writing workbook - Blake Education

Trimmed size 201 mm x 275 mm

WRITING WORKBOOK Year 1 Ages 6–7 years old This book is part of the Excel Advanced Skills series, which provides students with more challenging extension work in writing. Excel Advanced Skills Writing Workbook Year 1 will teach children the skills they need to become effective writers for different purposes and audiences. They will learn how to write a variety of informative, imaginative and persuasive texts using grammar and punctuation skills in the context of effective written communication. The sample texts provided can be used as models for children’s independent writing. All activities are designed to support students’ appreciation of written language, and to give them meaningful practice in improving their own writing. The learning sequence presented in this book begins with teaching children how to recognise and use different kinds of sentences. This sequence establishes the role of sentences in making meaning. Subsequent chapters teach children about parts of a sentence: words and word groups; then how to link ideas across sentences and paragraphs; and finally how to construct whole texts for different purposes. This book has been specifically written for YEAR 1 AUSTRALIAN CURRICULUM ENGLISH. informative, imaginative and persuasive texts

 Opportunities for children to create their own texts  Extensive scaffolding and text models  Answers to all questions

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About the author

Tanya Dalgleish

Tanya Dalgleish, MEd (Gifted and Talented), GradDipEd (Literacy, Expressive Arts, Early Childhood), has many years experience as a primary classroom teacher and education consultant. She has written or co-written more than 40 books and digital titles for teachers and students, including two Excel Basic Skills core titles, English and Mathematics Year 1 and Year 2.

ISBN 978-1-74125-485-3

Get the Results You Want!

Help your child prepare with our H * N -style and Australian Curriculum Tests. FREE NAPLAN www.exceltestzone.com.au *This isi nott an offi *Thi fficially i ll endorsed d publication of the NAPLAN program and is produced by Pascal Press independently of Australian governments.

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ADVANCED SKILLS WRITING WORKBOOK


In this book you will find:  Six chapters that teach writing conventions in an appropriate sequence  NAPLAN*-style Language Conventions tests to help determine whether children have adequately grasped the skills taught in each chapter

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© 2016 Tanya Dalgleish and Pascal Press ISBN 978 1 74125 485 3 Pascal Press PO Box 250 Glebe NSW 2037 (02) 8585 4044 www.pascalpress.com.au Publisher: Vivienne Joannou Project editors: Rosemary Peers and Mark Dixon Edited by Rosemary Peers Proofread by Michael Wyatt Answers checked by Glenda Walsh Cover and page design by Kim Webber Typeset by Julianne Billington (lj Design) Printed by Green Giant Press Reproduction and communication for educational purposes The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the pages of this work, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that the educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under the Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 15, 233 Castlereagh Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 Email: [email protected] Reproduction and communication for other purposes Except as permitted under the Act (for example, a fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address above. All efforts to contact individuals regarding copyright have been made and permission acknowledged where applicable. In the event of any oversight, please contact the publisher so correction can be made in subsequent editions.

Contents About this book...................................................... v CHAPTER 1 Sentences—statements and questions ............................... 1

CHAPTER 3 Nouns and noun groups .................................................. 27 Sorting nouns.. ....................................... 27 Using proper nouns............................. 32

Recognising lower-case and upper-case letters.. ................................. 1

Recognising proper nouns............... 33

Beginning sentences with capital letters. . .......................................... 2

Using a or an.. ......................................... 38

Using words that describe................ 34

Writing sentence beginnings.. ........... 6

NAPLAN-style test................................ 39

Using full stops........................................ 7

CHAPTER 4 Verbs..................................................... 40

Writing sentence beginnings.. ........... 8

Using doing verbs.. .............................. 40

Question or statement?.. ...................... 9

Using saying verbs............................... 45

Punctuating questions and statements.. ............................................. 10

Using doing or saying verbs. . .......... 48 Writing verbs in sentences . . ............. 49

Writing sentences correctly.............. 11

Writing word families.......................... 51


CHAPTER 2 Statements, questions and exclamations ................... 14 Answering questions.......................... 14


CHAPTER 5 Word groups that tell how, where or when. . ......... 53

Writing questions................................. 15 Matching questions and answers..................................................... 16 Understanding commands. . ............. 17 Writing polite commands.. ................ 20 Writing commands.. ............................. 21

Using words that tell how................. 53 Using words that tell where............. 57 Using words that tell when. . ............. 61 Understanding words that go together.. .................................................. 63 NAPLAN-style test................................ 65

Writing exclamations.......................... 22 Question or exclamation?................. 23 Understanding exclamations.. ......... 24 Adding punctuation............................ 25 NAPLAN-style test................................ 26

iii

Contents © Pascal Press ISBN 978 1 74125 485 3

Excel Advanced Skills Writing Workbook Year 1

CHAPTER 6 Connecting parts of a text ..................................................... 66

CHAPTER 8 Informative texts .................... 88

Replacing nouns (pronouns). . ......... 66

Summarising information................ 90

Linking content words. . ...................... 72

Organising information. . .................... 91

Writing words in sentence order.......................................................... 73

Writing descriptions............................ 93

Linking ideas in sentences................ 75

Writing recounts................................... 95

Fact or opinion?.................................... 88

Writing information on posters..... 94


Writing instructions............................ 96

CHAPTER 7 Imaginative texts................... 78

Writing recipes. . ..................................... 97

Matching illustrations with texts................................................. 78

CHAPTER 9 Persuasive texts. . ..................... 98 Writing reasons for a point of view. . ..................................................... 98

Matching illustrations with story titles................................................ 79

Writing a book review. . .................... 101

Writing story titles............................... 80

Writing a point of view.................... 102

Writing thoughts and feelings........ 81

Writing different points of view. . .................................................. 103

Writing feelings..................................... 83 Using words for sounds.. ................... 84

Writing an advertisement.............. 104

Sorting out a story plot...................... 85

Collecting evidence.......................... 105

Planning stories.................................... 86

Recognising texts for different purposes.. .............................................. 106

Answers..................................................................... 107

iv © Pascal Press ISBN 978 1 74125 485 3

Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 1 Excel Advanced Skills Writing Workbook Year 1

About this book

The aim of this book is to teach children the skills they need to become effective writers for different purposes and audiences. Children are taught how to write a variety of informative, imaginative and persuasive texts, and they are taught grammar and punctuation skills in the context of effective written communication. The learning sequence presented in this book begins with teaching children how to recognise and use different kinds of sentences. This sequence establishes the role of sentences in making meaning. Subsequent chapters teach children about parts of a sentence: words and word groups; then how to link ideas across sentences and paragraphs; and finally how to construct whole texts for different purposes. The sample texts provided in this book can be used as models for children’s independent writing.

Structure of the book Chapters 1 to 6 teach writing conventions in an appropriate sequence. Each chapter provides teaching and learning practice pages and concludes with a NAPLAN-style Language Conventions test. These test pages help to determine whether children have adequately grasped the skills taught in each chapter. Chapters 7 to 9 focus on how to write different kinds of informative, imaginative and persuasive texts. Children have opportunities to create their own texts using the extensive scaffolding and text models included. Answers are provided.

How to use this book It is suggested that children work through the book in the page order presented. Skills and concepts taught in each chapter are consolidated and extended in subsequent chapters. It is also possible to dip into any of the chapters to teach specific skills as required.

v

Contents Ab out thi s b o ok © Pascal Press ISBN 978 1 74125 485 3


© Pascal Press ISBN 978 1 74125 485 3


Chapter 1

Sentences—statements and questions

Recognising lower-case and upper-case letters Tip! Every letter has a lower-case and upper-case (capital) shape. aA bB cC dD eE fF gG hH iI jJ kK lL mM nN oO pP qQ rR sS tT uU vV wW xX yY zZ

Help the giraffe get to its mother. Colour each box that has a word beginning with an upper case (capital) letter.

Stop

There

this

him

show

name

All

Hello

were

her

do

came

was

Open

our

but

what

When

with

want

make

February

out

because

to

into

so

Monday

Good

Please

Note: The English alphabet has 26 letters and each has two forms or shapes.

C hapter 1 S entences—statements and questions © Pascal Press ISBN 978 1 74125 485 3


1

Beginning sentences with capital letters

Tip! Every sentence begins with a capital letter.

Link the correct sentence to each capital letter. 1

P

he will cook fish for dinner.

2

T

she will get flowers for a birthday gift.

3

S

after dinner they will all go for a walk.

4

D

paul’s mother loves flowers.

5

H

dad will cook dinner tonight.

6

A

today is her birthday.

7

What do you like to do for your birthday?

Note:

These sentences give information.

2 © Pascal Press ISBN 978 1 74125 485 3




Link the correct sentence to each capital letter. 1

K

sometimes they have running races.

2

M

mum gives Kelly a piggyback.

3

S

kelly and her mum like to play in the park.

4

W

after playing ball they lie in the grass.

5

A

then they go home for a snack.

6

T

when they meet their friends they play with a ball.

7

What games do you like to play?

Note:




3



There

Colour the correct word for the beginning of each sentence. 1

There

2

the

The

3

it

It

4

the

The

hot sheep will stand under the tree.

5

That

that

will be better for the sheep.

6

the

The

sheep can eat some grass.

7

there is a sheep. sheep is hot. sees a tree.

What will the sheep do next? Draw it.

Note:






Colour the sentence in each pair that begins correctly. 1

We will go to the library today. we will go to the library today.

2

the library has some new books. The library has some new books.

3

some of the new books are about dinosaurs. Some of the new books are about dinosaurs.

4

dinosaur books are the best. Dinosaur books are the best.

5

Everyone in the class likes dinosaur books. everyone in the class likes dinosaur books.

6

What do you like to read about?

Note:

These sentences end in full stops.



5

Writing sentence beginnings

Tip! A sentence begins with a capital letter.

Choose the correct word from the box to complete each sentence. Children

Spiders

Dogs

Snakes

Insects

Snails

1

_________________________ have eight legs.

2

_________________________ have six legs.

3

_________________________ have four legs.

4

_________________________ have no legs.

5

_________________________ have two legs.

6

_________________________ have feet but no legs.

7

Write a sentence of your own that uses the word legs.

Note:




Using full stops Tip! U se a full stop ( . ) at the end of a sentence that makes a statement, e.g. This is an apple.

Rewrite each sentence correctly. Begin with a capital letter. End with a full stop. 1

apples can be red or green

2

molly likes apples

3

jed likes red apples best

4

nonna cooks with apples

5

she makes apple pies

6

Write a sentence of your own that uses the word apples.

Note:

Sentences that tell you something are called statements.



7

Writing sentence beginnings Tip! A fter every full stop the next sentence begins with a capital letter. 1

Add a capital letter to the beginning of each sentence.

the baby bird wanted to fly. it stepped off the branch but it didn’t fly. it fell from the tree. it landed on some soft leaves. the baby looked up and called to its mother. the mother bird looked down and called to her baby. the baby should be able to fly. it needed to try harder. the mother bird called to her baby. she told it to flap its wings. the baby bird flapped and flapped. then it flapped and flapped some more. its feet lifted up. its wings flapped. it flew up into the tree. the baby bird was very happy. the mother bird was very happy. the baby bird can now fly. 2

Draw an illustration for the story.

Note:

This text tells a story.



Question or statement? Tip! A question ends with a question mark ( ? ). A statement ends with a full stop ( . ).

1

Colour each sentence that asks a question. a Who likes pineapple? b How do pineapples grow? c Sally likes pineapple on pizzas. d Do pineapples grow on trees like coconuts? e Pineapples are very heavy. f I wouldn’t like a pineapple to fall on my head. g Do you know how pineapples grow? h John likes pineapple and banana smoothies.

2

i

Pineapples are very sweet.

j

Will we buy a pineapple today?

What do you think about pineapples? Write a statement to answer the question.

Note:

Questions ask for answers.



9

Punctuating questions and statements Tip! A sentence can end with a question mark ( ? ) or a full stop ( . ).

Correct each sentence. Begin with a capital letter. End with a full stop or a question mark. 1

A what do you call a skeleton that won’t work B you call it lazy bones

2

A what colour socks do bears wear B they don’t wear socks

3

they have bear feet

A how many apples grow on a tree B all apples grow on trees

4

A why did the child throw the butter out of the window B he wanted to see the butterfly

5

A what gets wetter the more it dries B a towel gets wetter the more it dries

6

A what is brown and sticky B a stick is brown and sticky

Note:

These questions and answers are riddles.



Writing sentences correctly Tip! A sentence can end with a question mark ( ? ) or a full stop ( . ).

Rewrite each sentence correctly. Begin with a capital letter. End with a full stop or a question mark. 1

what is the girl eating

2

she is eating carrots

3

do you think she likes carrots

4

she is also eating peas

5

do you like to eat peas

6

Write a statement to answer the question. What is your favourite vegetable?

Note:

Questions can ask for facts or opinions.



11

Writing sentences correctly Tip! A sentence begins with a capital letter and can end with a full stop or a question mark.

Write sentences to answer these questions about yourself. 1

How old are you?

2

What is your favourite animal?

3

What is your favourite thing to do at school?

4

What do you like to eat for lunch at school?

5

What do you like to do in your free time?

6

Write a question and ask a friend to answer it below. Question:

Answer:

Note:




NAPLAN-style test What have you learned about sentences? Which sentences are correct? 1

A what time is it B What time is it. C What time is it?

2

A Are you hungry. B Are you hungry? C are you hungry?

3

A Today is Monday. B Today in Monday C Today is Monday?

4

A Yesterday was Sunday? B yesterday was Sunday. C Yesterday was Sunday.

5

A Where is my hat. B where is my hat? C Where is my hat?

Write each sentence correctly. 6

when can we go to the park

7

we can go to the park after lunch

8

will I take a ball to the park

Test topics:

A sentence begins with a capital letter. A sentence can end with a full stop or a question mark.



Your Mark: 8

13

Chapter 2

Statements, questions and exclamations Answering questions

Tip! Q uestions often begin with ‘wh’ words: what, where, which and why. Finish the statements to answer the questions. 1

What is your favourite colour? My favourite colour is

2

.

Where do you sleep? I sleep

3

.

How often do you clean your teeth? I clean my teeth

4

.

How many people live in your home? I live with

5

.

What colour are your eyes? My eyes are

6

.

What is your favourite food? My favourite food is

7

.

What is your favourite kind of pet? My favourite kind of pet is

8

.

Draw a picture of someone you live with. Label your picture.

Note: Questions can ask for facts or opinions.



Writing questions

Tip! Questions ask for answers.

Write a question about each photo. Ask a partner to answer your questions. Tell them their answers can be silly or sensible. 1

Question:

Answer:

2

Question:

Answer:

3

Question:

Answer:

Note:


C hapter 2 Statements, questions and exclamations © Pascal Press ISBN 978 1 74125 485 3


15

Matching questions and answers

Tip! Questions ask for answers.

Link each question with an answer. Questions

Answers

1

What do you give a sick pig?

They eat ice-burgers.

2

Where do fish keep their money?

You give it tweet-ment.

3

4

How do fleas get around?

They have hay-fever.

5

What is a cat’s favourite colour?

They keep it in a river-bank.

6

What do you give a sick bird?

It keeps money in a snow-bank.

7

Why do horses sneeze?

You give it oink-ment.

8

What do polar bears eat for lunch?

Its favourite colour is purr-ple.

Where does a penguin keep its money?

Note:

They itch-hike.

These questions and answers are riddles.



Understanding commands

Tip! Commands tell people what to do.

Link each illustration with a command.

1

Stir the soup.

2

Brush your teeth.

3

Eat your apple.

4

Wash your hands.

5

Hold on tightly.

6

Pat softly.

7

Sit on the steps.

8

Note:

Cut along the lines.

Commands are sentences.



17

Understanding commands

Tip! A command is an order to do something.

Colour the sentence in each pair that is a command. 1

Go to bed.

2

It’s time for bed. 3

I will make the sandwiches.

4

Take your shoes off.

Tie your shoelaces. Can you tie your shoelaces?

Let’s take our shoes off.

I’ll brush my teeth now. Brush your teeth now.

Help me make the sandwiches. 4

6

Will you push me on the swing? Push me on the swing.

Write two commands for a dog. 7

8

Note:

Commands usually start with a doing word.



Understanding commands Tip! A recipe tells people how to cook or make something.

Tick (3) the commands that belong in recipes. 1

Heat oven to 180°.

2

Chew your food slowly.

3

This orange is juicy.

4

Add one cup of water.

5

Finely chop one onion.

6

Stir in one cup of plain flour.

7

Beat the eggs.

8

What are we having for dinner?

9

Are there any apples?

10

Bake for 30 minutes.

Note:

Recipes use commands.



19

Writing polite commands Tip! Some commands are polite.

Rewrite each command so that it is a polite command. 1

Tie your shoelaces. Please tie

2

.

Take off your shoes. Please

3

.

Push me on the swing. Please

4

.

Line up at the door. Please

5

.

Put your hat on. Please

6

.

Tidy your room. Please

7

.

Do your homework. Please

8

.

Eat your vegetables. Please

Note:

.

Some commands sound bossy.



Writing commands Tip! Rules are commands, e.g. Do your work!

1

Write three rules from your school or classroom. Use a capital letter at the beginning and a full stop at the end of each rule.

2

Write three rules from your home. Use a capital letter at the beginning and a full stop at the end of each rule.

Note:

Commands are often used at school and at home.



21

Writing exclamations Tip! E xclamations are used to show strong emotion. An exclamation ends in an exclamation mark ( ! ). Write an exclamation from the box next to each illustration. Stop!

Look!

Get ready. Get set. Go! 1

I’m coming, ready or not! Wait!

Go that way!

2

3

4

5

6

Note:

Some exclamations are commands, e.g. Go that way!



Question or exclamation? Tip! E xclamations can show anger, surprise or excitement. Questions ask for answers. Add an exclamation mark or a question mark to each line. 1

Hurry up

2

That’s wonderful

3

Will you help me do my homework

4

Don’t do that

5

Thank you

6

Is it time to go to bed

7

Race you

Write some exclamations to match the photo. 8

Note:

Some exclamations are commands.



23

Understanding exclamations Tip! Some exclamations are single words.

Link each statement with the correct exclamation.

1

Something tastes terrible.

Ouch!

2

Someone is hurt.

Look out!

3

You see something amazing.

Got you!

4

Your team wins.

Whoops!

5

Someone sees a snake in the bush.

Wow!

6

Someone drops and smashes a glass.

Yuk!

7

You are playing chasings and Yippee! someone catches you.

Note:

Some exclamations are not sentences, e.g. Wow!



Adding punctuation Tip! Sentences have different purposes.

Add a punctuation mark to each line. Tick (3) the correct column. Statement 1

I have a cold

2

Achoo

3

You must have caught a cold

4

I can’t stop sneezing

5

How did you catch a cold

6

My eyes are watering

7

Would you like some water

8

I feel really bad

Note:

Question

Exclamation

Some exclamations are not sentences, e.g. Achoo!



25

NAPLAN-style test What have you learned about statements, questions and exclamations? 1

2 Which one is a question? Which one is a statement? A What is under the rock? A Where is the treasure? B The goblin looked under the rock. B The goblin wants the gold. C Look out! C Go away!

3

Which one is an exclamation? 4 Which one is a command? A Help! A Where will we look? B Look under the rock. B What’s wrong? C The goblin wants my gold. C The gold is under the rock.

5

Write a statement for the photo.

6

Write a question for the photo.

7

Write an exclamation for the photo.

8

Write a command for the photo.

Test topics: S tatements, questions, commands, exclamations


Your Mark: 8


Chapter 3

Nouns and noun groups Sorting nouns

Tip! Nouns are words for people, places, animals and things.

Write the nouns in the correct columns. girl socks cow classroom pig horse farm forest duck flower boy dog man tree cat farmer apple woman child town garden school bus tooth shoes shop teacher goat People

Places

Animals

Things

Note: These are common nouns. They stand for everyday people, places, animals and things.

C hapter 3 Nouns and noun groups © Pascal Press ISBN 978 1 74125 485 3


27

Sorting nouns Tip! Nouns are words for people, places, animals and things. Help the frog get across the pond to her friend. Colour in each lily pad that has a noun.

frog from

water flower

fat leaf

hot fish

slippery wet

bent butterfly

pretty croak jump

wings leg go

bird hop Note:

feet

These are common nouns.



Sorting nouns

Tip! Nouns are words for people, places, animals and things.

Nouns name things. Circle all the nouns for things in your home.

fridge

unicorn

gremlin

floor

table television

elf bed

toothbrush ghost

fork

bathroom knife

pillow

monster soap fairy

food window

pixie letterbox bucket Note:

chair

broom bunyip

dragon spoon door goblin sink troll




29

Sorting nouns

Tip! Nouns can name animals and their babies.

Link the names for animal parents with their babies. Parent

Baby

1

horse

spiderling

2

cow

kitten

3

cat

tadpole

4

dog

cub

5

butterfly

foal

6

lion

kid

7

duck

pupa

8

fly

maggot

9

goat

duckling

10

kangaroo

puppy

11

frog

calf

12

spider

joey

13

Use the words for one animal parent and baby in a sentence.

Note:




Sorting nouns Tip! P roper nouns name particular people, places, animals and things. A proper noun starts with a capital letter.

Colour the proper nouns.

Monday

week

time

Tuesday

day

Wednesday

Thursday

Friday

March

Australia

Sydney

month

December

February

year

April

May

June

July

day

September

October

November

Saturday

Sunday

city

town

Melbourne

place

Brisbane

Note:

N ames of particular people, places, days of the week and months of the year are proper nouns.



31

Using proper nouns Tip! P roper nouns name particular people, places and things. A proper noun starts with a capital letter.

Answer each question. Use a capital letter for each proper noun. 1

What is your name? My name is

2

.

Where do you live? I live

3

.

Who do you live with? I live with

4

.

Where do you go to school? I go to

5

.

Who do you sit with in class? I sit with

6

.

In which month were you born? I was born in

Note:

.

Questions ask for answers.



Recognising proper nouns Tip! Proper nouns start with capital letters.

Circle each proper noun that is missing its capital letter.

sally simpson lives in sunnybank. sally’s birthday is in july. sally has asked for silver skates for her birthday. sally loves to sip strawberry smoothies. At sally’s party on sunday she will sit outside and sip smoothies. Then she will skate to sara’s to play on the swings. Note:

This text uses words that start with s.



33

Using words that describe Tip! Some words describe nouns. 1

Link each word to the correct photo to describe it.

soft

wrinkled

happy

friendly

fluffy

furry

sleepy

white

kind

elderly

nice

2

A

B

tired

Write a sentence about one of the photos. Use one of the words in the box.

Note:

Words that describe can give a judgement about the noun.



Using words that describe Tip! Some words describe nouns. 1

Circle the words that describe the echidna.

spiky small cute fluffy round handsome croaky scary mean prickly 2

Write a sentence about the echidna. Use a word that describes.

3

Draw an animal you find interesting.

Write three words to describe it.

Note:

Adjectives (words that describe) help readers make a mental picture as they read.



35

Using words that describe Tip! Words that describe make writing more interesting for readers. 1

Draw lines to link the words that are opposites. hot

messy

white

sad

tidy

dirty

empty

dark

tall

cold

thick

dry

happy

full

wet short clean black light 2

thin

Use two of the words to describe the picture.

Note:




Using words that describe Tip! Words that describe make writing more interesting for readers.

Write a describing word from the box in each sentence. loud

soft

1

The shark has

2

The cockatoo has a

3

The koala has

4

The daddy-long-legs spider has

sharp

long teeth. screech. fur. legs.

Use each describing word in a sentence. hard

tall

funny

pretty

5 6 7 8

Note:




37

Using a or an Tip! U se an before words starting with a vowel sound (‘a’, ‘e’, ‘i’, ‘o’ or ‘u’). Use a before words starting with the sound of any other letter (a consonant sound).

Write a or an on each line. 1

Please pass me

banana.

2

Please pass me

pencil.

3

Please pass me

fork.

4

Please pass me

carrot.

5

Please pass me

orange.

6

Please pass me

red balloon.

7

Please pass me

egg.

8

Please pass me

apple.

Note:

You can also use the before nouns, e.g. Pass me the banana.



NAPLAN-style test What have you learned about nouns and noun groups? 1

Write five common nouns for things you can see right now.

2

Which sentence is correct? A He lives in tamworth. B He lives in Tamworth. C He lives in tamworth

4

Which sentence is correct? A Today is Monday 6 May, B Today is Monday 6 May. C Today is monday 6 May

5

Write the proper nouns correctly. My friend dexter has a birthday in may.

3

Which sentence is correct? A My birthday is in april B My birthday is in April C My birthday is in April.

Add a or an. 6

Ben would like

7

Ali would like

honey sandwich. orange.

Add a word that describes to each sentence to make the sentence more interesting. 8

The

bear stood up on its back legs.

9

The

spider stood up on its back legs.

10

The

dog stood on its back legs. Common nouns, proper nouns, articles a and an, adjectives (describing words)

Test topics:



Your Mark: 10

39

Chapter 4

Verbs Using doing verbs

Tip! D oing verbs are used for the actions in a sentence, e.g. ran, scratched, licked.

Add a doing verb from the box to each sentence. The first one has been done for you. walked

licked

scratched

sat

patted

rolled

shook

1

The little dog

2

It

3

Then it

4

A boy

5

The boy

the dog’s paw.

6

The dog

onto its tummy.

7

The boy

the dog.

8

Circle the actions a little dog could do.

sat

on the grass. its paw. itself. over to the dog.

sleep

eat

drink

write

hop

dig

chew

cook

jump

read

Note: Interesting doing verbs make a text more interesting.



Using doing verbs

Tip! Doing verbs are used for the actions in a sentence.

Act out each sentence and then circle the doing verbs. 1

Fish flip and flop.

2

Cats slink and prowl.

3

Monkeys swing and sway.

4

Eagles swoop but humming birds hover.

5

Children run and chase.

6

Dolphins swim and leap.

7

Snakes slide but sugar gliders glide.

8

Rats scurry but elephants lumber.

Add doing verbs to the sentences. 9

Kangaroos

and .

10

I can

and .

Note:

Interesting doing verbs make a text more interesting.

41

C hapter 4 Verbs © Pascal Press ISBN 978 1 74125 485 3


Using doing verbs

Tip! Doing verbs are used for the actions in sentences.

1

Colour each star that has a doing verb.

scratch

run

jump

tree

skip hop

clap

boy

crawl girl

dance

cloud 2

climb

sky play

sky

eat

shake

read

draw green

blue

swim grass

book

Write a sentence. Use one or more of the doing verbs.

Note:




Using doing verbs

Tip! Doing verbs are used for the actions in sentences.

Write a verb from the box in each sentence to replace the verb in brackets. gazed

raced

soaked fumbled

1

Robbie (looked)

2

Kelly (sat)

3

Grandpa (slept)

4

Mum (felt)

5

The worm (dug)

6

Ali (patted)

7

The toddler (walked)

8

Jim (ran)

Note:

wandered

stroked

snoozed

burrowed out the window. in the bath. on the seat. in her bag for her keys. into the soil. the kitten. away from his mum. to the shop.


43



Using doing verbs

Tip! Some doing verbs tell the ways people or animals eat.

Use each verb in a sentence. 1

chomped

2

munched

3

chewed

4

gulped

5

slurped

6

guzzled

Note:




Using saying verbs

Tip! Some verbs tell the ways people speak.

Write a verb from the box in each sentence. cried

sang

laughed

snored

told

screamed

1

The teacher

the class about the movie.

2

Dad

during the boring movie.

3

Mum

during the sad movie.

4

Maggie

during the scary part of the movie.

5

Jon

6

Stephanie

at the funny part of the movie.

a song before the movie.

Note: Interesting saying verbs make a text more interesting.

45



Using saying verbs Tip! Animals speak in different ways.

Write a verb from the box to finish each sentence. trumpeted

neighed mooed

howled barked

squeaked quacked

1

The horse

2

The mouse

3

The kookaburra

4

The elephant

5

The dog

6

The duck

.

7

The wolf

.

8

The cow

.

Note:

laughed

. . . . .

Interesting saying verbs make a text more interesting.



Using saying verbs Tip! Saying verbs tell how people and animals speak.

Write a sentence for each saying verb. 1

whispered

2

snorted

3

giggled

4

shouted

5

called

6

told

Note:

Interesting saying verbs make a text more interesting.

47



Using doing or saying verbs Tip! A writer’s choice of doing and saying verbs can make writing more interesting for readers.

Write a doing verb from the box in each sentence. oozed

crawled

drifted

scratched

paddled

1

Mud

between my toes.

2

A balloon

above the trees.

3

A branch

on the window.

4

People

5

The cars

a boat on the lake. in the traffic.

Write a saying verb from the box in each sentence. howled

rustled

gurgled

6

The water

down the plughole.

7

The leaves

in the breeze.

8

The wind

Note:

between the buildings.

Interesting verbs make a text more interesting.



Writing verbs in sentences Tip! People speak differently in different situations.

Write a verb from the box on each line. yelled

whispered grumbled

giggled

laughed

sobbed

1

The unhappy child

2

The quiet child

3

The grumpy child

4

The joking child

.

5

The angry child

.

6

The cheeky child

Note:

.

.

.

.

Sentences need to make sense.

49



Writing verbs in sentences Tip! A variety of doing verbs makes writing more interesting for readers.

Write a different doing verb on each line. Think of all the ways a child might travel to school. 1

Ava

2

Dani

3

Jon

4

Angus

5

Hans

6

Amira

7

Mustafa

8

Chen

Note:

to school. to school. to school. to school. to school. to school. to school. to school.

The answers are ways of travelling.



Writing word families Tip! Words have families.

Write the different forms of each verb. The first one has been done for you. shiver 1

work

2

play

3

look

4

cook

5

count

6

deliver

7

talk

8

jump

Note:

shivered

shivers

shivering

V erbs have different forms to match whether the action has happened, is happening or will happen.

51



NAPLAN-style test Write a doing verb in each sentence. 1

A boat

on the water.

2

A bird

in the sky.

3

The car

4

The children

along the street. in the park.

Write a saying verb in each sentence. 5

The magpies

from the rooftops.

6

Cows

7

The teacher

at the joke.

8

The farmer

to the sheepdog.

in the paddock.

Circle the correct verb. 9

The children are ( played / plays / playing ) in the park.

10

The children ( looks / looked / looking ) at the teacher.

oing and saying verbs, word families Test topics: D


Your Mark: 10


Word groups that tell how, where or when

Chapter 5

Using words that tell how

Tip! These words end in ly.

Choose words from the box that tell how each dog eats. hungrily

greedily

delicately

loudly

quickly

daintily

Bruno

noisily slowly

Princess

1

Bruno eats

.

2

Bruno eats

.

3

Bruno eats

.

4

Bruno eats

.

5

Princess eats

.

6

Princess eats

.

7

Princess eats

.

8

Princess eats

.

Note: Words that tell how add meaning to verbs.

C hapter 5 Word groups that tell how, where or when © Pascal Press ISBN 978 1 74125 485 3


53

Using words that tell how Tip! These words add meaning to doing verbs.

Choose words from the box to tell how. You can use words more than once. carefully

quickly

slowly

nicely

gently

quietly

take the hot tray out of the oven.

1

2

Stir the soup

3

Pat the kitten

. . check your spelling.

4

5

Work

6

Play

7

Walk

8

Write a sentence of your own using a ‘how’ word.

Note:

in class. with others. or you’ll be late.

Words that tell how (adverbs) add meaning to verbs.




Tip! These words tell how people speak.

Choose a word from the box for each sentence. You can use words more than once. quietly

loudly

softly

badly

angrily

1

Grandma sang

2

Grandpa complained electricity bill.

3

Bella spoke

4

Mum spoke

5

Grandpa went into the garden to sing to the trees.

6

Mum blocked her ears because Grandpa sang

kindly

to the baby. about his so that Grandpa could hear her. to Grandpa because he was upset.

.

Write a sentence for each word that tells how. 7

noisily

8

happily

Note:

Words that tell how (adverbs) add meaning to verbs.



55


Tip! These words add meaning to verbs.

Write a word from the box on each line to complete the commands. quietly

carefully

quickly

neatly

clearly

1

Work

.

2

Walk

.

3

Write

.

4

Listen

.

5

Speak

.

Write a ‘how’ word on each line. 6

Dad said to chew

.

7

Mum said to run

.

Note:

These sentences are commands.



Using words that tell where

Tip! Words and groups of words tell where events take place.

Write word groups from the box under each illustration to tell where. under a log

up a ladder

across the snow 1

into the air

around the tree

through the tall grass 2

3

4

5

6

Note:

Words that tell where are the settings for events.



57

Using words that tell where

Tip! Word groups can tell where events happen in stories.

Write the story settings to match the illustrations. in a fairy forest in a dark cave beyond the creaky old door in a castle in the clouds in a spooky old house in a magic kingdom in the land of the pixies on a dark night in a graveyard 1

Scary stories

2

Fantasy stories

Note: Words that tell where are used for settings in stories.



Using words that tell where Tip! Word groups can tell where events happen.

Link the word groups to their opposites. 1

in the city

over the fence

2

in a boat

inside the house

3

on the floor

in the water

4

above the sink

between the trees

5

under the fence

in the country

6

around the trees

on the roof

7

outside the house

after the race

8

before the race

below the sink

Note:

Words that tell where are the settings for events.



59

Using words that tell where Tip! Word groups can tell where events happen.

Complete each sentence by adding words that tell where. 1

The pelican landed

.

2

The beetle crawled

.

3

The lion prowled

.

4

The turtle dug

.

5

The monkey swung

.

6

The giant stomped

.

7

The goat trotted

.

8

The lamb scampered

.

Note:

These words tell the settings for events.



Using words that tell when Tip! Words that tell when help to sequence events.

Use each word group in a sentence. 1

at six o’clock

2

next year

3

in the morning

4

in summer

5

before you eat

6

at bedtime

Note:

When can be any time of the day, week or year.



61

Using words that tell when Tip! These words tell when events happen.

Finish each sentence.

1

On Saturday

.

2

In winter

.

3

After school

.

4

at lunch time.

5

at 11 o’clock.

before bed.

6

7

Next week

Note:

.

When can be any time of the day, week or year.



Understanding words that go together Tip! Some words always go together.

Use a word from the box to complete each sentence. You can use words more than once. for

with

1

We sit

2

We talk

3

I thanked Dad

4

We’ll go

5

Please come

6

Mum is happy

7

The family rescued the dog

8

We need to concentrate

Note:

at

on

from

the table. the phone. helping me build a cubbyhouse. foot. time. me. the shelter. our work.

Some of these can be tricky for people learning English.



63

Understanding words that go together Tip! Some words always go together.

Draw lines to link the words that go together. 1

have

a mistake

2

break

a cold

3

do

mad

4

make

quiet

5

catch

homework

6

save

a bath

7

get

time

8

keep

started

9

pay

a promise

10

go attention

Note:

Some of these can be tricky for people learning English.



NAPLAN-style test What have you learned about words that tell how, where and when? Write words on the lines that tell how. 1

The big dog ate

.

2

The tiny kitten ate

.

3

The cheeky monkey played .

Write groups of words on the lines that tell where. 4

Cook the rice

.

5

Tie the rope

.

6

Throw your rubbish

.

Write groups of words that tell when. 7

School begins .

8

I need to wear a jumper .

Circle the correct word. 9

We talk ( in / on / through ) the telephone.

10

Kelly ( get / made / did ) one mistake in her spelling test.

dverbials that tell how, where and when; collocation Test topics: A



Your Mark: 10

65

Chapter 6

Connecting parts of a text Replacing nouns (pronouns)

Tip! Some words can replace nouns in texts.

Write a word from the box on each line. He

She

It

They

her

him

them

1

Keith is a drummer.

2

Mum is travelling for work.

3

Bob and Pete are at the park. home soon.

4

Mary found the dog on the street.

5

The ball belongs to Charlie. Give it to

.

6

The book belongs to Olivia. Give it to

.

7

The teacher had pencils for the children. She gave

plays in a band. is a pilot. will be

was lost.

one each.

Note: Replacing nouns with these small words (pronouns) saves repeating the nouns.



Replacing nouns (pronouns)

Tip! Some words can replace nouns in texts.

Look at Bob. He likes to read.

Write a sentence for each photo. Follow the pattern above. 1

Look at Heidi.

2

Look at Leo.

3

Look at Amira.

4

Look at Cate.

Note:

R eplacing nouns with the small words he and she (pronouns) saves repeating the proper nouns.

C hapter 6 Connec ting par ts of a tex t © Pascal Press ISBN 978 1 74125 485 3


67


Tip! Nouns can be replaced with he, she, it, they, her, him or them.

Write a word from the box on each line. You can use each word more than once. They

they

them

It

Koalas Koalas are Australian marsupials. leaves.

eat gum

live in gum-tree forests.

Koalas have two thumbs on their front paws to help climb trees. make a noise called a bellow. stays in its mother’s

At birth a baby koala is 2 cm long. pouch for up to six months.

is called a joey.

Sometimes koalas are killed by dogs or cars. also die when Note:

can’t find enough food.

This text is an informative report.




Tip! Replacing some of the nouns makes texts less repetitive.

Write a word from the box on each line. You can use each word more than once. She

It

They

He

Diwali Gina’s favourite festival is Diwali.

celebrates

Diwali with her grandfather. enjoys

Gina’s grandfather was born in India. celebrating Diwali with Gina. get dressed in their best clothes. Diwali is the festival of lights.

is a very is a celebration of

happy festival.

light over darkness or good over evil. People light small oil lamps and candles. Gina and her grandfather like to watch the fireworks. travel into the city by bus. Note:




69

Replacing nouns (pronouns) Tip! It is used for one animal. They is used for a number of animals.

Write one word from the box on each line. You can use each word more than once. It

it

they

They

The giant panda The giant panda is a type of bear that is native to China. eats bamboo.

has a black and white coat. This thick warm in the cold mountains where

coat keeps lives.

Panda cubs only weigh around 100 grams at birth. have no teeth.

are born pink and blind and Panda cubs drink their mother’s milk until

are

a year old. The panda is an endangered species.

is endangered

mainly because its forests have been chopped down to make way for farms. Note:





Tip! Replacing some of the nouns makes texts less repetitive.

Write a word from the box on each line. It

it

They

On the trail One day a dog went out to play. sniffed something

liked.

sniffed along the top of a wall. on the trail of something

Its nose took wanted to find. Then

stopped. had found two shoes.

were

very smelly. Draw what the dog found.

Note: This text is part of a story. Stories are imaginative texts.



71

Linking content words Tip! Words can be grouped in topics.

Colour the words on the same topic. There is one in each column. Use a different colour for each topic. The first one has been done for you. Topic

seal

tail

carrots

car

tusks

pumpkin

water

river

feet

ears

onions

bus

transport

train

ocean

nose

creek

legs

vegetables

peas

ferry

lake

flippers

pond

elephant

trunk

whiskers

potatoes

plane

fur

Note:

T he word group for seal is made up of parts of the seal’s body. Can you work out how the other groups are made?



Writing words in sentence order Tip! Sentences need to make sense.

Write the words in the correct order so they make sense.

The Tasmanian tiger 1

is / extinct. / The Tasmanian tiger

2

died / The last tiger / in 1936.

3

The tiger / like a dog. / looked

4

had / a big head / It / and a tail.

5

brown with black stripes / was / Its fur

6

her baby / carried / in her pouch. / The female

Note:

This is an informative text.



73

Writing words in sentence order Tip! Words in sentences need to be in the right order to make sense.

Number the boxes in the correct order so each sentence makes sense. 1

can grow

2

horns.

3

are

4

hides

5

Adult beetles

6

are

Note:

6 cm long.

The rhinoceros beetle

The male rhino beetle has

Rhino beetles

the strongest animals on earth.

in the day and feeds at night.

The rhino beetle

on nectar, plant sap and fruit.

Rhino beetles

feed

harmless to people.

This is an informative text.



Linking ideas in sentences Tip! Use and, but, so or because to link ideas in sentences.

Circle the correct word so that each sentence makes sense. 1

We bought apples ( and / but / so / because ) oranges.

2

We bought apples ( and / but / so / because ) not oranges.

3

We did not buy oranges ( and / but / so / because ) they cost too much.

4

The apples were cheap ( and / but / so / because ) we bought lots.

5

Bananas were cheap ( and / but / so / because ) we bought bananas, too.

6

We need to eat the bananas quickly ( and / but / so / because ) they are very ripe.

7

I like bananas (and / but / so / because) ice-cream.

8

Mum likes us to eat bananas ( and / but / so / because ) they are good for us.

Note:




75

Linking ideas in sentences Tip! Ideas need to be linked so sentences make sense.

Write but or because on each line so the sentences make sense. 1

My dog is big afraid of him.

children are not

2

My dog is big

he is gentle.

3

Nana’s dog is little

4

Nana’s dog is mean

5

Nana’s dog is nice to Nana it loves her.

6

Nana’s dog snaps at strangers doesn’t like them.

it

7

My dog never snaps at people a nice dog.

it is

8

I like Nana’s dog

Note:

it is not gentle. not to Nana.

I love my dog.




NAPLAN-style test Write a word from the box on each line. They

we

He

it

1

Mum told us all to hurry or

would be late.

2

Mum said not to pat the crocodiles.

3

My grandfather lives in Japan.

4

The cat is hungry. Give

5

Write the words in the correct order. have / Panda bears / a black and white coat.

6

Write the words in the correct order. are born / Pandas / without fur.

7

Write the words in the correct order. bamboo. / eat / Pandas

8

Circle the words that belong in a group about fruit.

have sharp teeth. is 62 years old. some food.

apples bananas school home oranges watermelons mother peaches 9

Circle the correct word. It might rain ( and / but / so / because / or ) I’ll take a raincoat.

10

Circle the correct word. Sam likes tomatoes ( and / but / so / because / or ) Tina does not.

word order in sentences, lexical chains, Test topics: Pronouns, conjunctions



Your Mark: 10

77

Chapter 7

Imaginative texts

Matching illustrations with texts

Tip! Illustrations support the words in texts.

Label the sentences A or B to match the illustrations. A

B

1

Komodo dragons are very large lizards.

2

Penny decided to have a party.

3

Penny wanted all of her friends to come to her party.

4

They hatch from eggs.

5

She asked Kookaburra to help her with the party invitations.

6

Then she thought about what food to have.

7

Komodo dragons can grow to 3 m in length.

8

They eat birds, other lizards and small animals.

Note:

S entences about Penny are from an imaginative story. Sentences about the Komodo dragon are from an informative report.



Matching illustrations with story titles

Tip! Story titles give clues to what a story is about.

Choose an illustration for each story title below.

A B

C

E

1

Jungle rescue

2

Cranky Chloe learns a lesson

3

Mickey’s dream comes true

4

The shark who ate vegetables

5

Loris in trouble

Note:

D

These illustrations are from imaginative texts.

C hapter 7 I maginative tex ts © Pascal Press ISBN 978 1 74125 485 3


79

Writing story titles

Tip! Stories need titles that attract the reader’s interest.

Write a story title to match each story idea below. 1

Two children fetch water from the river every day. One day when they get to the river there’s no water. It has disappeared! The children work out what has happened to the water. Title:

2

Two children fetch water from the river every day. One day they find a baby possum that has been washed down the river. They help it find its family. Title:

3

Two children fetch water from the river every day. One day a wild bear follows them. Will they be safe? Title:

4

Two children fetch water from the river every day. One day there is a terrible storm. They hide in a cave and discover a magic ring. Title:

Note:

T he underlined parts are the complications in each story. A complication sets off the events in a story.



Writing thoughts and feelings

Tip! Verbs are used for thoughts and feelings.

Write about yourself. Finish each sentence. 1

I feel .

2

I hope .

3

I think .

4

I need .

5

I wish .

6

I love .

Note:

Verbs in stories can introduce what characters think and feel.



81

Writing thoughts and feelings

Tip! Animal characters in stories have thoughts and feelings.

1

Write what the cat is thinking.

I think

. 2

Write what the dog is feeling.

I feel

. 3

Draw an animal for a story you might write. Tell readers what the animal is thinking and feeling.

I think

.

I feel . Note:

Facial expressions and body language in illustrations show feelings.



Writing feelings

Tip! Facial expressions tell us what characters feel.

Write what each character might say about how they feel. 1

I feel

2

. I feel

3

. I feel

4

. I feel

5

. I feel

.

Note: You can ‘read’ people’s facial expressions to work out how they feel.



83

Using words for sounds Tip! Some words sound like the noises they represent. 1

Read the poem. Circle words for noises.

My noisy home

Thump thump! went my brother Jumping down the hall. Bang bang! went my sister bouncing on her ball. CRASH SMASH! went a glass falling to the floor. Ding dong! went the chime. “Someone’s at our door!”

2

Finish each sentence. a Splish splash went

.

b Woosh went

.

c Buzz buzz went

.

d Squawk went

.

e Whirr went

.

f Squelch squelch went

.

Note:

Words for noises can make stories and poems sound more interesting.



Sorting out a story plot Tip! The plot is what happens in a story. 1

Write the numbers 1 to 4 to put the story plot in order. Tim’s mother says they will get a new dog from the animal shelter. Tim’s old dog has died and Tim is very sad. Tim takes his new dog home. Tim’s mother takes Tim to the animal shelter and Tim chooses a dog.

2

Draw four pictures to match the plot. First

Then

After that

Finally

Note:

A story has an orientation, a complication (when something goes wrong), some events and finally an ending.



85

Planning stories Tip! The plot is what happens in a story.

Plan a story where the two dogs have an adventure. Orientation

Complication What goes wrong?

Events What happens next?

Ending How does the story end?

Note:

Stories need an orientation, a complication, some events and an ending (resolution).



Planning stories Tip! The plot is what happens in a story. Plan a story you might write. orientation

complication

event

event

Note:

ending

S tories need to have an orientation, complication, some events and an ending (resolution).



87

Chapter 8

Informative texts Fact or opinion?

Tip! A fact is true, e.g. Insects have six legs. An opinion is what someone thinks or believes, e.g. My mum is the best.

Is each statement a fact or an opinion? Tick (3) the correct column. Statement 1

Oranges grow on trees.

2

Chickens lay eggs.

3

Broccoli is delicious.

4

Bananas smell disgusting.

5

A baby frog is a tadpole.

6

Tadpoles look cute.

7

Spiders are scary.

8 9 10

Fact

Opinion

Funny stories are better than adventure stories. Books with photos are better than books with drawings. There are seven days in a week.

Note:

You can disagree with an opinion but not a fact.



Fact or opinion?

Tip! Opinions don’t belong in factual reports.

Colour the statements that give opinions.

Meerkats 1

Meerkats are small furry animals. Meerkats are very cute.

2

Meerkats live in groups called clans. Meerkats are fun to watch.

3

Meerkats are my favourite animal. Meerkats dig burrows and tunnels.

4

Meerkats mainly eat insects but they also eat lizards, spiders, eggs and plants. I would not like to be a meerkat.

5

Meerkats live an easy life. Meerkats are eaten by eagles and jackals.

6

One meerkat acts as lookout when the clan is outside the burrow. Meerkats should have more than one lookout.

Note:

You can disagree with an opinion but not a fact.

C hapter 8 I nformative tex ts © Pascal Press ISBN 978 1 74125 485 3


89

Summarising information

Tip! Reports give facts about a topic.

Read the text. Cross out the following words: Rhinoceros beetles / they / They.

Rhinoceros beetles Rhinoceros beetles are big. They are the biggest beetles on earth. They can grow to 6 cm long. Male rhinoceros beetles have a horn. They use their horns in fights with other male rhinoceros beetles. Rhinoceros beetles are strong. They are the strongest animals on earth. They can carry many more times their own weight than an elephant can. Rhinoceros beetles hide in the day and feed at night. Adult rhinoceros beetles feed on nectar, plant sap and fruit. Rhinoceros beetles don’t hurt people. They do not bite or sting. Now do page 91. Note:

Crossing out words that don’t give new information helps to summarise a text.



Organising information Tip! Y ou can organise information to make it easier to understand and remember. Choose six facts from page 90. Write the facts in the parts of the circle.

Rhinoceros beetles

Note:

Organising information in this way is useful for all kinds of texts.



91

Organising information

Tip! When you interview someone you ask them questions.

Interview someone you know. You might ask them what they are good at; things they like to do; their favourite food; their favourite book; or any other question. Write their name in the middle of the circle below. Write six facts about them around the circle.

Note:

Graphic organisers help sort out ideas for all kinds of texts.



Writing descriptions

Tip! Use words that describe (adjectives).

Describe something that you own. Orientation

What is it?

Details

What does it look like?

What does it do? OR What do you do with it?

Final comment

How do you feel about it?

Note: Descriptions help readers see and understand the topic.



93

Writing information on posters Tip! Posters need to look interesting so that people will read them.

Lost ring Gold with a red stone LOST in Ethel Street Park • Saturday 1 July Please return to Jenny • Phone 0405 092001 Reward Imagine you have lost something. Design a poster to tell people about it.

Note:

This poster asks for help in finding a lost item.



Writing recounts Tip! Recounts tell events in time order.

Last school holidays I went camping with Dad and my sister. First Dad put up the tent. Then Dad made a safe cooking fire. After that we made damper. Camping was fun. Write about something you did last weekend or in the last school holidays. Orientation

Last

Sequence of events

First

I went

Then

After that

Final comment Note:

A final comment in a recount often tells how the writer feels about the events.



95

Writing instructions Tip! Instructions tell how to do something.

How to keep my sister happy Equipment none

Steps • Make her laugh. • Stay out of her room. • Leave her things alone. • Do what she says.

Write instructions.

How to make my teacher happy Equipment

Steps

Note:

Steps in instructions can be numbered if the sequence is important.



Writing recipes Tip! Recipes tell how to make something.

Recipe: to talk to animals Ingredients 20 g sea parsley 2 small red chillies 2 teaspoons bird seed

1 cup grass 1 egg shell 50 mL water

Method Put all ingredients in a blender. Blend for three minutes. How to use Take one teaspoon. Wait ten minutes. Talk to animals.

Note: This recipe is imaginative. It is not true.

Make up a recipe of your own. Recipe: Ingredients

Method

How to use

Note:

These recipes are imaginative.



97

Chapter 9

Persuasive texts

Writing reasons for a point of view Tip! It’s important to have reasons for a point of view. Complete the statements. 1

What is your favourite bird: an eagle, a canary or a penguin? because My favourite bird is .

2

Which of these animals is the most interesting: a gorilla, an elephant or a lion? The most interesting animal is because .

3

What is your favourite food? My favourite food is

because .

4

What item of clothing is your favourite? My favourite item of clothing is

because .

5

What is your favourite game? My favourite game is

because .

Note:

Your opinions might not be the same as someone else’s opinions.



Writing reasons for a point of view

1

Tip! It’s important to have reasons for a point of view.

What is a friend? Write your ideas on the lines. A friend is someone who:

A friend

●

●

●

2

Interview a classmate or family member. Ask them what a friend is. Write their answer on the lines.

Note:

Your opinions might not be the same as someone else’s opinions.

C hapter 9 Persuasive tex ts © Pascal Press ISBN 978 1 74125 485 3


99

Writing reasons for a point of view Tip! P ersuasive texts try to persuade others to agree with a point of view.

Write your point of view about each topic. Topic 1: Schools should give children free lunches. I think that

. Topic 2: Schools should grow vegetables for children to eat. I think that

. Topic 3: Schools should have a movie cinema. I think that

. Note:

These texts are persuasive.



Writing a book review

Tip! A book review gives a point of view about a book.

Choose a story book that you have read. Write about it on the lines. Book title: Author and illustrator: Main character: Where does the story take place?

. My favourite part was

. I ( recommend / don’t recommend ) this book because

. Note:

When you enjoy a book you often recommend it to others to read.



101

Writing a point of view

Tip! It’s important to have reasons for a point of view.

1

Which do you like best? Tick (3) the box. a scary story a funny story a book about real people, animals or events Write your reasons.

2

What is your favourite TV show? Write your reasons.

Note:

Different people prefer different kinds of books and TV shows.



Writing different points of view

Tip! There are always reasons for or against a point of view.

Should lunchtime at school be longer? Write reasons below. Reasons FOR a longer lunchtime

Reasons AGAINST a longer lunchtime

1

1

2

2

Final comment What you do think?

Note: Listen to different points of view about a topic and then make up your own mind.



103

Writing an advertisement Tip! Advertisements persuade people to buy things.

Toy Planet Massive Beach Toy Sale • Everything half price Fun items: Buckets Spades Pool toys

SALE ON NOW! Store open 9 am–9 pm • One Day Only Write an advertisement to sell something. What is for sale?

Reasons to buy it

Where and when can you buy it?

Note:

Advertisements try to make things seem better than they are.



Collecting evidence Tip! Collect evidence so you can make a judgement.

Find evidence of ways that your school is a good school. Write or draw the evidence.

My school My school is a good school. Evidence

Note:

Evidence

Evidence

Evidence is proof of something.



105

Recognising texts for different purposes Tip! Titles and illustrations give readers clues about texts. Label each text as informative, imaginative or persuasive. 1

How to look after your hermit crab

2

Keep away!

3

Why you must recycle

4

Bushfires set to get worse

5

Getting to know the insects in your garden

6

How to cook vegetable curry

7

A new home for Boris

8

Buy now! Everything on sale!

9

The adventures of Emmaline

Note:

Look at the title and illustrations to see if you want to read a text.



Answers Chapter 1 Sentences—statements and questions Page 1 Stop, There, All, Hello, Open, When, February, Monday, Good, Please

Page 6 1 Spiders 2 Insects 3 Dogs 4 Snakes 5 Children 6 Snails 7 Answers will vary. Teacher/parent to check, e.g. I have two legs. Cats have four legs. Sharks have no legs.

Page 7

Page 2

1 Apples can be red or green.

1 Paul’s mother loves flowers.

2 Molly likes apples.

2 Today is her birthday.

3 Jed likes red apples best.

3 She will get flowers for a birthday gift.

4 Nonna cooks with apples.

4 Dad will cook dinner tonight.

5 She makes apple pies.

5 He will cook fish for dinner. 6 After dinner they will all go for a walk.

6 Answers will vary. Teacher/parent to check, e.g. I like apples.

7 Answers will vary. Teacher/parent to check.

Page 8

Page 3

1 The baby bird wanted to fly. It stepped off the branch but it didn’t fly. It fell from the tree. It landed on some soft leaves.

1 Kelly and her mum like to play in the park. 2 Mum gives Kelly a piggyback. 3 Sometimes they have running races.

The baby looked up and called to its mother. The mother bird looked down and called to her baby. The baby should be able to fly. It needed to try harder. The mother bird called to her baby. She told it to flap its wings.

The baby bird flapped and flapped. Then it flapped and flapped some more. Its feet lifted up. Its wings flapped. It flew up into the tree. The baby bird was very happy. The mother bird was very happy. The baby bird can now fly.

4 When they meet their friends they play with a ball. 5 After playing ball they lie in the grass. 6 Then they go home for a snack. 7 Answers will vary. Teacher/parent to check.

Page 4 1 There is a sheep. 2 The sheep is hot. 3 It sees a tree.

2 Answers will vary. Teacher/parent to check that the illustration matches the story’s content.

4 The hot sheep will stand under the tree.

Page 9

5 That will be better for the sheep.

1 The questions are a, b, d, g, j.

6 The sheep can eat some grass. 7 Answers will vary. Teacher/parent to check, e.g. The sheep will eat grass. The sheep will go to sleep.

Page 5 1 We will go to the library today. 2 The library has some new books. 3 Some of the new books are about dinosaurs. 4 Dinosaur books are the best. 5 Everyone in the class likes dinosaur books. 6 Answers will vary. Teacher/parent to check, e.g. I like to read about dinosaurs. I like books about dogs.

2 Answers will vary. Teacher/parent to check, e.g. I like to eat pineapple. Pineapples are sweet.

Page 10 1 A What do you call a skeleton that won’t work?

B You call it lazy bones.

2 A What colour socks do bears wear?

B They don’t wear socks. They have bear feet.

3 A How many apples grow on a tree? B All apples grow on trees. 4 A Why did the child throw the butter out of the window? B He wanted to see the butterfly.

107

Answers © Pascal Press ISBN 978 1 74125 485 3


5 A What gets wetter the more it dries?

B A towel gets wetter the more it dries.

6 A What is brown and sticky? B A stick is brown and sticky.

Page 17 1 Hold on tightly. 2 Stir the soup. 3 Brush your teeth.

Page 11

4 Cut along the lines.

1 What is the girl eating?

5 Sit on the steps.

2 She is eating carrots.

6 Eat your apple.

3 Do you think she likes carrots?

7 Wash your hands.

4 She is also eating peas.

8 Pat softly.

5 Do you like to eat peas?

Page 18

6 Answers will vary. Teacher/parent to check, e.g. My favourite vegetable is potato.

1 Go to bed.

Page 12

3 Help me make the sandwiches.

2 Brush your teeth now.

Answers will vary. Teacher/parent to check, e.g.

4 Tie your shoelaces.

1 I am seven.

5 Take your shoes off.

2 My favourite animal is a dog.

6 Push me on the swing.

3 I like to read. 4 I like to eat a sandwich.

7 and 8 Answers will vary. Teacher/parent to check, e.g. Sit down. Come here. Stay there.

5 I like to play games on the computer.

Page 19

6 What is your name? My name is Matilda.

1 Heat oven to 180°.

Page 13

4 Add one cup of water.

1 C 2 B 3 A 4 C 5 C

5 Finely chop one onion.

6 When can we go to the park?

6 Stir in one cup of plain flour.

7 We can go to the park after lunch.

7 Beat the eggs.

8 Will I take a ball to the park?

10 Bake for 30 minutes.

Page 20

Chapter 2 Statements, questions and exclamations

1 Please tie your shoelaces. 2 Please take off your shoes. 3 Please push me on the swing. 4 Please line up at the door.

Page 14 Answers will vary. Teacher/parent to check.

Page 15 Answers will vary. Teacher/parent to check, e.g.

5 Please put your hat on. 6 Please tidy your room. 7 Please do your homework. 8 Please eat your vegetables.

1 and 2 What is it? Where does it live? What does it eat?

Page 21

3 Where are they? What are they doing?


Page 16 1 You give it oink-ment. 2 They keep it in a river-bank. 3 They eat ice-burgers. 4 They itch-hike. 5 Its favourite colour is purr-ple. 6 You give it tweet-ment. 7 They have hay-fever. 8 It keeps money in a snow-bank.


1 Throw rubbish in the bin.

Recycle paper here.

Ask for help when you need it.

Listen to others.

Walk in the classroom.

Do not run in the classroom.

Don’t call out.

Raise your hand to talk.

Respect other people’s property.


2 Keep your room tidy.

Take dirty dishes to the sink.

Tidy up after yourself.

Wipe your feet on the mat.

Take off your shoes.

Chapter 3 Nouns and noun groups Page 27 People

Places

Animals

Things

Page 22

girl

classroom

cow

socks

1 Go that way! 2 Look! 3 Wait!

boy

farm

pig

flower

4 Get ready. Get set. Go! 5 Stop!

man

forest

horse

tree

6 I’m coming, ready or not!

farmer

town

duck

apple

Page 23

woman

garden

dog

bus

1 ! 2 ! 3 ? 4 ! 5 ! 6 ? 7 !

child

school

cat

tooth

8 Answers will vary. Teacher/parent to check, e.g.

teacher

shop

goat

shoes

Look! Look there! Look at that! That’s big!

Page 28

Page 24 1 Yuk! 2 Ouch! 3 Wow! 4 Yippee!

frog, water, flower, leaf, fish, butterfly, wings, leg, bird, feet

5 Look out! 6 Whoops! 7 Got you!

Page 29

1 I have a cold.

✓

3 You must have caught a cold.

✓

4 I can’t stop sneezing.

✓

Page 30 1 horse, foal 2 cow, calf 4 dog, puppy 5 butterfly, pupa 6 lion, cub 7 duck, duckling

5 How did you catch a cold?

8 fly, maggot ✓

9 goat, kid 10 kangaroo, joey 11 frog, tadpole

✓

7 Would you like some water? 8 I feel really bad.

fridge, table, chair, floor, television, toothbrush, bed, bathroom, knife, fork, spoon, soap, pillow, door, window, food, sink, letterbox, broom, bucket

3 cat, kitten

✓

2 Achoo!

6 My eyes are watering.

Exclamation

Question

Statement

Page 25

12 spider, spiderling ✓

✓

13 Answers will vary. Teacher/parent to check, e.g. The mother kangaroo had a joey in her pouch. The mother cow stood with her calf.

Page 31

Page 26 1 B 2 A 3 A 4 B 5–8 Answers will vary. Teacher/parent to check, e.g. 5 The child is wasting water. OR The boy is having fun with the water. 6 What is the boy doing?

Monday, Tuesday, Wednesday, Thursday, Friday, March, Australia, Sydney, December, February, April, May, June, July, September, October, November, Saturday, Sunday, Melbourne, Brisbane


7 Stop! Look! 8 Stop playing with the water. Come away from there.

109



Page 33 Sally Simpson lives in Sunnybank. Sally’s birthday is in July. Sally has asked for silver skates for her birthday. Sally loves to sip strawberry smoothies. At Sally’s party on Sunday she will sit outside and sip smoothies. Then she will skate to Sara’s to play on the swings.

Page 34 1 Photo A happy, kind, nice, friendly, wrinkled, elderly; Photo B soft, fluffy, sleepy, furry, white, tired

Chapter 4 Verbs Page 40 1 sat 2 licked 3 scratched 4 walked 5 shook 6 rolled 7 patted 8 sleep eat drink jump dig chew

Page 41 1 flip, flop 2 slink, prowl

2 Answers will vary. Teacher/parent to check, e.g. The lady looks friendly. The kitten looks sleepy. The white cat is sleepy. The elderly lady is wrinkled.

3 swing, sway

Page 35

7 slide, glide

1 spiky, small, cute, round, prickly

8 scurry, lumber

2 Answers will vary. Teacher/parent to check, e.g. The echidna is spiky. The spiky echidna looks cute.

4 swoop, hover 5 run, chase 6 swim, leap

9 Answers will vary. Teacher/parent to check, e.g. bounce, jump, leap, hop


10 Answers will vary. Teacher/parent to check, e.g. read, write, sing, dance

Page 36

Page 42

1 hot, cold; white, black; tidy, messy; empty, full; tall, short; thick, thin; happy, sad; wet, dry; clean, dirty; light, dark

1 scratch, jump, skip, run, clap, hop, crawl, cliimb, eat, dance, play, draw, read, shake, swim

2 light/dark

2 Answers will vary. Teacher/parent to check, e.g. I climb trees. I like to dance. I can jump.

Page 37

Page 43

1 sharp 2 loud 3 soft 4 long

1 gazed 2 soaked 3 snoozed 4 fumbled

5–8 Answers will vary. Teacher/parent to check, e.g. 5 The turtle has a hard shell.

Page 44

6 The tall giraffe ate leaves.

5 burrowed 6 stroked 7 wandered 8 raced Answers will vary. Teacher/parent to check, e.g.

7 David made a funny face.

1 The dog chomped on a bone.

8 Gran is a kind person.

2 Dad munched on an apple.

Page 38

3 The cat chewed its dinner.

1 a 2 a 3 a 4 a 5 an 6 a

4 My sister gulped her drink.

7 an 8 an

5 The dog slurped the water.

Page 39

6 The dog guzzled its food.

1 Answers will vary. Teacher/parent to check, e.g. desk, chair, pencil, window, door, girl, boy

Page 45 1 told 2 snored 3 cried 4 screamed

2 B 3 C 4 B

5 laughed 6 sang

5 My friend Dexter has a birthday in May.

Page 46

6 a 7 an 8–10 Answers will vary. Teacher/parent to check, e.g. 8 big/huge/scary/friendly 9 scary/dangerous/angry/ big 10 cheeky/huge/friendly/little/greedy


1 neighed 2 squeaked 3 laughed 4 trumpeted 5 barked 6 quacked 7 howled 8 mooed


Page 47

Page 54


1 Carefully 2 slowly or quickly

1 The children whispered secrets.

3 gently or nicely 4 Carefully 5 quietly

2 The horse snorted.

6 nicely 7 quickly

3 The child giggled.


4 The man shouted.

Page 55

5 Mum called us inside.

1 quietly or softly

6 Dad told me to go to bed.

2 angrily or loudly

Page 48

3 loudly

1 oozed 2 drifted 3 scratched 4 paddled

4 kindly or quietly

5 crawled 6 gurgled 7 rustled 8 howled

5 loudly

Page 49

6 badly

1 sobbed 2 whispered 3 grumbled 4 laughed or giggled 5 yelled 6 giggled or laughed

7–8 Answers will vary. Teacher/parent to check, e.g. 7 The dog ate noisily. 8 The children played happily.

Page 56

Page 50 Answers will vary. Teacher/parent to check, e.g. walked, skated, swam, cycled, rode, leapfrogged, skied, crawled, limped, hopped, galloped, flew, floated

Page 51 1 work, works, working, worked 2 play, plays, playing, played 3 look, looks, looking, looked 4 cook, cooks, cooking, cooked 5 count, counts, counting, counted 6 deliver, delivers, delivering, delivered

1 quietly 2 quickly 3 neatly 4 carefully 5 clearly 6–7 Answers will vary. Teacher/parent to check, e.g. 6 quietly, slowly 7 quickly, swiftly

Page 57 1 through the tall grass 2 around the tree 3 across the snow 4 under a log 5 up a ladder 6 into the air

7 talk, talks, talking, talked

Page 58

8 jump, jumps, jumping, jumped

1 in a dark cave, beyond the creaky old door, in a spooky old house, on a dark night, in a graveyard

Page 52 1–8 Answers will vary. Teacher/parent to check, e.g. 1 floated/drifted 2 flew 3 drove 4 played 5 sang 6 mooed 7 laughed 8 called 9 playing 10 looked

2 in a fairy forest, in a castle, in the clouds, in a magic kingdom, in the land of the pixies

Page 59 1 in the city—in the country 2 in a boat—in the water

Chapter 5 Word groups that tell how, where or when

3 on the floor—on the roof 4 above the sink—below the sink 5 under the fence—over the fence 6 around the trees—between the trees

Page 53

7 outside the house—inside the house


8 before the race—after the race

1–4 hungrily, greedily, noisily, loudly 5–8 delicately, daintily, slowly, quickly

111



Page 60

Page 65


1–8 Answers will vary. Teacher/parent to check, e.g.

1 on the water

1 greedily 2 quietly 3 happily

2 under the log

4 on the stove

3 through the grass

5 around the tree

4 into the sand

6 in the bin

5 from the branch

7 at 9 o’clock

6 through the forest

8 in winter/on cold days

7 over the bridge

9 on

8 across the grass

10 made

Page 61 Answers will vary. Teacher/parent to check, e.g. 1 Mum will be home at six o’clock.

Chapter 6 Connecting parts of a text

2 I will be seven next year. 3 I will do my homework in the morning.

Page 66

4 In summer I like to swim.

1 He 2 She 3 They 4 It 5 him

5 Wash your hands before you eat. 6 I will read at bedtime.

Page 67

Page 62 Answers will vary. Teacher/parent to check, e.g. 1 On Saturday I help Mum wash the car. 2 In winter I play soccer. 3 After school I play in the park. 4 I play with my friends at lunchtime. 5 It is playtime at 11 o’clock. 6 I brush my teeth before bed. 7 Next week my grandfather is coming to stay.

Page 63

Page 64 1 have a bath 2 break a promise 3 do homework 4 make a mistake 5 catch a cold 6 save time 7 get started 8 keep quiet 9 pay attention 10 go mad

1 Look at Heidi. She likes to swim. 2 Look at Leo. He likes to jump. 3 Look at Amira. She likes to run. 4 Look at Cate. She likes to dance.

Page 68 Koalas are Australian marsupials. They eat gum leaves. They live in gum-tree forests. Koalas have two thumbs on their front paws to help them climb trees. They make a noise called a bellow.

1 at 2 on 3 for 4 on 5 on 6 with/for 7 from 8 on

6 her 7 them

At birth a baby koala is 2 cm long. It stays in its mother’s pouch for up to six months. It is called a joey. Sometimes koalas are killed by dogs or cars. They also die when they can’t find enough food.

Page 69 Gina’s favourite festival is Diwali. She celebrates Diwali with her grandfather. Gina’s grandfather was born in India. He enjoys celebrating Diwali with Gina. They get dressed in their best clothes. Diwali is the festival of lights. It is a very happy festival. It is a celebration of light over darkness or good over evil. People light small oil lamps and candles. Gina and her grandfather like to watch the fireworks. They travel into the city by bus.



Page 70 The giant panda is a type of bear that is native to China. It eats bamboo. It has a black and white coat. This thick coat keeps it warm in the cold mountains where it lives. Panda cubs only weigh around 100 grams at birth. They are born pink and blind and they have no teeth. Panda cubs drink their mother’s milk until they are a year old. The panda is an endangered species. It is endangered mainly because its forests have been chopped down to make way for farms.

8 apples, bananas, oranges, watermelons, peaches, 9 so 10 but

Chapter 7 Imaginative texts Page 78 1 B 2 A 3 A 4 B 5 A 6 A 7 B 8 B

Page 79 1 E 2 D 3 B 4 A 5 C

Page 71

Page 80

One day a dog went out to play. It sniffed something it liked. It sniffed along the top of a wall. Its nose took it on the trail of something it wanted to find.

Answers will vary. Teacher or parent to check, e.g. 1 The mystery of the river; Where did the river go? 2 Possum rescue; Possum needs help; Possum finds help

Then it stopped. It had found two shoes. They were very smelly.

3 Bear danger; Escape from a bear; Look out! Bear!

Page 72

Page 81

seal, tail, whiskers, nose, flippers, fur

Answers will vary. Teacher/parent to check.

water, river, ocean, lake, creek, pond

Page 82

transport, train, ferry, car, plane, bus vegetables, peas, carrots, potatoes, onions, pumpkin elephant, trunk, feet, ears, tusks, legs

Page 73 1 The Tasmanian tiger is extinct. 2 The last tiger died in 1936. 3 The tiger looked like a dog. 4 It had a big head and a tail. 5 Its fur was brown with black stripes. 6 The female carried her baby in her pouch.

Page 74 1 [2, 3, 1] 2 [3, 1, 2] 3 [2, 1, 3] 4 [2, 3, 1] 5 [1, 3, 2] 6 [2, 1, 3]

Page 75

4 The magic ring

Answers will vary. Teacher/parent to check, e.g. 1 I think I will pounce if you move. 2 I feel sad and lonely.

Page 83 Answers will vary. Teacher/parent to check, e.g. 1 angry, cranky 2 happy, pleased 3 shocked/scared/worried/frightened 4 sad/angry 5 puzzled/sad/worried

Page 84 1 Thump thump! Bang bang! CRASH SMASH! Ding dong! 2 Answers will vary. Teacher/parent to check, e.g.

1 and 2 but 3 because 4 so 5 so

a the bathwater sloshing on the floor

6 because 7 and 8 because

b the plane flying in the sky

Page 76

c the bee hopping on a flower

1 but 2 but 3 but 4 but 5 because 6 because 7 because 8 but

Page 77 1 we 2 They 3 He 4 it 5 Panda bears have a black and white coat. 6 Pandas are born without fur. 7 Pandas eat bamboo.

d the cockatoo sitting in the tree e the fan hanging above my bed f my gumboots stepping in the puddles

Page 85 1 [2, 1, 4, 3] 2 Answers will vary. Teacher/parent to check.


113



Page 87

Page 95


Answers will vary. Teacher/parent to check. Use sample text as a model.

Chapter 8 Informative texts

Page 96 Answers will vary. Teacher/parent to check. Use sample text as a model.

Page 88 Facts: 1, 2, 5, 10. Opinions: 3, 4, 6, 7, 8, 9

Page 97

Page 89


1 Meerkats are very cute. 2 Meerkats are fun to watch. 3 Meerkats are my favourite animal. 4 I would not like to be a meerkat.

Chapter 9 Persuasive texts

5 Meerkats live an easy life.

Page 98

6 Meerkats should have more than one lookout.


Page 90

Page 99

Rhinoceros beetles are big. They are the biggest beetles on earth. They can grow to 6 cm long. Male rhinoceros beetles have a horn. They use their horns in fights with other male rhinoceros beetles.

1 and 2 Answers will vary. Teacher/parent to check, e.g. A friend is someone who is kind to you. They help you if you get hurt. They play with you. They share with you. They help you do things. They come to your home. You visit their home.

Rhinoceros beetles are strong. They are the strongest animals on earth. They can carry many more times their own weight than an elephant can. Rhinoceros beetles hide in the day and feed at night. Adult rhinoceros beetles feed on nectar, plant sap and fruit. Rhinoceros beetles don’t hurt people. They do not bite or sting.

Page 91 Answers will vary. Teacher/parent to check, e.g. any six of these facts:





1 big/biggest beetles/grow 6 cm long

Page 104

2 males have a horn/to fight other males 3 strong/strongest animals on earth


4 hide in the day/feed at night

Page 105

5 adults feed on nectar, plant sap and fruit 6 don’t hurt people/don’t bite or sting


Page 93


Page 106 1 informative 2 imaginative 3 persuasive 4 informative 5 informative 6 informative 7 imaginative 8 persuasive 9 imaginative

Answers will vary. Teacher/parent to check, e.g. I have a bicycle. It is red and black. I ride it in the park. I like to ride my bike.

Page 94 Answers will vary. Teacher/parent to check. Use sample text as a model.



Trimmed size 201 mm x 275 mm

WRITING WORKBOOK Year 1 Ages 6–7 years old This book is part of the Excel Advanced Skills series, which provides students with more challenging extension work in writing. Excel Advanced Skills Writing Workbook Year 1 will teach children the skills they need to become effective writers for different purposes and audiences. They will learn how to write a variety of informative, imaginative and persuasive texts using grammar and punctuation skills in the context of effective written communication. The sample texts provided can be used as models for children’s independent writing. All activities are designed to support students’ appreciation of written language, and to give them meaningful practice in improving their own writing. The learning sequence presented in this book begins with teaching children how to recognise and use different kinds of sentences. This sequence establishes the role of sentences in making meaning. Subsequent chapters teach children about parts of a sentence: words and word groups; then how to link ideas across sentences and paragraphs; and finally how to construct whole texts for different purposes. This book has been specifically written for YEAR 1 AUSTRALIAN CURRICULUM ENGLISH. informative, imaginative and persuasive texts

 Opportunities for children to create their own texts  Extensive scaffolding and text models  Answers to all questions

YEAR AGES 6–7

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About the author

Tanya Dalgleish

Tanya Dalgleish, MEd (Gifted and Talented), GradDipEd (Literacy, Expressive Arts, Early Childhood), has many years experience as a primary classroom teacher and education consultant. She has written or co-written more than 40 books and digital titles for teachers and students, including two Excel Basic Skills core titles, English and Mathematics Year 1 and Year 2.

ISBN 978-1-74125-485-3


Help your child prepare with our H * N -style and Australian Curriculum Tests. FREE NAPLAN www.exceltestzone.com.au *This isi nott an offi *Thi fficially i ll endorsed d publication of the NAPLAN program and is produced by Pascal Press independently of Australian governments.

9781741254853 EAS_Writing Wkbk Y1_CVR_2016.indd 2,4

Pascal Press PO Box 250 Glebe NSW 2037 (02) 8585 4044 www.pascalpress.com.au

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 Three chapters that focus on different kinds of

ADVANCED SKILLS WRITING WORKBOOK


In this book you will find:  Six chapters that teach writing conventions in an appropriate sequence  NAPLAN*-style Language Conventions tests to help determine whether children have adequately grasped the skills taught in each chapter

WRITING 1 WORKBOOK

ADVANCED SKILLS

Advanced Skills

ENGLISH

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