Great Grammar Games - Polcet - Edu.vn

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Grammar in primary school: what you
need to know to support your child
Grammar. The word sends shivers down the spines of parents,

children and even a few teachers! But why does it? Maybe it’s
the fact that this element of the English language comes with its
own glossary of terms. Trying to sort your main clauses from your
subordinate clauses and your nouns from your verbs can become
something of a nightmare, especially for children.
The aim of this learning pack is to make the many aspects

of primary grammar straightforward and, most importantly, fun.
Since May 2013, Year 6 children have taken a ‘SPAG’ (spelling,
punctuation and grammar) test as part of their KS2 SATs and this
can be quite a daunting prospect. Grammar is an important aspect
of the assessment, and more complex grammar concepts have been
introduced as part of the new national curriculum (from 2014).
We hope that, by using this comprehensive pack, your child will
feel confident about tackling the test, and that they will deepen
their understanding of the English language.
Grammatical terms and word classes

There is an extensive list of words associated with grammar that
children need to know, understand and use. Until now, in many
primary schools, the teaching of grammar has been implicit –
children learned the appropriate skills without really knowing that
they were learning them. There are advantages and disadvantages;
while the whole prospect doesn’t seem so daunting, it is difficult
to progress to learning a foreign language without a secure
understanding of the vocabulary associated with English grammar.
Additionally, if children write an inaccurate sentence, they are
unlikely to be able to unpick it and correct it without a sufficient
understanding of grammar.
The grammar glossary on the following pages includes

many of the words associated with grammar and provides
specific examples. It also covers aspects of sentences, which
can become very complicated.
page 1
Grammar glossary
When we break a sentence down into words, each word has a
specific job and belongs to a word class.
Below is a summary of some of the word classes that your

child will come across in their primary education. This is
not an exhaustive list, but it includes the most important word
classes for this stage in your child’s education.
Word classes (parts of speech)
What is it? For example…
Noun
A noun names
something. This is a
noun at its simplest,
but there are different
types of nouns.
Proper
A proper noun names an
individual person, place,
title, day of the week or
noun month of the year.
They must be written
with a capital letter at
the start.
A common noun does

Common not refer to an individual,
it is not specific. It does
noun not need a capital letter,
unless it comes at the
beginning of a sentence.
Abstract
An abstract noun names
something that is not
physical. You cannot
noun touch or hold an abstract
noun (as you can
common nouns).
page 2
Collective
A collective noun
names a group of
people, animals or
noun objects as a group.
Pronoun
A pronoun can take
the place of a noun.
This is often done to
stop a piece of writing
becoming repetitive.
Verb
A verb is a ‘doing’ or
‘being’ word. They refer
to an action or state.
Adjective
An adjective describes a
noun. They tell you more
about the noun, usually
adding detail to make it
more interesting.
page 3
Adverb
An adverb describes
a verb, an adjective or
another adverb.
They often tell you more
about how a verb is done.
Connective Connectives (also known

as conjunctions) join
sentences or clauses.
Preposition Prepositions tell

you where or when
something is in relation
to something else.
They are usually
followed by nouns.
Article
Articles say whether
a noun is general (any
noun) or specific.
There are three articles:
l the (specific or
definite)
l a (general or
indefinite)
l an (general or
indefinite when followed
by a noun which begins
with a vowel)
page 4
Sentence purposes
There are four types of sentences. If we look at a text, or listen to
someone speak, we can usually determine what types are being used.
The different sentence types have particular purposes. These are

useful for your child to know as it will help them with their punctuation.
They may also be asked to transform one sentence type into another.
Statement A statement is a
sentence that gives
information and tells you
something.
Question A question is a sentence

that asks something; it
requests information.
Command A command is a
statement that tells
you to do something.
In commands the verb
comes before the noun.
Exclamation An exclamation is a
sentence which shows
a strong feeling towards
something.
page 5
Sentences, clauses and phrases
Sentence types can be quite difficult to understand, even
as an adult. You might find that your child has no familiarity
with the words in this part of the glossary – but don’t panic! Children
naturally use different types of sentences without even knowing they’re
doing it; this is implicitly taught from a young age, both by parents and
teachers. Developing an understanding of sentence types will help your
child understand how to write more detailed and ambitious sentences,
whilst still retaining grammatical accuracy.
Sentence A sentence is a
collection of words that
fit together and make
sense. Sentences must
include at least one
noun (the subject of the
sentence) and one verb
(an action or state of
being). How the subject
and verb are collated
and relate to one
another is determined
by the other word types
used in the sentence.
Subject The subject of the

sentence (which is a
noun) is the focus of the
sentence. It controls the
rest of the sentence.
In the examples above,
Jack, Carol, she and it
are the subjects.
Object The object of a sentence

(also a noun) is not vital
in every sentence, but it
gives more information.
It is affected by the verb
and the subject.
page 6
Clauses What is it? For example…
Main A main clause contains

at least a subject and a
clause verb. It can stand as a
sentence on its own.
Subordinate A subordinate clause

also contains a subject
clause and a verb, but it cannot
stand as a sentence on
its own, it requires a main
clause to support it.
Embedded Embedded clauses are

also subordinate clauses
clause which require a main
clause to support them.
Embedded clauses are
always dropped into the
middle of sentences
(surrounded by commas).
Simple A simple sentence is a

sentence that has one
sentence main clause.
Compound A compound sentence is

two main clauses joined
sentence together by a ‘fanboys’
connective (for, and, nor,
but, or, yet, so).
Each sentence could

stand alone and make
sense.
page 7
Complex A complex sentence

is made up of a main
or multi- clause and one or more
subordinate clauses,
clause often joined by a
subordinating connective.
sentence The subordinate clauses
will not make sense on
their own.
Phrase A phrase is a group of

words that go together,
but do not make a
complete sentence on
their own (they are not
a main or subordinate
clause). A phrase could
describe a noun or be
adverbial (tell you how
the verb is done).
Subordinating These are the

connectives used in
connectives complex sentences.
They make the
subordinate clause rely
on the main clause.
Active A sentence in which the

subject affects the object
sentences through the verb.
Passive A sentence in which the

subject is affected by the
sentences object through the verb.
There are many more words and terms associated with grammar; what
is in this guide is what is essential for your child to know in order to fare
well in Y6. It is important to note that it could be very frustrating to try to
teach all these words and definitions out of context. Grammar is taught
best by using solid examples and playing around with words – which is
what the activities in this pack are designed to do. page 8
Grammar teaching in primary schools
The 2014 National Curriculum outlines grammar teaching for
both KS1 and KS2. This guide picks out some of the relevant
statements and explains them in parent-friendly language.
Key Stage 1
In Y1 and Y2, children are expected to compose grammatically
accurate sentences (ideally correctly punctuated!). Children
also learn to use basic connectives in order to help them write
compound and complex sentences, although at this age they
might not be made aware of the exact terminology.
Grammar objective In other words...
Combine words to Children need to learn to form a sentence

make sentences in their head or out loud and then write it
down. They’ll learn to join words using and
(‘ham and lettuce’). They will also learn to
join clauses using and (‘We went shopping
and bought some food’).
Children learn to use the present and past

Present tense and
tense and are expected to keep the tense of
past tense
their stories consistent.
A noun phrase is a phrase that contains a

Expanded noun noun (‘the dog’). Children are encouraged
phrases to use adjectives to expand their noun
phrases (‘the tired, hungry dog’).
Sentence function Children are taught the difference between

(statement, statements, questions, exclamations (said in
question, anger, joy or humour) and commands (when
exclamation or you are telling someone to do something).
command)
Children learn to use subordination in a
Sub-ordination and sentence (the connectives when, if, that or
co-ordination because are used, one clause is subordinate
to another). Co-ordination is when the
connectives or, and, but are used.
page 9
Key Stage 2
In KS2 children are taught to use a wide range of grammatical
vocabulary and will become aware of the use of grammar in formal
and informal situations. In Years 3 to 6 children will construct more
ambitious sentences but need to maintain sound grammatical
accuracy, even in longer pieces of writing.
Grammar objective In other words...
Expressing time, place and cause Conjunctions can be used to show when
using conjunctions, adverbs or or why something is happening (while, so,
prepositions because). Adverbs can be used to show
when something is happening: then, next,
soon. Prepositions can be used to show
where or when something is happening
(before, after, over there).
Expanding noun phrases

So ‘the teacher’ becomes ‘the strict maths
by adding adjectives, nouns and
teacher with curly hair’.
preposition phrases
Correct use of fronted Fronted adverbials are phrases or words

adverbials at the start of the sentence to say how or
why something is being done: ‘Cautiously,
the girl...’ or ‘Last autumn, I...’
Using pronouns to aid cohesion and Children learn to use pronouns in their
avoid repetition writing to avoid repeating nouns.
Correct use of relative clauses Relative clauses usually begin with who,
which, where, when, whose or that. They
add extra information to a sentence.
Indicating degrees of possibility using Adverbs (perhaps, surely) can be used in

adverbs or modal verbs this way (‘Surely you are able to ride a bike
now?’). Modal verbs (might, should, will,
must) can also be used in the following
way: ‘He might give us a lift home.’
Use of adverbials and time Sophisticated adverbials (on the other

connectives to aid cohesion hand, in contrast, as a consequence)
and time connectives (then, after, firstly,
alter) can be used to join sentences and
paragraphs within a text.
Use of the passive to affect the ‘The people have counted the votes’ can
presentation of information be changed to the passive: ‘The votes have
been counted by the people.’
page 10
Primary grammar
tips and tricks
Throughout this learning pack there are lots of Grammar Gator tips
to help your child identify and understand the different aspects of
grammar covered. These will also be useful for parents!
The best way to ensure that your child has a thorough and sound
understanding of grammar is to talk about it in everyday situations.
Discuss the language being used on the TV or the radio, point out any
particularly interesting words you hear and feel (rightly!) superior
when you show your child a resounding grammatical error in a printed
text. When you’re out and about, look for mistakes on signs, too – you’ll
see loads if you look, and it’s great fun to point them out!
By making grammar a part of

everyday life and conversation,
your child will grow to have a
better understanding of – and
love for – the English language
and its meaning.
The Grammar Gator loves

grammar and words, but
ecology isn’t his favourite
subject, so you might find
that his environment is a little
nonsensical. Forgive him!
The
ar
ra mm
G
or’s
Gat
uide
ar G
mm
Gra
page 11
Game 1
The Game: Noun swamps

Parent tip:
This game helps children practise classifying nouns.
Definitions and examples are given to support your child.
How to play the game:

There are lots of different types of nouns. The main ones
you will need to know are:
Common noun: Names common things that are

physical objects (dogs, cats, chairs, cars).
Proper noun: Names an individual person,

place, title, day of the week or month of the year,
such as Jenna, the Queen, Australia and Friday.
Collective noun: Names a group of people,

animals or objects: crowd, flock, gang, gaggle.
Pronoun: You use a pronoun instead of another

noun; examples are ‘she’, ‘they’, ‘it’, ‘that’.
Abstract noun: This names something that is

not physical (you can’t hold or touch it), such as
sadness, memories, trust, liberty and music.
noun
Your job is to swamps
help the Grammar
Gator by sorting
the nouns on p14
into the correct
noun swamps (on
the next page).
page 12
Common nouns
Proper nouns
Collective nouns
Pronouns
Abstract nouns
page 13
page 14
Answers: (Common nouns: car, lamp, bed, scissors, glue, tree, hill, desk, cup, pencil) (Proper nouns:
Alice, New York, February, December, Wednesday, Red Road, Greece, Gambia, Mrs, Mr, Smith)
(Collective nouns: flock, group, band, handful, skein) (Pronouns: he, him, she, her, they, that, it, those,
them) (Abstract nouns: happiness, memory, thought, loneliness, freedom, idea)
Q
she lamp Alice

Gambia thought him
happiness Red Road those
it desk they
Smith bed memory
he skein hill
band group Wednesday
scissors handful Mrs
loneliness Greece them
flock tree February
glue freedom pencil
idea that Mr
her
car
cup
correct swamps! December
and stick them in the
Cut out the noun cards
New York
The Grammar Gator’s
extra challenge
Choose one word from each swamp

and write a short story that includes
all five words. For instance, you could
write about a car on Red Road being
attacked by a skein of wild geese.
page 15
Game 2
The Game: Spot the nouns

Parent tip:
This game encourages children
to identify a wide range of nouns. Don’t
In the extension activity they are forget!
asked to sort them into different
noun categories. Nouns
are words
How to play the game: that name
things.
Can you underline all the nouns in
the story on p17, Grammar Gator
and the flamingo snack?
Grammar Gator, them, security, jungle, Grammar Gator, swamp, he, flamboyance, flamingoes.
Gator, way, flamingoes, morning, enjoyment, he, them, he, twig, feet, chaos, prey, they, safety, trees,
Answers: it, Wednesday morning, Grammar Gator, house, he, colony, flamingoes, sun, he, Grammar
page 16
Grammar Gator and the flamingo snack
It was a Wednesday morning when the Grammar
Gator looked out of his swamp house. He could
see a colony of flamingoes basking in the sun,
enjoying their day. ‘Not for long,’ he thought.
Sneakily, the Grammar Gator snuck his way over to
where the pink flamingoes were filling their morning
with enjoyment. As he edged towards them, he
accidentally stood on a twig, cracking it beneath his
clumsy feet. Chaos ensued as his prey realised what
was happening. They pelted towards the safety of
the nearby trees, knowing the Grammar Gator would
struggle to catch them in the security of the jungle.
Broken-hearted, the devastated Grammar Gator
returned to his swamp. He would be hungry... until
the flamboyance of flamingoes returned tomorrow.
page 17
page 18
Answers: Common - morning, house, flamingoes, sun, way, twig, feet, prey, trees, jungle, swamp
Proper - Wednesday, Grammar Gator, Pronoun - he, them, they, it Collective - colony, flamboyance
Abstract - enjoyment, chaos, safety, security.
Abstract Collective Pronoun Proper Common
abstract nouns?
pronoun, collective and
Gra into common, proper,
mm
ar G
uide nouns you’ve found
Gat
or’s
Gra
mm
Can you sort the
ar
The
extra challenge
Game 3
The Game: Verb lunch

Parent tip:
This game asks children to spot
verbs. It offers an easy trick to Don’t
help test if the word is a verb forget!
or not. Verbs are
doing or
How to play the game: being words.
The Grammar Gator eats verbs for They refer
lunch. Can you cut out the food to an action
with verbs on and place it on the that is
Grammar Gator’s plate? Don’t put happening.
any non-verbs on his plate, though,
they’ll make him sick!
IS A WORD A VERB?
Ask yourself, “Can you

_________?”
The Grammar
Gator’s trick If the answer is yes, it’s
probably a verb.
Start a sentence with a verb ending

-ed or -ing.
It’s an easy way to force yourself to

write a complex sentence!
The Grammar
For example: Gator’s tip-top
writing tip
page 19
page 20
Answers: kick, eat, drink, drive, snap, write, read, look,
listen, dive, cut, pick, hear, play, jump, swerve, fix
lunch
Verb
giraffe
fix snap
hunters
listen ankle
drive
Friday
write drink
read quickly
swerve slow
cut devious
minute pick
eat Spanish
hear jump
look
car
Canada big
ch
b lun red
ver
dive play
kick
page 21
Q
extra challenge
Can you change the verbs you’ve

fed the Grammar Gator into the
past tense? Some you’ll just need
to add the suffix -ed to, but others
will be more tricky!
Verb Past tense
listened, dove, cut, picked, heard, played, jumped, swerved, fixed

Answers: kicked, ate, drank, drove, snapped, wrote, read, looked,
page 22
Game 4
The Game: Verb muddle

Parent tip:
This game encourages your child to use the correct verb form.
Children have a good understanding of verbs and how we can
use them in different forms, but they might not know the rules
associated with correct verb use.

Unfortunately for the Grammar Gator, his swamp has turned
into a massive verb muddle! Can you select the correct verb
from the swamp to fix these sentences?
stooded listening ated chased entering
ran enter standed ranned stood
eated run ate entered ent
chase listens eat chasered
listen chasing stand list runned
Read the sentence

The Grammar with the verb you’ve
Gator’s trick chosen to yourself.
Does it make sense?
page 23
Verb muddle
1) Adam ________________________ to the shop.
2) Kate _________________________ her crisps.
3) The sheep ____________________ in the field.
4) The man ______________________ the library.
5) The lion was __________________ the antelope.
6) The lady ______________________ to the music.
stooded listening ated chased entering
ran enter standed ranned stood
eated run ate entered ent
chase listens eat chasered
listen chasing stand list runned
Answers: 1 - ran, 2 - ate, 3 - stood, 4 - entered, 5 - chasing, 6 - listens

page 24
extra challenge
Choose any verb from the list

on the previous page. How
many ways can you change
it (for example: eat, eats,
eating, ate)?
page 25
Game 5
The Game: Adjective trees

and noun trees
Parent tip:
This game is encourages children to identify adjectives and
nouns. It will also consolidate their understanding of both
word classes.

Do you know your nouns from your adjectives? Remember, nouns
are naming words and adjectives are words that describe nouns.
This is a two-player game. One of you will use the noun tree, the
other will use the adjective tree. The winner is the first person to
collect 10 of their cards.
adjective trees
and noun trees
Step 1: Shuffle the cards on p29 and place them face down. Each
player must pick a tree and board to play with (noun or adjective).
Step 2: The youngest player goes first and draws the top card.
Step 3: If they choose their correct word class (adjective or noun)
they must use it properly in a sentence, then keep it for their tree.
Step 4: If the word class does not belong to them, it goes to the
bottom of the pile.
Step 5: The winner is the player who gets 10 cards first.
page 26
The noun tree
1 2
rt
Sta
3 4
5 6
7 8
9 10
Fin
ish
page 27
The adjective tree
1 2
rt
Sta
3 4
5 6
7 8
9 10
Fin
ish
page 28
Noun Noun Noun
bun car Mrs

Jones
Noun Noun Noun
Monday idea group
Noun Noun Noun
atmosphere they alligator
Noun Adjective Adjective
swamp red beautiful
Adjective Adjective Adjective
tasty horrid blue
fluffy soft quick
Adjective Adjective adjective and

noun cards
golden crispy
Q
page 29
extra challenge
Use this blank sheet to produce your own noun and adjective
cards to play Adjective trees and noun trees with.
Noun Noun Noun
Noun Noun Noun
Noun Adjective Adjective
Q
Adjective Adjective
page 30
Game 6
The Game: Adjective collector

Parent tip:
Don’t
This game encourages children
to spot adjectives. It asks them to
distinguish between adverbs and forget!
adjectives as they will need to find
only the words that are describing Adjectives
nouns. are words
that
How to play the game: describe
nouns.
Circle all the adjectives in the story
on p32 and then find them in the
wordsearch on p33.
Grammar
Gator an
d
the epic
storm
It was a
dark, col
d night and
the pale
up the dir moonligh
ty swamp t lit
. The hun
gry Gramm
slyly pee ar Gator
red over tow
ards the
fresh lak
e, wonde
when the ring
tasty flam
ingoes wo
Without uld return
warning, .
dangerous
thunder
the murky echoed thr
sky. It wa ough
s followed
by an ins
of electr tant flas
ifying ligh h
tni ng. The fri
ghtened
Gator sub Grammar
merged him
self below
the gloom
and waite y water
d patiently
for the epi
c storm
to finish.
Don’t get muddled up

between adverbs and
The Grammar adjectives. Ask yourself, what
is the word describing? If
Gator’s trick it’s describing a verb, it’s an
adverb, if it’s describing a
noun, it’s an adjective.
page 31
Grammar
Gator and
the epic
storm
It was a dark, cold night and pale moonlight lit up
the dirty swamp. The hungry Grammar Gator
slyly peered over towards the fresh lake, wondering
when the tasty flamingoes would return.
Without warning, dangerous thunder echoed through
the murky sky. It was followed by an instant flash
of electrifying lightning. The frightened Grammar
Gator submerged himself below the gloomy water
and waited patiently for the epic storm to finish.
murky, instant, electrifying, frightened, gloomy, epic.

Answers: dark, pale, dirty, hungry, fresh, tasty, dangerous,
page 32
The Grammar Gator’s adjective
wordsearch
adjective wordsearch
The Grammar Gator has hidden 14
adjectives in this wordsearch. Can
you find them all? Time yourself with a
stopwatch to see how fast you can do it!
dark cold pale dirty hungry fresh tasty dangerous

murky instant electrifying frightened gloomy epic
Turn to p111 for the solution! page 33
extra challenge
Some of the adjectives in

Grammar Gator and the epic storm
can be turned into adverbs, just by
altering them slightly. Can you change
the adjectives into adverbs?
Adjective Adverb
murkily, instantly, electrifyingly, fearfully, gloomily, epically.

Answers: darkly, coldly, palely, dirtily, hungrily, freshly, tastily, dangerously,
page 34
Game 7
The Game: Adverb collector

Parent tip:
This game encourages children to Don’t
spot adverbs within sentences. It forget!
suggests that they look for the -ly
adverb suffix pattern, but not rely
on it. The extension activity asks Adverbs
your child to work out what adverbs are words
are describing. that describe
verbs,
How to play the game: adjectives
Circle all the adverbs in the story and other
adverbs.
on p36 and then find them in the
wordsearch on p37.
or
ar Gat
Gramm e post-
and th picnic
storm
ally
had fin
e storm
and th leave
peared red to
wly ap too sca
had slo d been
Morning tor ha exite d
r Ga he slyly
The Gramma ybreak
passed. night.
At da y over
to
the de his
wa
amp in , he ma
the sw refully animals
le abod
e. Ca n’t any
e were
his humb e. Ther ammar
clear lak the Gr
re fre shingly mo rning so
the lovely ich
is glo riously him self, wh
on th lake to
drinking , be autiful
e whole
had th ed.
Gator happen
never
tor
mar Ga
e Gram
when th en the
later, ce, wh
hours
several e surfa
It was t be low th
jus ned.
ddling ly retur
ftily pa s naive
was cra mingoe Gator
ing fla ammar
unknow the Gr
Rapidly,

ngoes
attacke
d, k flami
ntly pin
oresce
the flu
chasing
Lots of adverbs end in the suffix -ly,

but be careful! Some adverbs do not
end in -ly and some words that end
in -ly are not adverbs. Ask yourself
The Grammar – is the word you are looking at
Gator’s tip describing a verb, an adjective or
another adverb? If the answer is
yes, then you’ve got an adverb!
page 35
Grammar Gator
and the post-
storm picnic
Morning had slowly appeared and the storm had
finally passed. The Grammar Gator had been too
scared to leave the swamp in the night. At daybreak
he slyly exited his humble abode. Carefully, he made
his way over to the refreshingly clear lake. There
weren’t any animals drinking on this gloriously lovely
morning so the Grammar Gator had the whole, beautiful
lake to himself, which never happened.
It was several hours later, when the
Grammar Gator was craftily paddling
just below the surface,
when the unknowing flamingoes naively
returned. Rapidly, the Grammar Gator
attacked, chasing the
fluorescently pink flamingoes
as they headed towards the safety of the trees…
gloriously, never, crafatily, naively, Rapidly, fluorescently.

Answers: slowly, finally, too, slyly, carefully, refreshingly,
page 36
The Grammar Gator’s Adverb
wordsearch
adverb wordsearch
adverbs in this wordsearch. Can you find
them all? Time yourself with a stopwatch
to see how fast you can do it!
slowly finally too slyly carefully refreshingly

gloriously never craftily naively rapidly fluorescently
Turn to p111 for the solution! page 37
extra challenge
page 38
Game 7
The Game: Adverb chooser

Parent tip:
To play this game your child will have to use appropriate adverbs
in sentences. The extra activity highlights the fact that adverbs
can be used in different places within a sentence.

The Grammar Gator is struggling to choose appropriate adverbs
for his sentences. Can you work your way around the board and
use the correct adverbs?
adverb
chooser
Step 1: Choose a game piece (p41); place it on ‘Go’. Cut out the
sentence cards (p42) and make two piles, one of each colour.
Step 2: Roll a die and move that number of spaces.
Step 3: Choose the top card of the colour square you land on.
Step 4: Choose an adverb to fill the gap in your sentence card. It
can be anything you like as long as the sentence makes sense!
Step 5: If the adverb is appropriate, collect a leaf or water reed.
If it isn’t, put the card to the bottom of the pile.
Step 6: The first player to get 10 leaves or reeds wins the game.
Note: If the same card appears more than once in
the match, a different adverb must be chosen.
Make sure you read the

sentence and think about the The Grammar
verb you are describing. Gator’s tip
page 39
Adverb chooser
Go! 1 2 3 4
11 10 9 8 7
12
13
14 15 16 17 18
19
20
25 24 23 22 21
26
27
28 29 30 31 Finish
page 40
Game piece Game piece Game piece Game piece
Q page 41
Adverb chooser: sentence cards
Harry swam Kerry laughed The flower grew

___________ ___________ in ___________
so he didn’t the crowded because of the
win the race. library. bad weather.
The cat Mrs Thompson The boy

meowed cried ___________
___________ at ___________ at walked by the
the angry dog. the sad film. deep lake.
Amy
___________ The dog The car
ate her fries ___________ ___________
so she could chased stood
catch the bus the cat. in the street.
on time.
___________, Mr Green
Bobby snuck ___________,
the car drove ___________
through the shouted at the
neighbour’s on the wet
road. unruly class.
garden.
___________, ___________,
the wedding the mouse ___________,
guests lumbered Wendy played
applauded towards the the drums.
the bride and hole.
Q
groom.
page 42
extra challenge
Make your own sentence cards to play Adverb
chooser with! Look at the format of the cards:
there’s something different about each coloured
set. Can you write your cards in the same way?
page 43
Game 9
and however
if because
when while
although despite
whereas
furthermore
moreover but
so nevertheless
The Game: Connective Cove

Parent tip:
This game asks children to choose appropriate connectives.
The extra activity will help your child realise that changing a
connective can often change the sentence meaning.

Welcome to Connective Cove! This is where the Grammar Gator
comes to select the finest connectives for joining sentences
together. In this glorious, mud-filled swamp, you’ll find a range
of connectives. Can you choose the best-fitting connective for
each sentence?
Make sure the connective

you choose follows the
direction of the sentence.
The Grammar If it goes in another
Gator’s trick direction, you need a
connective that shows
opposition (for example,
‘but’ or ‘however’).
page 44
1) Jack wanted vanilla ice-cream ive
connect
_________ Mary only liked mint.
cove
2) The car was in the drive _________ the

workmen were digging up the road.
3) Paula was very tired _________ it was only 6pm.
4) The Grammar Gator was upset _________ the

flamingoes had escaped.
5) The chair broke again _________ the fact it had been

fixed by a professional.
6) The mouse was tired _________ she went to sleep.
7) The band played _________ the singer rested his voice.
8) There was quiet in the town _________ the clock struck

twelve.
and however
if because
when while
although despite
whereas
furthermore
moreover but
so nevertheless
page 45
extra challenge
Some spaces can be filled by
multiple connectives. Can you see
how many connectives could fit into
each space and think about how
these change the meaning of the
sentence – if they do, that is?
1) Jack wanted vanilla ice-cream and

however but Mary only liked mint.
2) The car was in the drive
the workmen were digging up the road.
3) Paula was very tired
it was only 6pm.
4) The Grammar Gator was upset
the flamingoes had escaped.
5) The chair broke again
the fact it had been fixed by a professional.
6) The mouse was tired
she went to sleep.
7) The band played
the singer rested his voice.
8) There was quiet in the town
the clock struck twelve.
ver 5. despite 6. and; when; so 7. while; and; when 8. and; when; while.
2. because; when; so. 3. and; although; but. 4. because; and; moreo-
Answers:
page 46
Game 10
The Game:
Return to Connective Cove
Parent tip:
This game asks children to choose the correct connectives for
different sentences, reinforcing the fact that sentences can
use different connectives and retain the same meaning. The
extension activity demonstrates that connectives can be moved
to the beginning of a sentence, with the main clause following.

The Connective Cove is where
the Grammar Gator comes to Connectives
select the finest connectives
for joining sentences together. work like puzzle
He’s got a different problem pieces, linking
now though – he’s selected the different
correct connectives but got
them all muddled up. Help him sentence parts.
join the starting sentence to the
appropriate connective and the
correct end of the sentence.
You might find that some

connectives are suitable
The Grammar for various sentences, but
Gator’s tip others don’t fit, so play
around with them until
you’ve got the final solution.
ter to midnight when... Horace only hated vanilla cheesecake if... The chips went cold while...
of... Dinosaurs lived a long time ago so... The Grammar Gator was angry however... It was a quar-
Harriet was exhausted although... The cat was up the tree because... The moon shone as a result
Answers:
page 47
Sentence Connective Sentence
starter finisher
Harriet was she’d slept for

exhausted
if ten hours.
The cat was the dog had

up the tree as a been chasing it.
result
The moon shone the sun shining
brightly off of it.
while
Dinosaurs lived a they no longer

live today.
long time ago when
he was glad
The Grammar Gator someone was
was angry because helping him sort
his sentences out.
It was a quarter
to midnight however the children finally
went to bed.
Horace only hated

vanilla cheesecake so it had a raspberry
topping.
The chips went although the children did

cold their homework.
page 48
extra challenge
Try this! Put the connective and
the sentence finisher first, then
a comma, then the sentence
starter. Sometimes the sentence
will still make sense. Can you
find which reordered sentences
make sense and which don’t?
For example:
The chips went cold while the children did their homework. 3
3
While the children did their homework, the chips went cold.
Horace only hated vanilla cheesecake if it had a raspberry topping. 3

If it had a raspberry topping, Horace only hated vanilla cheesecake.
7
page 49
Game 11
The Game: Preposition spotter

Parent tip:
Identifying prepositions can
be quite tricky. Encourage Don’t forget!
your child to examine the
Prepositions
words to determine whether
they indicate the position of
something. are words
that tell you
How to play the where or when
game: something is
Can you pick out the compared to
prepositions in the story something else.
on p51? Once you’ve They are often
found them all, look for followed by
them in the wordsearch. nouns.
r
Gato
mar mely
Gram e
The the extr lan
a n d in g p
cunn the
ace of
surf
h the
neat vour
ed be to de
rest mpt
Gator st atte had
mar His la n he
Gram amp. d whe
The s sw faile
erou had
dang m ingoes .
licio us fla ta ll tree ted
the de to a star
run in Gator
mar es.
Gram mingo
, the ive fla
unes
isfort h th e elus them
sm down
on
te hi catc p
Despi w to
and ju
m n
out ho tree remai
ink ab up a could
to th hide rhap
s he
tch
uld ? Pe d ca
aps he co ct ed it out an
Perh expe m p ta
least ke and ju agains
they esh la a trap
when the fr set up
side even sty
en in could the ta
hidd ? He osing
aw ares , encl
em un
em net.
th pt ure th able
ca pe netr
tr ee to an im ddle
d
in he pa
ingoes plans,
flam ardly ling,
dast t padd
more Whils p. s
ght up ely swam to hi
thou tion
As he t hom t solu
y bu rfec
s dirt the pe paint…
ugh hi past pink
thro ra ight ti n of
st
ifted m... a
he dr oble
ing pr
rend
neve
Prepositions are tricky to spot,

as we use them so frequently
The Grammar in our speech and writing. Just
Gator’s trick remember, if it describes the
position of something, whether in
space or time (where is it? when
is it?) then it’s a preposition.
page 50
The Grammar Gator
and the extremely
cunning plan
The Grammar Gator rested beneath the surface of the
dangerous swamp. His last attempt to devour
the delicious flamingoes had failed.
Despite his misfortunes, the Grammar Gator wasn’t
going to stop trying to catch the elusive pink wading
birds. Perhaps he could hide up a tree and jump down
on them when they least expected it? Perhaps he could
remain hidden inside the fresh lake and leap out and
catch them unawares? He could even set up a trap
against a tree to capture them...
As he thought he paddled through his dirty, but
homely, swamp. Whilst paddling, he drifted past a half-
full tin of pink paint, used to decorate his living room.
The Grammar Gator stopped and sat beside the tin.
Was there a way to use paint to catch flamingoes? He
schemed for hours, then fell asleep and forgot his plan.
Answers: up, down, inside, out, against, through, past, beside

page 51
The Grammar Gator’s prepositions
prepositions wordsearch wordsearch

prepositions, large and small, in this
wordsearch. Can you find them all?
beneath into up down inside out against across through past

beside after beneath from over without with toward opposite off
Turn to p112 for the solution!

page 52
extra challenge
Look at the prepositions in the
story, The Grammar Gator and
the extremely cunning plan. Could
you replace them with different
prepositions?
Preposition Different preposition!
page 53
Game 12
The Game: Choose the article

Parent tip:
3
This game encourages children to spot articles. Because we
use articles in everyday speech, most children will know when
articles have been used correctly and when they have not.

Sometimes articles are needed, sometimes they’re not. The
Grammar Gator has been a bit over-enthusiastic about his use
of articles, though – he’s added them in everywhere on p55!
Tick the sentences that use articles correctly.
There are three articles, split into two

sets, specific (definite articles) and
non-specific (indefinite articles).
Definite article: the

Refers to a particular thing.
Indefinite articles: A or an.

The thing mentioned is not a particular
or specific one.
The difference between ‘a’

and ‘an’ is simple! If the next
The Grammar word (which should be a noun)
Gator’s trick starts with a vowel (AEIOU) then
use ‘an’. If the next word starts
with a consonant, use ‘a’.
page 54
a, an
and the
Choose the article
333
Q A B
We play basketball on We play the basketball

1 Wednesday nights. on Wednesday nights.
Thomas painted Thomas painted the

2 garage door. garage door.
My brother doesn’t My brother doesn’t

3 like swimming. like a swimming.
He wanted to eat He wanted to eat

4 a flamingoes. the flamingoes.
A acrobat cartwheeled. An acrobat cartwheeled.

5
The Charlotte ate Charlotte ate

6 her dinner. her dinner.
Flamingo ran into The flamingo ran into

7 the jungle. the jungle.
8 I ate a sandwich. I ate an sandwich.
page 55
Answers: 1 - A, 2 - B, 3 - A, 4 - B, 5 - B, 6 - B, 7 - B, 8 - A.
extra challenge
Can you rewrite this short story,

fixing the articles? You might need
to take them out, add them in or
change them.
In the July, Grammar Gator was starting to get bored. He
decided to find a elephant to play games with. Whilst looking
for elephant, he saw gorilla bathing in an lake. A Grammar Gator
decided to ask a gorilla if he wanted to play some games. Little
did he know that gorilla did not like to be disturbed…
play some games. Little did he know that the gorilla did not like to be disturbed…
bathing in a lake. The Grammar Gator decided to ask the gorilla if he wanted to
an elephant to play games with. Whilst looking for the elephant, he saw a gorilla
Answer: In July, the Grammar Gator was starting to get bored. He decided to find
page 56
Game 13
The Game: Noun nonsense

Parent tip:
This game is to encourage children to identify when nouns
are being used incorrectly. It will solidify their understanding
of nouns and will make them realise that nouns must be used
correctly in context.

The Grammar Gator has just
written a story about himself and
the gorilla who was bathing in the
lake. Unfortunately, on his way
back to the swamp, he dropped it
and all the nouns got muddled up!
Can you put the nouns in the story,
The Grammar Gator and the flying
rock, back in the right places?
swamp noise game gorilla
primate lake twig safety
reptile rock Grammar Gator
As you read through the

muddled story, try to work
out the easier incorrect
The Grammar nouns first and work by
Gator’s tip process of elimination.
Once you’ve finished
swapping the nouns
around, it will make sense!
page 57
The Grammar Gator
and the flying rock
As the swamp bathed in the noise, the game edged
closer and closer. Unfortunately, he stepped on a gorilla
which made a loud snapping primate. The lake, disturbed,
picked up a Grammar Gator and threw it at our favourite
twig. Startled, the Grammar Gator ran towards the
safety of the reptile. He thought to himself, ‘That
wasn’t a very fun rock…’
safety of the swamp. He thought to himself, ‘That wasn’t a very fun game…’
a rock and threw it at our favourite reptile. Startled, the Grammar Gator ran towards the
he stepped on a twig which made a loud snapping noise. The primate, disturbed, picked up
As the gorilla bathed in the lake, the Grammar Gator edged closer and closer. Unfortunately,
page 58
Answers:
extra challenge
Can you write your own short story

and then swap around the nouns?
Alternatively, replace all the nouns with
fruits or vegetables. Give your story to
an adult and challenge them to guess
what the original words were.
page 59
Game 14
The Grammar Gator’s Alphabet Game

Parent tip:
This is a really fun game to play at any time – on the way to
school, over breakfast or in the car. It encourages children to
use common nouns, proper nouns and adjectives.

The Grammar Gator loves playing this game on long journeys.
Have a go yourself: use the alphabet and come up with a proper
noun, an adjective and a common noun that begin with each
letter, then put them together. Each of the players has a turn;
the first person to give in (when they can’t think of new words
for their letter) loses!
For example:
A is for Adam, an adorable ant.

B is for Betty, a big baboon.
C is for Chelsea, a classy chameleon.
D is for Darvesh,
a delightful dinner plate.
E is for…........
Adam
The Grammar Gator’s extra challenge
A is for Annie, an artistic antelope

who attacks airplanes.
B is for Bertram, a boring beetle who

blows up balloons.
Add to the game! You can make

your own rules. Maybe you could
have a verb in there, too, and an
extra noun (subject and object!).
page 60
Game 15
The Game: Mood changer

Parent tip:
This game encourages children to choose adjectives that are
appropriate to the mood of a story. They will have to think of
words that describe and fit the mood described in the text.

The Grammar Gator is writing his latest story based on his
experiences in the swamp and its surrounding areas. He has
left space for adjectives, but he hasn’t decided what mood he
wants the story to have yet. Fill in the missing adjectives twice,
following the instructions given for each version of the story.
The
ar
mm
Gra
or’s
Gat
uide
ar G
mm
Gra
page 61
Mood changer
Story 1
Mood: Happy, fun, cheerful
The ____________ Grammar Gator woke up early on the
____________ morning. After his run in with the gorilla
on the previous day, he decided that today was going to be
a ____________ day. He squeezed some ____________
toothpaste onto his ____________ toothbrush and began
to brush his ____________ teeth. After the job was done,
he walked towards the ____________ lake, hoping the
____________ flamingoes would be there…
Mood changer
Story 2
Mood: Sad, horrible, miserable
The ____________ Grammar Gator woke up early on the

____________ morning. After his run in with the gorilla on
the previous day, he’d decided that today was going to be
a ____________ day. He squeezed some ____________
toothpaste onto his ____________ toothbrush and began
to brush his ____________ teeth. After the job was done,
he walked towards the ____________ lake, hoping the
____________ flamingoes would be there…
page 62
extra challenge
Write your own story,

missing out the adjectives, then
see how you can change the
mood of your text based on the
adjectives you choose.
page 63
Game 16
The Game: Punctuation fishing

Parent tip:
This game asks children to pick the correct punctuation to
use at the end of a sentence. It will also help them identify
statements, questions and commands.

The Grammar Gator has been fishing in the swamp. He’s
come home with a bumper catch of full stops, exclamation
marks and question marks... but isn’t sure how to use them
correctly. Can you match the sentences on p65 to their
finishing punctuation to help him?
Any collection of words

that is asking for an answer
needs a question mark.
The Grammar Commands usually end
Gator’s tip in an exclamation mark
and statements end in
a full stop.
page 64
hi ng
e fis
gon
Sentence
1 Don’t disturb the gorilla .
2 The Grammar Gator is green ?
3 Did you see the gorilla !
4 Where does the Grammar Gator live .
5 Flamingoes enjoy basking in the sun ?
6 Chase the flamingos !
7 Gorillas don’t like the Grammar Gator .
8 What time do the flamingoes feed ?
9 Eat the banana !
command is being given. They could also be punctuated with full stops.
exclamation marks, but this just gives you more information about how the
Answers: . = 1, 2, 5, 6, 7, 9 ? = 3, 4, 8 ! = 1, 6, 9 *Commands can end in
page 65
extra challenge
Can you sort the nine sentences
into three types: statements,
questions and commands.?
1.
Statements
2.
3.
1.
Questions
2.
3.
1.
Commands
2.
3.
page 66
Game 17
The Game: Purpose changer

Parent tip:
This game asks children to change the purpose of a
sentence. They will need to slightly edit how the sentence
is written and may need to change the punctuation used.

The Grammar Gator has a new job! He’s been asked to
alter sentences to give them a new purpose, but he needs
your help to do it! Change the sentences below to give
them their new purpose. You might need to reorder, add,
remove or change words and you might need to change
the punctuation.
Remember, only questions

need question marks.
Questions also start with a
specific set of words; make
sure you include one if
you’re turning something
The Grammar into a question! If you’re
Gator’s tip changing something into a
command, the verb will need
to be closer to the beginning
of the sentence.
page 67
1
Question: Can you pass the fish?
to command:
2
Statement: Grammar Gators
eat flamingoes.
to question:
3 Command:
Eat your beans!
to question:
4
Statement: The gorilla eats bananas.
to command:
5 Question: Will you be on time

tomorrow?
to command:

extra challenge
Which is the easiest

transformation and why?
Discuss this with an adult
and see if they agree.
are not definitive, alternative (but correctly punctuated) answers may be given.
your beans? 4. Eat your bananas, gorilla! 5. Be on time tomorrow. *These answers
Answers: 1. Pass the fish. 2. Do Grammar Gators eat flamingoes? 3. Can you eat
page 68
Game 18
The Game: Purpose Snap!

Parent tip:
Playing this game will help children to identify the
purpose of a sentence accurately and at speed.

It’s time for the Grammar Gator’s favourite game,
Purpose Snap! Cut out the 24 snap cards on p70,
then deal them out equally between yourself and a
partner and hold them in your hand face down.
Take it in turns to put your top card down face up
on the table. When the two sentence purposes
match (for example, two questions), the first
person to slap the pile and shout “Snap!” wins
the cards. Keep playing until the winning player
has all the cards.
Are v
doin erbs
g wo
goes rds?
m i n
Fla Yikes!
ink. Wo
are p w !

extra challenge
When someone snaps, the other player has
to ask them to change the purpose of the
sentence to a purpose of their choosing before
they are allowed to keep the cards. You could
also make your own snap cards!
page 69
Wow! Awesome! Eurgh!
The Grammar The gorillas

Yikes! Gator likes to enjoy bathing
play games. in the lake.
Flamingoes The swamp What time

are pink. is dirty. is it?
Are verbs Where are the When does

doing words? flamingoes? the gorilla go
home?
Eat your Don’t look at Watch the

dinner! the sun. flamingoes.
Is the Why are the

Chop the
Grammar flamingoes
banana up.
Gator upset? hiding?
The grass The lake is Don’t eat

is dry. refreshing. flamingoes!
Watch out The Grammar Why are the

for the Gator is on flamingoes
gorilla. his way. scared?
page 70
Make your own Purpose Snap! cards
page 71
Game 19
The Game: Sentence sense

Parent tip:
This game encourages children to consider whether or not a
sentence makes sense. This will allow them to demonstrate
their understanding of sentences and connectives and should
remind them to think about checking their own sentences.

The Grammar Gator HATES it when
a sentence doesn’t make sense! He
thinks that if sentences are incomplete,
he should be allowed to eat whoever
has written them! (Fortunately, he’s not
allowed to... but he’s got his napkin on
already...) Can you tick and cross the
sentences on p73 before the Grammar
Gator sees them? We can hide the ones
you cross in the jungle!
37
When reading a sentence, ask
The Grammar yourself: ‘Does it sound right? Does
it sound complete?’ Reading the
Gator’s tip words aloud will help you pick out
the mistakes, too.
page 72
Sentence sense
Check these sentences to ensure the
Grammar Gator doesn’t decide to snack
on their authors! Use a or a to show
whether they are correct or incorrect.
3 7
1. I went jungle.
2. The gorilla is brown and hairy.
3. Because it is sunny.
4. Look at the swamp, you can

see the Grammar Gator!
5. The jungle cold at night.
6. A elephant was in the lake.
7. Don’t go to the swamp alone!
8. When the Grammar Gator

is tired.
9. The flamingoes is pink.
10. It is Tuesday, so the flamingoes

eat elsewhere.
Answers: Correct: 2, 4, 7, 10. Incorrect: 1, 3, 5, 6, 8, 9
page 73
extra challenge
Can you fix the incorrect
sentences and rewrite them
correctly? Don’t forget to
check for correct use of:
l prepositions
l definite / indefinite articles
l main and subordinate
clauses l verbs
page 74
Game 20
The Game: McSubs

Parent tip:
This game asks children to decide which part of the sentence
is an MC (Main clause) and which part of the sentence is a
SUB (subordinate clause).
Instruction:
The Grammar Gator, realising he’s never going to catch those
delicious flamingoes, has decided to go to his favourite fast
food restaurant, McSubs. The only problem with McSubs is
that if you want to order a meal, you have to tell them which
part of a sentence is the MC (Main Clause) and which part is
the SUB (subordinate clause). Help the Grammar Gator out
so he can finally get fed! Underline and label the main and
subordinate clauses in the McSubs menu on the next page.
bs s
Sumbenu
Mcaw
Su menu
Mkce away
ay
am
p Take
sw
e amp
Ta nt to th nt to
the sw
we the We we
We ay,
esd to , the
W ed n
1. wanted ed nesday
a use eingwe a W
d to ’s beca If it’s
nte If it sb
wa
e we a hate os ed s being
1 . s ed ll e su pp te
au
pos gori2. oes ar r rilla ha
bec The flaming Gato The go
sup
are ma
r
es r
2. ingo ra m leave
r Gato
The G3. ed so e amma
flam ave disturb The Gr
s o le ld , th
d co
3. rbe he

n it’s
h sin cek,he
o ld, the
tu e it’s co
dis sin
c
Wh
e4. t eat fishis bo When
sh doesn’
at fi ads e ,
4. sn’t e the e re r, th
ys in book
s in eh ads his
doe tay Wh 5.il tor staathe he re
rs mar Ga e we While
ato Gram f th
a rG o
5 .
mm
e the her,
in th
e
c aus es in t, the e weat
Gra s 6.
B e ba th
use of th
ath
e rilla ho Beca
ab the go as
6. gorill it w
gh ! the
the ke hou n’t ta
ke mp s hot,
’t ta 7.A lt
rilla did wa gh it wa
idn the go es Althou
ad ut th
7. gorill h o
the g p!
re

8. th rou were th e swam
we y ngoe s ut
es ermi
vfla ugho
8. ingo deli y thro
flam ree deliver
F Free
Remember, each clause needs its

own verb. Details of something
being done will be one of the
The Grammar clauses; another action will
Gator’s tip make up the second clause. The
connective should be underlined
as part of the subordinate clause.
page 75
McSubs
Take away menu
1. We went to the swamp because we wanted to

see the Grammar Gator.
2. If it’s a Wednesday, the flamingoes are supposed

to be at the lake.
3. The gorilla hates being disturbed so leave

him alone.
4. The Grammar Gator doesn’t eat fish since he

tried to catch a piranha!
5. When it’s cold, the Grammar Gator stays in the

swamp.
6. While he reads his book, the gorilla bathes in the

refreshing lake.
7. Because of the weather, the gorilla didn’t take

a bath.
8. Although it was hot, the flamingoes were

nowhere to be seen.
Free delivery throughout the swamp!
8. Although it was hot, the flamingoes were nowhere to be seen.

7. Because of the weather, the gorilla didn’t take a bath.
6. While he reads his book, the gorilla bathes in the refreshing lake.
5. When it’s cold, the Grammar Gator stays in the swamp.
4. The Grammar Gator doesn’t eat fish since he tried to catch a piranha!
3. The gorilla hates being disturbed so leave him alone.
2. If it’s a Wednesday, the flamingoes are supposed to be at the lake.
1. We went to the swamp because we wanted to see the Grammar Gator.
Answers (subordinate clauses underlined):
page 76
extra challenge
Three of the sentences on
the McSubs menu don’t start
with a subordinate clause.
Can you rewrite them,
moving the subordinate
clause to the beginning of
the sentence and adding a
comma in the right place?
Sentence 1:
Answers: 1. Because we wanted to see the Grammar Gator, we went to the swamp. 3. Leave him alone, the gorilla
hates being disturbed. 4. Since he tried to catch a piranha the Grammar Gator doesn’t eat fish.
Sentence 2:
Sentence 3:
page 77
Game 21
The Game: Boxing clauses

Parent tip:
This game helps children practise labelling sentence parts as
either phrases, main clauses or subordinate clauses.
How to play
the game: Don’t forget!
The Grammar Main clauses make
Gator has been sense by themselves.
busy chopping
up sentences Subordinate clauses
into parts, but he usually include a
didn’t organise verb and a subject
them into nice tidy (someone/thing)
piles! Can you cut doing the action.
out the sentence
parts on p80 and Phrases don’t make
sort them into the sense on their own
correct boxes? and tell you more
about the noun/verb.
Subordinate clause
Main clause Phrase
page 78
Main clause
Subordinate clause
Phrase
page 79
correct sentences?
Look at the different
combine any of them to

sentence parts. Can you
make some complete and

extra challenge
up the tree
while he waited

the gorilla was tired
before his birthday
she couldn’t find it

he ate on Thursday
because it is Tuesday
if the gorilla is angry

the deep, dark swamp
in the middle of the swamp
the green, scaly Grammar Gator
the Grammar Gator eats McSubs
Answers:
the Grammar Gator eats McSubs - main clause; the green, scaly Grammar Gator - phrase;
Q
the gorilla was tired - main clause; because it is Tuesday - subordinate clause; he ate on
Thursday - main clause; the deep, dark swamp - phrase; before his birthday - phrase; in the
page 80
middle of the swamp - phrase; if the gorilla is angry - subordinate clause; she couldn’t find
it - main clause; up the tree - phrase; while he waited - subordinate clause.
Game 22
The Game: Drop-in arrivals

Parent tip:
This game helps children place embedded clauses (and
commas) in the correct place within a sentence.

The Grammar Gator recently ordered some drop-in, embedded
clauses and today is the day they’re being delivered – by hot air
balloon! Can you match up the crates on p82 with the correct
sentences on p83? Don’t forget, each embedded clause follows
and is followed by a comma.
The Grammar
Gator’s tip The embedded clause
will often appear in a
sentence after the thing
that it is giving more
information about.
page 81
which was who was
a refreshing full from his
blue dinner
Q
which
dropped off
the crates
who was which was

green and brown and
scaly thick
page 82
2. The swamp stood still.
3. The gorilla bathed in the

refreshing lake.
4. The lake was full of jungle

creatures.
5. The plane flew by quickly.

extra challenge
Can you explain the difference

between an embedded clause and a
subordinate clause to an adult? Think
about their position in a sentence.
was full of jungle creatures. 5. The plane, which dropped off the crates, flew by quickly.
full from his dinner, bathed in the refreshing lake. 4. The lake, which was a refreshing blue,
Answers: 2. The swamp, which was brown and thick, stood still. 3. The gorilla, who was
page 83
Game 23
The Clause Board Game

Parent tip:
This game encourages children to identify and use main,
subordinate and embedded clauses.

Play this game with a partner. You’ll both need a game piece
(p87) and a die or number spinner.
clause board
game
Step 1: The player whose name comes first alphabetically starts.

Step 2: Roll a number. You will land on a coloured square; pick up
a coloured card (p86) matching the square you’ve landed on.
Main clause Embedded Subordinate

cards clause cards clause cards
Make up either a subordinate If you’ve picked up a subordinate or embedded

or an embedded clause to add clause, you need to make up a main clause,
to your main clause (you must with the embedded/subordinate clause that
say which you are adding). you’ve picked up added on correctly.
Step 5: If your sentence is correct, stay on the square.

Step 6: If your sentence is incorrect, move back one space.
Step 7: The first player to get to the Finish line wins.
Step 8: Make your own clause cards to personalise the game.
page 84
The Clause
Board Game
Start 1 2 3
22 23 24 6
21 Finish 7
20 8
19 9
18 10
17 11
16 15 14 13 12
Main clause Embedded Subordinate

cards clause cards clause cards
page 85
The boy
The cat was The town was walked to the
tired. busy. shop.
Imran ate a The cow Melissa

sandwich. stood in the played tennis.
field.
Mr Green because
The beach loved it was
was empty. gardening. Tuesday
although he since she despite her

was tired was ten toothache
after it as he walked while he ate

turned dark through the lunch
field
because she who was

which was
was freezing twenty
red and blue
yesterday
which had sunk which had

to the bottom grey hair and who couldn’t
of the ocean skinny legs stop laughing
which was who had which

hard and black and looked like a
chewy white stripes monster
page 86
Game piece Game piece
page 87
Game 24
The Game: Subjects and objects

Parent tip:
This game helps children to Don’t
identify the subject and object of forget!
a sentence. The extension activity The subject is
looks at turning the subject into the the person or
object and having it affected by thing doing
the object so that the sentence something,
becomes passive rather than active. and the object
is having
How to play the game: something
Underline and label the subject and done to it.
object in each sentence on p89.
Subject Object
The cat chased the mouse.
Remember, subjects and

objects are both nouns. To
help you identify subject
and object think of the
sentence ‘I love you’. ‘I’ is
The Grammar the subject of the sentence.
Gator’s trick ‘You’ is the object of the
sentence and also the
object of affection.
page 88
page 89
Answers:
1. The dog (subject) chased the cat (object).
2. Anthony (subject) ate the sandwich (object).
3. The tractor (subject) ploughed the field (object).
4. Melissa (subject) walked through the meadow (object).
5. The child (subject) broke the glasses (object).
Gra
mm
ar G
uide
Gat
or’s
Gra
mm
ar
The
5. The child broke the glasses.
4. Melissa walked through the meadow.
3. The tractor ploughed the field.
2. Anthony ate the sandwich.
1. The cat chased the mouse.
extra challenge
Try to change the voice in the
sentences on p89 from active
into passive. You’ll need to
rewrite the sentences so
that the subject is affected
by the noun (rather than the
other way around).
Active Passive
page 90
Game 25
The Great Grammar Board Game

Parent tip:
This game helps your child review all the grammar learning
objectives introduced in this pack. Show them how to refer to the
grammar glossary if they’re unsure about the vocabulary.

Play this game with a partner. You’ll both need a game piece and
a die or number spinner. Try to remember all the grammar rules
you’ve practised in the pack so far!
great grammar
board game
The G
reat Gra
Step 1: The person whose birthday is in the Add -
On
m mar B
oard G
ame
Chang
earliest month plays first. Chang
e
e
Add -
On
Chang
e
2: Choose a green card (p94); this is your Add -

On Add -
On
sentence card for the entire game. Chang

e Chang
e
Both players use the same sentence card. Add -
On Add -
On
3: Roll the die and move that number of
nce
Chang
cards
Chang
squares. You will land on a coloured

e e
Sente
Add - Add -
square. Pick up that colour card (p95).

On On
Chang
4: Follow the instruction on the card: e Chang
e
Add -
Blue = Add on Red = Change On Add -
On
5: If you complete the instruction

Chang Chang
e e
Finish
successfully, you receive a gorilla or
Add -
On
Chang
e
Add -
On
swimming crocodile counter. Start
6: The first player to get ten counters wins.

TIP: Keep writing the new sentence on a piece of paper. It
will be interesting to see the finished sentence at the end
of the game and compare it to the starting sentence. page 91
The Great Grammar Board Game
Add on Change Add on Change
Change Add on
Add on Change
Change Add on
Sentence
Add on Change
cards
Change Add on
Add on Change
Change Add on
Add on Change
Change
Finish
Add on Change Add on Start
page 92
Game piece Game piece Game piece Game piece
Q page 93
Sentence cards Q
Jack ate the cold ice-cream.
Gabriella walked to the

clean park.
Mr Morris fed his ginger cat.
Ms Smith drove through

the small town.
The grumpy dog sniffed

the lamp post.
page 94
Q
Add an adverb. Add an adjective.
Add a subordinate Add a subordinate

clause using clause using
‘because’. ‘although’.
Add a subordinate Add a subordinate

clause using clause using ‘after’.
‘while’.
Add a main clause

Add an embedded using a FANBOYS
clause. connective.f
for / and / nor / but / or / yet / so
Change the subject. Change the object.
Change one of
the nouns. Change the verb.
Change one of Change one of the

the adjectives. nouns to a pronoun.
page 95
extra challenge
Make your own sentence cards
to play the Great Grammar
Board Game with. You could
then write some extra change
and add on cards.
Make your own Sentence cards
page 96
Make your own Change and Add on cards
page 97
common
errors creek
Welcome to Common Errors Creek!
This is where the Grammar Gator comes

to stop him making pesky errors.
There are lots of little mistakes that we need to avoid

to produce good writing. Common Errors Creek
includes teaching guides and short activities to help
you develop a better understanding of these errors;
you’ll stop making them in no time!
page 98
Common Errors
Creek tutorial
Me and I
Using I and me properly is

quite difficult, but there’s
a really easy way of
remembering how to do it.
Basically, if the I or me
is the subject of the
sentence, you use I.
Fiona and I played

football.
If the I or me is the
object of the sentence,
you use me.
The teacher was

impressed with Freddie
and me.
Using me and I correctly is quite tricky and lots of

Parent tip! children (and adults!) get it wrong. The tutorial and
practice activity should clear up any confusion.
page 99
Check if you’ve used I or me correctly by taking out the
other person and seeing if your sentence still makes sense.
Jake and me played football. 7

Jake and I played football. 3
The teacher was impressed with Kate and I. 7
The teacher was impressed with Kate and me. 3
Can you complete these sentences using either I or me?
1. The cat and were having a lazy day.
2. Georgina and did the difficult homework.
3. The dog chased the cat and .
4. After our dinner, my dad and ate the rest

of the cake.
5. Mrs Green asked Terrence and to mow

her lawn.
Answers: 1, 2 and 4 - I. 3 and 5 - me.
Remember, always refer

The Grammar to the other person before
Gator’s trick yourself (‘I’ or ‘me’).
It’s more polite (and
grammatically accurate!)!
page 100
Common Errors
Creek tutorial
Noun and verb agreement
Singular nouns need a

singular verb.
The baby cries.
Plural nouns need a

plural verb.
The babies cry.
Can you complete these sentences using the correct verb

form? Make sure you choose the one that sounds right.
1. The children ______________ hungry.

2. Bella ___________to ballet on Tuesday afternoons.
3. My aunt and uncle _________________ me play.
4. My dogs _____________so lazy in a morning.
5. Everybody _________________to Mr Stewart speak.
6. I _______________ ten last September.
7. The football team ___________ to the ice cream
shop when we win.
8. My mum ______________ to town because she
doesn’t like catching the bus.
Answers: 1. were 2. goes 3. watch 4. are 5. listens 6. was 7. goes 8. walks
page 101
extra challenge
Can you rewrite the sentences
to use the other verb forms?
You’ll need to change singular
nouns into plural and plural
nouns into singular.
The children were hungry.
The child was hungry.
page 102
Common Errors
Creek tutorial
There, they’re, their
There, their and they’re get

muddled up a lot, but these
three words all have very
different meanings.
There
This relates to place, the location
of something or someone.
The car was over there.
There is also used when

making a statement.
There aren’t any chocolates left.
Their
This relates to possession
(something belonging to someone).
Their picture was on the wall.
They’re
This is a contracted (shortened)
form of they are.
They’re going to the circus.
page 103
Complete these sentences using the correct word (‘there’, ‘their’ or
‘they’re’). Think about what the word is referring to in the sentence!
1. __________ not having any dessert after dinner.
2. __________ cat was in our house last night.
3. __________ are seven days in a week.
4. The dog was found over _____________.
5. I think _____________ lovely people.
6. ___________ not used to missing _____________ dinner.
7. __________ cat was spotted in the bushes over _________.
8. ___________ car was washed at the supermarket.

Answers: 1. they’re, 2. their, 3. there, 4. there, 5. they’re, 6. they’re, their 7. their, there 8. their
If you think the correct

form is ‘they’re’, replace
The Grammar it with the words ‘they
Gator’s trick are’ in the sentence.
Does it still make sense?
page 104
Common Errors
Creek tutorial
Where, were, we’re, wear
Where, were, we’re and wear

sound similar, but they have
very different meanings.
where
This relates to place (the location
of something or someone).
Where is the ship?
were
This is the past tense of the verb
‘to be’, used for plural subjects.
We were tired after the long
football match.
we’re
This is a contracted (shortened)
form of we are.
We’re going on holiday.
Wear
This means to have or carry on the
person or to destroy by constant use.
Wear a coat today!
The pattern has started to wear away.
page 105
Complete these sentences using the correct word (‘where’,
‘were’, ‘we’re’ or ‘wear’). Think about what the missing word is
referring to in each sentence.
1. __________________ going to the football match later.
2. Make sure you _________________ sensible shoes.
3. ____________________ is the nearest post office?
4. The children __________________ tired.
5. Although we’d followed the map, we weren’t sure

___________________ we ___________________.
6. Only _______________ your suit for formal occasions.
7. ____________________ going swimming tomorrow.
8. The rocks continued to ________________ away in the

violent storm.
Answers: 1. we’re 2. wear, 3. where, 4. were, 5. where, were, 6. wear 7. we’re, 8. wear
If you think the correct

form is ‘we’re’, replace it
The Grammar with the words ‘we are’ in
Gator’s trick the sentence. Does it still
make sense?
page 106
Common Errors
Creek tutorial
The use of apostrophes
There are only two main reasons

for the use of an apostrophe.
Use 1: To show a
missing letter or letters
When we have a contraction (two
words written together with letters
missing, such as don’t), we need
an apostrophe to show where the
missing letters should be.
For example:
do not = don’t
(the apostrophe replaces the ‘o’)
can not = can’t

(the apostrophe replaces the ‘no’)
could have = could’ve

(the apostrophe replaces the ‘ha’)
Challenge your child to think of six more

Parent tip! contracted words we use all the time.
page 107
The use of apostrophes
Use 2: To show possession
If something belongs to someone or

something else, we use an apostrophe
followed by ‘s’ to show this possession.
The child’s coat

(the coat that belongs to the child)
The dog’s bowl
(the bowl that belongs to the dog)
If the noun is plural and the item

belongs to more than one person/thing we
simply add an apostrophe AFTER the ‘s’.
The dogs’ bones

(this shows us that the bones
belong to more than one dog).
The dog’s bones
(this shows us that the bones
all belong to one dog).
Can you see the difference?
Finally, if the owner is plural and does not

end in s, you add apostrophe and then ‘s’.
The men’s shoes

(the shoes that belong to the men).
The children’s playground
(the playground that belongs to the
children).
page 108
Add in the missing apostrophes in these sentences. If you’re
struggling, look back at the rules and try to work it out. It’s tricky,
but the more you look out for it the more confident you’ll become.
1. I dont like skiing.
2. The cats eyes were sore.
3. We didnt have enough food for everyone.
4. The children werent listening to the teacher.
5. The womens shoes were half price.
6. The ladies handbags were 20% off the original price.
7. Janes throat was stinging.
8. We werent allowed in the lake until the lifeguards

whistle was blown.
9. The gentlemans top hat flew off of his head and he

couldnt catch it.
10. We wont see the match tomorrow because were

going to the twins party.
8. weren’t lifeguard’s 9. gentleman’s, couldn’t 10. won’t, we’re, twins’

Answers: 1. don’t 2. cat’s 3. didn’t 4. weren’t 5. women’s 6. ladies’ 7. Jane’s
REMEMBER! Just because a

noun becomes plural does not
The Grammar mean it needs an apostrophe.
Gator’s tip
Two dogs, not two dog’s.
page 109
Common Errors
Creek tutorial
Its and it’s
It’s and its have their

own rules.
It’s means it is.
Its means ‘of it’

(possessive), although
it doesn’t have an
apostrophe.
Can you decide whether the ‘its’ in the sentences below

need an apostophe or not?
1. Its midnight in one hour.

2. The plane blew its engine.
3. Its not fair that Greg gets to play out longer.
4. Because the children didn’t complain, its
tonight that they will have their party.
5. Don’t worry about the hamster, it only plays on
its wheel at night.
Answers: 1. it’s, 2. its, 3. it’s, 4. it’s, 5. its
page 110
Wordsearch solutions
adjective
wordsearch
Words to find: dark cold pale dirty hungry fresh tasty dangerous
murky instant electrifying frightened gloomy epic
adverb
wordsearch
Words to find: slowly finally too slyly carefully refreshingly

gloriously never craftily naively rapidly fluorescently
page 111
prepositions
wordsearch
Words to find: beneath into up down inside out against

across through past beside after beneath from over
without with toward opposite off
page 112

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a me

Grammar. The word sends shivers down the spines of parents,

The aim of this learning pack is to make the many aspects

Grammatical terms and word classes

The grammar glossary on the following pages includes

Below is a summary of some of the word classes that your

Word classes (parts of speech)

What is it? For example…

A common noun does

Connective Connectives (also known

Preposition Prepositions tell

The different sentence types have particular purposes. These are

What is it? For example…

Question A question is a sentence

What is it? For example…

Subject The subject of the

Object The object of a sentence

Main A main clause contains

Subordinate A subordinate clause

Embedded Embedded clauses are

Simple A simple sentence is a

Compound A compound sentence is

Each sentence could

Complex A complex sentence

Phrase A phrase is a group of

Subordinating These are the

Active A sentence in which the

Passive A sentence in which the

Grammar objective In other words...

Combine words to Children need to learn to form a sentence

Children learn to use the present and past

A noun phrase is a phrase that contains a

Sentence function Children are taught the difference between

Grammar objective In other words...

Expanding noun phrases

Correct use of fronted Fronted adverbials are phrases or words

Indicating degrees of possibility using Adverbs (perhaps, surely) can be used in

Use of adverbials and time Sophisticated adverbials (on the other

By making grammar a part of

The Grammar Gator loves

The Game: Noun swamps

How to play the game:

Common noun: Names common things that are

Proper noun: Names an individual person,

Collective noun: Names a group of people,

Pronoun: You use a pronoun instead of another

Abstract noun: This names something that is

she lamp Alice

Choose one word from each swamp

The Game: Spot the nouns

It was a Wednesday morning when the Grammar

Gator looked out of his swamp house. He could

see a colony of flamingoes basking in the sun,

enjoying their day. ‘Not for long,’ he thought.

Sneakily, the Grammar Gator snuck his way over to

where the pink flamingoes were filling their morning

with enjoyment. As he edged towards them, he

accidentally stood on a twig, cracking it beneath his

clumsy feet. Chaos ensued as his prey realised what