writing workbook - Blake Education

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WRITING WORKBOOK Year 2 Ages 7– 8 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 2 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 2 AUSTRALIAN CURRICULUM ENGLISH.

   

informative, imaginative and persuasive texts Opportunities for children to create their own texts Extensive scaffolding and text models Puzzle pages to further develop children’s grammar awareness Answers to all questions

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Year 2 Ages 7– 8

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ADVANCED SKILLS WRITING WORKBOOK

Get the Results You Want!

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

WRITING 2 WORKBOOK

ADVANCED SKILLS

Advanced Skills

ENGLISH

DiZign Pty Ltd

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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.

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Excel Test Zone


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.

9781741254402 EAS_Writing Wkbk Y2_CVR_2016-.indd 2,4

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

9 781741 254402

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Contents About this book..................................................... iv

Writing sentences correctly.............. 25 NAPLAN-style test................................ 26

SECTION 1

Writing task: Writing verbs. . .............. 27

CHAPTER 1 Sentences—statements ..... 1 Writing the beginning of statements.. ............................................... 1

CHAPTER 4 Noun groups . . ............................... 28. Using common nouns as labels. . ........................................................ 28

Adding punctuation to statements.. ............................................... 2

Using capital letters for proper nouns. . ....................................................... 29

Fact or opinion?....................................... 4 Word order in statements................... 5

Adding punctuation to recounts.. .................................................. 30

NAPLAN-style test.................................. 8

Using adjectives in descriptions..... 31

Writing task: Writing statements...... 9

Recognising adjectives. . ..................... 33 Adding adjectives to texts................ 34

CHAPTER 2 Sentences—questions, commands and exclamations............................... 10 Adding punctuation to questions.. ................................................ 10 Linking parts of questions................ 12 Adding punctuation to commands. . ............................................. 13

NAPLAN-style test................................ 35 Writing task: Writing sentences with noun groups................................. 36

CHAPTER 5 Sentences that tell how, where or when .......................... 37 Adding words that tell how. . ............ 37 Adding words that tell where.......... 39

Adding punctuation to exclamations.. ......................................... 14

Adding words that tell when........... 42 Writing texts in logical order.. .......... 43

Questions and exclamations............ 16

NAPLAN-style test............................... 44

NAPLAN-style test................................ 17

Writing task: Writing phrases to tell where and when...................... 45

Writing task: Writing questions. . ..... 18

CHAPTER 3 Every sentence has a verb .................................................... 19 Adding doing verbs to statements.. ............................................. 19

CHAPTER 6 Connecting ideas in sentences ......................................... 46 Connecting ideas using and.. .......... 46 Connecting items in lists using commas.................................................... 47

Adding saying verbs to statements.. ............................................. 22

Connecting ideas using but. . ........... 48

Adding doing and saying verbs. . .... 23

Connecting ideas using or................ 49

Checking each sentence for a verb......................................................... 24 ii © Pascal Press ISBN 978 1 74125 440 2

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 2 Excel Advanced Skills Writing Workbook Year 2

Connecting ideas using because.. .................................................... 50

Writing complications for stories................................................ 80

Connecting ideas using so................ 51

Writing resolutions for stories......... 81

Connecting ideas using so and because.. .................................................... 52

Analysing the elements of a story.. ................................................. 82


Considering the audience for a story................................................. 83

Writing task: Connecting ideas in texts.. ..................................................... 54

Planning stories.................................... 84

CHAPTER 7 Writing conversation ......... 55

Writing story conversation in paragraphs.............................................. 85

Using speech marks to write conversation........................................... 55

Writing play scripts.. ............................ 86

Using words instead of said in a conversation.......................................... 60

CHAPTER 10 Persuasive texts. . ..................... 88

Writing conversation........................... 61

Recognising point of view............... 90


Writing an opposite point of view. . ..................................................... 91

Writing opinions.. ................................. 88

Writing task: Writing conversation........................................... 63

Writing different points of view. . ..................................................... 92

SECTION 2

Writing reasons for a point of view. . ..................................................... 93

CHAPTER 8 Informative texts .................... 64

Using persuasive words..................... 95

Writing paragraphs in reports........ 64

Sequencing arguments. . ................... 96

Summarising paragraphs in reports.. ..................................................... 65 Sorting sentences into paragraphs for a report..................... 66 Using pronouns to replace nouns. . ....................................................... 67 Sequencing events in recounts.. ..... 69

Writing argument texts...................... 97 Writing advertisements. . .................... 98

SECTION 3 CHAPTER 11 Puzzle pages. . ............................ 102. Writing acrostic poems.. .................. 102

Sequencing steps in recipes.. ........... 72

Writing nouns for animals.............. 103

Writing the method in recipes........ 73 Writing recipes. . ..................................... 74

Spotting the adjectives in find-a-word puzzles. . ........................ 104

CHAPTER 9 Imaginative texts................... 75

Solving noun crossword puzzles................................................... 105

Creating characters for stories.. ....... 75

Writing proper nouns for people’s names.. ................................. 106

Creating settings for stories............. 77 Judging a story plot.. ........................... 78 Matching titles to stories................... 79

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

iii

Contents © Pascal Press ISBN 978 1 74125 440 2

Excel Advanced Skills Writing Workbook Year 2

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 Section 1 consists of seven chapters. These chapters teach writing conventions in an appropriate sequence. Each chapter provides seven teaching–learning practice pages and concludes with a NAPLAN-style Language Conventions test page and Writing task page. These test pages help to determine whether children have adequately grasped the skills taught in each chapter. Section 2 consists of three chapters. These chapters 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 provided. Section 3 consists of five puzzle pages to further develop children’s grammar awareness. Section 4 provides the answer pages.

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.

iv © Pascal Press ISBN 978 1 74125 440 2


SECTION 1

Chapter 1

Sentences—statements

Writing the beginning of statements Tip! Every sentence begins with a capital letter.

Correctly write the beginning of each sentence.

Ants 1

[ants] ____________ are insects.

2

[they] ____________ live in groups called colonies.

3

[most ant species] __________________________________________ build nests under the ground.

4

[different ants] _____________________________________ have different jobs in the colony.

5

[a colony] _______________________ can have one or more queens.

6

[worker ants] __________________ are female.

7

[worker ants] ____________________________________________ collect food and look after the queen and the young ants.

8

[only males and the queen] ______________________________________ ___________________________________________________ have wings.

Note: These sentences form a report.

C hapter 1 S entences—statements © Pascal Press ISBN 978 1 74125 440 2


1

Adding punctuation to statements

Tip! Some sentences make statements.

Rewrite each statement correctly. Begin with a capital letter and end with a full stop.

A trip to the dentist 1

my sister went to the dentist yesterday

2

the dentist examined her teeth

3

the dentist said that my sister has very good teeth

4

my sister was very happy

5

Write two sentences about your last trip to the dentist or doctor.

Note:

These statements tell about events that have happened.

2 © Pascal Press ISBN 978 1 74125 440 2


Adding punctuation to statements

Tip! A statement can give a fact or an opinion.

Rewrite these factual statements correctly. 1

my dad has a new fishing rod

2

some flowers are yellow

3

my birthday is in May

4

bananas are a kind of fruit

Rewrite these opinion statements correctly. 5

his hair is too long

6

yellow is a happy colour

7

bees are beautiful

8

we love bananas

Note:

People can have different opinions about a subject.



3

Fact or opinion?

Tip! A fact is true. An opinion is what you think or believe.

Colour the opinion in each pair of statements.

A trip to the beach 1

We went to the beach last Sunday. Beaches are fun places.

2

We went to Freshwater Beach. The waves were scary.

3

My little brother played with his plastic sea animals. My little brother is really cute.

4

We had ice-cream on the way home. Strawberry is the best flavour.

5

Write your opinion about beaches.

Note:

You can agree or disagree with an opinion but not a fact.



Word order in statements

Tip! All sentences need to make sense.

Write the words in the correct order to make statements.

The platypus 1

is / a mammal. / The platypus

2

lay / Female platypuses / eggs.

3

has / The platypus / fur and a bill.

4

webbed feet. / The platypus / has /

5

strong claws / has / The platypus / for burrowing.

6

Platypuses / in their burrows. / sleep

Note:

These statements form a factual report.



5

Word order in statements

Tip! All sentences need to make sense.

Write the words in the correct order to make statements.

My favourite food 1

is / My favourite food /pizza.

2

We / our own pizzas. / make

3

homemade pizza / Mum / likes / best.

4

makes / the pizza bases. / Dad

5

our own choice / of toppings. / We / add

6

delicious. / are / Our homemade pizzas

Note:

These statements include facts and opinions.



Word order in statements Tip! All sentences need to make sense.

Write the words in the correct order to make statements. Remember to use capital letters and full stops.

Saltwater crocodiles 1

large reptiles / are /crocodiles

2

are / dangerous / saltwater crocodiles

3

eat / anything / saltwater crocodiles

4

can swim / they / a long way out to sea

5

guard / the females / their nests

6

are eaten / by goannas / many baby crocodiles

Note:

These statements form a factual report.



7

NAPLAN-style test What have you learnt about statements? 1

2

3

4

5

6

7

8

Which sentence is correct? A the worker ants do all the work C The worker ants do all the work.

B the worker ants do all the work. D The worker ants the work do all.

Which sentence is correct? A Platypuses are eaten by snakes. C Platypuses by snakes eaten.

B platypuses are eaten by snakes. D Platypuses eaten are by snakes.

Which sentence is correct? A platypuses are active at night. C Platypuses active are at night.

B Platypuses are active at night. D Platypuses are active at night

Which sentence is correct? A female ants don’t have wings. C Female ants don’t have wings.

B Female have wings ants don’t. D Wings don’t have female ants.

Which statement is a fact? A My brother has black hair. C I love my brother.

B My brother runs faster than anyone. D My brother is funny.

Which statement is a fact? A Cherries are delicious. C Cherries grow on trees.

B Cherries are my favourite fruit. D The big dark ones are the best.

Which statement is an opinion? A I am seven. C I have a sister.

B I live in a house. D My sister can be annoying.

Which statement is an opinion? A My brother reads science fiction. C I think funny stories are the best.

B I read every night. D My brother reads every night.

9

Write the words in the correct order to make a statement. Use a capital letter to begin and a full stop at the end. to the shop the boy ran

10

Write the words in the correct order to make a statement. walked the two girls to school

Test topics:

A sentence begins with a capital letter. Sentences that make a statement end in a full stop. All sentences must make sense.


Your Mark: 10


Writing task: Writing statements Write about yourself. Finish each statement. My name is ___________________________________________. I am ________________________ years of age. I live with ___________________________________________________________. My favourite food is _________________________________________________. My favourite game is ________________________________________________. My favourite colour is ________________________________________________. On the weekend I like to _____________________________________________. This is a drawing of something I like.

Test topics:

Statements can be fact or opinion.



9

Chapter 2

Sentences—questions, commands and exclamations

Adding punctuation to questions Tip! Some sentences are questions. Questions ask for answers.

Rewrite each question with a capital letter at the beginning and a question mark ( ? ) at the end. 1

who killed the giant in the beanstalk

2

who lost her glass slippers

3

who lived under the billy goats’ bridge

4

who had long hair and was locked in a tower

5

who grew a long nose

6

who won a race against a tortoise

Do you know the answers to the questions? 1 Jack 2 Cinderella 3 the troll 4 Rapunzel 5 Pinocchio 6 the hare

Note: These questions begin with Who. They ask for the names of story characters.



Adding punctuation to questions Tip! Q uestions often begin with ‘wh’ words: what, when, where, who, which, why.

Rewrite each question correctly. 1

what time does the library close

2

when are we going to the library

3

where did you put the books

4

who will take us to the library

5

which book do you like best

6

why is that book your favourite

7

Circle the two questions that ask for opinions.

Note:

Questions can ask for facts or opinions.

C hapter 2 S entences— questions, commands and exclamations © Pascal Press ISBN 978 1 74125 440 2


11

Linking parts of questions

Tip! Questions can begin with How.

Link the correct endings to the question beginnings. 1

How much

do you come here?

2

How many

did you walk?

3

How often

does it cost?

4

How far

did you eat?

Write endings for the question beginnings below. Remember to add question marks. 5

How much

6

How many

7

How often

8

How far

Note:

A question must end with a question mark.



Adding punctuation to commands Tip! C ommands are sentences that tell you to do something. Commands in recipes usually end with a full stop.

Write the five commands correctly.

Recipe for porridge 1

pour one cup of milk into a saucepan

2

add one cup of oats

3

stir well

4

heat gently until cooked

5

serve with milk and sliced banana or honey

Note:

Each command begins with a doing verb.



13

Adding punctuation to exclamations Tip! A sentence can be an exclamation. Exclamations are used to show strong emotion. Rewrite each exclamation. Begin with a capital letter and end with an exclamation mark. 1

we miss you

2

here it is

3

that’s great news

4

we love it

5

that’s horrible

6

our team won

7

that makes me happy

8

Write one of the exclamations from above in the thought bubble.

Note:

Speakers use a strong voice, gestures and facial expression for exclamations.



Adding punctuation to exclamations

Tip! Some exclamations give warnings or commands.

Rewrite each exclamation with a capital letter at the beginning and an exclamation mark at the end. 1

look out

2

stop

3

go over there

4

come back

5

sit down

6

be careful

7

hold this

8

Choose one of the exclamations to write in the speech bubble.

Note:

Say each exclamation out loud. Use a strong voice, gestures and facial expression.



15

Questions and exclamations Tip! Remember that questions ask for answers.

Write the questions and exclamations in the correct columns. 1

come here

2

who rode a bike to school today

3

watch out

4

what time is it

5

where is your hat

6

why are you late

7

help me

8

go away

Questions

Note:

Exclamations

The questions begin with who, what, where and why.



NAPLAN-style test What have you learnt about questions, commands and exclamations? 1

Which sentence is correct? A Stop it! C Stop! It

B stop it! D Stop it

2

Which sentence is correct? Link the correct sentence to the picture. A I love it? B I love it C It I love D I love it!

3

Which sentence is correct? A may I borrow your ball C May I borrow your ball!

B May I borrow your ball D May I borrow your ball?

Which sentence is correct? A When will we get there C when will we get there

B When will we get there? D When will we get there!

4

5

Write the sentence correctly. how far can you run

6

Write the sentence correctly. how long will it take

Write two commands you might find in a recipe. 7 8

Write two question sentences of your own. 9 10

uestions, commands, exclamations Test topics: Q



Your Mark: 10

17

Writing task: Writing questions

Write a question for each answer. 1

Question:

Answer: My name is Scott. 2

Question:

Answer: I am 7 years old. 3

Question:

Answer: I don’t like cabbage. 4

Question:

Answer: My favourite fruit is a mango. 5

Question:

Answer: My teacher is Ms Holmes. 6

Write a question for a friend to answer.

Question:

Answer:

Test topics:

Questions and answers



Chapter 3

Every sentence has a verb

Adding doing verbs to statements Tip! Doing verbs are used for actions, e.g. hop, skip, jump.

Choose a doing verb from the box for each sentence. followed danced built spilt landed chopped blew ate

1

Jack _______________________ down the beanstalk.

2

Cinderella ____________________ at the ball.

3

The Big Bad Wolf _____________________ the Pig’s house down.

4

A wolf __________________ Grandma.

5

The third pig ______________________ a house of bricks.

6

Alice ___________________________ a white rabbit to Wonderland.

7

The Tinman ________________________ his oil.

8

Dorothy and Toto __________________________ in Oz.

Note: The sentences tell what the story characters did.

C hapter 3 Ever y sentence has a verb © Pascal Press ISBN 978 1 74125 440 2


19

Adding doing verbs to statements

Tip! Doing verbs are used for actions.

Choose a doing verb from the box for each sentence. plucked stretched clung swam grazed watched splashed 1

The giraffe _________________ its neck.

2

The elephant ____________________ water onto its back.

3

The hippo ___________________ slowly across the river.

4

The rhino ______________________ the leaves with its lips.

5

The lioness ______________________ her cubs.

6

The zebra ______________________ on the grass.

7

The baby monkey _____________________ to its mother.

8

Copy the sentence from above that matches the photo.

Note:

These sentences tell what the animals did.



Adding doing verbs to statements

Tip! Doing verbs are used for actions.

Choose a doing verb from the box for Tom’s action in each statement. hopped ran meandered cartwheeled rode 1 1

Tom __________________________________ along the path. 2

2

Tom _________________________ along the path.

3 3

Tom ___________________________ 4

along the path.

4

Tom ______________________________ along the path.

5

Tom __________________________________

5

along the path.

Note:

The doing verbs make a big difference to the meaning of each sentence.



21

Adding saying verbs to statements

Tip! Saying verbs let readers know that something is being said.

Choose a saying verb from the box for each sentence. barked

hooted

howled

hissed

squeaked

trumpeted

1

The wolf __________________ .

2

The elephant _____________________ .

3

The mouse _________________ .

4

The owl __________________ .

5

The dog _____________________ .

6

The snake ______________________ .

7

Copy the sentence that matches the photo of the dog.

8

Write a sentence of your own about an animal speaking.

Note:

These verbs match the animals’ ways of speaking.



Adding doing and saying verbs Tip! Verbs can tell actions and speaking. Write a verb from the box on each line. yowled jumped stretched strolled rolled purred ate slept

1

The cat _____________________.

2

The cat _____________________ onto its back.

3

The cat _____________________.

4

The cat _____________________ for a while.

5

Then it _________________ to the floor.

6

The cat _________________ to the kitchen.

7

It _________________ for dinner.

8

Then the cat _________________.

Note:

D oing verbs and saying verbs tell how a character in a story behaves. The saying verbs above are purred and yowled.



23

Checking each sentence for a verb

Tip! Every sentence must have at least one verb.

Circle the verbs below. Is it a sentence or not? Tick (3) the correct column.

Sentence 1

The dog licked its paw.

2

The dog scratched its ear.

3

The dog’s head and tail.

4

It jumped up.

5

It raced to the fence.

6

The dog barked.

7

Then it wagged its tail.

8

on its paw.

Note:

Not a sentence

A sentence must have a verb.



Writing sentences correctly Tip! Every sentence must have a verb.

Colour the option in each pair that is a sentence. Rewrite it using correct punctuation. 1

the girl ate her apple the girl and her apple

2

the children raced to the tree the children to the tree and up

3

the children at the concert the children sang at the concert

4

the boy and his bike to school the boy rode his bike to school

Note:

A statement begins with a capital letter and ends with a full stop.



25

NAPLAN-style test What have you learnt about verbs? Which word in each sentence is the verb? 1

2

3

4

The bear lunged at the hiker. B lunged A bear

C hiker

D the

The snake slithered across the sand. A snake B slithered

C across

D sand

The startled snake hissed quietly. A startled B snake

C hissed

D quietly

The black bear ate the berries. A black B bear

C ate

D berries

Choose a verb to complete the sentence. 5

The ducks _________________________ across the lake. A ate B ran C paddled D drank

Choose a verb to complete the sentence. 6

The child ________________________________ for a drink. A thanked B opened C stirred

7

Which one is not a sentence? A The lady at the side of the road. B The lady stood at the side of the road. C The lady waited at the side of the road. D The lady stood still.

8

Which one is not a sentence? A The children raced each other to school. B The children raced into school. C The children into school. D The children ran quickly to school.

D asked

Write an interesting verb of your own in each sentence. 9

Sally _________________________________ into bed.

10

The baby ___________________________ for its mother.

Test topics:

D oing verbs and saying verbs, recognising that every sentence has a verb


Your Mark: 10


Writing task: Writing verbs

Write a verb from the box on each line. You can use any verb more than once. barked sniffed saw ran whirled looked gave grabbed opened said heard listened The puppy _______________ under the door. She _______________ people in the street. She _______________ happy voices. She _______________ interesting smells. She ____________________ loudly. She _______________ through the house. She ________________ under the back door. She __________________ again. She ______________ for a few seconds. Then she _________________ again. At last she _____________ footsteps. Then the door _________________. “Hello,” __________________ the voice. Now the puppy ____________ her loudest bark of all. She ______________ around the room. She __________________ in circles on the carpet. Her owner ________________ her and __________ her a big hug. Test topics:

Doing verbs, saying verbs



27

Chapter 4

Noun groups

Using common nouns as labels Tip! Nouns are words for people, places, animals, ideas and things, e.g. girl, school, mouse, peace, backpack. 1

Write nouns from the box to label the diagram. head elbow ankle knee toes hair thumb neck

2

Add two labels of your own to the diagram.

Note: Nouns can be singular (e.g. toe) or plural (e.g. toes).



Using capital letters for proper nouns Tip! P roper nouns are names of particular people, places, animals, ideas and things, e.g. George, Australia, Golden Bell Frog, Chinese New Year. A proper noun begins with a capital letter. Write the proper nouns correctly. 1

These are proper nouns for people: blake youngman alexandra cowan australian prime minister aboriginal and torres strait islander

2

These are proper nouns for places: collins street great barrier reef uluru sydney harbour bridge

3

These are proper nouns for animals: major mitchell’s cockatoo kuranda tree frog

4

These are proper nouns for days and months: july monday december tuesday

Note:

A proper noun always begins with a capital letter.

29

C hapter 4 Noun groups © Pascal Press ISBN 978 1 74125 440 2


Adding punctuation to recounts

Tip! A proper noun begins with a capital letter.

Rewrite the sentences correctly. The proper nouns are underlined to help you. Begin each sentence with a capital letter. End each sentence with a full stop.

Our class excursion 1

last tuesday 2H went on an excursion to taronga zoo

2

our guide, wally, told us dreaming stories

3

we learnt about the aboriginal history of sydney

4

then we got to meet a snake named fred

5

after lunch wally walked around the zoo with us

6

our teacher, ms harris, said it was a really good excursion

Note:

This recount tells about events that have happened.



Using adjectives in descriptions

Tip! Adjectives are words that describe nouns.

Circle the word that describes each thing. 1

2

sharp blunt sad happy 3

4

big small soft hard Choose two adjectives from the box to describe each noun. tall comfortable cuddly cute leafy crisp old juicy 5

This is a _________________________, _____________________ tree.

6

This is a ______________________, __________________ kitten.

7

This is a ______________________, __________________ apple.

8

This is Dad’s ______________________, __________________ hat.

Note:

Adjectives (describing words) tell readers what something is like.

31



Using adjectives in descriptions Tip! Adjectives are words that describe nouns. Choose an adjective from the box for each animal. black little large white sleek

1

This is a ____________ hippo.

2

This is a _________________ and

________________ zebra.

3

This is a _____________ dolphin.

5

Write two different adjectives for the elephant.

4

This is a ____________ mouse.

This is a

, elephant.

6

Draw a happy little dog.

Note:

Adjectives (describing words) help readers imagine exactly what something is like.



Recognising adjectives

Tip! Adjectives describe size, shape, colour, taste and quality.

Circle the two adjectives in each sentence. 1

The excited little puppy ran in circles.

2

The tired old dog slept on its bed.

3

The dainty white poodle stood by the door.

4

The sneaky black cat crept along the branch.

5

The cute fluffy kitten purred in its sleep.

6

Write two adjectives from the box on the lines to match the picture. fierce salty happy sad bumpy crunchy salty angry sweet tired The lion looks

.

The lion sounds Note:

.

Adjectives (describing words) help readers imagine what something is like.

33



Adding adjectives to texts Tip! Adjectives describe nouns. Read the text and imagine the scene. The teacher sat on his chair at the front of the class. He looked at his students. He said, “I have a story to read to you today. It is about a girl who has an adventure. I think you will enjoy this story.”

Add describing words to the text.

The __________________________ teacher sat on his chair at the front of the class. He looked at his ___________________ students.

He said, “I have an ________________ story to read to you today. It is about a __________________ girl who has an ___________________ adventure. I think you will enjoy this ______________________ story.”

Note:

A djectives (describing words) express the writer or speaker’s point of view about a subject, e.g. a story could be boring to one person but great to another.



NAPLAN-style test What have you learnt about noun groups? 1

2

Circle the common noun. B hair A brushed

C washed

D combed

Circle the common noun. A filthy B feet

C floppy

D furry

3

Which sentence is correct? A The book was illustrated by freya blackwood B the book was illustrated by Freya Blackwood. C The book was illustrated by Freya Blackwood. D the book was illustrated by Freya Blackwood

4

Which sentence is correct? A Charlotte lives at 17 James Cook road. B Charlotte lives at 17 James cook Road C Charlotte lives at 17 James Cook Road. D Charlotte lives at 17 James cook Road.

5

Choose a noun to complete the sentence. The small, frisky _____________________ skipped through the paddock. A elephant B calf C magpie D snake

6

Choose a noun to complete the sentence. The big, slow _____________________ plodded over the sand. A shark B deer C turtle D rabbit

7

Which is the describing word in the sentence? Year 2 had a great trip to the zoo. A Year 2 B great C trip

D zoo

Choose the best word to describe each animal. 8

10

9

A angry C tired

B spotty D brave

A sad C joyful

A excited C miserable

B bored D frightened

B fierce D lonely

Test topics: Common and proper nouns, adjectives, sentence punctuation

35


Your Mark: 10


Writing task: Writing sentences with noun groups

Give each dog a proper noun name. Write two describing words for each dog. Write a sentence about each dog. Use its name and the describing words in your sentence.

Give each cat a proper noun name. Write two describing words for each cat. Write a sentence about each cat. Use its name and the describing words in your sentence.

Check your sentence punctuation. Test topics:

Noun groups, proper nouns, adjectives



Sentences that tell how, where or when

Chapter 5

Adding words that tell how

Tip! Some words add meaning to verbs to tell how.

Write a word from the box in each space to tell how. swiftly slowly lightly 1

Jack and Jill trudged ______________________ up the steep hill.

2

Jack and Jill raced ______________________ up the small hill.

3

Jack and Jill skipped ______________________ up the small grassy hill.

Write a word in each space to add meaning to the verb. Use the words in the box or words of your own. happily quietly loudly slowly hungrily 4

The pig ate

.

5

The dogs barked

6

The tortoise walked

.

7

The children played

.

8

Mum crept

.

.

Note: These ‘how’ words end in ly.

C hapter 5 S entences that tell how, where or when © Pascal Press ISBN 978 1 74125 440 2


37

Adding words that tell how

Tip! Some words add meaning to verbs to tell how.

Choose a word from the box for each sentence. carefully gently neatly gracefully tightly 1

Step ___________________________ over the sharp rocks.

2

Hold on _______________________________. 3

Write _______________________________ in your handwriting book.

4

Pat the kitten __________________________.

5

The ballerina danced _______________________________.

6

Write a sentence that tells someone how to carry a cup of very hot tea.

Note:

These ‘how’ words end in ly.



Adding words that tell where

Tip! Some word groups tell where events take place.

Draw a line to link each sentence beginning with a phrase that tells where. Sentence beginnings

Phrases that tell where

1

The lizard sunbaked

between the trees.

2

The astronaut stepped

under the fence.

3

The car disappeared

across the sand.

4

Dad tied the hammock

onto the moon.

5

A bear slept

inside its hutch.

6

The crabs walked

on a rock.

7

The rabbit slept

in the cave.

8

The dog dug a hole

around the bend.

Note:

Each phrase begins with a preposition, e.g. in, on, onto, under, between, across, around.



39

Adding words that tell where

Tip! Some word groups tell where events take place.

Write your own sentence beginnings for the phrases that tell where.

1

beneath the tree.

2

near the fire.

3

behind the car.

4

inside the roof.

5

through the tunnel.

6

onto the rocks.

7

on the roller-coaster.

8

under the waves.

Note:

E ach phrase begins with a preposition, e.g. beneath, near, behind, inside, through, onto, on, under.



Adding words that tell where Tip! Some phrases tell where events take place.

Add a phrase that tells where to each sentence. The words in the box will help you get started. in on under against over above between through behind beside across into below along toward near around up 1

Daisy galloped

.

2

Sally jumped

.

3

Jim tumbled

.

4

The kite floated

.

5

The wind blew

.

6

The branches scratched

.

7

The frog leaped

.

8

Mother duck waddled

.

Note:

The words in the box are prepositions.



41

Adding words that tell when

Tip! Some phrases tell when events take place.

Circle the phrase in each sentence that tells when. 1

Mum went for a walk before breakfast.

2

We will play cricket on Saturday.

3

I have to do my homework by 5 o’clock.

4

I will read my book at bedtime.

Finish the sentences using phrases to tell when. The words in the box will get you started. at by until before after during on 5

Dad went for a walk

.

6

We can play games

.

7

I have to do my homework .

8

I will read my book

Note:

.

E ach phrase that tells when begins with a preposition, e.g. at, during, after, before, until, since, on, in.



Writing texts in logical order Tip! Some words help to sequence ideas.

1

Write a word from the box on each line. Thirdly finally Secondly Firstly

Cycling I like cycling for a number of reasons. ___________________, cycling is fun. ___________________, cycling is great exercise. ___________________, cycling is faster than walking. And ___________________, cycling is better for the environment than using a car. 2

Write your own opinion text about something you like, e.g. reading, hiking, swimming, dancing or a board game. Think of four reasons why you like it. List the most important reason first. (Title) I like

for a number of reasons.

Firstly,

is

.

Secondly,

is

.

Thirdly,

is

.

Finally,

is

.

Note:

Each text gives reasons for an opinion.



43

NAPLAN-style test What have you learnt about sentences? Which words complete the sentences to tell how? 1

The troll yelled _______________________ from under the bridge. B loudly A quickly D quietly C slowly

2

A tiny goat skipped _________________ over the bridge. A lightly B sharply C deeply D heavily

3

The middle-sized goat trotted _____________ over the bridge. A madly B briskly C largely D crisply

4

The biggest goat _______________ fought the troll. A happily B sadly C deeply

D bravely

Which phrases complete the sentences to tell where? 5

A monkey slept _______________________________________. B under a rock C in the tree A in the pond

D in the cave

6

The toddler stumbled ____________________________________. A on the moon B under her backpack C towards her dad D beyond the clouds

7

The plane flew __________________________________________. A through the rain B under the sea C into space D amongst the trees

8

The boat drifted ______________________________________________________. B across the lake A across the desert C into the forest D through the zoo

Which phrases complete the sentences to tell when? 9

Ben likes porridge ____________________________. A with banana B in the morning C on his shoes D in the kitchen

10

Emma has to go to the dentist ____________________________________. A at midnight B during her walk C after school D in the dark

Test topics: Words and phrases that tell how, where and when


Your Mark: 10


Writing task: Writing phrases to tell where and when

1

Imagine you are a pirate in a story. Make a list of places to hide your treasure chest.

2

Imagine you are writing a scary story. Write some ‘where’ and ‘when’ phrases you could use to make your story spooky.

Test topics:

Words that tell where or when



45

Chapter 6

Connecting ideas in sentences Connecting ideas using and

Tip! Use and to join sentences by adding information, e.g. Hetty asked for a cheese sandwich. Hetty ate it outside. Hetty asked for a cheese sandwich and ate it outside.

Join the sentences using and. Write the new sentences on the lines. 1

We had a barbecue. We cooked sausages.

2

Bernie dished up the apple pie. He ate it with cream.

3

Mum mowed the lawn. Mum washed the car.

4

We bought our movie tickets. We went to find our seats.

5

Lilly plays soccer in winter. Lilly has swimming lessons in summer.

6

The boy crossed the street. The boy walked into the shop.

Note: These sentences are compound sentences.



Connecting items in lists using commas Tip! U se a comma between items in a list. Use and before the last item instead of a comma, e.g. I will take pencils and a sharpener to school. I will take books to school. I will take pencils, a sharpener and books to school. 1

What will you take for a day at the beach? Choose three items from the list and write one sentence. I will take _________________________

sunscreen a towel a bucket a surfboard toys an umbrella a shirt

______________________________ to the beach. 2

What will you take for a day in the snow? Choose three items from the list and write one sentence. I will take ______________________________

mittens a jumper a jacket a toboggan a beanie

_____________________________ to the snow. 3

What will you take in your rocket ship to the moon? Choose three items and write one sentence. I will take _________________________________ _______________________________ to the moon.

4

Which three special foods would you like on your birthday? Finish the sentence.

a phone a teddy a torch music friends a camera

I would like ______________________________________ on my birthday. Draw yourself in one of the settings (the beach, the snow, the moon or at your birthday celebration). Note:

U se a before nouns starting with a consonant sound, e.g. a towel. Use an before nouns starting with a vowel sound, e.g. an umbrella.

C hapter 6 Connec ting ideas in sentences © Pascal Press ISBN 978 1 74125 440 2


47

Connecting ideas using but Tip! Use but to join sentences when you compare ideas, e.g. I like eating flowers but I like fruit better.

Join the sentences using but. Write the new sentences on the lines. 1

Orangutans prefer to eat fruit. They also eat flowers.

2

Orangutans have long legs. Their arms are longer.

3

Orangutans are apes. People sometimes call them monkeys.

4

Orangutans live in trees. They also walk on the ground.

5

Write a sentence of your own using but to compare things.

Note:

Two sentences joined by but form a compound sentence.



Connecting ideas using or Tip! Use or to indicate a choice, e.g. Benji might eat the soup now. Benji might save the soup for later. Benji might eat the soup now or save the soup for later.

Join the sentences using or. Write the new sentences on the lines. 1

I could send you an email. I could phone you.

2

You can go by ferry. You can catch the train.

3

We could go to the park. We could play in the backyard.

4

We could cook vegetables. We could have a salad.

5

I might write a story. I might read a book.

6

Will we watch television? Will we play a board game?

Note:

It makes sense to join some sentences.



49

Connecting ideas using because Tip! Use because when you join sentences by adding a reason for something, e.g. I like chimpanzees. They look like people. I like chimpanzees because they look like people.

Join the sentences using because. Write the new sentences on the lines. 1

I like my beanie. It keeps my ears warm.

2

I don’t like beans. They taste awful.

3

I like my friend James. He is funny.

4

I like books about dinosaurs. Dinosaurs are interesting.

Write sentences of your own that use because to give a reason for something. 5

I like ___________________________________________________ because __________________________________________________________________.

6

I don’t like ______________________________________________ because __________________________________________________________________.

Note:

Give reasons to support opinions.



Connecting ideas using so Tip! Use so to tell how one thing leads to another, e.g. Why did the spider cross the road? The spider crossed the road so it could get to its website.

Join the sentences using so. Write the new sentences on the lines. 1

It looked like rain. We couldn’t go to the beach.

2

It looked like rain. Mum said to take a raincoat.

3

It was getting dark. Dad said it was time to go home.

4

The bananas were really ripe. We made a banana cake.

5

It is cold. I will wear a jumper.

6

Write your own sentence using so to tell how one thing leads to another.

Note:

Two sentences joined by so form a compound sentence.



51

Connecting ideas using so and because Tip! Use because to give reasons for your opinions. Use so to tell how one thing leads to another.

Read the sample text. Title

My favourite animal

Opening statement

Dolphins are my favourite animals.

Reasons

I like dolphins because: They are smart. They are fast. They are friendly.

Conclusion

So, for these reasons, I like dolphins best of all.

Write about your favourite animal. Use the sample text as a model. Title Opening statement Reasons

I like __________________________________ because:

Conclusion

So, for these reasons, I like ______________________ best of all.

Note:

Each text gives the writer’s opinion.



NAPLAN-style test What have you learnt about connecting ideas? Circle the correct answers. 1

I’m busy now ___________ I will do it later. A so B because D or C but

2

The queue was long ___________ the service was slow. B because A so C but D or

3

We could ride our bikes to school _____________ we could walk to school. A so B because C but D or

4

Mira’s shoes were dirty _____________ her socks were clean. A so B because C but D or

5

There was no green paint left ____________ we mixed yellow and blue to make green. A so B because D or C but

6

The queue was long. It was moving quickly. A so B because D or C but

7

I’m hungry ____________ I will eat a banana. B because A so C but D or

8

I like cherries. I like apples more. A so C but

B because D or

9

I will eat a banana now _____________ I am hungry. A so B because C but D or

10

Dad bought roses ________________ they are Nana’s favourite flowers. A so B because D or C but

Test topics: Joining sentences using and, but, so, because, or



Your Mark: 10

53

Writing task: Connecting ideas in texts

1

Add but or or to complete the text.

Dance or gymnastics? I like dancing and gymnastics. Mum says I can do dancing ______ gymnastics after school this year _______ not both. I want to do both ______ Mum will only pay for one. They are both fun ____ I prefer the dancing teacher to the gymnastics teacher. They are both good exercise ______ gymnastics is harder than dancing. I have friends in both classes _________ my best friend does the dance class. I will do dancing this year. Note:

2

o r is used in the first sentence to introduce the choice the writer has to make between two things; but is used to compare the choices.

Write your own text to compare two sides of an issue.

Test topics: U sing connectives (but, or) to join sentences



Chapter 7

Writing conversation

Using speech marks to write conversation Tip! S peech marks are used in stories to show what characters say. The speech marks go before and after what is said.

Colour the sentence in each pair that correctly uses speech marks. 1

“I eat whatever I can catch, bragged the big goanna.” “I eat whatever I can catch,” bragged the big goanna.

2

“I mostly eat fruit and leaves, said” the skink. “I mostly eat fruit and leaves,” said the skink.

3

“I eat other lizards,” said the goanna. “I eat other lizards,” said the goanna.”

4

“I will eat you, announced the goanna. “I will eat you,” announced the goanna.

5

“You won’t catch me,” replied the skink. “You won’t catch me,” replied the skink.”

6

Come out of that hollow log so I can eat you, “said the goanna.” “Come out of that hollow log so I can eat you,” said the goanna.

7

Write something else the goanna or skink might say.

Note: This is a conversation between two story characters.

C hapter 7 Writing conversation © Pascal Press ISBN 978 1 74125 440 2


55

Using speech marks to write conversation Tip! Questions are sometimes used in conversations. The speech marks go after the question mark.

Add speech marks around what the characters are saying. 1

Will you let me ride your bike? asked Hani.

2

Why can’t I have a turn? asked Hani.

3

Should I put my helmet on now? asked Hani.

4

May I have a turn, too? asked Mark.

5

Would you like a turn? offered Frankie.

6

Will you give me a turn? asked Mark.

7

Hani asked, When will I get a turn?

8

You can each have a turn, said Frankie.

Note:

May I is a polite way to ask permission for something.



Using speech marks to write conversation Tip! W hen writing a conversation, a comma separates the part that is spoken from the rest of the sentence. Write the conversation from each speech bubble onto the lines. Use speech marks.

Alice walked into the kitchen. Hello, Mum. Hello. Did you have a good time at Jenny’s?

1

___________________________________ said Alice. ______________________________________________________ asked Mum. Yes. We played with her baby sister.

2

That sounds like fun.

_____________________________________________________ replied Alice. ___________________________________________________ said Mum.

It was.

3

Good.

____________________________________ said Alice. ___________________________ said Mum.

Note:

This conversation includes a question.



57

Using speech marks to write conversation

Tip! Exclamation marks belong inside speech marks.

Add speech marks. 1

Go! cheered the parents.

2

Help! shouted Dad as the ladder began to slide.

3

Watch out! yelled Mum as Lauren stepped onto the road.

4

Don’t do that! yelled Sanjay when his brother scribbled on his homework.

5

I’m home! called Justin.

6

We’re in the kitchen! shouted Jonathan.

7

Look at that! exclaimed the teacher.

8

Lisa shouted, I can’t find my watch!

Note:

Speech marks go before and after the part that is spoken in each sentence.



Using speech marks to write conversation Tip! Q uestion marks, full stops and exclamation marks are used even when the spoken words don’t make a sentence, e.g. “No!” yelled Samantha.

Add speech marks. 1

Thank you. I love my new shoes, said Marty.

2

Ouch! That hurt, said Riku.

3

Hooray! We won, said Denny.

4

Wow! That’s amazing, said Ian.

5

Hurry! The bus leaves in five minutes, said Rebecca.

6

Huh? What do you mean? asked Lilly.

7

Wow! exclaimed Steven.

8

Write a conversation that uses the words in the box. Uh-oh!

Note:

Oops!

Good job!

F ull stops, exclamation marks and question marks tell the reader how the words are spoken.



59

Using words instead of said in a conversation Tip! Saying verbs tell how characters in narratives speak. Look at page 22 for a reminder about saying verbs.

Write saying verbs from the box in the spaces below. announced chirped declared shouted requested whispered 1

“Don’t sit on our eggs!” _________________________ Mother Magpie.

2

“I would never sit on your eggs,” ____________________ Koala.

3

“Well, just be careful, please,” __________________ Father Magpie.

4

“Sshh, listen,” _______________ Mother Magpie. “I can hear a chick pecking inside the shell.”

5

“Cheep, cheep,” ____________________ a chick.

6

“Our babies will be out soon,” _________________ Father Magpie.

Add two more sentences to the conversation. 7

8

Note:

Animals in stories often talk.



Writing conversation

Tip! Saying verbs tell how characters speak.

Write a conversation for each picture. Use speech marks. 1

2

3

Note:

Using different words for said helps to make stories more interesting.



61

NAPLAN-style test What have you learnt about writing conversation? Circle the answers with the correct punctuation. 1

A Come and help me get dinner, said Dad. B “Come and help me get dinner,” said Dad. C “Come and help me get dinner, said Dad.” D Come and help me get dinner, “said Dad.”

2

A What are we having? asked Bryan. B “What are we having? Asked” Bryan. C “What are we having?” asked Bryan. D “What are we having,” asked Bryan.

3

A “We’re having vegetable and cashew stir-fry? said Dad. B “We’re having vegetable and cashew stir-fry, said Dad” C We’re having vegetable and cashew stir-fry, said Dad D “We’re having vegetable and cashew stir-fry,” said Dad.

4

A “Yum. Will I peel the carrots?” asked Bryan. B Yum. Will I peel the carrots? asked Bryan. C Yum. Will I peel the carrots asked Bryan? D Yum. “Will I peel the carrots, asked Bryan.”

5

A “Yes, please, replied Dad.” C “Yes”, please, replied Dad.

B “Yes, please,” replied Dad. D “Yes, please,” replied Dad

Choose the correct saying verb for each sentence. 6

“I’m looking for food,” _____________________ the cockatoo, loudly. A squeaked B growled C barked D squawked

7

“I am also seeking food,” ________________ the snake. A grunted B hissed C laughed

D howled

Choose the correct word for each sentence. 8

“___________________ This stew tastes awful, Dad,” complained Tom. A Wow! B Yuk! C Great! D Hurry!

9

“________________ That’s a big spider,” declared Charlotte. A Great! B Thanks! C Look!

10

D Hurry!

Write a sentence after Yes! “Yes! ______________________________________________________________________. Writing conversation, sentence punctuation, saying verbs, interjections

Test topics:


Your Mark: 10


Writing task: Writing conversation Write what the characters could be saying. Use speech marks and saying verbs. 1

2

Test topics:

Writing conversation, sentence punctuation, saying verbs



63

SECTION 2

Chapter 8

Informative texts Writing paragraphs in reports

Tip! A paragraph is one sentence or a number of sentences that are based on the same idea. Finish the paragraphs.

Me Paragraph 1: write words in the sentences to finish the paragraph.

My name is _______________________. I am ____________________________ years old. I have _____________________________ hair and _________________________ eyes.

Paragraph 2: write sentences for a paragraph that tells about the people you live with.

I live with ____________________________________

Paragraph 3: write sentences for a paragraph that tells about your friend.

My friend’s name is ___________________________

Note: The three paragraphs give information.



Summarising paragraphs in reports Tip! A paragraph is one or more sentences based on the same idea. Every paragraph begins on a new line.

Write an answer from the box on each line to tell what the paragraphs in the report are about. why numbats are endangered

what numbats eat

what numbats look like

Numbats Paragraph 1

A numbat is a furry Australian marsupial. It has a pointy nose, stripes on its body and a long bushy tail.

1

This paragraph tells

. Paragraph 2

Paragraph 3

Note:

Numbats mainly eat termites. An adult numbat eats thousands of termites every day.

2

Numbats are endangered. They are endangered because too many are killed by foxes, cats and bushfires. They are also endangered because they have nowhere to live when their forests are cleared.

3

This paragraph tells . This paragraph tells

.

In this report the first sentence in each paragraph lets readers know what the paragraph will be about.

C hapter 8 I nformative tex ts © Pascal Press ISBN 978 1 74125 440 2


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Sorting sentences into paragraphs for a report Tip! A paragraph is made up of one or more sentences based on the same idea.

Sort the sentences into the correct paragraphs. Write 1, 2 or 3 in the boxes to say which paragraph each sentence belongs in.

Tawny Frogmouth Paragraph 1: what it is and what it looks like Paragraph 2: what it eats Paragraph 3: how it is killed It has a wide beak like a frog. The Tawny Frogmouth eats meat. When it stands very still it looks like a tree branch. Tawny Frogmouths are often killed by cars. They chase flying insects into the headlights of oncoming cars. It has mottled brown feathers. It hunts at night for insects such as moths, as well as lizards, snails and worms. It has big yellow eyes to see in the dark. The Tawny Frogmouth is a nocturnal bird. Note:

T he first sentence in each paragraph in a report usually lets readers know what the paragraph will be about.



Using pronouns to replace nouns Tip! P ronouns are words that replace nouns. Pronouns include I, we, you, he, she, they, them, him and her.

Write He, They or them in the spaces below.

Daniel and his mice I’m going to Daniel’s after school to see his pet mice. has two mice. The mice play on their wheel. tower.

3

7

____________

____________ climb their

____________ snuggle together in their bedding to keep warm.

Daniel looks after 6

2

1

4

____________ well.

5

____________ loves

____________. Write a paragraph about a friend. Tell readers what your friend likes to do. Use pronouns.

Note:

These texts give information.



67

Using pronouns to replace nouns

Tip! Pronouns are words that can replace nouns in a text.

Write a pronoun from the box in each space. They

She

He

1

Ned is my friend. _________________ lives next door.

2

My mother is a nurse. __________________ works at the hospital.

3

Tim and Cate are my cousins. _________________ live in Dubbo.

4

Write he or they in each space. Use a capital letter if the pronoun begins a sentence. Lions live in groups called prides. One male is the boss of the pride. ______________ guards his territory. The females are the hunters. ______________ hunt at night. ______________ usually work as a team to kill their prey. Young male lions are forced out of the pride when ______________ are around two years old. ______________ form groups to hunt together. When a young male is big and strong ______________ will take over a pride for himself.

Note:

T hey replaces the plural nouns lions and females. He replaces the singular nouns lion and young male.



Sequencing events in recounts

Tip! Some words and phrases help to sequence events.

Write the events in the box in the correct order for the recount. After looking for sea stars we had our picnic lunch. Then we climbed around the rocks to look for sea stars. We left the beach when it started to get dark. The first thing we did was go for a swim.

A day at the beach Introduction

Last Saturday my family and I went to the beach.

Events

Conclusion Note:

We all had a great day.

W ords and phrases that sequence events in time include: Last Saturday, After, Then, when, The first thing.



69

Sequencing events in recounts

Tip! Recounts tell about events that have happened.

Write the sentences in the boxes in the correct order in the text. The introduction and conclusion have been done for you. She said that blue-tongues eat snails and beetles. This morning I looked for snails and beetles in our garden but I didn’t find any. The blue-tongue lizard must have eaten them all. Yesterday I asked Mum what blue-tongues eat.

The lizard in my yard Introduction

A blue-tongue lizard lives under a rock ledge in our backyard.

Conclusion

I like blue-tongue lizards.

1

2

3

4

Note:

T his recount uses the time expressions Yesterday and This morning, the connecting word but and the pronoun She.



Sequencing events in recounts Tip! R ecounts use time words and connecting words to sequence events. Write a recount about something you did. The word bank might help to get you started. Give your recount a title.

Word bank yesterday last weekend after school last night after dinner after that next and then so finally now Title: ___________________________________________ Introduction

Sequence of events 1

2

3

4

Conclusion

Note:

Recounts are about events that have happened.



71

Sequencing steps in recipes Tip! A recipe tells you how to make something. A recipe includes a list of ingredients and a method.

The method in each recipe has been muddled. Number the steps in the correct order. Breakfast parfait

1

Method

Ingredients 20 g rolled oats

Eat cold.

1 2

cup coconut milk

Top with berries and/or banana slices.

1 4

teaspoon ground cinnamon

Mix all ingredients together in a bowl.

1 teaspoon honey 1 2

Place in fridge for 20 minutes to soak.

apple, grated

Breakfast muesli

2

Method

Ingredients 3 chopped dates 30 mL orange juice 1 3

S poon half the muesli mixture into the bottom of a glass. Sprinkle with sunflower seeds before eating.

cup muesli

50 mL vanilla yoghurt

Add half of the yoghurt in a layer. ix dates, orange juice and muesli in a M mixing bowl. Repeat layers.

Note:

The method is a series of commands. Commands usually begin with verbs.



Writing the method in recipes Tip! R ecipes tell you how to make something. They include a list of ingredients and a method.

Rewrite the recount as a recipe. The method has been started for you.

Recount: we made scones First we turned on the oven to 220° and then we mixed 2 cups of self-raising 1 1 1 flour and 4 cup caster sugar in a large bowl. Then we stirred in 2 cup cream, 2 cup lemonade and 2 tablespoons of milk. Then we tipped the dough onto a floured board and kneaded it. After that, we rolled out the dough and cut it into pieces. We put the scones on a greased oven tray and baked them for 15 minutes. We ate the scones with jam and cream while they were still hot. They were delicious.

Recipe: scones Ingredients Method 2 cups self-raising flour 1 Heat oven to 220°. 1 4

cup caster sugar

1 2

cup cream

1 2

cup lemonade

2 tablespoons milk jam and cream to serve

2

ix the flour and caster sugar in a large M bowl.

3

Stir

4 5 6 7 8 9

Note:

T he recount tells how the writer made scones. The recipe says what to do to make the scones.



73

Writing recipes

Tip! Recipes tell you how to make something.

1

Read the recipe.

Brain juice

This juice will make you a Spelling Bee Winner! Ingredients

Method

30 g chia seeds

1 Soak chia seeds in the apple juice for 10 minutes.

1 cup apple juice 1 carrot 1 beetroot 5 walnuts

2

2 Peel and chop the carrot and beetroot. 3 Add all ingredients to a blender. 4 Blend on high for one minute. 5 Drink.

Create a recipe to make children better at something. Recipe heading: This will make you better at: Ingredients Method

Note:

The method is written in a logical order. Each command starts with a doing verb.



Chapter 9

Imaginative texts Creating characters for stories

Tip! Stories are written about characters.

Create interesting characters for stories you might write. An example has been done for you. Common nouns (to label the types of characters)

Proper nouns (to name the characters)

Adjectives Doing verbs (to describe (to tell the what the characters’ characters actions) are like )

a giant in a fantasy story

Egor the Horrible

big noisy hairy

1

a child in an adventure story

2

an animal in a funny story

3

an astronaut in a sciencefiction story

4

a detective in a mystery story

5

someone in history

stomps pounds chases

Saying verbs (to tell the ways the characters speak)

hollers booms yells

Note: Different kinds of stories have different kinds of characters.

C hapter 9 I maginative tex ts © Pascal Press ISBN 978 1 74125 440 2


75

Creating characters for stories Tip! Writers create particular kinds of characters that readers want to read about.

Types of story characters These kinds of characters are ‘good’.

These kinds of characters cause problems for the ‘good’ characters.

man

happy, fatherly, clever

cranky, mean, evil

bear

sad, hungry, fluffy, little fierce, angry, vicious

child

brave, funny, cheerful, adventurous

miserable, greedy, jealous, sneaky

woman

kind, motherly, clever

cruel, jealous, nasty

dog

loving, faithful, loyal

angry, savage, scary

1

Write a paragraph to describe a good character.

2

Write a paragraph to describe a character who causes problems.

Note: Descriptions help readers imagine what a character is like.



Creating settings for stories

Tip! Narratives are set in different places and times.

Write as many different settings as you can for each kind of story. Each one has been started for you. Narrative

Settings

1

adventure

a wild flooded river

2

real life

a friendly neighbourhood

3

scary

a deep damp cave

4

science fiction

the distant future

5

historical

my school in the past

6

fantasy

a ruined castle

7

mystery

a classroom

Note: Describing words help readers to visualise each setting.



77

Judging a story plot

Tip! The plot is what happens in a story.

1

Which plot below is more entertaining? Why?

A Aliens reach earth

B School girl saves the day

It’s 7 am on Sunday.

A spaceship lands in the playground.

A spaceship lands in the school playground.

The children watch from their classroom windows.

Two aliens step out.

The police and the army arrive.

They walk around the playground.

They plan to capture the aliens.

They call out, “Hello.”

Two aliens step out of the spaceship.

No-one answers them.

Soldiers look worried.

The aliens go back into their spaceship.

A schoolgirl runs to the aliens. The aliens say, “Hello. We want to be friends.”

The spaceship sits in the playground for a night.

The girl hugs the aliens.

In the morning the spaceship flies away.

2

The soldiers smile. The aliens help people save Earth from climate change.

Draw an illustration for an interesting event in one of the plots.

Note:

An interesting plot builds to a climax.



Matching titles to stories

Tip! Story titles need to suit the stories. Write each story title in the box under the illustration that matches it. Harriet gets lost

The Scratchies leave home

Jarrod says goodbye

Return to the castle of Skey

1

2

3

4

Write titles for the plot of each story below. This is a story about a frog named Frogga. Frogga persuades all the forest animals to help her find out who is polluting her creek. In the end Frogga saves the creek. 5

Title: ____________________________________________________________ This is a story about two children who rescue a ringtail possum from a cat. The children care for the possum and then release it in their backyard. Meanwhile they find the cat’s owner and make sure the cat stays indoors at night.

6

Title: ____________________________________________________________

Note:

An effective story title gains the reader’s interest.



79

Writing complications for stories Tip! A complication is something that goes wrong for a character in a story. It sets off the chain of events in the story. 1

Write the complication for this story.

An amazing rescue Orientation

Marnie trudged home. She was tired and hungry. It was nearly dark. She’d be in big trouble if she did not get home by 5.30 pm. She wasn’t looking where she was going.

Complication

Suddenly…

Events

Marnie lay in a crumpled heap at the bottom of the hill. Her ankle hurt. She tried to stand up but it hurt too much. She started to cry. “Help!” she yelled.

2

Think of a way that Marnie could be rescued that would match the title of the story. Write it here.

3

Draw an illustration to match.

Note:

A story needs to keep readers interested.



Writing resolutions for stories

Tip! A story needs to end in a way that makes sense.

Write the rest of the story. Then give the story a title. Title: __________________________________________________________ The boy walked through the woods. He was carrying some soup for his sick grandmother. His father had told him to beware of the wolf. His mother had told him not to talk to the wolf. They had both told him to go around the woods and not through the woods. The boy walked through the woods. The boy was not afraid of the wolf. Just then he heard a noise in the trees beside the path. Out jumped the wolf! “Hello there,” chuckled the wolf. “What do you want?” demanded the boy who was unafraid. “I want you for dinner!” said the wolf.

Note:

A story ending needs to resolve a character’s problem (the complication).



81

Analysing the elements of a story Tip! All the elements of a story need to work together to make it entertaining. Read the story. Answer the questions below.

Goldilocks and the three bears Their porridge was too hot to eat so the three bears went for a walk. When they got home from their walk they saw that things were different. Baby Bear’s porridge was gone. Baby Bear’s chair was broken. A girl was asleep in Baby Bear’s bed. The girl woke up and ran away. The three bears decided that in future they would lock their doors and windows when they went for walks. 1

Who are the characters?

2

Where is the story set?

3

What is the complication that starts the chain of events?

4

How is the story resolved?

5

What lesson did the bears learn?

Note:

The events in the story help the three bears learn a lesson.



Considering the audience for a story

1

Tip! A story needs to entertain. Read the story. Give the story a title to gain the readers’ interest. Title: _____________________________________________________________ Rolf loved going to the park. He loved to climb the trees. One day when Rolf went to the park there was red spray paint on his favourite tree. His mother said, “The red paint marks the trees that are to be chopped down by the Council.” Rolf could not believe it! His favourite tree was to be chopped down. He decided he would have to save his tree. After school the next day Rolf and his mother went to the Council offices. Rolf was told that the Council was worried the tree might fall over and hurt someone. Rolf’s mother helped Rolf do some research on the internet. Rolf found some ways to save the tree. He found out that trees can be pruned, their trunks supported by cables, and their roots encouraged to grow back with deep watering. Rolf told everyone at his school about the ways to save the tree. Rolf’s school wrote to the Council about the tree. The Council members had a meeting and decided to save the tree. Now Rolf is very happy. He climbs his tree every day after school and gives it a big hug.

2

How would readers feel about the resolution of the story?

3

What would you draw to illustrate this story for readers?

Note:

T he last box contains the coda. A coda is what happens after a story has been resolved.



83

Planning stories

Tip! Questions can help you plan a story.

“Please help me.”

Answer the questions to plan a story for the illustration. 1

Characters

Who are the characters in your story?

2

Setting

Where will the story be set?

3

Complication

What problem will the characters have?

4

Events

What will happen? • • •

5

Resolution

Note:

How will the story end?

C haracters have to overcome their problem (the complication) for a story to have a resolution.



Writing story conversation in paragraphs

Tip! Each story character’s speech begins a new paragraph.

The text below has not been written correctly. There should be five paragraphs. Rewrite the text correctly on the lines.

Back in time The time machine landed in a field. “Look! There’s a stegosaurus,” said Freya. “I can see some triceratops too,” said Mark, excitedly. “We should get out and go for a walk,” suggested Freya. “I hope we don’t run into a T-rex,” said Mark in a worried voice. Paragraphs 1

Introduction

2

Freya speaks

3

Mark speaks

4

Freya speaks

5

Mark speaks

Note:

This conversation is part of a narrative.



85

Writing play scripts Tip! When you write a play script each new speaker begins on a new line, e.g. Harry: Why did the chicken cross the playground? Jane: I don’t know. Harry: To get to the other slide. Jane (laughing): Ha ha. Harry: I have another joke. Jane: OK, tell me. You don’t need to use speech marks in play scripts.

Rewrite the conversation below as a play script.

Conversation “I have a good riddle,” said Freddy. “OK. What is it?” replied Greta. “What word becomes shorter when you add two letters to it?” asked Freddy. “I give up,” said Greta. “Short,” laughed Freddy.

Play script Freddy: Greta: Freddy: Greta: Freddy: Note:

S ometimes play scripts tell actors how to say their lines, e.g. Jane (laughing): Ha ha.



Writing play scripts

Tip! Texts for different purposes have different structures.

How do the children feel? What are they thinking? What might have happened to make the children look like this? Write a play script for the scene.

Play script Title:

Note:

P lay scripts can include instructions for actors telling them how to act their roles e.g. (angry voice).



87

Chapter 10 Persuasive texts Writing opinions Tip! A point of view is a personal opinion.

Write what you like or don’t like about each topic. 1

I (like / don’t like) getting a haircut because .

2

I (like / don’t like) it when the teacher lets children choose who will be on their teams because .

3

I (like / don’t like) colouring in because .

4

I (like / don’t like) balloons because .

5

I (like / don’t like) bees because .

6

I (like / don’t like) 3D movies because .

Note: It’s important to have reasons to support a point of view.



Writing opinions Tip! P ersuasive texts try to persuade others to agree with a point of view. Read each text. Answer the questions. Soccer is a better sport to play than cricket. I think it’s better because everyone gets to run around. In cricket you mostly just stand around. I get bored in cricket. Soccer is fun. Soccer is better than cricket. 1

What is this text trying to persuade you about?

Eat vegetables! Vegetables are good for you. Everyone should eat at least five helpings of vegetables every day. 2

What is this text trying to persuade you to do?

For sale! Trampoline. 3-m diameter with brand-new safety net. Only one year old. Excellent condition. Great exercise. Very safe. ONLY $200. 3

What is this text trying to persuade you to do?

Note:

E ach text tries to persuade readers to do something or to agree with the writer about something.

C hapter 10 Persuasive tex ts © Pascal Press ISBN 978 1 74125 440 2


89

Recognising point of view

Tip! Texts need to make sense.

Cross out the sentence in each paragraph that does not belong. 1

Zoos are not good for animals. It is cruel to keep animals in zoos. Animals are meant to live freely in nature. Animals in zoos have no chance to live a normal life. They must get very bored. Imagine being a lion in a zoo. You cannot run anywhere. I would love to be a lion in a zoo. People should leave animals in the wild.

2

The beach is fun. I love swimming and catching waves. I would never choose to go to the beach. I love to walk on the beach looking at the things that wash ashore. The beach is fun, even on a cold day.

3

Funny stories are the best kinds of stories. They are boring. My brother likes funny stories too. We read them every night before bed. It’s good to laugh at the silly things the characters do and say.

4

Put your rubbish in the bin. Litter is dangerous for animals. Litter gets washed into rivers and the sea. Marine animals eat it and get sick and die. Birds eat bits of litter and plastic and die. People who litter are thinking about the environment. It is wrong to litter.

Note:

E ach statement that does not belong gives an opposite point of view to the rest of the paragraph.



Writing an opposite point of view

Tip! Opinions can be different from yours.

Write the opposite opinion for each statement. 1

I like medicine because it makes me feel better.

2

I like homework because it gives me something to do after school.

3

I like broccoli because it tastes delicious.

4

I don’t mind getting a needle because it never hurts me.

5

I never go swimming when there are bluebottles because I’m scared of them.

Note:

Each of these opinions is supported by a reason.



91

Writing different points of view

Tip! Opinions can be the same or different.

Write opinions that different people might have.

Homework 1

Teacher’s opinion: Homework is because

.

Child’s opinion: Homework is because

.

Parent’s opinion: Homework is because

.

Bedtime 2

Teacher’s opinion: Child’s opinion: Parent’s opinion:

Going to the dentist 3

Dentist’s opinion: Child’s opinion: Parent’s opinion:

Note:

People can change their opinions.



Writing reasons for a point of view

Tip! Always support a point of view with reasons.

Read the sample text.

Eating leaves Opening statement

I don’t like to eat any kind of leaves.

Middle statements: reasons for opinion

Some leaves just taste like nothing. They have no flavour at all. Some leaves taste bitter and horrible. Mum says leaves are good for me. She says I need to eat them. I tell her that I am not a zebra. Zebras eat leaves.

Conclusion

I think leaves should be left for animals and not fed to humans. I don’t like to eat leaves.

Write about something you do not like. Use the sample text as a model. Persuade others to agree with your point of view. Title: _________________________________________________________________ Opening statement— I like / don’t like state your opinion about the topic.

Middle statements— give your reasons.

Conclusion—restate your opinion.

Note:

Each of these texts makes a complaint.



93

Writing reasons for a point of view

Tip! Always support a point of view with reasons.

Read the sample text.

The best place in the world Opening statement

My nana’s kitchen is the best place in the whole world.

Reasons

Nana loves to cook for her family. Her kitchen always smells good. We sit around her big old timber dining table in the kitchen and she feeds us. We laugh and talk and eat good food.

Conclusion

Nana’s kitchen makes me feel happy. You would love Nana’s kitchen too.

Describe a place where you feel happy. Persuade others that it is a good place. Use the sample text as a model. Title: _________________________________________ Opening statement— state your opinion on the topic.

Middle statements— give your reasons.

Conclusion—restate your opinion.

Note:

These texts describe something in a positive way.



Using persuasive words Tip! W ords such as definitely, very, really, must, should and always are persuasive. Read the sample text.

Recycling paper Opening statement

Recycling paper is really important for planet Earth.

Reason 1

It is definitely better to recycle used paper than to keep chopping down trees to make new paper.

Reason 2

Recycling saves energy. It uses less energy to recycle used paper than to make new paper. Saving energy helps prevent climate change.

Reason 3

Recycling paper stops paper adding to landfill.

Conclusion

We must save planet Earth! Always recycle your paper.

Write an argument text for or against allowing bare feet at school. Use the sample text as a model. Topic: Bare feet at school Opening statement Reason 1

Reason 2

Reason 3

Conclusion Note:

Did you give reasons and end with a command like the sample text?



95

Sequencing arguments

Tip! In argument texts every reason can start a new paragraph.

Read the text below. Write the labels from the box in the table below to label the parts of the text. Conclusion Reason 1 Reason 4 Title Reason 3 Reason 2 Opening statement Labels

Dogs I hate dogs in my neighbourhood. Firstly, dogs make a mess. On the footpath where I live there are always dog droppings. Sometimes I forget to watch where I put my feet. I once stepped in dog poo and my mother had to throw out my sneakers. They were really stinky and she couldn’t get the poo out of the tread on the soles. Secondly, dogs are noisy. They bark all the time. It is really annoying. Some dogs bark for no reason at all. I think they just get bored locked up inside all day. Thirdly, dogs bite. My friend was bitten by her own dog. You can’t trust dogs. Finally, dogs are smelly. My friend’s house smells like her dog. It makes me sneeze. I hate dogs. I think dogs should only be allowed to live on farms where they help with the sheep. Note:

This text has six paragraphs.



Writing argument texts

Tip! In argument texts every reason can start a new paragraph.

Write three reasons and a conclusion for the text below. The opening statement has been written for you.

Dogs Opening statement

I love dogs.

Reason 1

Reason 2

Reason 3

Conclusion Note:

Reasons for an opinion are usually written in order of importance.



97

Writing advertisements

Tip! Advertisements try to persuade people to do something.

Read the sample text. Date Where Cost Reasons to come

Commands

Come to our fete! 10 October Time 10 am to 3 pm Forest Road State School Entry is free. Rides $4 or 3 rides for $10. Exciting rides, games and competitions. Fabulous trash-and-treasure stalls and arts-and-crafts stalls. Delicious foods. Come to our fete!

Imagine your school is giving a concert. Write an advertisement. Persuade everyone to come. Come to our concert! Date

Time

Where Cost Reasons to come 1 2 3 Commands Note:

Adjectives can help to persuade, e.g. delicious, fabulous, exciting.





Read the advertisement.

e! Ea s y t o us ! G re at f u n

Electric scooter

L igh t f rame

For children aged 8+ Reach speeds of up to 16 km an hour. Hand-operated front brake

On sale NOW only $49. Buy Now!

a ble R e c h a rg e b a t te r y

Would you be interested in buying this scooter? Write your opinion. Give four reasons. Opinion statement

I would/would not buy this scooter for the following reasons:

Reason 1

Reason 2

Reason 3

Reason 4

Conclusion Note:

A successful advertisement will make you want to buy or use a product.



99



Read the advertisement.

Special Asian Noodle Stir-fry Opening opinion The best stir-fry noodles you will ever eat. statement Reasons to try it Delicious! Healthy! Your choice of beef, chicken, prawns or vegetarian. Hokkien noodles for extra flavour. You’ll love it! Conclusion/ Try some now. command

Write an advertisement to persuade people to try your favourite food. Use the sample text as a model. Title: _________________________________________________________________ Opening opinion statement Reasons to try it

Conclusion/ command Note:

A delicious, healthy. healthy.The Theadvertisement advertisementfor fornoodles noodlesends ends djectives can persuade, e.g. delicious, with a command: command, Try Try some somenow. now.





Read the advertisement. It tries to persuade people to pay for a service. Service

Trudy’s Hair Cuts

Cost

Adults $15 Children $8

Three reasons someone should use this service:

Cheap! Look your best. Extra care taken with young children.

Address/phone number

7 Napier Road, Greensville, Ph. 4020 568590

Command and/or promise

Get a haircut today! I promise you’ll be happy with the results.

Think about something you could do to earn money, e.g. walk the dog, rake some leaves or help wash the car. Write an advertisement to sell your service. Use the sample text as a model. Service Cost Three reasons someone should use this service:

Address/phone number Command and/or promise Note:

T he promise at the end of the sample text is used to make readers feel confident about the service.



101

SECTION 3

Chapter 11 Puzzle pages Writing acrostic poems Tip! An acrostic poem has a special pattern. Letters from the poem form a word or a phrase.

Bill Gibb Best friend In the world. Loves animals and sausage sizzles. Lives with his mum and his dog.

Goes to his dad’s every Saturday. Is good at spelling and soccer But not so good at maths, Bill Gibb.

Write the name of a friend or family member down the page. Start each line of the poem with a letter from the name. You can choose to use only the first name or both the first and family names.

Note: Poems can be imaginative, informative or persuasive. This poem is informative.



Writing nouns for animals Tip! U se common nouns (e.g. monkey) or proper nouns (e.g. Uakari monkey). Think of an animal for each letter of the alphabet. Some have been done for you. A

N

B

O

C

P

D

Quokka

E

R

F

S

G

T

H

Uakari monkey

I

Vulture

J

W

K

X-ray tetra

L

Yak

M

Z

Note: Compare your list with a friend’s.

C hapter 11 Puzzle pages © Pascal Press ISBN 978 1 74125 440 2


103

Spotting the adjectives in find-a-word puzzles

Tip! Look across, down, up and backwards.

Find and colour the adjectives in the box. bright beautiful delicate bitter sweet gigantic green black dull tiny lovely sour huge shiny icy smooth

B

E

A

U

T

I

F

U

L

I

X

S

B

H

S

O

U

R

T

C

W

L

G

R

E

E

N

T

D

E

L

I

C

A

T

E

E

E

E

U

R

Y

Y

G

G

R

Q

T

D

B

M

N

K

U

G

I

G

A

N

T

I

C

H

S

M

O

O

T

H

T

A

I

X

Q

Y

L

E

V

O

L

C

C

B

S

H

I

N

Y

B

Y

Note:

These are words that describe how something looks, tastes or feels.



Solving noun crossword puzzles Tip! Write one letter in each square of a crossword puzzle.

Use the clues to solve the crossword puzzle. The answers are places in nature (hill, creek, island, valley, waterfall, desert, river, ocean, forest, beach).

Clues Across 3

1 2

where water flows steeply down

4

a small river

5

a place with many trees

8

a place at the edge of the ocean

10

land with water all around it

3

4

5

7

Down 1

a place in between mountains or hills

2

a large dry place with sand or rocks

6

water flowing over land

7

a large area of salt water

9

smaller than a mountain

Note:

6

8

9 10

The answers are common nouns.

C hapter 11 Puzzle pages © Pascal Press ISBN 978 1 74125 440 2


105

Writing proper nouns for people’s names

Tip! Use the internet if you need help.

Think of a boy’s name or a girl’s name for each letter of the alphabet. A

N

B

O

C

P

D

Q

E

R

F

S

G

T

H

U

I

V

J

W

K

X

L

Y

M

Z

Note:

Compare your list of names with a friend’s.



Answers SECTION 1

5 We add our own choice of toppings. 6 Our homemade pizzas are delicious.

Chapter 1 Sentences—statements

1 Crocodiles are large reptiles.

Page 1 1 Ants 2 They

Page 7 2 Saltwater crocodiles are dangerous.

3 Most ant species

3 Saltwater crocodiles eat anything.

4 Different ants 5 A colony 6 Worker ants

4 They can swim a long way out to sea.

7 Worker ants 8 Only males and the queen

5 The females guard their nests.

Page 2

6 Many baby crocodiles are eaten by goannas.

1 My sister went to the dentist yesterday.

Page 8

2 The dentist examined her teeth.

1 C 2 A 3 B 4 C 5 A 6 C 7 D 8 C

3 The dentist said that my sister has very good teeth.

9 The boy ran to the shop.

4 My sister was very happy. 5 Answers will vary. Teacher/parent to check.

Page 3 1 My dad has a new fishing rod. 2 Some flowers are yellow. 3 My birthday is in May. 4 Bananas are a kind of fruit. 5 His hair is too long.

10 The two girls walked to school.

Page 9 Answers will vary. Teacher/parent to check.

Chapter 2 Sentences—questions, commands and exclamations Page 10 1 Who killed the giant in the beanstalk?

6 Yellow is a happy colour.

2 Who lost her glass slippers?

7 Bees are beautiful.

3 Who lived under the billy goats’ bridge?

8 We love bananas.

4 Who had long hair and was locked in a tower?

Page 4

5 Who grew a long nose?

1 Beaches are fun places.

6 Who won a race against a tortoise?

2 The waves were scary. 3 My little brother is really cute. 4 Strawberry is the best flavour. 5 Answers will vary. Teacher/parent to check.

Page 5 1 The platypus is a mammal. 2 Female platypuses lay eggs. 3 The platypus has fur and a bill. 4 The platypus has webbed feet. 5 The platypus has strong claws for burrowing. 6 Platypuses sleep in their burrows.

Page 6 1 My favourite food is pizza. 2 We make our own pizzas. 3 Mum likes homemade pizza best. 4 Dad makes the pizza bases.

Page 11 1 What time does the library close? 2 When are we going to the library? 3 Where did you put the books? 4 Who will take us to the library? 5 Which book do you like best? 6 Why is that book your favourite? 7 Questions 5 and 6 ask for opinions.

Page 12 1 How much does it cost? 2 How many did you eat? 3 How often do you come here? 4 How far did you walk? 5 Answers will vary. ‘How much’ questions ask about the quantity of an item and end with a question mark.

107

Answers © Pascal Press ISBN 978 1 74125 440 2


6 Answers will vary. ‘How many’ questions ask about the number of an item and end with a question mark. 7 Answers will vary. ‘How often’ questions ask about the frequency of an event and end with a question mark. 8 Answers will vary. ‘How far’ questions ask about an aspect of distance and end with a question mark.

Page 13

5 Who is your teacher? or What is your teacher’s name? 6 Answers will vary. Teacher/parent to check.

Chapter 3 Every sentence has a verb Page 19 1 chopped 2 danced 3 blew 4 ate 5 built

1 Pour one cup of milk into a saucepan.

6 followed 7 spilt 8 landed

2 Add one cup of oats.

Page 20

3 Stir well.

1 stretched 2 splashed 3 swam 4 plucked

4 Heat gently until cooked. 5 Serve with milk and sliced banana or honey.

Page 14

8 The elephant splashed water onto its back.

Page 21

1 We miss you! 2 Here it is! 3 That’s great news! 4 We love it! 5 That’s horrible! 6 Our team won! 7 That makes me happy! 8 That’s horrible!

Page 15 1 Look out! 2 Stop!

5 watched 6 grazed 7 clung

3 Go over there!

4 Come back! 5 Sit down! 6 Be careful! 7 Hold this! 8 Be careful! or Look out! or Stop!

Page 16

1 meandered 2 rode 3 ran 4 hopped 5 cartwheeled

Page 22 1 howled 2 trumpeted 3 squeaked 4 hooted 5 barked 6 hissed 7 The dog barked. 8 Answers will vary. Teacher/parent to check.

Page 23 1 stretched 2 rolled 3 purred 4 slept 5 jumped 6 strolled 7 yowled 8 ate

Questions 2 Who rode a bike to school today? 4 What time is it?

Page 24 1 doing verb: licked—a sentence 2 doing verb: scratched—a sentence

5 Where is your hat?

3 no verb—not a sentence

6 Why are you late?

4 doing verb: jumped—a sentence

Exclamations

5 doing verb: raced—a sentence

1 Come here!

6 saying verb: barked—a sentence

3 Watch out!

7 doing verb: wagged—a sentence

7 Help me! 8 Go away!

8 no verb—not a sentence

Page 17

Page 25

1 A 2 D 3 D 4 B

1 The girl ate her apple. 2 The children raced to the tree.

5 How far can you run? 6 How long will it take?

3 The children sang at the concert.

7 and 8 Answers will vary but need to begin with a capital letter and end with full stops.

Page 26

9 and 10 Answers will vary but need to begin with a capital letter and end with question marks.

Page 18

4 The boy rode his bike to school. 1 B 2 B 3 C 4 C 5 C 6 D 7 A 8 C 9 Answers will vary, e.g. climbed, tumbled, flopped, crawled.

2 How old are you?

10 Answers will vary, e.g. screamed, cried, yelled, wailed.

3 Which food or vegetable don’t you like?

Page 27

4 What is your favourite fruit?

looked, saw, heard, sniffed, barked, ran, looked,

1 What is your name?



barked, listened, barked, heard, opened, said, barked, ran, whirled, grabbed, gave

Chapter 4 Noun groups

hair

head

neck

Answers will vary. Teacher/parent to check, e.g. The kind/happy/young teacher sat on his chair at the front of the class. He looked at his happy/young students. He said, “I have an interesting/exciting story to read to you today. It is about a brave/clever girl who has an exciting/interesting adventure. I think you will enjoy this great/interesting/exciting story.”

Page 28 1

Page 34

thumb

Page 35 1 B 2 B 3 C 4 C 5 B 6 C 7 B 8 B

elbow

9 C 10 A

Page 36 knee

toes

Answers will vary. Teacher/parent to check

ankle

2 Answers will vary. Teacher/parent to check, e.g. arm, foot, leg, eye, stomach, mouth, chin.

Page 29 1 Blake Youngman, Alexandra Cowan, Australian Prime Minister, Aboriginal and Torres Strait Islander 2 Collins Street, Great Barrier Reef, Uluru, Sydney Harbour Bridge 3 Major Mitchell’s Cockatoo, Kuranda Tree Frog 4 July, Monday, December, Tuesday

Page 30

Betty

Sammy

big, strong, smart, brave, clever

cute, small, little, smart, bright, cheeky, mischievous

Betty is a big brave police dog.

Sammy is a cheeky little dog.

Picasso

Mozart

playful, cute, little, naughty, mischievous

tired, sleepy, old, loving, quiet, kind

Picasso is a playful little kitten.

Mozart is a sweet old house cat.

1 Last Tuesday 2H went on an excursion to Taronga Zoo. 2 Our guide, Wally, told us Dreaming Stories. 3 We learnt about the Aboriginal history of Sydney. 4 Then we got to meet a snake named Fred. 5 After lunch Wally walked around the zoo with us. 6 Our teacher, Ms Harris, said it was a really good excursion.

Page 31 1 sharp 2 happy 3 small 4 soft 5 tall, leafy 6 cute, cuddly 7 crisp, juicy 8 comfortable, old

Page 32

Chapter 5 Sentences that tell how, where or when

1 large 2 black, white 3 sleek 4 little

Page 37

5 Answers will vary. Teacher/parent to check, e.g. tired, old, huge, grey, wrinkly, big.

1 slowly 2 swiftly 3 lightly

6 Teacher/parent to check.

Page 33

4–8 Answers may vary. Teacher/parent to check, e.g. 4 hungrily 5 loudly 6 slowly 7 happily 8 quietly

1 excited, little 2 tired, old 3 dainty, white 4 sneaky, black 5 cute, fluffy 6 fierce, angry

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Page 38

Page 45

1 carefully 2 tightly 3 neatly

1 Answers will vary, e.g. in a cave, under a log, across the quicksand, under the tallest tree, on top of the mountain, under the biggest rock, through the waterfall, inside the hollow tree.

4 gently 5 gracefully 6 Answers will vary, e.g. Carry the hot tea carefully.

Page 39 1 on a rock. 2 onto the moon. 3 around the bend. 4 between the trees.

2 Answers will vary, e.g. through the gloomy forest, at midnight, late at night, by the creek, in the dark, at the cemetery, in the basement, under the rotting deck, in a cellar, at the graveyard.

Chapter 6 Connecting ideas in sentences

5 in the cave. 6 across the sand. 7 inside its hutch. 8 under the fence.

Page 46

Page 40

1 We had a barbecue and [we] cooked sausages.

Answers will vary, e.g.

2 Bernie dished up the apple pie and [he] ate it with cream.

1 The dog sat 2 The cat slept 3 The dog ran 4 A possum lives 5 The train raced 6 The waves crashed 7 The children rode 8 Dad dived

3 Mum mowed the lawn and [she] washed the car. 4 We bought our movie tickets and [we] went to find our seats. 5 Lilly plays soccer in winter and [she] has swimming lessons in summer.

Page 41 Answers will vary, e.g. 1 across the field. 2 into the pool.

6 The boy crossed the street and [he] walked into the shop.

3 down the hill. 4 above the tree.

Page 47

5 through the trees. 6 on the window. 7 over the rock. 8 beside the creek.

Page 42

Answers will vary, e.g. 1 I will take a towel, an umbrella and sunscreen to the beach. 2 I will take a jumper, mittens and a toboggan to the snow.

1 before breakfast 2 on Saturday

3 I will take a camera, a torch and friends to the moon.

3 by 5 o ‘clock 4 at bedtime 5–8 Answers will vary. Parent/teacher to check, e.g. 5 after dinner 6 before lunch 7 by 7 o’clock 8 at lunchtime

Page 43 1 I like cycling for a number of reasons: Firstly, cycling is fun. Secondly, cycling is great exercise.

4 I would like pizza, ice-cream and cake on my birthday.

Page 48 1 Orangutans prefer to eat fruit but they also eat flowers. 2 Orangutans have long legs but their arms are longer.

Thirdly, cycling is faster than walking.

3 Oranutans are apes but people sometimes call them monkeys.

Finally, cycling is better for the environment than using a car.

4 Orangutans live in trees but they also walk on the ground.

2 Answers will vary but should follow the language pattern used in text 1.

Page 44 1 B 2 A 3 B 4 D 5 C 6 C 7 A 8 B 9 B 10 C

5 Answers will vary.

Page 49 1 I could send you an email or phone you. 2 You can go by ferry or catch the train. 3 We could go to the park or play in the backyard. 4 We could cook vegetables or have a salad.



5 I might write a story or read a book. 6 Will we watch television or play a board game?

Page 50 1 I like my beanie because it keeps my ears warm. 2 I don’t like beans because they taste awful. 3 I like my friend James because he is funny.

6 “Come out of that hollow log so I can eat you,” said the goanna. 7 Answers will vary. Teacher/parent to check, e.g. “I am hungry,” said the goanna.

Page 56 1 “Will you let me ride your bike?” asked Hani.

4 I like books about dinosaurs because dinosaurs are interesting.

2 “Why can’t I have a turn?” asked Hani. 3 “Should I put my helmet on now?” asked Hani.

5 Answers will vary. Teacher/parent to check.

4 “May I have a turn, too?” asked Mark.


5 “Would you like a turn?” offered Frankie.

Page 51

6 “Will you give me a turn?” asked Mark.

1 It looked like rain so we couldn’t go to the beach. 2 It looked like rain so Mum said to take a raincoat.

7 Hani asked, “When will I get a turn?” 8 “You can each have a turn,” said Frankie.

Page 57

3 It was getting dark so Dad said it was time to go home.

1 “Hello, Mum,”

4 The bananas were really ripe so we made a banana cake.

2 “Yes. We played with her baby sister,”

5 It is cold so I will wear a jumper.

3 “It was,”


Page 52

“Hello. Did you have a good time at Jenny’s?” “That sounds like fun,” “Good,”

Page 58

Answers will vary. Teacher/parent to check.

Page 53 1 A 2 B 3 D 4 C 5 A 6 C 7 A 8 C 9 B 10 B

Page 54 1 I like dancing and gymnastics. Mum says I can do dancing or gymnastics after school this year but not both. I like both but Mum will only pay for one. They are both fun but I prefer the dancing teacher to the gymnastics teacher. They are both good exercise but gymnastics is harder than dancing. I have friends in both classes but my best friend does the dance class. I will do dancing this year. 2 Answers will vary. Teacher/parent to check.

Chapter 7 Writing conversation

1 “Go!” cheered the parents. 2 “Help!” shouted Dad as the ladder began to slide. 3 “Watch out!” yelled Mum as Lauren stepped onto the road. 4 “Don’t do that!” yelled Sanjay when his brother scribbled on his homework. 5 “I’m home!” called Justin. 6 “We’re in the kitchen!” shouted Jonathan. 7 “Look at that!” exclaimed the teacher. 8 Lisa shouted, “I can’t find my watch!”

Page 59 1 “Thank you. I love my new shoes,” said Marty. 2 ”Ouch! That hurt,” said Riku. 3 “Hooray! We won,” said Denny. 4 “Wow! That’s amazing,” said Ian. 5 “Hurry! The bus leaves in five minutes,” said Rebecca. 6 “Huh? What do you mean?” asked Lilly. 7 “Wow!” exclaimed Steven. 8 Answers will vary. Teacher/parent to check, e.g.

Page 55 1 “I eat whatever I can catch,” bragged the big goanna. 2 “I mostly eat fruit and leaves,” said the skink. 3 “I eat other lizards,” said the goanna.

“Uh-oh!” said Matt when he spilt his drink. “Oops!” said Mum. “Good job!” said Dad when Matt carefully wiped up the spilt drink.

4 “I will eat you,” announced the goanna. 5 “You won’t catch me,” replied the skink.

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Page 60

[1] When it stands very still it looks like a tree branch.

1 shouted 2 declared/announced 3 requested

[2] The Tawny Frogmouth eats meat.

4 whispered 5 chirped 6 announced/declared 7–8 Answers will vary. Teacher/parent to check, e.g. “I hope so,” said Mother Magpie. “I can’t wait,” said Father Magpie.

Page 61 1 Answers will vary. Teacher/parent to check, e.g.

[2] It hunts at night for insects such as moths, as well as lizards, snails and worms. [3] Tawny Frogmouths are often killed by cars. [3] They chase flying insects into the headlights of oncoming cars.

Page 67

“We need to look before we cross,” Mum advised.

1 He 2 They 3 They 4 them 5 He

“Look to the right, look to the left, look to the right again,” sang Corey.

Page 68

2 Answers will vary, e.g. “Push me higher!” demanded Abby. “Okay,” replied Dad. 3 “You played really well,” announced the coach. “Thanks coach,“ replied Penny.

Page 62 1 B 2 C 3 D 4 A 5 B 6 D 7 B 8 B 9 C

6 them 7 Parent/teacher to check. 1 He 2 She 3 They 4 Lions live in groups called prides. One male is the boss of the pride. He guards his territory. The females are the hunters. They hunt at night. They usually work as a team to kill their prey. Young male lions are forced out of the pride when they are around two years old. They form groups to hunt together. When a young male is big and strong he will take over a pride for himself.

10 Answers will vary. Teacher/parent to check, e.g. “Yes! That’s a great idea,” said the teacher.

Page 69

Page 63

The first thing we did was go for a swim.


Then we climbed around the rocks to look for sea stars.

SECTION 2

After looking for sea stars we had our picnic lunch. We left the beach when it started to get dark.

Chapter 8 Informative texts

1 Yesterday I asked Mum what blue-tongues eat.

Page 64

2 She said that blue-tongues eat snails and beetles.

Answers will vary. Teacher/parent to check Each paragraph should consist of a number of sentences that focus on one idea, e.g. Paragraph 1: My name is Sebbie. I am 7 years old. I have brown hair and brown eyes. Paragraph 2: I live with my mother, my grandma and my sister, Scarlet. My mother works at the bakery. She leaves home very early in the morning so Gran gets us breakfast and takes us to school. Paragraph 3: My friend’s name is Tim. Tim is in my class at school. We play soccer.

Page 65

4 The blue-tongue lizard must have eaten them all.


Page 72 1 [4 3 1 2] 2 [2 5 3 1 4]

Page 73 5 Knead the dough on a floured board.

2 what numbats eat 3 why numbats are endangered

Page 66 [1] The Tawny Frogmouth is a nocturnal bird. [1] It has a wide beak like a frog. [1] It has big yellow eyes to see in the dark. [1] It has mottled brown feathers.

© Pascal Press ISBN 978 1 74125 440 2

3 This morning I looked for snails and beetles in our garden but I didn’t find any.

3 Stir in the cream, lemonade and milk.

1 what numbats look like

112

Page 70

6 Roll out the dough and cut into pieces. 7 Place scones on a greased oven tray. 8 Bake for 15 minutes. 9 Eat with jam and cream.



Chapter 9 Imaginative texts Page 75 Answers will vary. Teacher/parent to check.


Page 77

have the wolf eat the boy because the boy had not listened to his parents’ advice. You might also use the fact that the wolf is chuckling or decide that the wolf is laughing at a boy who is not afraid of wolves.

Page 82 1

The three bears and a girl

2 The home of the bears 3 The porridge was too hot to eat.

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

4 The girl ran away.

1 snow-covered mountains 2 a very strict classroom, a family home

5 The bears learned to lock their doors and windows when they went out.

3 a spooky old house

Page 83

4 a cold planet far away

1 Answers will vary. Teacher/parent to check, e.g. Rolf starts a fight; The doomed tree; Rolf saves his favourite tree.

5 in the convict days, an old building in the past, when grandparents were children 6 a magical cave, the land of the elves, the land of the giants 7 a police station, a home, a park

Page 78 1 Plot B because this story is more exciting. The police and army arrive. The aliens come out of their ship. The story builds to a climax. Readers wonder how the police and the army might capture the aliens or whether the school girl might get hurt by the aliens. The story has a satisfying conclusion. 2 Answers will vary.

Page 79 1 The Scratchies leave home 2 Harriet gets lost 3 Return to the castle of Skey 4 Jarrod says goodbye 5 Answers will vary. Teacher/parent to check, e.g. Frogga saves her creek; Frogga’s mission. 6 Answers will vary. Teacher/parent to check, e.g. Possum rescuers; Help for a possum; No cats allowed.

Page 80 Answers will vary. Teacher/parent to check, e.g. 1 Suddenly she tripped over and rolled down the hill into a ditch. 2 This answer needs to suit the title of the story, Amazing rescue. Marnie could be carried home by eagles or forest creatures or elves; a dog could find her then fetch help.

Page 81 Answers will vary. Teacher/parent to check, e.g. Title: ‘The Foolish Boy’ or ‘The Brave Boy’ The story says the boy is not afraid of the wolf so you can have him defeat the wolf in some way. Or you can

2 Readers would be happy with the resolution because Rolf was happy. He had saved his favourite tree. 3 Answers will vary. Teacher/parent to check, e.g. Rolf hugging a huge tree.

Page 84 1 A boy and a girl. The stegosaurus could also be a character in the story. 2 A museum 3–5 Answers will vary. Teacher/parent to check, e.g. 3 The stegasaurus speaks to the children. It could need a home or want to go back to its own time. 4 The children might have to try to solve the stegasaurus’s problem. They might help it find a better home than the museum or they might help it get back to its own time. 5 The story will end when the problem is resolved and the stegosaurus is happy.

Page 85 1 The time machine landed in a field. 2 “Look! There’s a stegosaurus,” said Freya. 3 “I can see some triceratops too,” said Mark, excitedly. 4 “We should get out and go for a walk,” suggested Freya. 5 “I hope we don’t run into a T-rex,” said Mark in a worried voice.

Page 86 Freddy: I have a good riddle. Greta: OK. What is it? Freddy: What word becomes shorter when you add two letters to it? Greta: I give up. Freddy (laughing): Short.

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Page 87

4 I hate getting a needle because it hurts too much.

Answers will vary. Teacher/parent to check. The children have had a disagreement about something. They are both angry. They need to say what they are angry about.

5 I go swimming when there are bluebottles because I don’t care about getting stung.

Chapter 10 Persuasive texts

Page 92 Answers will vary. Teacher/parent to check, e.g. 1 Homework Teacher’s opinion: Homework is good because children do extra practice.

Page 88

Or, Homework is a waste of time because it’s just extra work.


Child’s opinion: Homework is good because some children need extra practice.

1 I like getting a haircut because I don’t like my hair in my eyes.

Or, Homework is a waste of time because children should have time to play after school.

I don’t like getting a haircut because I want to grow my hair long.

Parent’s opinion: Homework is good because children get extra practice.

2 I like it when the teacher lets children choose who will be on their teams because my friends pick me. I don’t like it when the teacher lets children choose who will be on their teams because I hate to get chosen last.

Or, Homework is a nuisance because my child and I just argue about it. 2 Bedtime Teacher’s opinion: Children should go to bed early so that they are fresh for school each day and ready to work.

3 I like colouring in because it’s easy and it looks nice.

Child’s opinion: Children should only go to bed when they are tired, so they fall asleep quickly.

I don’t like colouring in because it’s boring. 4 I like balloons because they make a room colourful. I don’t like balloons because they float away and end up causing pollution.

Parent’s opinion: Children should go to bed at a set time so that they get enough sleep. 3 Going to the dentist Dentist’s opinion: Children should visit the dentist regularly to have their teeth checked.

5 I like bees because they help flowers spread seeds.

Child’s opinion: Children should visit the dentist regularly so that they have good teeth.

I don’t like bees because they hurt when they sting you.

Parent’s opinion: Children should visit the dentist regularly so that their teeth are properly cared for.

6 I like 3D movies because they look close up and exciting. I don’t like 3D movies because the glasses hurt my nose.

Page 93

Page 89


1 that soccer is better to play than cricket

Page 94

2 to eat vegetables


3 to buy a trampoline

Page 95

Page 90


1 I would love to be a lion in a zoo. 2 I would never choose to go to the beach. 3 They are boring. 4 People who litter are thinking about the environment.

Children should be able to have bare feet at school. It is more comfortable, especially on hot days. Children with bare, cool feet will be able to concentrate on their schoolwork better. It is hard to concentrate on schoolwork when your feet are hot.

Page 91

Schools should let children take off their school shoes and be comfortable.

1 I hate medicine because it tastes awful.

Or,

2 I do not like homework because it uses up my after-school time.

Children should not have bare feet at school. It is dangerous. They might step on something sharp and hurt their feet.

3 I dislike broccoli because it tastes horrible.



It is unhygienic to allow bare feet at school because children might have foot germs. Some children have smelly feet so the classroom would smell if children were allowed to have bare feet.


Page 104

Children should be made to keep their shoes on at school.

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Page 96

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Page 97

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Reason 3: Dogs are gentle. They help the elderly or people who are blind.

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Conclusion: Dogs make great pets. I love dogs.

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Answers will vary. Parent/teacher to check, e.g. Reason 1: Dogs are good company. They can play games with you. You can take them for walks so you get exercise. Dogs are good fun. Reason 2: Dogs are smart. They can save your life. They can wake you up if your home is on fire in the night. They can protect your home from burglars. They can work for the police and at airports.

Page 98 Answers will vary. Teacher/parent to check. Answer should be based on the sample text.

Page 105

Page 99

Down 1 valley 2 desert 6 river 7 ocean 9 hill

Across 3 waterfall 4 creek 5 forest 8 beach 10 island 1


v

I would buy this scooter because it is on sale. It goes fast. It is light. It has a rechargeable battery. It is fun and easy to use. It does not cost very much.

2

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Or I would not buy this scooter because it goes too fast. I don’t think it would be as easy to use as the advertisement says. It costs too much. I am less than 8 years old. My parents won’t let me have an electric scooter.

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Page 100

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Answers will vary but should be based on the sample text. Teacher/parent to check.

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Answers will vary but should be based on the sample text. Teacher/parent to check.

Page 102 Answers will vary but should be based on the sample text. Teacher/parent to check.

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Chapter 11 Puzzle pages

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© 2016 Tanya Dalgleish and Pascal Press ISBN 978 1 74125 440 2 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.

Trimmed size 201 mm x 275 mm

WRITING WORKBOOK Year 2 Ages 7– 8 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 2 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 2 AUSTRALIAN CURRICULUM ENGLISH.

   

informative, imaginative and persuasive texts Opportunities for children to create their own texts Extensive scaffolding and text models Puzzle pages to further develop children’s grammar awareness Answers to all questions

YEAR AGES 7–8

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NA

Year 2 Ages 7– 8

 Three chapters that focus on different kinds of

ADVANCED SKILLS WRITING WORKBOOK


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

WRITING 2 WORKBOOK

ADVANCED SKILLS

Advanced Skills

ENGLISH

DiZign Pty Ltd

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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.

Tip !

Wr it in gc onv Usi ng er s spe at io ech ma n rks

Excel Test Zone


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.

9781741254402 EAS_Writing Wkbk Y2_CVR_2016-.indd 2,4

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

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