Grammar 3 Pupil Book: Page 5

Grammar: Parts of Speech and Parsing

Aim
• Revise all of the parts of speech learnt in the previ-
ous two years (nouns, pronouns, adjectives, verbs,
adverbs, conjunctions and prepositions).
• Remind the children how to identify these parts of
speech in a piece of writing (parsing).

Introduction
• Begin by revising verbs and nouns.
•Remind the class that verbs are ‘doing words’,
which can describe the past, present and future.
The colour for verbs is red.
• Proper nouns start with a capital letter and are the
specific names given to a particular person, place,
date or thing. All nouns that are not specific names
or titles are common nouns. The colour for all types
of noun is black.
• Call out a word and ask the children to decide
whether it is a verb or a noun, giving their answer
by doing the appropriate action.
• Revise the other parts of speech: pronouns (pink),
adjectives (blue), adverbs (orange), conjunctions
(purple) and prepositions (green). Remember to in-
clude the possessive adjectives (my, your, his, her,
its, our, your, their). See pages 6 to 13, for more
information.
Activity Page
Main Point • Read the story with the class.
• Identifying the different parts of speech in a sen- • The children underline all the nouns they can find in
tence is called parsing. black. They do the same for verbs in red, and so on.
• Write the first sentence from the Pupil Book page
on the board. Extension Activity
• Ask one child to identify all of the nouns and under- • The children look at the verbs and decide whether
line them in black. Then ask another child to iden- they are in the past, present or future.
tify the verbs and underline them in red. (It should
now be easier to find the adjectives and adverbs.) Rounding Off
• Continue identifying the other parts of speech in • Read through the page with the children and
the same way. check their answers. (See answers below. The
• Only two words should not be underlined: the and a. key for the parts of speech colours is on page 17.)
• Explain that the is called the definite article and is
used to refer to a particular thing (e.g. the table in Inky skipped happily down the dusty road and over a low
my hall). A is called the indefinite article and refers bridge. She saw her friend Bee in the big meadow. Bee
to something in general (e.g. a table has four legs). buzzed busily while she flew from flower to flower. Inky
• Write the next sentence on the board and point out called, “Bee,” loudly and waved, so her friend zoomed
the words she and her. quickly across the meadow.
• Ask the children which part of speech she is. (It is They walked into the forest and saw Snake. He slithered
a pronoun, as she is taking the place of the noun, slowly among the trees towards his friends. They watched
Inky.) Underline she in pink, and then ask which as he put a square box carefully on the bumpy ground.
part of speech her is. It is a possessive adjective, “Is it a present for Inky?” Bee asked excitedly.
as it describes whose friend Bee is, so it should be “I have yummy cakes for tea because it is a special
underlined in blue. day,” hissed Snake.
“A special day?” repeated Bee and Inky.
“I played my drum and passed my exam. I am a good
drummer!” exclaimed Snake with a big grin.
35
Pages taken from the Grammar 3 Teacher's Book and The Grammar 3 Handbook.

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Grammar 2 – Parts of Speech and Parsing Prepare...

Grammar S
heet 2

Aim: Revise all the parts of speech learnt in the previous two years
Coloured p
encils
Ext. Sheet,
(nouns, pronouns, adjectives, verbs, adverbs, conjunctions and
p195

prepositions) and how to identify them in a piece of writing (parsing).

Builds on...
Grammar S
heets
GH1: 36; G
Introduction: Begin by revising verbs and nouns. Remind the class that
H2: 36

verbs are ‘doing words’, which can describe the past, present and future,
and the colour for them is red; nouns are the names given to particular
people, places and dates (proper nouns) or things (common nouns) and the colour for them
is black. Call out a word and ask the children to decide whether it is a verb or a noun,
giving their answer by doing the appropriate action. Revise the other parts of speech:
pronouns (pink), adjectives (blue), adverbs (orange), conjunctions (purple) and
prepositions (green). Remember to include the possessive adjectives (my, your, his/her/its,
our, your, their). See Teaching Ideas for Grammar, pages 3 to 11, for more information.

Main point: Identifying the different parts of speech in a sentence is called ‘parsing’.
Write the first sentence from Grammar Sheet 2 on the board. Ask a child to identify the
nouns and underline them in black. Then ask another child to identify the verbs and
underline them in red. It should now be easier to find the adjectives and adverbs. Continue
identifying any other parts of speech in the same way. Only two words should not be
underlined: ‘the’ and ‘a’. Explain that ‘the’ is called the ‘definite article’ and is used to refer
to a particular thing (the table in my kitchen) whereas ‘a’ is called the indefinite article
and refers to something in general (a table has four legs). Write the next sentence on the
board and point out the words ‘she’ and ‘her’. Ask the children which part of speech ‘she’
is: it is a pronoun, as ‘she’ is taking the place of the noun, ‘Inky’. Underline ‘she’ in pink,
and then ask which part of speech ‘her’ is; it is a possessive adjective, describing whose
friend Bee is, so it should be underlined in blue. The ‘Parts of Speech’ poster on page 195
can be coloured, enlarged and put on display as a guide.

Grammar Sheet 2: Read the story with the class. Then, at the top of the sheet, the
children write inside the outlined word Nouns in black and underline all the nouns they
can find. Then they do the same for verbs in red, and so on. Alternatively, some children
could be asked to find only the nouns, pronouns and verbs, for example, while others
could look for the rest.

Extension activity: The children identify which verbs are in the past, present or future.

Rounding off: Go over the sheet with the class. (See answers below.)

InkyN skippedV happilyAdv downPre the dustyAdj roadN andC underPre a lowAdj bridgeN. SheP sawV
herAdj friendN BeeN inPre the bigAdj meadowN. BeeN buzzedV busilyAdv whileC sheP flewV fromPre
flowerN toPre flowerN. “Bee!”N InkyN calledV loudlyAdv andC wavedV, soC herAdj friendN zoomedV
quicklyAdv acrossPre the meadowN.
TheyP walkedV intoPre the forestN andC sawV SnakeN. HeP slitheredV slowlyAdv amongPre
the treesN towardsPre hisAdj friendsN. TheyP watchedV asC heP putV a squareAdj boxN carefullyAdv
onPre the bumpyAdj groundN.
“IsV itP a presentN forPre InkyN?” askedV BeeN, excitedlyAdv.
“IP haveV yummyAdj cakesN forPre teaN becauseC itP isV a specialAdj dayN,” hissedV SnakeN.
“A specialAdj dayN?” repeatedV BeeN andC InkyN.
“IP playedV myAdj drumN andC passedV myAdj examN. IP amV a goodAdj drummerN!”
exclaimedV SnakeN withPre a bigAdj grinN.

NounN (black), VerbV (red), PronounP (pink), AdjectiveAdj (blue), AdverbAdv (orange), ConjunctionC (purple), PrepositionPre (green)

Pages taken from the Grammar 3 Teacher's Book and The Grammar 3 Handbook. 32 33