

rabbit

basket

cat

cage

dog

tank

bird

hutch

5

Write a sentence about a pet.

Try it

yourself!

Draw a pet you would like to have.

Label your drawing. Use nouns.

Reflection

I can do this.

I am not sure.

I need help.

Common nouns

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

9


Unit

3

Nouns

This

shopping list

is informative.

It tells someone

what to buy.

fruit

apples

bananas

watermelon

oranges

vegetables

carrots

potatoes

pumpkin

beans

broccoli

onions

Shopping List

meat

sausages

mince

Also get:

milk

bread

toilet paper

ice-cream and

topping

**

remember cat

food for Tiger

I

Read Shopping List. Write three nouns you could add to the list.

Tip!

Remember the

noun rule on

page 6.

2

Write your favourite vegetable noun from the shopping list.

3

Write your favourite fruit noun from the shopping list.

4

Label each food. Use nouns from the shopping list.

10

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


5 Draw and label your favourite dessert. 6 Label the dinner. Use nouns from the

shopping list.

7

What is your favourite dinner?

8

Write nouns for the things you had for breakfast today.

Try it

yourself!

Write a shopping list of things for

a birthday party. Use nouns.

Reflection

I can do this.

I am not sure.

I need help.

Common nouns

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

11


Unit

4

Proper

nouns

This

diagram is

informative.

It is a family

tree. It gives

information

about a family.

Grandpa

Robert

Mum

Jilly

A Family Tree

Grandma

Claire

Pop

Joe

Nonna

Marie

Dad

David

Me

Ali

Brother

Tim

My cat Tiger

Rule!

People’s names are proper nouns.

Proper nouns start with a capital letter.

I

Look at A Family Tree. Write the names of Ali’s grandparents.

2

Write a name from A Family Tree on each line.

Ali’s mum is . Ali’s cat is .

Ali’s dad is . Ali’s brother is .

12

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


3

Write your name.

4

Write the names of three friends.

Draw a picture of yourself.

5

Write your teacher’s name.

6

Name these pets.

7

Write two sentences about your family.

Try it

yourself!

Draw your own family tree. Label it.

Use proper nouns for the names.

Reflection

I can do this.

I am not sure.

I need help.

Proper nouns

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

13


Unit

5

Proper nouns,

adjectives

This

weather chart

is informative.

It gives

information

about the

weather.

Our Weather Chart

Monday

hot

Tuesday

windy

Thursday

cloudy

Friday

rainy

cold

foggy

Today is Wednesday .

The weather is sunny .

We don’t come to school on Saturday and Sunday.

Rule!

The days of the week and the months of the year are

proper nouns. Proper nouns start with a capital letter.

March Saturday Monday

I

Look at Our Weather Chart. Write the days of the week in order.

2

Choose words from Our Weather Chart.

Today is .

The weather is .

14

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


Rule!

Adjectives are describing words. They describe nouns.

sunny happy black

3

Write the seven adjectives from Our Weather Chart.

4

Use an adjective from the box to

describe each noun.

5

Write an adjective from Our Weather

Chart on each line.

happy brown blue tall

hair

eyes

girl

boy

day

day

day

day

6

Circle nouns for things you wear on a cold day.

jumper scarf beanie swimmers

thongs jacket shorts

Try it

yourself!

Make a poster about weather. Add

pictures and words. Describe the

things you can do. Use adjectives.

Reflection

I can do this.

I am not sure.

I need help.

Proper nouns; common nouns; describing adjectives

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

15


Unit

6 Revision

I

Label each picture. Use a noun from the box.

bird picnic flower grass tree dog

2

Choose the correct adjective from the box. Write it on the line.

happy sunny good pretty

The weather for the picnic is .

The picnic food tastes .

The flowers look .

Our dog is

at the picnic.

16

3

Draw a line to link each noun to a proper noun.

month Tabby

day

October

boy

Abby

girl

Fred

cat

Wednesday

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


4

Complete this sentence.

We do not go to school on or .

5

Underline the proper nouns.

Sooty jumped onto the chair.

My snake’s name is Sally.

Tom eats ice-cream.

Bethany is my sheep.

6

Colour the picture.

Maya has brown hair.

She has blue eyes.

Maya has a red shirt.

Draw a big flower in Maya’s hair.

7

There are four adjectives in question 6.

Underline them.

8

Circle the adjectives.

Jim looks sad.

A small bird flew past.

Ben saw a spotty butterfly.

Mum has a yellow car.

9

Write a sentence. Describe someone in your family.

Revision

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

17


Unit

7

Commands

Jobs on the Farm

This map

is informative.

It shows where

things are on

a farm.

Rule!

A command is a sentence that tells someone to do something.

Do your homework.

18

I

Draw arrows to mark a route around the farm .

Follow these directions.

1. Start at the gate.

2. Feed the pigs.

3. Collect the eggs.

4. Say hello to the cow.

5. Give the dog some water.

6. Hug your mum.

7. Hug your dad.

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


2

Untangle the string. Write the nouns on the lines.

I give I give I give I give

apples wool eggs milk

3

Draw a line to link each noun to a picture.

chicken

4

Draw lines to match the parts of each

command for a horse.

Walk

over the fence.

cow

pig

horse

sheep

Jump

Eat

Gallop

Drink

an apple.

to the finish.

some water.

to the start.

5

What can you do on a farm? Write two sentences.

Try it

yourself!

Draw a map for your home. Mark

a route from your front door to your

bed. Write directions to your bed.

Use commands.

Reflection

I can do this.

I am not sure.

I need help.

Commands; nouns

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

19


Unit

8

Doing

verbs

At the Playground

This recount

is informative.

It tells about

a trip to the

playground.

Yesterday Mira took me to the

playground. Mira is my neighbour.

First we played on the seesaw. Then

Mira watched me on the slippery dip.

After that she pushed me on the swing.

She pushed me really high.

We threw the ball to Mira’s dog for a

while before we went home.

I had great fun at the playground.

I

Read At the Playground. Underline the nouns for things in the playground.

Rule!

Doing verbs tell the actions.

eat push play jump

2

Choose the correct doing verb from the box. Write it on the line.

chased threw pushed climbed went

20

Mira

The dog

I

Mira

We

the ball.

the ball.

the slippery dip ladder.

the swing.

to the playground.

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


3

Circle the doing verbs a dog can do.

4

Circle the doing verbs for cooking.

fly

eat

write

chase

fry

swim

chop

run

swim

scratch

beg

read

sleep

mix

grill

sleep

bake

scratch sneeze

5

Choose doing verbs from the box that a hand can do. Write them on the hand.

draw paint

read write

scratch see

sit fly chop

sneeze

6

Write a sentence to tell what each animal is doing.

Try it

yourself!

Write a recount about something

you have done. Use doing verbs.

Reflection

I can do this.

I am not sure.

I need help.

Doing verbs; nouns

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

21


Unit

9

Commands,

exclamations

These rules

are informative.

They are for the

classroom.

Class Rules

★ Work quietly.

★ Raise your hand to talk.

★ Listen to others.

★ Look after property.

★ Keep the classroom tidy.

★ Walk inside.



I

2

3

Read Class Rules. Underline the doing verb in each command.

Write two extra commands at the end of Class Rules.

Write a command that a family member gives you.

Tip!

Remember the

command rule

on page 18.

4

Write a command in each speech bubble.

22

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


5

Write three rules for your kitchen at home.

6

Write three rules for your school playground.

Rule!

Some commands are exclamations. Exclamations are

spoken loudly or in anger or surprise. They end in an

exclamation mark.

Stop! Look! No!

7

Write an exclamation from the box for each event.

Stop! Run! Help!

A toddler is about to run onto the road.

You are going to fall out of a tree.

Your sister is playing soccer.

Try it

yourself!

Write a set of rules for safety in

the water or safety with an animal.

Reflection

I can do this.

I am not sure.

I need help.

Commands; exclamations; doing verbs

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

23


Unit

I0

Time words

The Fire Brigade

This recount

is informative.

It tells about

a visit from the

fire brigade.

This morning firefighters visited our school.

Firstly they talked to us about fire safety in our

homes. They asked if we knew what to do if

there was a fire. They said we all needed fire

plans for our homes. Then they told us about

‘stop, drop and roll’. After they had finished

talking to us in our classrooms, we were allowed

to sit in the fire engine. It was very exciting.

Rule!

Time words help to sequence events in a text.

They sequence them in time.

yesterday then after dinner firstly

I

2

Read The Fire Brigade. Underline the time words.

Write a time word under each picture to sequence the events.

firstly secondly thirdly finally

Watch the plant

grow.

Plant a seed. Water the seed. Watch the

flower grow.

24

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


3

Draw a line to match each person to their job.

firefighter

dentist

ambulance officer

police officer

teacher

looks after your teeth

helps to keep you safe

teaches you things

helps if you are hurt in an accident

puts out fires

4

Write numbers 1 to 5 in the boxes

to show the sequence.

5

Choose the correct time of day from the box.

Write it on the line.

in the morning

during lunch

morning night sunrise

daytime afternoon

at bedtime

after lunch

before dinner

eat breakfast

go to bed

get home from school

the sun is out

the sun comes up

6

Write the person who could help you. Choose a noun from the box.

nurse dentist vet coach

Try it

yourself!

Write a recount about an event

at school. Use time words.

Reflection

I can do this.

I am not sure.

I need help.

Adverbs and prepositions to tell when; nouns

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

25


Unit

II

Saying verbs

This recount

is informative.

It tells about

something that

has happened.

Goodbye Elvis

Last week my mouse was very sick. It did not

eat. It did not move. It looked too skinny. Its

fur looked dull.

Mum and I took it to the vet. The vet said

my mouse was going to die. I didn’t want my

mouse to suffer so I asked the vet to put it to

sleep. I held it while the vet gave it a needle.

It went to sleep and died. I was very sad.

I Read Goodbye Elvis. Write the adjectives.

The mouse looked .

Its fur looked .

2

3

Write the proper noun that is the mouse’s name.

Write time words used in Goodbye Elvis.

Rule!

Words that tell something is being said are called

saying verbs.

asked told cried

4

Circle the two saying verbs in Goodbye Elvis.

26

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


5

Choose the correct saying verb from the box. Write it on the line.

yelled

whispered

told

asked

giggled

Lauren

Mum

Dad

Nia

Chandra

at the movies.

to be quiet.

for a lolly.

in her stroller.

me a secret.

6

“I love you,” said Mum. Circle saying verbs you could use instead of said.

whispered chuckled giggled

barked

said cried

yelled

announced

meowed

7

Draw a line to link each saying verb

to an animal.

cheeped

clucked

mooed

neighed

brayed

chicken

horse

donkey

cow

bird

8

Write a saying verb from the box for

each animal.

woofed

growled

quacked

snorted

The duck .

The dog .

The pig .

The possum .

Try it

yourself!

Write a recount. Include things

people have said. Use saying verbs.

Reflection

I can do this.

I am not sure.

I need help.

Saying verbs; adjectives; proper nouns; adverbs to tell when

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

27


Unit

I2

Revision

I

In each speech bubble, write a command for the dog.

2 Write three jobs you do at home or 3 Draw a line to link each noun to

in class.

a doing verb.

shark

kangaroo

monkey

snake

bird

flies

swims

jumps

swings

slithers

4 Circle the nouns for things at school.

desk teacher tent

chair clown gorilla

hat boat book

5

Write five doing verbs for things your legs

can do.

6

Write a sentence. Describe the best things about your legs. Use adjectives.

28

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


7

Write numbers 1 to 5 in the boxes to sequence

the events.

8

Draw a line to link each

saying verb to an animal.

After breakfast I cleaned my teeth.

This morning I woke at 7 o’clock.

Then I had breakfast.

gobble

gobbled

croaked

frog

turkey

After that I got dressed.

hissed

pig

Then I came to school.

grunted

horse

neighed

snake

9

Write an exclamation from the box in each speech bubble.

Wow! NO! Hurrah!

IO

Choose the correct saying verb from the box. Write it on the line.

ordered asked croaked howled laughed

“That was funny,”

Dad.

“Do you think so?”

Mum.

“Ribbipp,”

the frog.

“Wooosh!”

the wind.

“Clean your teeth,”

the dentist.

Revision

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

29


Unit

I3

Sentences

A Moreton Bay Fig Tree

This description

is informative.

It describes

a Moreton Bay

fig tree.

The tree in our

school playground is a Moreton

Bay fig tree. It has a thick trunk and

thick branches. I love the way its twisty roots

stick up above the ground. It’s really old. My

teacher thinks it is at least one hundred years

old. It gives birds and insects a place to live.

It gives us shade all year round. I eat my

lunch under its canopy every day.

It’s a beautiful tree.

I

2

3

Read A Moreton Bay Fig Tree. Underline the nouns.

Circle the proper nouns in A Moreton Bay Fig Tree.

Write three adjectives used in A Moreton Bay Fig Tree.

30

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


Rule!

A sentence is a group of words that makes sense.

Every sentence needs a verb.

A sentence starts with a capital letter. It ends with a full stop.

The children ate lunch.

4 Draw a line to link the parts of the sentences.

Ben ate

the road.

Min held the car.

5

Unjumble the sentences. Rewrite them

correctly. Use capital letters and full stops.

dad pancakes cooked

George washed

Fiona crossed

my hand.

two bananas.

brother my haircut got a

6 Add full stops where they are needed.

The tree is tall It has strong

branches It is a gum tree

the silly was clown

seagulls the dog chased

7

Add a capital letter and a full stop to each

command.

sit under the tree

eat your lunch

place your rubbish in the bin

put away your lunch box

Tip!

Remember the

command rule

on page 18.

8

Write a command to give your classmates at lunchtime.

Try it

yourself!

Write a description of something at

your school. Use capital letters and

full stops in all your sentences.

Reflection

I can do this.

I am not sure.

I need help.

Sentences; commands; nouns; adjectives

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

31


Unit

I4

Questions

Jokes

These jokes

are imaginative.

Their purpose

is to entertain

by asking

questions.

1. Question: What do moths study in school?

Answer: Mothematics.

2. Question: Why is six afraid of seven?

Answer: Because seven eight nine.

3. Knock Knock.

Who’s there?

Boo.

Boo who?

Don’t cry, it’s only a joke.

Rule!

A question is a sentence that asks something.

It ends in a question mark.

Are you hungry?

I

2

Read the jokes to a friend. Underline the question in each joke.

Write a question you might ask a teacher.

Write a question you might ask a parent.

32

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


3

Write a sentence to answer each question.

How old are you?

What is your favourite colour?

What is your favourite animal?

4

Write questions these people might ask.

5

Add a question mark or a full stop at the end of each sentence.

I love pigs

Where do you live

Do horses eat hay

I live in Wellington

Try it

yourself!

Work with a group of friends.

Collect riddles and other jokes with

questions. Make a book of jokes.

Reflection

I can do this.

I am not sure.

I need help.

Sentences; questions

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

33


Unit

I5

Singular

and plural

nouns

This graph

is informative.

It shows the

favourite

pets.

12

11

10

9

8

7

6

5

4

3

2

1

Our Favourite Pets

dogs cats birds fish snakes turtles

Our class voted on their favourite pets.

Twelve people think that dogs are the best pets.

Seven people think cats are best.

Four people like birds best.

Three people like fish best.

One person prefers snakes and one person prefers turtles.

So, dogs are the most popular pets for people in our class.

Rule!

A singular noun is for one thing. hat child

A plural noun is for more than one thing. hats children

I

Read Our Favourite Pets. Now add s to make the plural for each noun.

one dog two dogs one cat three

one bird four one snake some

one girl many one boy lots of

34

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


2 Add es to make the plural for each noun.

one sandwich two sandwiches one dress three

one peach four one box some

3 Write the plural for each noun.

one person many people one fish lots of

one child some a fly many

one loaf of bread two of bread

one tooth

all the

4

Label the pictures. Write a number and a plural noun or singular noun.

2 pigs

5 Draw three birds in the nest. 6 Write four doing verbs for things birds can do.

7

8

What is your favourite pet?

Write a sentence. Describe what it might be like to have a pet elephant.

Try it

yourself!

Ask your classmates to vote for their

favourite pets. Make a graph to show

how they voted.

Reflection

I can do this.

I am not sure.

I need help.

Singular and plural nouns; doing verbs

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

35


Unit

I6

Adjectives,

synonyms

My Fish

This

description is

informative.

It describes

a fish.

My Siamese fighting fish is beautiful. Its body

is turquoise. Its fins are blue and purple. They

are very long. Its tail is also very long. Its tail

is crimson. It can swim very fast. It likes to eat

tiny bloodworms that I buy at the pet shop. It

blows bubbles when it’s happy. It is the most

beautiful fish I have ever seen.

I

2

Read My Fish. Underline the adjectives that describe the fish.

Write three doing verbs used in My Fish.

Tip!

Remember the

adjective rule

on page 15.

3

Write three nouns for parts of the fish.

4

Write adjectives from My Fish on the lines.

My fish has and fins.

36

My fish has a

My fish is a

My fish eats

tail.

swimmer.

bloodworms.

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


5

Circle the adjectives that describe the monster.

soft

handsome

fat

6

Draw a line to link each adjective to

a noun.

fluffy

elf

angry

sweet

green

tree

ugly

fluffy

happy

lumpy

smooth

beautiful

tall

tiny

cuddly

leaf

grandpa

duckling

7

Write three adjectives to describe the giraffe.

Rule!

Synonyms are words that have similar meanings.

big enormous

8

Circle all the words that mean small.

tiny enormous little

great

incy wincy

minuscule petite big

Try it

yourself!

Write a description of an animal.

Use adjectives.

Reflection

I can do this.

I am not sure.

I need help.

Describing adjectives; doing verbs; nouns; synonyms

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

37


Unit

I7

Doing verbs

in commands

This

procedure

provides

instructions.

They tell what

to do to make

a diorama.

Fish Tank Diorama

What you need:

box

blue paint

felt-tip pens

scissors

coloured paper

cotton thread

tape

glue

rocks or pebbles

What to do:

1. Paint the inside of the box blue for the

water.

2. Colour and cut out paper fish shapes.

3. Hang the fish inside the box on cotton

thread.

4. Make coloured paper plants and reeds.

5. Place pebbles or rocks on the bottom of

the box.

Tip!

Commands often start with a doing verb.

Hop over here.

I

2

Read Fish Tank Diorama. Circle the doing verbs in each command.

Write five nouns used in Fish Tank Diorama.

38

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


Grammar Rules!

's Writing Log

I

Think

What is your topic?

What is the purpose of the

writing?

Who is the audience?

What type of text and text

form will you use?

3

Revise

Read your writing to a partner.

Read your writing to your

teacher.

Ask for help to improve your

writing.

4

2

Draft

Gather your ideas.

Have a go at writing.

Proofread

Check your grammar.

Check your spelling.

Check your punctuation.

5

Publish

Publish your writing.

Share your writing.

Reflect on your writing.

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

i


Each time you

finish a piece

of writing,

record it in

the log. Give

it a rating.

Date

Write the

date.

Title

Write the title of your

piece.

Type of text

and text form

eg recount/

letter

Audience

Who were you

writing for or to?

Rating scale

A good start.

Doing well.

Brilliant!

Do you need

some ideas for

other text forms

to try? Look at

the back page!

ii

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


Grammar I used My rating Where to next?

List the main grammar features you used.

Record your

rating.

What would you like to try next?

Does your teacher have any comments?

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

iii


I've tried these types of texts and text forms . . .

Narrative (imaginative)

Story

Comic

Other

Recount

(imaginative or informative)

Letter

Other

Description

(imaginative or informative)

Poem

Letter

Other

Information report

(informative)

Website

Other

Procedure (informative)

Explanation (informative)

Reference book

Other

Exposition (persuasive)

(argues one side of an issue)

Speech

TV advertisement

Poster

Other

Discussion (persuasive) (presents

more than one side of an issue)

Conversation

Other

Response (persuasive)

Diary

Book review

Poem

Other

Cookbook

Game rules

Other

iv

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


3

Draw lines to link the parts of each

command.

Share

Peel

Pour

Lick

Cut

the ice-cream.

the chocolates.

the potatoes.

the watermelon.

the milk.

4

Complete each command for a dog.

Use a doing verb from the box.

Roll Run Jump Chase Lie

down.

the ball.

through the hoop.

over.

around the park.

5

Write an ending for each command.

Stand .

Sit .

Listen .

Work .

Stop .

6

Tick each sentence that is a command.

I love guinea pigs.

Can you count to 100?

Kiss me.

Finish your dinner.

Get a haircut.

Where’s Mum?

Try it

yourself!

Write instructions for making

something. Use commands. Start

each command with a doing verb.

Reflection

I can do this.

I am not sure.

I need help.

Commands; doing verbs; nouns

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

39


Unit

I8

Revision

I

Write a sentence to answer each question.

What did you have for breakfast?

What is your favourite food?

2

Complete each command. Use a doing verb from the box.

Dive

Collect

Feed

Throw

Grow

3

Circle the doing verb on each line.

read book table

pie cake eat

mum buy dad

teeth mat wash

the books.

the gorilla.

a moustache.

into the pool.

the pie.

4 Write the plural for each noun.

one egg two

one pet three

one book two

one child many

5

Follow the instructions.

Colour the frog green.

Colour the flowers red.

Colour the rock brown.

40

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


6

Follow the string to see what each animal is doing. Write the sentences on the lines.

The lion

The bear

The possum

The rat

The shark

is sleeping.

is eating.

is swimming.

is prowling.

is sneaking.

7

Write a question in each speech bubble.

It’s

2 o’clock.

I forgot to

bring it.

8

Mum was angry when I lost my school jumper. Circle synonyms for angry.

peaceful furious happy mad cranky

pleased confused sad excited

9

Circle the adjective on each line.

duck sky yellow sun

fluffy flower fly flew

bug little girl boy

Revision

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

41


Unit

I9

Pronouns,

rhyme

This imaginative

text is a poem. It

describes a cat.

Cleopatra is

a tabby cat.

We got her

at the pound.

She loves to sleep

on Daddy’s lap.

Her tummy’s

very round.

Sleepy Cat

She sleeps

on brick walls

in the sun.

She sleeps

on Mummy’s chair.

She sleeps and eats

and sleeps and purrs

and sleeps

just everywhere.

Rule!

Pronouns are words that replace nouns for people and things.

me I we us you he him she her it they them

I

Read Sleepy Cat. Which two pronouns are used for Cleopatra?

Underline them in the poem.

2

3

4

Write one other pronoun used in Sleepy Cat.

What is Cleopatra’s favourite thing to do? Write the doing verb.

Write five nouns for things in Sleepy Cat.

42

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


5

Choose the correct pronoun from the box. Write it on the line.

she

I

her

they

he

are coming to the concert.

Robert is missing. Where is ?

Mum and

like lasagne.

threw her shoe on the roof.

I like .

6

Write the correct pronouns from the box.

she

her

they

them

he

him

Rule!

7

Rhyming words have

the same end sound.

shot cot rot

Colour in brown the words that

rhyme with cat.

Colour in green the words that

rhyme with bed.

Colour in blue the words that

rhyme with wall.

stall

ball

cat

bed

tall

wall

fat

bat

rat

sat

fall

hall

hat

red

Try it

yourself!

Write a poem that describes

an animal.

Use pronouns to replace nouns.

Reflection

I can do this.

I am not sure.

I need help.

Personal pronouns; nouns; doing verbs; rhyme

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

43


Unit

20

Proper nouns

for places

This letter

is persuasive. It

gives a response

about a holiday.

Dear Aunty Selma and Uncle Kenan,

I had a good time at your house during the

holidays. Thank you for taking me to the

aquarium. I liked the octopus, the sea star, the

stingray and the shark. The most interesting thing

at the aquarium was the shark egg. I didn’t know

that shark eggs looked like big plastic corkscrews.

Love Lana

Mr and Mrs Ceric

2 Hastings Road

North Ryde

NSW 2 1 1 3

Rule!

Names for particular places are proper nouns. Proper

nouns start with a capital letter.

Australia Canberra New Zealand

I

2

Read Dear Aunty Selma and Uncle Kenan. Underline three proper nouns for people’s names.

Write the proper nouns from the envelope.

3

Write the proper nouns for your school’s name.

44

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


4

Write the proper noun or proper nouns for your town or suburb.

5 Rewrite the proper nouns correctly. Start each one with a capital letter.

australia

mongo street

pookipoo public school

aunty tilly

uncle bing

crazy kids child care centre

new zealand

6 Write your address on the envelope.

7 Write the nouns for two places

mentioned in Lana’s letter.

8

Write three nouns for things

you might see at an aquarium.

9

Colour the things you might find at an aquarium.

elephant sea star

octopus

sea jelly

koala

stingray

shark sheep

Try it

yourself!

Write a letter. Give your response to

something you have seen or done.

Reflection

I can do this.

I am not sure.

I need help.

Proper nouns for place names; common nouns

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

45


Unit

2I

Questions

This

discussion is

persuasive. It

gives different

opinions about

jobs.

When I Grow Up

Some people in my class want to be pop stars

and movie stars when they grow up. They

want to be rich and famous.

Other people in my class want to be police

officers or firefighters. They want to help

people and have adventures.

I want to be a teacher when I grow up. I want

to be the boss and I like helping little children.

I

2

Read When I Grow Up. How many sentences does it have?

Circle the sentences.

Where jump

go shop glue

I will buy a sandwich.

Sunglasses

Follow the path.

spaghetti bolognaise

Tip!

television shows

Remember the

sentences rule

on page 31.

chicken and mince

Laura has a new watch.

46

3

Draw a line to link each question to an answer.

What day is it?

Who wants pizza?

Where are you going?

What’s for dinner?

Will it rain today?

We all want pizza.

Today is Tuesday.

Tip!

I don’t think it will rain today.

I’m going to the library.

Remember the

question rule

on page 32.

We’re having stir-fry for dinner.

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


Tip!

Some words are useful for starting questions.

who what where when how why

4

Write a question starting with each word.

Who ?

What ?

Where ?

When ?

How ?

Why ?

5

What would you like to be when you grow up?

Why?

6

Write your opinions.

My favourite television show is

because

My favourite book is

because

Try it

yourself!

Ask classmates what they want to

be when they grow up. Write a

discussion that gives their opinions.

Reflection

I can do this.

I am not sure.

I need help.

Sentences; questions; question words: who, what, where, when, how, why; opinion

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

47


Unit

22

Joining

words

This

imaginative text

is the beginning

of a narrative.

The Lonely Dragon

Once upon a time in a land far, far away

there lived a dragon. The dragon lived alone

because its parents had been killed. A knight

had killed them long ago. The dragon was

lonely and needed a friend. So, it decided to

leave its mountain-top home. It decided to fly

to the far corners of the world to search for

another dragon to be its friend.

Rule!

And, but, so and because are joining words. They join

sentences together. They also join ideas in a sentence.

I

2

Read The Lonely Dragon. Circle the joining words and, because and so.

Complete these sentences from The Lonely Dragon.

because its parents

had been killed.

The dragon was lonely and .

3

Give the dragon a proper noun name.

48

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


4

Choose the correct joining word from the box. Write it on the line.

and

so

because

but

I like snails

I like snails

I eat crusts

Birds eat snails

I don’t like slugs.

they leave a trail.

my hair will go curly.

slugs.

5

Choose the correct joining word from the box. Write it on the line.

and so because but

The dragon left home

The dragon has a tail

The dragon flew around the world

The dragon was friendly

it was lonely.

wings.

it could find a friend.

it didn’t have any friends.

6

Choose the best ending for each sentence. Write it on the line.

all the way to China.

to the mountain top.

happily ever after.

a friend.

The dragon flew

In China the dragon found

Together the two dragons flew

They lived

Try it

yourself!

Write a dragon adventure narrative

of your own. Use joining words.

Reflection

I can do this.

I am not sure.

I need help.

Conjunctions (connectives): and, but, so, because; proper nouns

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

49


Unit

23

Fact and

opinion

How We Get Our Milk

This

informative

text is an

explanation

in the form of

a diagram. It

shows how we

get our milk.

Machines pump milk

from the cow’s udder.

Refrigerated trucks take

the milk to the factory.

Then it is cooled again.

The milk is heated to

kill any germs.

The milk is put in

cartons and bottles.

Refrigerated trucks take

the cartons and bottles

to shops.

I

Read How We Get Our Milk. Now write numbers 1 to 6 in the boxes to show the sequence.

The milk is cooled.

The milk is bottled.

The milk is heated.

The milk goes to the factory.

The milk goes to the shop.

The milk is pumped out of the cow.

50

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


Tip!

A sentence can be a fact. My teacher is Mr Smart.

A sentence can give an opinion. Mr Smart is fabulous.

2 Write fact or opinion after each sentence.

Cows have udders.

I love milk.

Cows make milk.

Cows have four legs.

Cows are cute.

Baby cows drink milk.

3

The sentences are muddled. Write them correctly. Use capital letters and full stops.

females are cows

are males bulls

udders suck milk from cows baby

calves baby cows called are

4 Write a word from the box on each line.

they make milked drink milk

Cows are usually

twice a day. On some

farms

are milked three times a day. Cows

need to a lot of water to make .

They

one litre of milk from two litres of water.

5

cow

day

Write rhyming words.

Tip!

Remember the

rhyming words

rule on page 43.

Try it

yourself!

Find out how we get a different food

or drink. You may find out about any

food. Draw a diagram in sequence.

Label it with facts.

Fact and opinion; sentences; rhyme

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

Reflection

I can do this.

I am not sure.

I need help.

51


Unit

24

Revision

I

Write rhyming words.

sad

tent

sleep

round

2

Write an answer from the boxes for each question.

I bought a cockatiel because it can talk.

I put the scissors in the cupboard.

I ate sushi for dinner.

What did you eat for dinner?

Where did you put the scissors?

Why did you buy a cockatiel?

3

Choose the correct pronoun from the box. Write it on the line.

you

they

he

she

Are Ted and Jenny coming? Yes are.

Will Bernie come too? Yes will.

Will Sharon come too? Yes will.

Can I come? Yes can.

4 Circle the pronouns.

go said you us me he she it

shop them they yell sink house

52

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


5

Rewrite each sentence correctly. Use capital letters and full stops.

kylie lives in perth

eddie lives on baker street in mildura

aunty maggie lives in dunedoo

6

Write fact or opinion after each sentence.

Iceblocks are yummier than ice-creams.

Magpies can fly.

Dogs have ears.

Emus can’t fly.

Cows are clever.

7

Write a fact about something.

Write an opinion about something.

8

Use a joining word from the box in each sentence.

and so but because

I love Nan

I have ten fingers

I brought my raincoat

I brought my ball

I love Pa.

only two hands.

Mum thinks it’s going to rain.

we can play soccer.

Revision

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

53


Unit

25

Onomatopoeia,

time words

Wednesday and Ruby

This

imaginative text

is the start of

a narrative.

Once upon a time there was a puppy called

Wednesday. She had a basket to sleep in, her

own bowl to drink from and toys to play with.

Best of all she had her very own human family.

One day there was a huge storm. The wind

howled. The rain thundered. The trees swished

and swooshed. The branches smashed and

crashed. Wednesday was scared. She ran away.

By the time the storm was over Wednesday

didn’t know which direction was home. She

walked and walked. Finally, she came to a sheep

in its paddock. The sheep’s name was Ruby. “I’ll

help you find your family,” said Ruby.

54

I

Write a time word from the box on each line.

yesterday tomorrow later soon now

I went swimming .

It’s time for library .

It’s my birthday .

Will you help me tidy the room ?

It’s my turn .

Tip!

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

Remember the

time words rule

on page 24.


Rule!

A phrase is a group of words that go together.

Phrases can tell when. before bed after lunch

2

Complete each sentence. Use a time phrase from Wednesday and Ruby.

there was a puppy called Wednesday.

there was a huge storm.

3

Draw a line to match each food with a time phrase.

I have a sandwich and an apple

I have a banana on toast

I have noodles and vegetables

in the morning.

at lunchtime.

at dinnertime.

Tip!

Onomatopoeia is when words sound like the thing they

represent. creak plop slurp

4

Find four onomatopoeia words in Wednesday and Ruby.

5

Write the correct onomatopoeia words on the lines.

Splat! Snuffle thud! Boom! Chug chug chug!

! went the raindrops. ! went the thunder.

! went the possum in the roof.

! went the old steam train.

Try it

yourself!

Write an ending for the narrative.

Describe how Wednesday found the

way home. Use onomatopoeia to

make your story sound exciting.

Reflection

I can do this.

I am not sure.

I need help.

Adverbs and prepositional phrases to tell when; onomatopoeia

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

55


Unit

26

Contractions,

alliteration

This persuasive text

is an exposition

in the form of an

advertisement. It is

trying to sell a drink.

Buy Now!

Slurpy Slime Shake

We promise you’ll love it.

Get slimed today.

It’s green.

It’s good.

I

Read Buy Now! What is the name of the drink in the advertisement?

2

Write the adjective in Buy Now! that says what colour the drink is.

Write the adjective that says what the drink tastes like.

3

Do you think you would like to try this drink?

What makes you want to try it?

What makes you not want to try it?

Rule!

Alliteration is when the beginning of words sound the same.

smooth silky skin

4 Write the alliteration in Buy Now! S S S

Add some extra words.

s s Slurpy Slime Shake.

56

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


5

Write proper nouns on the lines to show alliteration.

Terrible T tickled T toes.

Lovely L

loves lemon lollies.

6

Write adjectives on the lines to show alliteration.

D Dave draws d dinosaurs.

S Suri stole s Sam’s sneakers.

Rule!

When two words are joined together, and letters are left

out, the new shorter word is a contraction.

An apostrophe shows that a letter or letters have been

left out. I am I’m

7

Write two contractions used in Buy Now!

8

Choose the correct contraction from the box.

Write it on the line.

9

Draw a line to link each contraction

to the full words.

she’s it’s I’ll you’ll

(you will) love it.

(I will) love it.

(she is) going to love it.

(it is) slime.

can’t

don’t

isn’t

didn’t

do not

cannot

did not

is not

IO

Choose one contraction. Use it in a sentence.

Try it

yourself!

Make up a name for a new food.

Use alliteration. Create an

advertisement to sell your new food.

Reflection

I can do this.

I am not sure.

I need help.

Alliteration; contractions; adjectives; proper nouns

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

57


Unit

feeling Thinking verbs,

and

Sharks

27 antonyms

This persuasive

text is an

exposition that

provides a onesided

argument. It

gives an opinion

about sharks.

I think that sharks are really interesting

animals. Some sharks, like the grey nurse,

are harmless to people. Some sharks, like

the great white, can be deadly to people. I

believe that some people are unfair to sharks.

They want to kill them just because they’re

sharks. They shouldn’t hate sharks so much.

I love sharks.

Rule!

Thinking and feeling verbs are used for our thoughts and

our feelings. We can’t see these things happening.

hope think feel want

I

Read Sharks. Circle four thinking and feeling verbs.

58

2 Circle the thinking and feeling verb in each sentence.

My tummy feels sick.

I think grammar is fun.

I love sharks.

Do you like sharks?

I hope it’s sunny tomorrow.

I want a racing-car cake for my birthday.

I sometimes imagine fairies under my bed.

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


3

Write your opinion about sharks. Use thinking and feeling verbs.

Rule!

Antonyms are words that mean the opposite of each other.

hard soft quiet noisy early late

4

Find an antonym in Sharks for each word.

harmful

boring

love

fair

5

Draw lines to link pairs of antonyms.

hot

die

fact

ugly

thick

cold

beautiful thin

live

opinion

6

Write un in front of each word to make

an antonym.

happy

able

lucky

stuck

likely

unhappy

loved

7

Write what the person is thinking or feeling.

Try it

yourself!

Write an exposition about a topic

you feel strongly about. Use thinking

and feeling verbs.

Reflection

I can do this.

I am not sure.

I need help.

Thinking and feeling verbs; antonyms

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

59


Unit

How words

28 Cinderfella’s Jobs

This procedure

is informative. It

gives instructions

for what jobs to

do and how to

do them.

1. Quietly clean the chimney.

. Spotlessly mop the floors.

3. Briskly scrub the toilet.

4. Neatly make the beds.

5. Carefully wash the ball gowns.

I

2

Read Cinderfella’s Jobs. Underline the doing verb in each

command.

Now circle a noun in each command.

Write the proper noun used in Cinderfella’s Jobs.

Tip!

Remember the

commands rule

on page 18.

3

Which of Cinderfella’s jobs would you like least? Why?

4

If you had to do one of Cinderfella’s jobs, which would you choose? Why?

Rule!

Some words are used to tell how to do something.

quietly softly loudly

5

Write five words from Cinderfella’s Jobs that tell how.

60

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


6

Use a how word from the box in each sentence.

happily

slowly

kindly

badly

quickly

angrily

My brother sings .

The fox ran .

The baby played .

The turtle walked .

The dog growled .

The teacher smiled .

I

7

Write a how word from Cinderfella’s Jobs on each line.

tiptoed past the sleeping tiger.

I wrote the letter .

I

I

swept the path.

tidied my room.

8

Write a how word of your own on each line.

Pat the koala .

Wash the dog .

Dad sings

in the shower.

My sister chews .

Try it

yourself!

Write a list of jobs for a story

character, such as Goldilocks or

Red Riding Hood. Use how words.

Reflection

I can do this.

I am not sure.

I need help.

Commands; doing verbs; adverbs to tell how; nouns

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

61


Unit

29

Number

adjectives

This procedure

is a recipe for a

magic potion.

Magic Potion

This potion turns baby brothers and sisters into

playful puppies.

Ingredients:

• Two ground up snail shells

• Three puppy hairs (any breed)

• One dollop of goblin snot

• One nail clipping from the baby

Method:

1. Mix all ingredients in a large bowl.

2. Place one spoonful of the mixture on the baby’s

hairbrush.

3. Chant three times, “Playful, peaceful puppy!”

4. Be patient! The potion can take up to five

minutes to work.

Warning: This potion

only lasts for one hour.

To make it stick for more

than one hour, add

some glue at Step 1.

Rule!

Some adjectives are number adjectives.

They can tell how many things there are.

six hundreds some many

They can tell the order of something.

first second last

I

Read Magic Potion. Circle the number adjectives.

62

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


2

Choose the correct number adjective from the box. Write it on the line.

many

some

dozen

first

I came

Buy a

children are away today.

branches fell from the tree.

in the race.

eggs.

3

Choose the correct number adjective from the box. Write it on the line.

four

six

two

three

eight

A bird has

A horse has

An insect has

A spider has

Goldilocks annoyed the

legs.

legs.

legs.

legs.

bears.

4

Write numbers 1 to 4 in the boxes to sequence the steps.

Cook in oven for 30 minutes.

Mix ingredients well.

Put mixture on an oven tray.

Add ingredients to a large bowl.

5

What would be the best things about turning a baby into a puppy?

Try it

yourself!

Write a recipe for a magic potion to

do something you’d like. Use number

adjectives to tell how much of each

ingredient to use.

Reflection

I can do this.

I am not sure.

I need help.

Number adjectives; logical order

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

63


Unit

30

Revision

I

2

Write 1 to 5 in the boxes to sequence the events in time. Hint! Look at the time words

underlined.

Our Assembly

Finally it was time to go home.

Then my brother did a dance.

Firstly the principal spoke.

After my brother danced, his class sang songs.

Eventually it was time for the last song.

Write an onomatopoeia word from the box under each picture.

Vroom! Grrrowl! Baa! Oink! Honk!

3

Use alliteration to describe these animals.

p p parrot

64

b b bear

4

Write a how word from the box on each line.

sadly

madly

happily

noisily

swiftly

Her eyebrows wiggled .

The movie ended .

The teacher smiled .

The bird flew .

The giant thumped .

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


5

Draw a line to link each contraction with

the full words.

he’s

didn’t

they’re

that’s

isn’t

you’re

is not

you are

that is

they are

did not

you will

6

Draw lines to link pairs of antonyms.

tall down

up little

give short

finish last

big start

first take

you’ll

he is

7

Write a thinking and feeling verb from the box on each line.

enjoy loved think like understand

Did you

Do you

Would you

What do you

I

your dinner?

maths?

some more ice-cream?

about sharks?

that story!

8

Choose the correct number adjective from the box. Write it on the line.

one four two many some

Zebras have

legs.

Some camels have

humps.

A hive has

bees.

I want

ice-cream.

A whale has

tail.

Revision

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

65


Unit

3I

Compound

words

Life Cycle

egg

This diagram

is informative.

It explains the

life cycle of

a silkworm.

pupa

moth

larva

larva

larva

larva

A tiny silkworm larva hatches from its egg. The larva

eats mulberry leaves and grows bigger and bigger.

As it gets bigger it sheds its skin a number of times.

When the larva has grown big enough, it spins a

cocoon around itself. Inside the cocoon the larva

changes into a pupa with a hard brown shell. After

a few weeks a moth crawls out of the cocoon.

Rule!

Two words joined together make one compound word.

foot + ball = football class + room = classroom

I

2

Read Life Cycle. Find the compound word.

Join a word in box 1 to a word in box 2. Write the new compound words.

1 soft bath foot 2 room day day

bed Sun birth

ball room ball

66

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


3

Write five doing verbs used in Life Cycle.

Tip!

Remember the

doing verbs

rule on page 20.

4

Choose the correct doing verb from the box. Write it on the line.

eat

shed

lay

hatch

Silkworm moths

Silkworms

Silkworms

Silkworms

eggs.

mulberry leaves.

from eggs.

their skin.

5

Write numbers 1 to 4 in the boxes to sequence the events.

The larva spins a cocoon.

A silkworm hatches from its egg.

The silkworm larva eats and grows bigger.

The moth crawls out of the cocoon.

6

Choose the correct noun from the box. Write it on the line.

moth

moth

mouth

wings

The silkworm

can’t eat because it

doesn’t have a .

The silkworm

can’t fly because its

are too small.

Try it

yourself!

Choose an animal and find out about

its life cycle. Draw a diagram to

explain the life cycle.

Reflection

I can do this.

I am not sure.

I need help.

Compound words; doing verbs; nouns

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

67


Unit

32

Phrases that

tell where

This

procedure gives

directions. It

helps a story

character find

the way home.

How to Get Home

N Start at X.

N Walk along the path.

N Go across the bridge. (Beware of the troll

under the bridge).

N Turn left at the fork in the path.

N Walk past the gingerbread house.

N Go around the tree. (Don’t talk to the wolf

behind the tree.)

N Keep walking along the path.

N Stop to help get the cat out of the well.

N Follow the path all the way to the cottage

of the three bears.

I

Help the little bear get home! Follow the directions above. Draw the route for the little bear

on the map. Use arrows.

68

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


2

Write four doing verbs from How to Get Home.

Rule!

A phrase is a group of words that go together.

Phrases can tell where. in the river over the fence

3

4

Underline the where phrases in How to Get Home. Hint! There is at least one on every line.

Write a where phrase on each line. Look at the map in question 1 to get ideas.

The bears waited .

The wolf hid .

The troll hid .

The goats walked .

Red Riding Hood strolled .

5

Write where phrases for these things in your classroom.

Paint is kept .

Books are stored .

The teacher’s desk is .

The children sit .

Try it

yourself!

Draw a map of your school. Choose

a secret spot. Write directions to tell

someone where to find your secret

spot. Use where phrases.

Reflection

I can do this.

I am not sure.

I need help.

Prepositional phrases to tell where; doing verbs

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

69


Unit

33

Speech

marks

Student’s Name: Lilly

Book Review

This

persuasive

text is a

response

that gives an

opinion about

a book.

Title: The Bunyip of Berkeley’s Creek

Author: Jenny Wagner

Illustrator: Ron Brooks

Comment: At first I thought the story was

really sad.

The bunyip kept asking “What am I?”

and all the animals said he was a horriblelooking

bunyip. So the bunyip sighed a long,

deep sigh and went back to his waterhole.

But then a girl bunyip crawled out of the

waterhole and asked, “What am I?”

The bunyip yelled, “You’re a bunyip just like

me!”

So, the story had a happy ending because the

bunyip had found a girlfriend. I really loved

this story.

I

2

Read Book Review. Underline the adjectives used by the

animals to describe the bunyip.

What adjectives might the bunyip use to describe the girl bunyip?

Tip!

Remember the

adjectives rule

on page 15.

3

Write the question that the bunyips asked.

70

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


4

5

Underline these joining words in Book Review.

and so and but and so because

What is Lilly’s opinion of the story? Write the sentence

that tells you her opinion.

Tip!

Remember the

joining words

rule on page 48.

6

What did Lilly think of the story at first? Write the sentence that tells you.

Rule!

Speech marks show words that are spoken.

“You are a bunyip,” he said

7

Add speech marks to each sentence to show what is said.

I don’t believe in bunyips, said Sebastian.

They are only in stories, commented Mum.

I love stories about bunyips, said Sophie.

Me too, said Sebastian.

8

Follow the instructions to colour the picture.

Colour the bunyip’s trousers yellow.

Colour the mirror blue.

Colour the bunyip’s fur brown.

Colour the bunyip’s eyes green.

Try it

yourself!

Write a book review about a book

you like or dislike. Use adjectives.

Give your opinions.

Reflection

I can do this.

I am not sure.

I need help.

Quoted speech; speech marks; questions; conjunctions (connectives): and, but, so, because; describing adjectives; opinion

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

71


Unit

34

Repeated

words

This

information

report gives

information

about koalas.

Koalas

Koalas are marsupials. They

live in large community groups.

Koalas have thick, grey, woolly

fur. They live in trees. They are

excellent climbers. Koalas are

mostly active at night. They sleep for 18 to 20

hours every day. Koalas only eat eucalyptus leaves.

Koalas make interesting noises. Male koalas

grunt and bellow. Female koalas bellow too.

Female koalas make special noises for their

babies. They murmur, hum and make clicking

sounds. When a koala is frightened its scream

sounds like a human baby’s scream.

I Read Koalas. Underline the saying verbs.

2 Circle the saying verbs you use when you are frightened.

squeak laugh groan grunt whisper

snigger giggle yell scream shout

Tip!

Remember the

saying verbs

rule on page 26.

3

Label the pictures.

male for boy or female for girl

72

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


Tip!

Repeating important words helps a text make sense.

4

5

6

In Koalas, circle the word koalas. How many times is it repeated?

Use a different colour and circle the pronoun they. How many times is it repeated?

What does a koala look like? Write adjectives.

7

What does a koala do? Write doing verbs.

8

What does marsupial mean? Use a dictionary or ask an adult.

9

Why might a koala scream?

IO

Would you like to be a koala? Why or why not?

II

Write four nouns used in Koalas.

Try it

yourself!

Write an information report about an

animal. Repeat the noun for your animal

or use pronouns to replace the noun.

Make sure the report makes sense.

Reflection

I can do this.

I am not sure.

I need help.

Cohesion: repetition; pronouns; saying verbs; doing verbs; describing adjectives; nouns

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

73


Unit

35

Revision

I

2

Add speech marks to each sentence.

Pick up your socks, said Dad.

Put your schoolbag away, said Mum.

Wash your hands, said Sara.

You’re all too bossy, said Dom.

Circle the nouns.

We live in a unit in a big building. We have very nice neighbours.

There are lots of trees on our street.

3

Join a word in box 1 to a word in box 2. Write the new compound words.

1 eye under high 2 path wear ball

foot silk base

way worm brow

4

Write four doing verbs for things you can do.

5

Write an adjective to describe each noun.

koala

tree

mum

friend

baby

dad

principal

playground

74

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia


6

Answer each question. Write a sentence with a where phrase.

Where do you keep your toothbrush?

Where can you hide in your home?

Where does a bird sleep?

7

Write words from the box on the lines.

babies Koalas They make eat trees sleep Female koala

Koalas are marsupials.

have thick, grey, woolly fur.

live in . Koalas for 18 to 20

hours every day. Koalas only

interesting noises.

eucalyptus leaves. Koalas

koalas murmur and hum

for their . A frightened will scream.

8

Choose the correct joining word from the box. Write it on the line.

and but so because

Goldilocks tried Daddy Bear’s porridge

Goldilocks tried Mummy Bear’s bed

it was too hot.

she tried Daddy

Bear’s bed.

Goldilocks ran away

the bears were coming

home.

Baby Bear’s chair was broken

Daddy Bear fixed it.

Revision

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

75


Grammar Rules

Look at the page number in the star to find more information about the rule or tip.

adjective

a describing word. It describes a noun.

number adjective

62

15

alliteration

when the beginning of words sound the same

56

antonym

a word that means the opposite to another word

59

command

a sentence that tells someone to do something

18

compound word

two words joined together

66

contraction

a shortened form of a word or words

57

exclamation

a sentence that shows strong emotion, like anger or surprise

23

how word

a word that tells how to do something

60

joining word

a word that joins sentences together

or that joins ideas in a sentence

48

noun

a word for a person, place, animal or thing

proper noun

singular and plural

12 14 44

34

6

onomatopoeia

when words sound like the things they represent

55

phrase

a group of words that go together

time phrases

where phrases

55

69

55

76

pronoun

a word that can replace a noun for people and things

Grammar Rules! Student Book 1 (ISBN 9781420236576) © Tanya Gibb/Macmillan Education Australia

42


Contents

Note to Teachers and Parents....................................... 2

Scope and Sequence...................................................... 4

Units 1–35..................................................................... 6

Grammar Rules – a glossary and index....................... 76

Writing Log...................................centre pull-out pages

This edition published in 2021 by

Matilda Education Australia, an imprint

of Meanwhile Education Pty Ltd

Level 1/274 Brunswick St

Fitzroy, Victoria Australia 3065

T: 1300 277 235

E: customersupport@matildaed.com.au

www.matildaeducation.com.au

First edition published in 2008 by Macmillan Science and Education Australia Pty Ltd

Copyright © Tanya Gibb/Macmillan Education Australia 2016

All rights reserved.

Except under the conditions described in the Copyright Act 1968 of Australia and subsequent

amendments, no part of this publication may be reproduced, stored in a retrieval system, or transmitted

in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the

prior written permission of the copyright owner.

Educational institutions copying any part of this book for educational purposes under the Act must be

covered by a Copyright Agency Limited (CAL) licence for educational institutions and must have given a

remuneration notice to CAL. Licence restrictions must be adhered to. Any copies must be photocopies

only, and they must not be hired out or sold. For details of the CAL licence contact: Copyright Agency

Limited, Level 11, 66 Goulburn Street, Sydney, NSW 2000. Telephone: (02) 9394 7600.

Facsimile: (02) 9394 7601. Email: info@copyright.com.au

Publisher: First edition Sharon Dalgleish

Designers: Trish Hayes and Stephen Michael King

Illustrator: Stephen Michael King

Printed in Singapore by Markono Print Media Pte Ltd

1 2 3 4 5 6 7 25 24 23 22 21 20.

Supports the English curriculum

Student Book Foundation 1 2 3 4 5 6

Australian Curriculum F 1 2 3 4 5 6

NSW Syllabus Early Stage 1 Stage 1 Stage 2 Stage 3

New Zealand Curriculum 1 2 3 4 5 6 7


Grammar in the real world

GRAMMAR RULES! is an award-winning series. This second edition

has been produced to meet the latest English curriculum requirements.

Grammar Rules! provides a context-based approach, demonstrating how grammar

works at the word, sentence and text levels to communicate and make meaning.

Students learn about grammatical structures for different types of texts,

purposes and audiences. They also learn how to use grammar knowledge when

responding to texts and constructing their own texts.

No book at

this level

9781420236576 9781420236583

9781420236590

9781420236606 9781420236613

9781420236620

Companion Series

9781420236484 9781420236491 9781420236507 9781420236514

9781420236521 9781420236538 9781420236545

www.matildaeducation.com.au

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