Great Grammar Games 1

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    A d d  -  O n

    A d d  -  O n

    A d d  -  O n

    A d d  -  O n

    A d d  -  O n

    A d d  -  O n

    A d d  -  O n

    A d d  -  O n

    A d d  -  O n

    A d d  -  O n

    A d d  -  O n

    A d d  -  O n

     C h a n g e

     C h a n g e

     C h a n g e

     C h a n g e

     C h a n g e

     C h a n g e

     C h a n g e

     C h a n g e

     C h a n g e

     C h a n g e

     C h a n g e

     C h a n g e

     S t  a r t 

     F i n i s h

     T h e  G r e a

     t   G r a m m a

     r  B o a r d  G

     a m e

           S     e     n      t     e     n     c     e

         c     a     r       d     s

    Great GrammarGames

    73

     T h e 

     G r a m m

     a r  G u i d

     e G a t 

     o r ’ s  G

     r a m m a r 

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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 aspectsof 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 secureunderstanding 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

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    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)

    Noun 

    What is it? For example…

    A noun names

    something. This is a

    noun at its simplest,

    but there are different

    types of nouns.

     Proper

    noun 

    A proper noun names an

    individual person, place,

    title, day of the week or

    month of the year.They must be written

    with a capital letter at

    the start.

    Commonnoun 

    A common noun does

    not refer to an individual,

    it is not specific. It does

    not need a capital letter,

    unless it comes at thebeginning of a sentence.

    An abstract noun names

    something that is not

    physical. You cannot

    touch or hold an abstract

    noun (as you can

    common nouns).

     Abstractnoun 

    Grammar glossary

    page 2

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    Collectivenoun 

    What is it? For example…

    A collective nounnames a group of

    people, animals or

    objects as a group.

     Pronoun  A pronoun can takethe place of a noun.This is often done to

    stop a piece of writing

    becoming repetitive.

    VerbA verb is a ‘doing’ or

    ‘being’ word. They refer

    to an action or state.

     Adjective An adjective describes anoun. They tell you moreabout the noun, usually

    adding detail to make it

    more interesting.

    page 3

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     Adverb

    What is it? For example…

    An adverb describes

    a verb, an adjective or

    another adverb.

    They often tell you more

    about how a verb is done.

    Connective Connectives (also knownas conjunctions) join

    sentences or clauses.

     Preposition  Prepositions tellyou where or whensomething is in relation

    to something else.

    They are usually

     followed by nouns.

     Article Articles say whethera noun is general (anynoun) or specific.There are three articles:

    lthe (specific or

    definite)

    la (general or

    indefinite)

    lan (general or

    indefinite when followed

    by a noun which begins

    with a vowel)

    page 4

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    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

    What is it? For example…

    A statement is a

    sentence that givesinformation and tells you

    something.

    Question  A question is a sentencethat asks something; itrequests information.

    Command A command is astatement that tells

    you to do something.

    In commands the verb

    comes before the noun.

    Exclamation  An exclamation is asentence which shows

    a strong feeling towards

    something.

    page 5

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    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! Childrennaturally 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

    What is it? For example…

    A sentence is acollection 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 oneanother is determined

    by the other word types

    used in the sentence.

     Subject The subject of thesentence (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 vitalin every sentence, but it

    gives more information.

    It is affected by the verb

    and the subject.

    page 6

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    Mainclause

    What is it? For example…

    A main clause contains

    at least a subject and averb. It can stand as a

    sentence on its own.

     Subordinateclause

    Clauses

    A subordinate clause

    also contains a subject

    and a verb, but it cannot

    stand as a sentence on

    its own, it requires a main

    clause to support it.

    Embeddedclause

     Simplesentence

    Compoundsentence

    Embedded clauses are

    also subordinate clauses

    which require a main

    clause to support them.

    Embedded clauses are

    always dropped into themiddle of sentences

    (surrounded by commas).

    A simple sentence is a

    sentence that has one

    main clause.

    A compound sentence istwo main clauses joined

    together by a ‘fanboys’

    connective (for, and, nor,

    but, or, yet, so).

    Each sentence could

    stand alone and make

    sense.

    page 7

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    Complexor multi-clausesentence

    What is it? For example…

    A complex sentence

    is made up of a mainclause and one or more

    subordinate clauses,

    often joined by a

    subordinating connective.

    The subordinate clauses

    will not make sense on

    their own.

     Phrase

     Subordinatingconnectives

     Activesentences

     Passivesentences

    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).

    These are theconnectives used in

    complex sentences.

    They make the

    subordinate clause rely

    on the main clause.

    A sentence in which the

    subject affects the object

    through the verb.

    A sentence in which the

    subject is affected by the

    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

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    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

    make sentences

    Present tense andpast tense

    Children need to learn to form a sentencein 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 shoppingand bought some food’).

    Children learn to use the present and past

    tense and are expected to keep the tense of

    their stories consistent.

    Expanded noun

    phrases

    A noun phrase is a phrase that contains a

    noun (‘the dog’). Children are encouraged

    to use adjectives to expand their noun

    phrases (‘the tired, hungry dog’).

    Sentence function

    (statement,question,

    exclamation or

    command)

    Children are taught the difference between

    statements, questions, exclamations (said inanger, joy or humour) and commands (when

    you are telling someone to do something).

    page 9

    Children learn to use subordination in a

    sentence (the connectives when, if, that or

    because are used, one clause is subordinate

    to another). Co-ordination is when the

    connectives or, and, but are used.

    Sub-ordination and

    co-ordination

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    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 moreambitious sentences but need to maintain sound grammatical

    accuracy, even in longer pieces of writing.

    Grammar objective In other words...

    Expressing time, place and cause

    using conjunctions, adverbs or

    prepositions

    Conjunctions can be used to show when

    or why something is happening (while, so,

    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

    by adding adjectives, nouns and

    preposition phrases

    So ‘the teacher’ becomes ‘the strict maths

    teacher with curly hair’.

    Correct use of fronted

    adverbials

    Using pronouns to aid cohesion and

    avoid repetition

    Fronted adverbials are phrases or words

    at the start of the sentence to say how or

    why something is being done: ‘Cautiously,

    the girl...’ or ‘Last autumn, I...’

    Children learn to use pronouns in their

    writing to avoid repeating nouns.

    page 10

    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 or modal verbs

    Adverbs (perhaps, surely) can be used in

    this way (‘Surely you are able to ride a bike

    now?’). Modal verbs (might, should, will,

    must) can also be used in the followingway: ‘He might give us a lift home.’

    Use of adverbials and time

    connectives to aid cohesion

    Sophisticated adverbials (on the other

    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

    presentation of information

    ‘The people have counted the votes’ can

    be changed to the passive: ‘The votes have

    been counted by the people.’

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    Primary grammar

    tips and tricksThroughout 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 printedtext. 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!

     T h e 

     G r a m m a r

      G u i d e

     G a t  o r ’ s

      G r a m

     m a r 

    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!

    page 11

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    The Game: Noun swamps

    Your job is tohelp the GrammarGator by sortingthe nouns on p14into the correct

    noun swamps (onthe next page).

    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 onesyou will need to know are:

    GAME 1

    NOUNSWAMPS

    Common noun: Names common things that arephysical 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 anothernoun; examples are ‘she’, ‘they’, ‘it’, ‘that’.

    Abstract noun: This names something that isnot physical (you can’t hold or touch it), such assadness, memories, trust, liberty and music.

    page 12

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    Common nouns

    Proper nouns

    Collective nouns

    Pronouns

    Abstract nouns

    page 13

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    car

    Red Road

    scissorsMrs

    they

    hill

     flock

    those

    pencil

    handful

    memory

    February

    him

     freedom

    lamp

    Greece

    glue

    Mr that  

    desk

    group

    them

    Alice

    skein

    thought 

    December

    she

    idea

    bed

    Gambia

    tree

    Smith

    it 

    cup

    band

    happiness

    New York

    he

    loneliness

    Wednesday

    her

       Q   A   n  s    w   e  r  s :  (   C   o    m    m   o   n   n   o   u   n  s :   c   a  r , l   a    m   p ,   b   e   d ,  s   c i  s  s   o  r  s ,   g l   u   e ,  t  r   e   e ,   h i l l ,   d   e  s   k ,   c   u   p ,   p   e   n   c i l  )  (   P  r   o   p   e  r   n   o   u   n  s :

       A l i   c   e ,   N   e    w   Y   o  r   k ,   F   e   b  r   u   a  r   y ,   D   e   c   e    m   b   e  r ,    W   e   d   n   e  s   d   a   y ,   R   e   d   R   o   a   d ,   G  r   e   e   c   e ,   G   a    m   b i   a ,    M  r  s ,    M  r ,   S    m i  t   h  )

      (   C   o l l   e   c  t i   v   e   n   o   u   n  s :  f l   o   c   k ,   g  r   o   u   p ,   b   a   n   d ,   h   a   n   d  f   u l ,  s   k   e i   n  )  (   P  r   o   n   o   u   n  s :   h   e ,   h i    m ,  s   h   e ,   h   e  r ,  t   h   e   y ,  t   h   a  t , i  t ,  t   h   o  s   e ,

      t   h   e    m  )  (   A   b  s  t  r   a   c  t   n   o   u   n  s :   h   a   p   p i   n   e  s  s ,    m   e    m   o  r   y ,  t   h   o   u   g   h  t , l   o   n   e l i   n   e  s  s ,  f  r   e   e   d   o    m , i   d   e   a  )

    Cut out the noun cardsand stick them in the

    correct swamps!

    page 14

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    Choose one word from each swampand write a short story that includes

    all five words. For instance, you couldwrite about a car on Red Road being

    attacked by a skein of wild geese.

    The Grammar Gator’s

    extra challenge

    page 15

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    It was a Wednesday morning when the Grammar

    Gator looked out of his swamp house. He could

    see a colony of amingoes basking in the sun,

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

    Sneakily, the Grammar Gator snuck his way over to

    where the pink amingoes were lling 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 amboyance of amingoes returned tomorrow.

    Grammar Gator and the flamingo snack

    page 17

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    Can you sort the

    nouns you’ve found

    into common, proper,

    pronoun, collective and

    abstract nouns?

    The Grammar Gator’s

    extra challenge

    Common Proper Pronoun Collective Abstract

     T h e 

     G r a m m

     a r  G u i d e

     G a t  o r ’ s

      G r a m

     m a r 

       A   n  s    w   e  r  s :   C   o    m    m   o   n  -    m   o  r   n i   n   g ,   h   o   u  s   e ,  f l   a    m i   n   g   o   e  s ,  s   u   n ,    w   a   y ,  t    w i   g ,  f   e   e  t ,   p  r   e   y ,  t  r   e   e  s , j   u   n   g l   e ,  s    w   a    m   p

       P  r   o   p   e  r  -    W   e   d   n   e  s   d   a   y ,   G  r   a    m    m   a  r   G   a  t   o  r ,   P  r   o   n   o   u   n  -   h   e ,  t   h   e    m ,  t   h   e   y , i  t   C   o l l   e   c  t i   v   e  -   c   o l   o   n   y ,  f l   a    m   b   o   y   a   n   c   e

       A   b  s  t  r   a   c  t  -   e   n j   o   y    m   e   n  t ,   c   h   a   o  s ,  s   a  f   e  t   y ,  s   e   c   u  r i  t   y .

    page 18

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    Parent tip: This game asks children to spot

    verbs. It offers an easy trick to

    help test if the word is a verb

    or not.

    How to play the game: The Grammar Gator eats verbs forlunch. Can you cut out the food

    with verbs on and place it on the

    Grammar Gator’s plate? Don’t put

    any non-verbs on his plate, though,

    they’ll make him sick!

    GAME 3

     The Grammar 

    Ga t or’s  t ip- t op 

     wri t ing  t ip 

    Start a sentence with a verb ending

    -ed or -ing.

    It’s an easy way to force yourself to

    write a complex sentence!

    For example:

    DON’TFORGET!Verbs aredoing or

    being words.They referto an actionthat ishappening.

    The Game: Verb lunch

     The Grammar 

    Ga t or’s  t rick 

    IS A WORD A VERB?

    Ask yourself, “Can you

     _________?”

    If the answer is yes, it’s

    probably a verb.

    page 19

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       A   n  s    w   e  r  s :   k i   c   k ,   e   a  t ,   d  r i   n   k ,   d  r i   v   e ,  s   n   a   p ,    w  r i  t   e ,  r   e   a   d , l   o   o   k , l i  s  t   e   n ,   d i   v   e ,   c   u  t ,   p i   c   k ,   h   e   a  r ,   p l   a   y , j   u    m   p ,  s    w   e  r   v   e ,  f i  x

    Verb

    lunch

    page 20

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    hunters

    quickly

    Friday

    hear

    dive

    write

    giraffe

    ankle

    slow

    minute

    devious

    Spanish

    Canada

    listen

    look

    swervecut 

    read

    drive

    drink

    snap fix

    eat  pick

     jump

    big

    play

    car

             Q

      V E R B  L 

     U N C H

    red

    kick

    page 21

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    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!

    The Grammar Gator’s

    extra challenge

    Verb Past tense

       A   n  s    w   e  r  s :   k i   c   k   e   d ,   a  t   e ,   d  r   a   n   k ,   d  r   o   v   e ,  s   n   a   p   p   e   d ,    w  r   o  t   e ,  r   e   a   d , l   o   o   k   e   d ,

     l i  s  t   e   n   e   d ,   d   o   v   e ,   c   u  t ,   p i   c   k   e   d ,   h   e   a  r   d ,   p l   a   y   e   d , j   u    m   p   e   d ,  s    w   e  r   v   e   d ,  f i  x   e   d

    page 22

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    The Game: Verb muddleParent 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.

    How to play the game: Unfortunately for the Grammar Gator, his swamp has turnedinto a massive verb muddle! Can you select the correct verb

     from the swamp to fix these sentences?

    GAME 4

     The Grammar 

    Ga t or’s  t rick

    Read the sentence

    with the verb you’ve

    chosen to yourself.

    Does it make sense?

    r unned

    r an

    r un

    r anned

    eat ed

    at ed

    at e

    eat 

    st ood

    st and

    st anded

    st ooded

    ent er 

    ent er ed   ent 

    ent er ing

    chase

    chasing

    chased

    chaser ed

    list en

    list ens

    list ening

    list 

    page 23

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      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.

    runned

    ran

    run

    ranned

    eated

    ated

    ate

    eat 

    stood

    stand

    standed

    stooded

    enter

    entered ent 

    entering

    chase

    chasing

    chased

    chasered

    listen

    listens

    listening

    list 

       A   n  s    w   e  r  s :  1  -  r   a   n ,   2  -   a  t   e ,   3  -  s  t   o   o   d ,   4  -   e   n  t   e  r   e   d ,   5  -   c   h   a  s i   n   g ,   6  - l i  s  t   e   n  s

    Verb muddle

    page 24

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    Choose any verb from the list

    on the previous page. How

    many ways can you change

    it (for example: eat, eats,

    eating, ate)?

    The Grammar Gator’s

    extra challenge

    page 25

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    The Game: Adjective treesand noun trees

    Parent tip: This game is encourages children to identify adjectives and

    nouns. It will also consolidate their understanding of both

    word classes.

    How to play the game: Do you know your nouns from your adjectives? Remember, nounsare 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.

    GAME 5

    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.

     ADJECTIVE TREES

     AND NOUN TREES

    page 26

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    1

    3

    5

    7

    9

    2

    4

    6

    8

    10

    The noun tree

     S t  a r t 

    F   i  n i  s  h 

    page 27

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    1

    3

    5

    7

    9

    2

    4

    6

    8

    10

    The adjective tree

     S t  a r t 

    F   i  n i  s  h 

    page 28

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    Noun

    Noun

    Noun

    Noun

    Noun

    Noun

    Q   

    Noun

    Adjective

    AdjectiveAdjective

    Adjective

    Adjective Adjective

    Adjective

    Adjective

    Adjective

    Adjective

    Noun

    Noun

    Noun

    bun car Mrs

    Jones

     ADJECTIVE ANDNOUN CARDS

    Monday idea group

    atmosphere alligatorthey

    swamp red beautiful

    tasty horrid blue

    quicksoft  fluffy

    golden crispy

    page 29

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    Noun

    Noun

    Noun

    Noun

         Q

    Adjective

    AdjectiveAdjective

    Adjective

    Adjective Adjective

    Adjective

    Adjective

    Adjective

    Adjective

    Noun

    Noun

    Noun

    Use this blank sheet to produce your own noun and adjectivecards to play Adjective trees and noun trees with.

    The Grammar Gator’s

    extra challenge

    page 30

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    Parent tip: This game encourages children

    to spot adjectives. It asks them to

    distinguish between adverbs and

    adjectives as they will need to find

    only the words that are describing

    nouns.

    How to play the game: Circle all the adjectives in the story

    on p32 and then find them in the

    wordsearch on p33.

    GAME 6

     The Grammar 

    Ga t or’s  t rick

    Don’t get muddled up

    between adverbs and

    adjectives. Ask yourself, what

    is the word describing? If

    it’s describing a verb, it’s an

    adverb, if it’s describing a

    noun, it’s an adjective.

    DON’TFORGET!

    Adjectivesare wordsthatdescribenouns.

    The Game: Adjective collector

    I t  w a s  a  d a r k , c ol d  ni g ht  a nd  t he pa l e moonl i g ht  l i t  u p t he d i r t y  s w a mp. T he hu ng r y  G r a mma r  G a t or  s l y l y  peer ed  ov er  t ow a r d s  t he f r es h l a k e, w ond er i ng  w hen t he t a s t y   a mi ng oes  w ou l d  r et u r n.W i t hou t  w a r ni ng , d a ng er ou s  t hu nd er  ec hoed  t hr ou g h t he mu r k y  s k y . I t  w a s  f ol l ow ed  by  a n i ns t a nt   a s h of  el ec t r i f y i ng  l i g ht ni ng . T he f r i g ht ened  G r a mma r  G a t or  s u bmer g ed  hi ms el f  bel ow  t he g l oomy  w a t er  a nd  w a i t ed  pa t i ent l y  f or  t he epi c  s t or m t o  ni s h.

    Gr ammar  Gat o r  and  t he ep i c st o r m

    page 31

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    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 amingoes would return.

    Without warning, dangerous thunder echoed through

    the murky sky. It was followed by an instant ash

    of electrifying lightning. The frightened Grammar

    Gator submerged himself below the gloomy water

    and waited patiently for the epic storm to nish.

        A   n  s    w   e  r  s :   d   a  r   k ,   p   a l   e ,   d i  r  t   y ,   h   u   n   g  r   y ,  f  r   e  s   h ,  t   a  s  t   y ,   d   a   n   g   e  r   o   u  s ,

        m   u  r   k   y , i   n  s  t   a   n  t ,   e l   e   c  t  r i  f   y i   n   g ,  f  r i   g   h  t   e   n   e   d ,   g l   o   o    m   y ,   e   p i   c .

    Grammar

    Gator andthe epic

    storm

    page 32

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    The Grammar Gator’s

    adjective wordsearchThe 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!

     ADJECTIVE WORDSEARCH

    dark cold pale dirty hungry  fresh tasty dangerous

    murky instant  electrifying  frightened gloomy epic

    Turn to p111 for the solution! page 33

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    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?

    The Grammar Gator’s

    extra challenge

    Adjective Adverb

       A   n  s    w   e  r  s :   d   a  r   k l   y ,   c   o l   d l   y ,   p   a l   e l   y ,   d i  r  t i l   y ,   h   u   n   g  r i l   y ,  f  r   e  s   h l   y ,  t   a  s  t i l   y ,   d   a   n   g   e  r   o   u  s l   y ,    m   u  r   k i l   y , i   n  s  t   a   n  t l   y ,   e l   e   c  t  r i  f   y i   n   g l   y ,  f   e   a  r  f   u l l   y ,   g l   o   o    m i l   y ,   e   p i   c   a l l   y .

    page 34

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    Parent tip: This game encourages children to

    spot adverbs within sentences. It

    suggests that they look for the -ly

    adverb suffix pattern, but not rely

    on it. The extension activity asks

    your child to work out what adverbs

    are describing.

    How to play the game: Circle all the adverbs in the story

    on p36 and then find them in the

    wordsearch on p37.

    GAME 7

     The Grammar 

    Ga t or’s  t ip 

    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

     – is the word you are looking at

    describing a verb, an adjective or

    another adverb? If the answer is

    yes, then you’ve got an adverb!

    The Game: Adverb collector

    DON’TFORGET!

    Adverbsare wordsthat describeverbs,adjectivesand otheradverbs.

    Mo r n i n g  h ad  s

     lo w l y  a p pe a re

    d  a nd  t he  s to r

     m  h ad   n a l l y 

     p a s sed.  T he  G

     r a m m a r  G a to r 

     h ad  bee n  too 

     sc a red  to  le a v

     t he  s w a m p  i n  t

     he  n i g h t. A t d

     a y b re a k  he  s l y l

     y e x i ted 

     h i s  h u m b le  a bo

    de.  C a re f u l l y, 

     he  m ade  h i s  w

     a y o ve r  to 

     t he  re f re s h i n g

     l y c le a r  l a ke.  T

     he re  we re n ’ t 

     a n y  a n i m a l s 

    d r i n k i n g o n  t h

     i s  g lo r io u s l y  lo

     ve l y  mo r n i n g  so

      t he  G r a m m a r 

     G a to r  h ad  t he 

     w ho le,  be a u t i f

     u l  l a ke  to  h i m s

    e l f,  w h ic h 

     ne ve r  h a p pe ne

    d.

     I t  w a s  se ve r a l

      ho u r s  l a te r,  w

     he n  t he  G r a m

     m a r  G a to r 

     w a s c r a f t i l y  p a

    dd l i n g j u s t  be l

    o w  t he  s u r f ac

    e,  w he n  t he 

     u n k no w i n g   a m

     i n goe s  n a i ve l y

      re t u r ned. 

     R a p id l y,  t he  G

     r a m m a r  G a to r 

     a t t ac ked, 

    c h a s i n g  t he   u

    o re sce n t l y  p i n

     k   a m i n goe s 

     G r a m m a r  G

     a t  o r 

     a n d  t  h e  p o s t  -

     s t  o r m  p i c n i c

    page 35

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    Morning had slowly appeared and the storm had

    nally 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.

       A   n  s    w   e  r  s :  s l   o    w l   y ,  f i   n   a l l   y ,  t   o   o ,  s l   y l   y ,   c   a  r   e  f   u l l   y ,  r   e  f  r   e  s   h i   n   g l   y ,

       g l   o  r i   o   u  s l   y ,   n   e   v   e  r ,   c  r   a  f   a  t i l   y ,   n   a i   v   e l   y ,   R   a   p i   d l   y ,  f l   u   o  r   e  s   c   e   n  t l   y .

    Grammar Gatorand the post-storm picnic

    It was several hours later, when the

    Grammar Gator was craftily paddling

     just below the surface,

    when the unknowing amingoes naively

    returned. Rapidly, the Grammar Gator

    attacked, chasing the

    uorescently pink amingoes

    as they headed towards the safety of the trees…

    page 36

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    The Grammar Gator’s

    adverb wordsearch

    The Grammar Gator has hidden 12

    adverbs in this wordsearch. Can you find

    them all? Time yourself with a stopwatch

    to see how fast you can do it!

     ADVERB WORDSEARCH

    slowly  finally too slyly carefully refreshingly 

    gloriously never craftily naively rapidly  fluorescently

    Turn to p111 for the solution! page 37

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    The Grammar Gator’s

    extra challenge

    page 38

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    The Game: Adverb chooserParent 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.

    How to play the game: 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?

    GAME 7

    Step 1: Choose a game piece (p41); place it on ‘Go’. Cut out thesentence 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. Itcan 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.

     The Grammar 

    Ga t or’s  t ip 

    Make sure you read the

    sentence and think about the

    verb you are describing.

     ADVERBCHOOSER

    page 39

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    Adverb chooser

    Go! 1

    10

    15

    24

    29

    2

    9

    16

    23

    30 31

    3

    8

    17

    22

    4

    11

    5

    12

    26

    6

    13

    27

    7

    18

    19

    20

    21

    14

    28

    25

    Finish

    page 40

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    Qpage 41

    Game piece Game piece Game piece Game piece

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    Adverb chooser: sentence cards

    The boy

     ___________walked by the

    deep lake.

     ___________,

    the car drove

    on the wet

    road.

    Amy

     ___________

    ate her fries

    so she couldcatch the bus

    on time.

     ___________,

    Bobby snuck

    through the

    neighbour’s

    garden.

    The dog

     ___________

    chasedthe cat.

     ___________,

    Wendy played

    the drums.

    The car

     ___________

    stoodin the street.

     ___________,

    the mouse

    lumbered

    towards the

    hole.

    Mr Green

     ___________

    shouted at the

    unruly class.

     ___________,

    the wedding

    guests

    applauded

    the bride and

    groom.

    Harry swam ___________

    so he didn’t

    win the race.

    Kerry laughed ___________ in

    the crowded

    library.

    The flower grew ___________

    because of the

    bad weather.

    The cat

    meowed

     ___________ at

    the angry dog.

    Mrs Thompson

    cried

     ___________ at

    the sad film.

    Qpage 42

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    Make your own sentence cards to play Adverbchooser 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?

    The Grammar Gator’s

    extra challenge

    Qpage 43

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    The Game: Connective CoveParent 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.

    How to play the game: 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?

    GAME 9

     The Grammar 

    Ga t or’s  t rick 

    Make sure the connective

    you choose follows the

    direction of the sentence.

    If it goes in another

    direction, you need a

    connective that shows

    opposition (for example,

    ‘but’ or ‘however’).

    despite

    nevertheless

    and

    whereas

    because

     furthermore

    if 

    although

    but 

    while

    moreover

    however

    so

    when

    page 44

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    despite

    nevertheless

    and

    whereas

    because

     furthermore

    if 

    although

    but 

    while

    moreover

    however

    so

    when

    1) Jack wanted vanilla ice-cream

     _________ 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.

     C O N N E C T I V E 

     C O V E

    page 45

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    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?

    The Grammar Gator’s

    extra challenge

    1) Jack wanted vanilla ice-cream

    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.

    d

    r t  

       A   n  s    w   e  r  s :

       2 .   b   e   c   a   u  s   e ;    w   h   e   n ;  s   o .   3 .   a   n   d ;   a l  t   h   o   u   g   h ;   b   u  t .   4 .   b   e   c   a   u  s   e ;   a   n   d ;    m   o  r   e   o  -

       v   e  r   5 .   d   e  s   p i  t   e   6 .   a   n   d ;    w   h   e   n ;  s   o   7 .    w   h i l   e ;   a   n   d ;    w   h   e   n   8 .   a   n   d ;    w   h   e   n ;    w   h i l   e .

    page 46

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    The Game:

    Return to Connective CoveParent 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.

    GAME 10

     The Grammar Ga t or’s  t ip 

    You might find that some

    connectives are suitable

     for various sentences, butothers don’t fit, so play

    around with them until

    you’ve got the final solution.

       A   n  s    w   e  r  s :

       H   a  r  r i   e  t    w   a  s   e  x   h   a   u  s  t   e   d   a l  t   h   o   u   g   h . . .   T   h   e   c   a  t    w   a  s   u   p  t   h   e  t  r   e   e   b   e   c   a   u  s   e . . .   T   h   e    m   o   o   n  s   h   o   n   e   a  s   a  r   e  s   u l  t

       o  f . . .   D i   n   o  s   a   u  r  s l i   v   e   d   a l   o   n   g  t i    m   e   a   g   o  s   o . . .   T   h   e   G  r   a    m    m   a  r   G   a  t   o  r    w   a  s   a   n   g  r   y   h   o    w   e   v   e  r . . . I  t    w   a  s   a   q   u   a  r  -

      t   e  r  t   o    m i   d   n i   g   h  t    w   h   e   n . . .   H   o  r   a   c   e   o   n l   y   h   a  t   e   d   v   a   n i l l   a   c   h   e   e  s   e   c   a   k   e i  f . . .   T   h   e   c   h i   p  s    w   e   n  t   c   o l   d    w   h i l   e . . .

    How to play the game: The Connective Cove is where

    the Grammar Gator comes to

    select the finest connectives

     for joining sentences together.

    He’s got a different problem

    now though – he’s selected the

    correct connectives but got

    them all muddled up. Help him join the starting sentence to the

    appropriate connective and the

    correct end of the sentence.

    Connectives

    work like puzzle

    pieces, linking

    different

    sentence parts.

    page 47

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    Sentence

    starter

    Connective Sentence

     finisher

    Harriet was

    exhausted

    The cat was

    up the tree

    The moon shone

    brightly

    Dinosaurs lived a

    long time ago

    The Grammar Gator

    was angry

    It was a quarter

    to midnight 

    Horace only hated

    vanilla cheesecake

    The chips went

    cold

    she’d slept for

    ten hours.

    the dog had

    been chasing it.

    the sun shining

    off of it.

    they no longer

    live today.

    he was glad

    someone was

    helping him sort

    his sentences out.

    the children finally

    went to bed.

    it had a raspberry

    topping.

    the children did

    their homework.

    if 

    as a

    result

    while

    when

    because

    however

    so

    although

    page 48

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    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?

    The Grammar Gator’s

    extra challenge

    For example:

    The chips went cold while the children did their homework.While the children did their homework, the chips went cold. 

    Horace only hated vanilla cheesecake if it had a raspberry topping.If it had a raspberry topping, Horace only hated vanilla cheesecake. 7

    33

    3

    page 49

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    The Game: Preposition spotter

    GAME 11

     The Grammar 

    Ga t or’s  t rick

    Prepositions are tricky to spot,

    as we use them so frequently

    in our speech and writing. Just

    remember, if it describes the

    position of something, whether in

    space or time (where is it? when

    is it?) then it’s a preposition.

    DON’T FORGET!

    Prepositionsare wordsthat tell youwhere or whensomething iscompared tosomething else.They are oftenfollowed bynouns.

    Parent tip: Identifying prepositions can

    be quite tricky. Encourage

    your child to examine the

    words to determine whether

    they indicate the position of

    something.

    How to play thegame: Can you pick out the

    prepositions in the story

    on p51? Once you’ve

     found them all, look for

    them in the wordsearch.

     T h e  G r a m m

     a r  G a t o r  r e

     s t e d  b e n e a t

     h  t h e  s u r f a

     c e  o f  t h e 

     d a n g e r o u s  s

     w a m p.  H i s 

     l a s t  a t t e m p

     t  t o  d e v o u r

     

     t h e  d e l i c i o

     u s   a m i n g o

     e s  h a d  f a i l

     e d  w h e n  h e

      h a d 

     r u n  i n t o  a  t

     a l l  t r e e.

     D e s p i t e  h i s

      m i s f o r t u n e

     s,  t h e  G r a m

     m a r  G a t o r  s

     t a r t e d 

     t o  t h i n k  a b

     o u t  h o w  t o

      c a t c h  t h e  e

     l u s i v e   a m i

     n g o e s. 

     P e r h a p s  h e

      c o u l d  h i d e

      u p  a  t r e e

      a n d  j u m p 

     d o w n  o n  t h

     e m 

     w h e n  t h e y 

     l e a s t  e x p e c

     t e d  i t ?  P e r

     h a p s  h e  c o

     u l d  r e m a i n 

     h i d d e n  i n s i

     d e  t h e  f r e

     s h  l a k e  a n

     d  j u m p  o u t

      a n d  c a t c h

     

     t h e m  u n a w

     a r e s ?  H e  c o

     u l d  e v e n  s e t

      u p  a  t r a p  a

     g a i n s t  a 

     t r e e  t o  c a p t

     u r e  t h e m,  e

     n c l o s i n g  t h

     e  t a s t y 

      a m i n g o e s  i

     n  a n  i m p e n e

     t r a b l e  n e t.

    A s  h e  t h o u g

     h t  u p  m o r e

      d a s t a r d l y  p

     l a n s,  h e  p a

     d d l e d 

     t h r o u g h  h i s

      d i r t y  b u t  h

     o m e l y  s w a m

     p.  W h i l s t  p a

     d d l i n g, 

     h e  d r i f t e d  s t

     r a i g h t  p a s

     t  t h e  p e r f

     e c t  s o l u t i o

     n  t o  h i s 

     n e v e r e n d i n g  p r o b l e m

    ...  a  t i n  o f  p

     i n k  p a i n t…

     T h e  G r a m m

     a r  G a t  o r 

     a n d  t  h e  e

     x t  r e m e l y 

     c u n n i n g  p

     l a n

    page 50

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       A   n  s    w   e  r  s :   u   p ,   d   o    w   n , i   n  s i   d   e ,   o   u  t ,   a   g   a i   n  s  t ,  t   h  r   o   u   g   h ,   p   a  s  t ,   b   e  s i   d   e

    The Grammar Gator rested beneath the surface of the

    dangerous swamp. His last attempt to devour

    the delicious amingoes 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 amingoes? He

    schemed for hours, then fell asleep and forgot his plan.

    The Grammar Gator

    and the extremelycunning plan

    page 51

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    The Grammar Gator’s

    prepositions wordsearch

    The Grammar Gator has hidden 20

    prepositions, large and small, in this

    wordsearch. Can you find them all?

    PREPOSITIONS WORDSEARCH

    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

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    Look at the prepositions in the

    story, The Grammar Gator and

    the extremely cunning plan. Could

    you replace them with different

    prepositions?

    The Grammar Gator’s

    extra challenge

    Preposition Different preposition!

    page 53

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    The Game: Choose the articleParent tip: 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.

    How to play the game: 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.

    GAME 12

    3

     The Grammar 

    Ga t or’s  t rick 

    The difference between ‘a’

    and ‘an’ is simple! If the next

    word (which should be a noun)

    starts with a vowel (AEIOU) then

    use ‘an’. If the next word starts

    with a consonant, use ‘a’.

    There are three articles, split into two

    sets, specific (definite articles) andnon-specific (indefinite articles).

    Defnite article: theRefers to a particular thing.

    Indefnite articles: A or an.

    The thing mentioned is not a particular

    or specific one.

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    We play basketball on

    Wednesday nights.

    We play the basketball

    on Wednesday nights.

    Thomas painted

    garage door.

    Thomas painted the

    garage door.

    My brother doesn’t

    like swimming.

    My brother doesn’t

    like a swimming.

    He wanted to eat

    a flamingoes.

    He wanted to eat

    the flamingoes.

    A acrobat cartwheeled. An acrobat cartwheeled.

    The Charlotte ate

    her dinner.

    Charlotte ate

    her dinner.

    Flamingo ran into

    the jungle.

    The flamingo ran into

    the jungle.

    I ate a sandwich. I ate an sandwich.

    AQ

    1

    2

    3

    4

    5

    6

    7

    8

    B

    3

       A   n  s    w   e  r  s :  1  -   A ,   2  -   B ,   3  -   A ,   4  -   B ,   5  -   B ,   6  -   B ,   7  -   B ,   8  -   A .

    Choose the article

    33

     A, AN

    and THE

    page 55

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    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 nd 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…

       A   n  s    w   e  r : I   n  J   u l   y ,  t   h   e   G  r   a    m    m   a  r   G   a  t   o  r    w   a  s  s  t   a  r  t i   n   g  t   o   g   e  t   b   o  r   e   d .   H   e   d   e   c i   d   e   d  t   o  f i   n   d

       a   n   e l   e   p   h   a   n  t  t   o   p l   a   y   g   a    m   e  s    w i  t   h .    W   h i l  s  t l   o   o   k i   n   g  f   o  r  t   h   e   e l   e   p   h   a   n  t ,   h   e  s   a    w   a   g   o  r i l l   a   b   a  t   h i   n   g i   n   a l   a   k   e .   T   h   e   G  r   a    m    m   a  r   G   a  t   o  r   d   e   c i   d   e   d  t   o   a  s   k  t   h   e   g   o  r i l l   a i  f   h   e    w   a   n  t   e   d  t   o   p l   a   y  s   o    m   e   g   a    m   e  s .   L i  t  t l   e   d i   d   h   e   k   n   o    w  t   h   a  t  t   h   e   g   o  r i l l   a   d i   d   n   o  t l i   k   e  t   o   b   e   d i  s  t   u  r   b   e   d    …

    The Grammar Gator’s

    extra challenge

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    The Game: Noun nonsenseParent 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.

    GAME 13

     The Grammar 

    Ga t or’s  t ip 

    As you read through the

    muddled story, try to work

    out the easier incorrect

    nouns first and work by

    process of elimination.

    Once you’ve finished

    swapping the nouns

    around, it will make sense!

    swamp noise game gorilla

    primate lake

    Grammar Gator

    safety

    reptile rock

    twig

    How to play the game: The Grammar Gator has justwritten 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?

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    As the swamp bathed in the noise, the game edgedcloser 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, ‘Thatwasn’t a very fun rock…’

       A   n  s    w   e  r  s :   A  s  t   h   e   g   o  r i l l   a   b   a  t   h   e   d i   n  t   h   e l   a   k   e ,  t   h   e   G  r   a    m    m   a  r   G   a  t   o  r   e   d   g   e   d   c l   o  s   e  r   a   n   d   c l   o  s   e  r .   U   n  f   o  r  t   u   n   a  t   e l   y ,

       h   e  s  t   e   p   p   e   d   o   n   a  t    w i   g    w   h i   c   h    m   a   d   e   a l   o   u   d  s   n   a   p   p i   n   g   n   o i  s   e .   T   h   e   p  r i    m   a  t   e ,   d i  s  t   u  r   b   e   d ,   p i   c   k   e   d   u   p   a  r   o   c   k   a   n   d  t   h  r   e    w i  t   a  t   o   u  r  f   a   v   o   u  r i  t   e  r   e   p  t i l   e .   S  t   a  r  t l   e   d ,  t   h   e   G  r   a    m    m   a  r   G   a  t   o  r  r   a   n  t   o    w   a  r   d  s  t   h   e  s   a  f   e  t   y   o  f  t   h   e  s    w   a    m   p .   H   e  t   h   o   u   g   h  t  t   o   h i    m  s   e l  f , ‘   T   h   a  t    w   a  s   n ’  t   a   v   e  r   y  f   u   n   g   a    m   e    … ’

    The Grammar Gatorand the flying rock

    page 58

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    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.

    The Grammar Gator’s

    extra challenge

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    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.

    How to play the game: 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 eachletter, 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:

    GAME 14

    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…........

    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!).

    The Grammar Gator’s extra challenge

    Adam 

    A is for Annie, an artistic antelopewho attacks airplanes.

    B is for Bertram, a boring beetle whoblows up balloons.

    page 60

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    The Game: Mood changerParent 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.

    How to play the game: The Grammar Gator is writing his latest story based on his

    experiences in the swamp and its surrounding areas. He hasleft 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.

    GAME 15

     T h e 

     G r a m m

     a r  G u i d e

     G a t  o r ’ s  G r

     a m m a r

     

    page 61

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    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 beganto brush his ____________ teeth. After the job was done,

    he walked towards the ____________ lake, hoping the

     ____________ amingoes would be there…

    Mood changer

    Story 1Mood: Happy, fun, cheerful

    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

     ____________ amingoes would be there…

    Mood changer

    Story 2Mood: Sad, horrible, miserable

    page 62

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    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.

    The Grammar Gator’s

    extra challenge

    page 63

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    The Game: Punctuation fishingParent 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.

    How to play the game: 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 themcorrectly. Can you match the sentences on p65 to their

     finishing punctuation to help him?

    GAME 16

     The Grammar 

    Ga t or’s  t ip 

    Any collection of words

    that is asking for an answer

    needs a question mark.

    Commands usually end

    in an exclamation mark

    and statements end in

    a full stop.

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    Sentence

    Don’t disturb the gorilla

    The Grammar Gator is green

    Did you see the gorilla

    Where does the Grammar Gator live

    Flamingoes enjoy basking in the sun

    Chase the flamingos

    Gorillas don’t like the Grammar Gator

    What time do the flamingoes feed

    Eat the banana

    1

    2

    3

    4

    5

    6

    7

    8

    9

       A   n  s    w   e  r  s : .   =  1 ,   2 ,   5 ,   6 ,   7 ,   9   ?   =   3 ,   4 ,   8 !   =  1 ,   6 ,   9  *   C   o    m    m   a   n   d  s   c   a   n   e   n   d i   n

       e  x   c l   a    m   a  t i   o   n    m   a  r   k  s ,   b   u  t  t   h i  s j   u  s  t   g i   v   e  s   y   o   u    m   o  r   e i   n  f   o  r    m   a  t i   o   n   a   b   o   u  t   h   o    w  t   h   e   c   o    m    m   a   n   d i  s   b   e i   n   g   g i   v   e   n .   T   h   e   y   c   o   u l   d   a l  s   o   b   e   p   u   n   c  t   u   a  t   e   d    w i  t   h  f   u l l  s  t   o   p  s .

     G O N E

      F I S H I N

     G

    .

    !

    ?

    .

    !

    ?

    .

    !

    ?

    page 65

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    Can you sort the nine sentences

    into three types: statements,

    questions and commands.?

    The Grammar Gator’s

    extra challenge

           S      t    a      t    e     m    e    n      t    s

    1.

    2.

    3.

           Q    u    e    s      t      i    o    n    s 1.

    2.

    3.

           C    o     m     m    a    n       d    s 1.

    2.

    3.

    page 66

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    The Game: Purpose changerParent 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.

    How to play the game: The Grammar Gator has a new job! He’s been asked to

    alter sentences to give them a new purpose, but he needsyour 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.

    GAME 17

     The Grammar 

    Ga t or’s  t ip 

    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

    into a question! If you’re

    changing something into a

    command, the verb will need

    to be closer to the beginning

    of the sentence.

    page 67

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       A   n  s    w   e  r  s :  1 .   P   a  s  s  t   h   e  f i  s   h .   2 .   D   o   G  r   a    m    m   a  r   G   a  t   o  r  s   e   a  t  f l   a    m i   n   g   o   e  s   ?   3 .   C   a   n   y   o   u   e   a  t

       y   o   u  r   b   e   a   n  s   ?   4 .   E   a  t   y   o   u  r   b   a   n   a   n   a  s ,   g   o  r i l l   a !   5 .   B   e   o   n  t i    m   e  t   o    m   o  r  r   o    w .  *   T   h   e  s   e   a   n  s    w   e  r  s   a  r   e   n   o  t   d   e  f i   n i  t i   v   e ,   a l  t   e  r   n   a  t i   v   e  (   b   u  t   c   o  r  r   e   c  t l   y   p   u   n   c  t   u   a  t   e   d  )   a   n  s    w   e  r  s    m   a   y   b   e   g i   v   e   n .

    Question: 

    Statement: 

    Command:

    Statement:

    Question: 

    to command: 

    to question:

    to question:

    to command:

    to command: 

    Can you pass the fish?

    Grammar Gators

    eat flamingoes.

    Eat your beans!

    The gorilla eats bananas.

    Will you be on time

    tomorrow?

    Which is the easiest

    transformation and why?

    Discuss this with an adult

    and see if they agree.

    The Grammar Gator’s

    extra challenge

    page 68

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    The Game: Purpose Snap!Parent tip: Playing this game will help children to identify the

    purpose of a sentence accurately and at speed.

    How to play the game: 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.

    GAME 18

    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!

    The Grammar Gator’s

    extra challenge

    W  o w !  Yikes!

     F l a m i n g o e s

     

     a r e  p i n k.

    Ar e  v e r b s  d o i n g  w o r d s ? 

    page 69

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    Wow!

    The Grammar

    Gator likes to

    play games.

    Awesome! Eurgh!

    Yikes!The gorillas

    enjoy bathing

    in the lake.

    Flamingoes

    are pink.

    The swamp

    is dirty.What time

    is it?

    Are verbs

    doing words?Where are the

     flamingoes?

    When does

    the gorilla go

    home?

    Eat yourdinner!

    Don’t look atthe sun.

    Watch the flamingoes.

    Chop the

    banana up.

    Is the

    Grammar

    Gator upset?

    Why are the

     flamingoes

    hiding?

    The grass

    is dry.

    The lake is

    refreshing.

    Don’t eat

     flamingoes!

    Watch out

     for the

    gorilla.

    The Grammar

    Gator is on

    his way.

    Why are the

     flamingoes

    scared?

    page 70

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    Make your own Purpose Snap! cards

    page 71

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    The Game: Sentence senseParent 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.

    GAME 19

     The Grammar 

    Ga t or’s  t ip 

    When reading a sentence, ask

    yourself: ‘Does it sound right? Does

    it sound complete?’ Reading the

    words aloud will help you pick out

    the mistakes, too.

    How to play the game: The Grammar Gator HATES it when

    a sentence doesn’t make sense! Hethinks 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

    page 72

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    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.

    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 Gatoris tired.

    9. The flamingoes is pink.

    10. It is Tuesday, so the flamingoes

    eat elsewhere.

    73

    Sentence sense

       A   n  s    w   e  r  s :   C   o  r  r   e   c  t :   2 ,   4 ,   7 ,  1   0 . I   n   c   o  r  r   e   c  t :  1 ,   3 ,   5 ,   6 ,   8 ,   9

    page 73

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    Can you fix the incorrect

    sentences and rewrite them

    correctly? Don’t forget to

    check for correct use of:

    lprepositions

    ldefinite / indefinite articles

    lmain and subordinate

    clauses lverbs

    The Grammar Gator’s

    extra challenge

    page 74

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    The Game: McSubsParent 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 isthat 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.

    GAME 20

     The Grammar 

    Ga t or’s  t ip 

    Remember, each clause needs its

    own verb. Details of something

    being done will be one of the

    clauses; another action will

    make up the second clause. The

    connective should be underlined

    as part of the subordinate clause.

     M c S u b s

     T a k e  a w a y  m

     e n u

     1. 

     W e w e n t  t  o t 

     h e s w a m p

     b e c a u s e w e

     w a n t  e d t  o

     

     2. 

     I f   i t  ’ s  a W e d

     n e s d a y,  t  h e

     f l a m i n g o e s 

     a r e s u p p o s e

     d  

     3. 

     T h e g o r i l l a

     h a t  e s  b e i n g

     d i s t  u r b e d s

     o l e a v e

     

     4. 

     T h e G r a m m

     a r  G a t  o r 

     d o e s n ’ t  e a t 

     f i s h s i n c e h

     e  

     5. 

     W h e n i t  ’ s  c o

     l d,  t  h e

     G r a m m a r  G

     a t  o r  s t  a y s  i n

     t  h e

     6. 

     W h i l e h e r e a

     d s  h i s  b o o k

     t  h e g o r i l l a b

     a t  h e s  i n t  h e

     

     7. 

     B e c a u s e o

     f   t  h e w e a t  h e

     r, 

     t  h e g o r i l l a d

     i d n ’ t  t  a k e

     

     8. 

    A l t  h o u g h i t 

     w a s  h o t ,  t  h e

     f l a m i n g o e s 

     w e r e 

     F r e e  d e l i v e r

     y  t  h r o u g h o u

     t   t  h e  s w a m p

     !

      M c S u  b s

      T a k e  a w a y  m

     e n u

     1. 

      W e w e n t  t  o t  h e

     s w a m p

     b e c a u s e w e w a n t  e d t  o

     

     2. 

     I f   i t  ’ s  a  W e

     d n e s d a y,  t  h e

     f l a m i n g o e s

      a r e s u p

     p o s e d

     

     3. 

      T h e g o r i l l a h a t  e s  b

     e i n g

     d i s t  u r b

     e d s o l e a v

     e

     

     4. 

      T h e G r a

     m m a r  G

     a t  o r 

     d o e s n ’ t  e a t  f i s

     h s i n c e h e

     

     5. 

      W h e n i t  ’ s  c o l d,  t  h e

     G r a m m a r  G

     a t  o r  s t  a y s

      i n t  h e

     6. 

      W h i l e h

     e r e a d s

      h i s  b o o k,

     

     t  h e g o r i l l a b a t  h e s

      i n t  h e

     

     7. 

     B e c a u s e o f

      t  h e w e a

     t  h e r, 

     t  h e g o r i l l a d i d n ’ t  t  a k e

     

     8. 

     A l t  h o u g

     h i t  w a s  h o

     t ,  t  h e

     f l a m i n g o e s

      w e r e

     

     F r e e  d e l i v e r y  t  h r o u g

     h o u t   t  h e  s w

     a m p !

    page 75

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    McSubsTake 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 therefreshing 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!

       A   n  s    w   e  r  s  (  s   u   b   o  r   d i   n   a  t   e   c l   a   u  s   e  s   u   n   d   e  r l i   n   e   d  ) :  1 .    W   e    w   e   n  t  t   o  t   h   e  s    w   a    m   p   b   e   c   a   u  s   e    w   e    w   a   n  t   e   d  t   o  s   e   e  t   h   e   G  r   a    m    m   a  r   G   a  t   o  r .   2 . I  f i  t ’  s   a    W   e   d   n   e  s   d   a   y ,  t   h   e  f l   a    m i   n   g   o   e  s   a  r   e  s   u   p   p   o  s   e   d  t   o   b   e   a  t  t   h   e l   a   k   e .   3 .   T   h   e   g   o  r i l l   a   h   a  t   e  s   b   e i   n   g   d i  s  t   u  r   b   e   d  s   o l   e   a   v   e   h i    m   a l   o   n   e .   4 .   T   h   e   G  r   a    m    m   a  r   G   a  t   o  r   d   o   e  s   n ’  t   e   a  t  f i  s   h  s i   n   c   e   h   e  t  r i   e   d  t   o   c   a  t   c   h   a   p i  r   a   n   h   a !   5 .    W   h   e   n i  t ’  s   c   o l   d ,  t   h   e   G  r   a    m    m   a  r   G   a  t   o  r  s  t   a   y  s i   n  t   h   e  s    w   a    m   p .   6 .    W   h i l   e   h   e  r   e   a   d  s   h i  s   b   o   o   k ,  t   h   e   g   o  r i l l   a   b   a  t   h   e  s i   n  t   h   e  r   e  f  r   e  s   h i   n   g l   a   k   e .   7 .   B   e   c   a   u  s   e   o  f  t   h   e    w   e   a  t   h   e  r ,  t   h   e   g   o  r i l l   a   d i   d   n ’  t  t   a   k   e   a   b   a  t   h .   8 .   A l  t   h   o