Grammar Rules 1 student book sample/look inside

AWARD- D-WINNI NNING SERIES

1

Second edition

Tanya Gibb

Grammar in the real world

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.

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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

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


© 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


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


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


2


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


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


shell

tank

water

friend

The fish lives in a .

The fish has one .

A

is in the tank.

The tank is full of .

8


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


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


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


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


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


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


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


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


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


17

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