Easy English: Book 6 - Easy Text Types by Teacher Superstore

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About Ready-Ed Publications Ready-Ed Publications was established in 1984 with the purpose of creating practical classroom blackline master activities. At the time, the role of the teacher was becoming ever more diverse with an increasing range of duties and responsibilities within the school and school community. Since then, the role of the teacher has continued to evolve with an escalating range of tasks and obligations, ensuring a reduction in time available to prepare work for the daily instructional program.

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Throughout these past 24 years, Ready-Ed Publications has built a reputation as publishers of Australian made, high quality, innovative, timesaving materials for teachers of primary and lower secondary levels. In addition, all materials are based on state or national curriculum guidelines or specific age-related interest areas and subjects.

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Publications

Ready-Ed Publications aims to assist busy professionals by making available contemporary classroom materials that contain relevant and stimulating work to support the requirements of the curriculum. Easy Text Types Book 6 in the Easy English Series © 2009 Ready-Ed Publications Printed in Australia Author: Margaret Warner Illustrator: Terry Allen

Cover images: i.

ii. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission.

Published by:

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I-stock Photos: as shown adjacent to images.

o c . che e r o t r s super Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.com.au info@readyed.com.au

ISBN: 978 1 86397 763 0

COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for noncommercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

Contents

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4 5 6 7

Punctuation and Grammar Revision Punctuation and Grammar Revision Punctuation and Grammar Revision Punctuation and Grammar Revision Punctuation and Grammar Revision Punctuation and Grammar Revision Punctuation and Grammar Revision Punctuation and Grammar Revision

1 2 3 4 5 6 7 8

8 9 10 11 12 13 14 15

Aisha’s Weekend Activity 1 Now Write Your Own Recount Check Your Recount PROCEDURE Teachers’ Notes: Procedure Procedure 1: How to Grow Seeds How to Grow Seeds Activity 1 How to Grow Seeds Activity 2 How to Grow Seeds Activity 3

Narrative 2: Bluey’s Day Out Bluey’s Day Out Activity 1 Now Write Your Own Story Check Your Story

21 22 23 24

RECOUNT Teachers’ Notes: Recount Recount 1: Lilly’s Day Out Lilly’s Day Out Activity 1 Lilly’s Day Out Activity 2 Lilly’s Day Out Activity 3 Recount 2: Aisha’s Weekend

25 26 27 28 29 30

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Procedure 2: How to Make a Banana Sandwich How to Make a Banana Sandwich Activity 1 How to Make a Banana Sandwich Activity 2 Now Write Your Own Procedure Check Your Procedure

34 35 36 37 38

39 40 41 42 43

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16 17 18 19 20

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NARRATIVE Teachers’ Notes: Narrative Narrative 1: The Race The Race Activity 1 The Race Activity 2 The Race Activity 3

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Teachers’ Notes Outcome Links Text Type Overview Text Type Overview

INFORMATION REPORT Teachers’ Notes: Information Report Information Report 1: Kookaburras Kookaburras Activity 1 Kookaburras Activity 2 Kookaburras Activity 3

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43 45 46 47 48

Information Report 2: Kangaroos Kangaroos Activity 1 Now Write Your Own Information Report Check Your Information Report

49 50

Answers

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Teachers’ Notes for the student’s understanding. The teacher’s gestures and facial expressions plus visual clues (photos, pictures, objects, etc) are vital to the student when working out meaning. Regular, positive feedback by the teacher will consolidate the student’s sense of achievement and encourage self confidence.

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ESL/ESD learners need an explicit, methodical and planned language program that is integrated into their class work in all key learning areas. It is important for the teacher to establish a supportive classroom environment where the student’s first language and culture are valued. This will nurture the student’s selfesteem and encourage him/her to gain confidence in the early stages of learning the new language. Use of co-operative learning strategies and peer tutoring will help the student build social friendships as well as develop language skills.

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Easy Text Types is the sixth book in the Easy English Series for students learning English as a Second Language as well as Aboriginal students learning English as a Second Dialect, that is, students who are coming into the school system having little or no experience of English.

Easy Text Types (Book 6) builds on the thematic vocabulary introduced in Easy Words (Book 1) and uses examples from the stories in Easy Read and Write and More Easy Read and Write (Books 2 and 3). Punctuation and grammar points from Easy Punctuation and Easy Grammar (Books 4 and 5) are revised at the start of this book, as these skills are needed by students to complete the set activities and write their own stories.

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Easy Text Types focuses on four different types of texts. They are: narrative, recount, procedure and information reports. Joint teacher/ student construction of these text types will provide scaffolding for students and help them to gain confidence in their ability to write their own texts. More Easy Text Types (Book 7) and Easy Editing and Proofreading (Book

. te o It is important for the teacher to c . ch be aware that using short, positive e r er o sentences is best for the learner. t s s per The teacher must provide time for u the student to process statements and instructions and always check

Outcome Links New South Wales Values and Attitudes: V1, V2, V3, V4, V5 Talking and Listening: TES1.1, TS1.1, TES1.3, TES1.4, TS1.4, TS2.4 Reading: RES1.5, RES1.6, RES1.7, RS1.7, RES1.8, RS1.8, RS2.8

Reading and Viewing: Standard One, Stage 1,2&3 Writing and Representing: Standard One, Stage 1,2&3 Speaking and Listening: Standard One, Stage 1&2 ACT

South Australia

Reading, Writing, Speaking and Viewing. - Identifies some aspects of spoken language in a range of contexts when listening to and responding to texts. (Standard One. 1.5)

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Early Literacy (Writing and Shaping): Students experiment with emerging understandings of written, visual and multi-modal texts to communicate meanings.

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Writing: WES1.9, WS1.9, WS2.9, WES1.10, WS1.10, WS2.10, WS3.10, WES1.11, WS1.11, WS2.11, WES1.12, WS1.12, WES1.13, WS1.13, WS2.13, WES1.14, WS1.14. WS2.14 Tasmania

Early Literacy (Reading and Viewing): Use emerging understandings to predict and make meanings from a variety of written, visual and multi-modal texts.

- Identifies and talks about some features of written language and visual images when reading and viewing a range of texts. (Standard One. 1.7) - Experiments with aspects of language when planning and composing a range of texts about familiar experiences. (Standard One. 1.8)

The student reads effectively. (9.EC.1,2,3,4,6,7,8,9,10 11,12,13,14) (9.LC.1,2,3,4,5,6,7,8,9,10,11,13) The student writes effectively. (10.EC.1,2,3,4,5,6,7,8, 9,10,11,12,14) (10.EL.1,4,5,6,7,8,11,12,13) The student interprets and creates texts. (11. EC.1,2,3,4,7,8) (11.LC.2,3,12)

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Northern Territory

Listening: (LL2.1,2,3,4) (LL3.1,2,3,4)

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Speaking: (SL2.1,2,3,4) (SL3.1,2,3,4)

Reading: Level 1 & Level 2 Writing: Level 1 & Level 2

Speaking and Listening: Level 1 & Level 2 Western Australia

Understanding Language: Students understand that the way language is used varies according to context. Reading: Students read a wide range of texts with purpose and understanding.

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Reading: (RL2.1,2,3,4) (RL3.1,2,3,4)

Writing: (WL2.1,2,3,4) (WL3.1,2,3,4) QUEENSLAND

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The student listens and speaks with purpose and effect. (8.EC.1,2,4,7,8)

Language Learning and Communication.

Writing: Students write for a range of purposes and in a range of forms, using conventions appropriate to audience, purpose and context. Speaking and Listening: Students speak and listen with purpose and understanding in a range of contexts.

Oral Language: Use spoken language for a range of purposes. Explore patterns and conventions of spoken, signed or argumentative language. Interact with peers and familiar adults using, with support, conventions associated with formal and informal group settings, including attentive listening.

Text Type Overview Text Type: Narrative Forms:

Text Type: procedure Forms:

story, myth or legend, play

instructions, recipes, playing a game, using an appliance

Features:

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Grammar focus: Nouns (words that identify characters and places) Adjectives (to express feelings or describe characters) Verbs (to express actions) Adverbs (to show time/place) Conjunctions (to join words and sentences)

Purpose - to instruct someone Materials Required - what is needed Steps - steps to complete the task

Grammar focus:

Nouns (names of things needed) Verbs (describe action and command) Adverbs (to show time/place) Vocabulary (special vocabulary for a specific purpose) Conjunctions (to sequence actions)

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Orientation - introduce main character, setting Purpose - Tell a story and to entertain Complication - sequence of events which are interrupted Resolution - usually the problems are solved by the main character

Text Type: Information Report Forms:

scientific report, newspaper © ReadyEdP ub l i cat i ons article, book review Features: • f o r r e v i e w p u r pos so nl y• Statement - ae general statement Text Type: recount

retelling an event, a journal, a diary, a life story

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Features:

Orientation - tells who, where and when Events - retell important events sequentially Conclusion - final personal comment on events

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Grammar focus:

Nouns (general nouns) Verbs (action verbs and specific verbs for the subject) Timeless Present Tense (to indicate usualness) Technical Language (specific to the subject) Paragraphs (topic sentences)

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Nouns (people, animals and things) Adjectives (to describe nouns) Verbs ( describe actions usually in past tense) Adverbs (to add information about place and time) Conjunctions (to sequence events) 6

about the subject of the report Description - specific information about all aspects of subject Conclusion - tells reader something interesting about subject

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Forms:

Text Type Overview Text Type: explanation Forms:

Text Type: exposition Forms:

text book, information book

speech, letter

Features:

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Grammar focus:

Nouns and Noun Groups Verbs and Adverbs (action verbs, present tense verbs) Conjunctions (to sequence steps) Technical Language

Tex

Text Type: description Forms:

Statement - state your position Argument - points that support the position Conclusion - restating the position

Grammar focus:

Nouns Verbs (action and thinking) Technical Words Adverbs Connectives (firstly, secondly)

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Statement - tells the reader what will be explained Explanation - a sequence of events that explains something (may include visual images) Conclusion - a finishing statement

Text Type: Text Type: Text Type: Discussion Forms:

© R e a d y E d P u b l i c a t i o n s Features: Features: Statement - outlines the subject Introduction - the subject • f o r r e v i e w p u r pos epoints so l y • Argument - lists forn and against Description - details Conclusion - final comment

Grammar focus:

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Nouns and Noun Groups Pronouns Adjectives (for describing) Verbs (action and thinking) Adverbs Conjunctions Descriptive Language (as round as a pudding)

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speech, advertisement, review

Conclusion - summing up both sides or favouring one

Grammar focus:

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describing people, animals and objects

Nouns Verbs (action and thinking) Adverbs Connectives (to link arguments)

o c . Text Type: response che e r o Forms: t r s s r u e p Features: Grammar focus: review

Context - background information Description - characters, events, themes Opinion - personal comment

Grammar focus:

Text Type: Text Type: Text Type: Poetry

Forms: rhyming, free verse, acrostic, limerick Features: rhyme, emotion, meaning Descriptive Language (noun groups and adjectives) Verbs and Adverbs (actions, time and place)

sentences, nouns and noun groups, adjectives, verbs, present tense, adverbs, sequence of events 7

Punctuation and Grammar Revision 1

Activity

Remember a e i o u are vowels. Use ‘an ‘ with words that start with a vowel.

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b c d f g h j k l m n p q r s t vw x y z are called consonants. Use 'a' with words that start with a consonant. Colour the words that start with a vowel, then use ‘a’ or ‘an’ in front of these words.

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___ lion

___ sister

___ dog

___ ant

___ ice block

___ cow

•f orr evi ew pur posesonl y• Remember

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A noun is the word used for a person, place or thing. There are common nouns and proper nouns. Proper nouns start with a capital letter and refer to people, places, days of the week, months of the year and special days.

o c . che e r o nouns and t 2 Circle the common r s proper nouns. super On Saturday, Grandma and Lilly went on the train to the city. At the markets, Grandma got a wildlife book for Jack, jam for Grandad, a necklace for Lilly and a scarf for herself.

Punctuation and Grammar Revision 2

Activity

Remember Nouns can be singular (one) or plural (more than one).

Colour all the plural words red.

r o e t s Bo r e p ok u childSteachers books men brushes

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cats teeth box girls glasses

Remember

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snake puppies mice nose tomatoes

Adjectives are words that give more information about nouns. They are describing words, © ReadyEdPubl i cat i ons e.g. a tall tree, a big dog, a sunny day.

•f orr evi ew pur posesonl y• Circle the adjectives in this story then draw the picture.

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It's a sunny day. A black

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The bird is looking at a

man walking with two small brown dogs in the park. 9

Punctuation and Grammar Revision 3

Activity

Remember Pronouns are little words that are used in place of nouns to refer to people, places and things. Examples: I you he she it we they

a. Jack ____ is hungry.

b. Lilly ____ is tired. c. Ahmad and Anna ____ are reading.

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r o e t s Bo r e p ok Use a pronoun in place of u S the underlined nouns.

d. Mario and I ____ are singing.

e. The cat ____ is sleeping in the sun.

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A verb tells you about what someone or something is doing. Verbs are called ‘action’ words. They can tell you about the past, present or future. An adverb adds to a verb and tells you ‘how’ or ‘when’ or ‘where’ something happened.

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o c . che e r o t r share ran quickly. sup r eThe d. a. Walk slowly. Underline the verbs and circle the adverbs.

b. They sang softly. c. We'll see you later. 10

e. Ring Kim now.

Punctuation and Grammar Revision 4

Activity

Remember Prepositions are little words that tell you where something is or show time.

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a. I’ll see you ________ 4 o’clock. b. The bird is ________ its nest.

d. The tree branch is ____________ the house.

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Use the prepositions below to complete the sentences.

e. Let’s jump ____________ the c. The shoes are pool. © Read yEdPu bl i cat i ons _________ the bed.

•f o rr evi ew pur posesonl y• Remember

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Conjunctions (or connectors) connect words and sentences.

Add a conjunction (and,or,but,because) to each sentence so that it makes sense. a. It's sunny now d. I'm running _______ it will rain ______________ later. I'm late.

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b. I like pizza _________ salads.

c. Do you want a glass of water ______ milk?

e. The tortoise was slow ________ he won the race.

Punctuation and Grammar Revision 5

Activity

Remember A sentence begins with a capital letter and ends with a full stop.

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Re-write these sentences making 1 sure that they start with a capital letter and end with a full stop. a. we like to play at the park

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____________________________________

b. last week we went to Sydney

____________________________________

c. we like to visit our friend Aisha

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Use a capital letter when writing ’I’, days of the week and the names of places. Write these sentences using capital letters correctly.

. t ein australia. o a. we live c . c e her r ____________________________________ o t s super

b. i'll see you on monday.

____________________________________ c. my cousin is going to new zealand. ____________________________________ 12

Punctuation and Grammar Revision 6

Activity

Remember Use a question mark at the end of a sentence when asking a question. Use an exclamation mark in sentences that are commands or show strong feelings.

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a. Get out b. Where is your brother

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r o e t s Bo r e p ok u Add a full stop, question mark S or exclamation mark.

d. I’m riding my bike to the shop e. Can you swim

f. I'll go today c. Amazing © ReadyEdP ubl i cat i ons

•f o rr evi ew pur posesonl y• Remember

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Use a comma to show a pause in a sentence. Use a comma to separate groups of things. Add commas to these sentences. 2 . t

o c . che e r o b. A long time ago I saw a bunyip. t r s super a. I like eating dancing fishing and rugby. c. After I finished my homework I went swimming.

d. We saw wallabies possums goannas and wombats. 13

Punctuation and Grammar Revision 7

Activity

Remember Speech marks are used to show words that someone says. Punctuation goes inside the speech marks.

r o e t s Bo r e p Example: Jack o u k said, "Do S you want an ice cream?"

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Do you want an ice cream?

Colour the speech marks in these sentences. a. “I like riding my bike,” Anna said.

©R eady EdPubl i cat i ons b. Mario shouted, “Congratulations!”

•f oold rr evi ew p ur poses onl y• c. “How are you?” the teacher asked. d. “Let’s go shopping,” mum said.

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e. “I like writing stories,” Jack said. “I like swimming and playing football too.”

. te speech marks to these sentences. 2 Add o c . che a. See you later, she said. e r o t r s up er b. My name is Lilly, s she answered. c. Are you tired? mum asked. d. That's amazing! he yelled.

e. Go the Wallabies! the football fans screamed. 14

Punctuation and Grammar Revision 8

Activity

Remember Use an apostrophe to show who owns something.

r o e t s Bo r e p o hand is a. The girlsu backpack is d. The babysk little. blue. S b. Annas dog is black and white. c. Mr Smiths car is new.

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Read these sentences and add an apostrophe in red.

e. The boys bikes are red.

©apostrophe ReadyE dshow Pub l i cat o ns is Use an to where ai letter missing a word has shortened. •f orwhen r evi ew pu r pbeen oses onl y•

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Write these sentences again using the short form of the words underlined.

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a. She is tired._ _________________________

. te o b. It is a windy day._______________________ c . che e r o t r s super c. Let us go to the pool.____________________ d. We are hungry.________________________ e. They are happy.________________________

Teachers’ Notes: Narrative A narrative tells a story that can be imaginative or factual. A narrative text can be a story, a myth, a legend or a play.

It is important to read and discuss narratives with students so that they understand and can identify the different parts of a narrative before they begin to write their own story.

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Orientation (beginning) The first part introduces the main character(s) and the setting(time and place). Look at the example of The White Goat: Main character: White goat Time: A long time ago Place: Faraway country Small farm

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r o e t s Bo r e p ok u S A narrative has three parts: A narrative can entertain and also tell the reader about solving problems.

The White Goat A long time ago in a faraway country, a big white goat lived on a small farm.

The grass on the farm was dry and brown but the goat saw sweet, green grass on the other side of the bridge.

© ReadyEdPubl i cat i ons •f o rr e i ew p ur posesonl y• Complication (middle ) v The goat walked to the bridge. Look at the example of The White Goat: Problem: Bunyip won’t let the goat cross the bridge Challenge: The goat has to find a way to cross the bridge

. te Resolution (end)

Suddenly a big, green bunyip jumped out of the water.

"Who is crossing my bridge?" the bunyip shouted. "No one crosses my bridge!"

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In the middle of the story something happens and the main character usually faces problems or challenges.

The goat stopped. Then he looked at the angry bunyip. He thought about what to do.

o c . c e He stamped his foot and ran her onto the bridge. r The main character usually o He knocked t s suthe solves the problem and r e p bunyip right into the sometimes learns something from the experience.

Look at the example of The White Goat: Resolution: Goat solves the problem by knocking the bunyip into the water

water. Then he walked across the bridge and ate the sweet, green grass on the other side.

Narrative 1: The Race

Story

Read this narrative.

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The tortoise said to the hare, "I will win the race."

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Once upon a time a hare and a tortoise had a race on a farm. The hare said he was faster than the tortoise.

They started racing. ead yEdPubl i cat i ons At first© theR hare ran fast. • The tortoise f o rr evi ew pur posesonl y• walked very slowly.

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When the hare was sleeping, the clever tortoise walked on very slowly.

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Soon the hare was tired so he sat down at the side of the road. Then he went to sleep.

o c . che e r Later, the tortoise crossed the finishing line. o t r s s r u e p The hare woke up and saw the tortoise. He was too late. The tortoise was the winner.

The Race Activity 1

Activity

A story (narrative) has three parts: a beginning, a middle and an end. Usually it has a title too. Read The Race and answer these questions.

r o e t s Bo r e p ok _____________________________________ u S 2. Read the beginning of the story. Who are the main characters?

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1. What is the title of the story?

_____________________________________

3. Where does the story take place? (setting)

_____________________________________ © ReadyEdPubl i cat i ons

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4. Read the of story. •f ormiddle r evi e wthe pu r posesonl y• What problem does the tortoise face? (complication)

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_____________________________________ _____________________________________

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5. Read the end of the story. How does the tortoise solve the problem? (resolution) _____________________________________ _____________________________________ 18

The Race Activity 2

Activity

Find some of the words in The Race that make it interesting.

r o 3. Find three verbs. e t s B r e oo p u k •_ _______________ •_ _______________ S

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1. Find three nouns.

•_ _______________

2. Find two adjectives.

•_ _______________

•_ ________________

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•_ ________________

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•_ ______________

o c . che e r o t r s super 5. Find two conjunctions.

•_ ________________ •_ ________________

The Race Activity 3

Activity

Use the words below to complete the story. hare sleep line tortoise winner race

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The hare said he was faster than the (2) ___________________

but the tortoise said, "I can win."

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r o e t s Bo r e pa hare and a tortoiseok Once upon a time u S had a (1) _______________.

They started the race. The

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fast. The tortoise walked slowly.

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Soon the hare was tired so he sat down. Then he went to (4) _________________.

. te o c The tortoise c walked on slowly. Later, he. e h r er o (5) _______________. crossed the finishing st s u per The hare woke up and saw the tortoise. He was too late. The tortoise was the (6) _________________. 20

Narrative 2: Bluey’s Day Out

Story

Read this narrative. Last Friday, Bluey the dog was sitting on the grass in the sun. It was very quiet.

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Bluey walked down the path to the front gate. He looked out of the gate. He saw that the gate was open a little bit. Usually the gate was closed. Bluey pushed the gate with his nose. It opened a little bit more. He walked out of the gate on to the footpath. He walked slowly to the park.

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Next he saw a lady with a big black dog. It was bigger than Bluey. He was scared. The big dog barked at him.

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Bluey quickly ran all the way home. He ran in the front gate. He went and lay on his mat in the sun. He was happy to be home.

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On the way he saw two red and blue birds © Re ad yEdP ub l i caThey t i ons on the grass. He ran after the birds. •at f o rr e vi e wp ur p osesonl y• looked him then they flew away.

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Bluey’s Day Out Activity 1

Activity

Read Bluey’s Day Out and answer the questions. 1. What is the title of the story?

r o e t s Bo r e 2. Who is the main p character in the story? ok u S _____________________________________ 3. When did the story happen? (setting)

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_____________________________________

4. Where was Bluey at the beginning of the story? (setting)

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5. What happened to Bluey in the middle of the story that made him upset? (complication/ problem)

_____________________________________

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o c . che 6. How did Bluey solve the problem? r (resolution) e o t r s s r u e p _____________________________________ _____________________________________

_____________________________________ _____________________________________ _____________________________________ 22

Now Write Your Own Story

Activity

Plan your story on a separate piece of paper.

Title

r o e t s Bo r e p ok u S The Beginning

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Think of an interesting title for your story. You can change it later if you think of a better one. The title must connect to the story in an interesting way.

The first part of the story tells the reader:

Who the main character is and something about him/her. Where the story takes place. When the story happens. © ReadyEdPubl i cat i ons

The Middle •f orr evi e wp ur posesonl y•

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Introduce a problem. A really interesting story has a complication in it. What problem does your character have to solve? The middle part should end with your character thinking about the problem.

o c . ch Your character solves the problem. r e er o t s s r u e p Check Your Story The End

When you have finished the draft of your story write your final copy and use the list on page 24 to help you check it. Include a picture with your story. 23

Check Your Story

Activity

Give yourself a  if you answer yes when checking your story.

r o e t s Bo r e p ok u The orientation S (beginning)

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My title is interesting

The first part introduces the main character(s) It tells where the story happens (setting) It tells when the story happens (setting)

The complication © Read(middle) yEdPubl i cat i ons

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The resolution (ending)

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The middle part includes problem or •f or r ev i ew pau r pose schallenge onl y• the character(s) has to solve/face

The character(s) faces the challenge and solves the problem

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o c . c e he r I used interesting words in the story o t r s super I checked my story for errors

My story was interesting and made sense

Teachers’ Notes: Recount It is important to discuss recounts in class particularly students' personal recounts (e.g. their morning news) so that they understand and can identify the different parts of this text type before they start to write their own.

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A recount has three parts:

Orientation (beginning) The first part tells the reader who the recount is about, where it happened and when it happened.

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A recount tells the reader about something that has happened. It can be a story(fictional) recount or a factual recount. A recount text can retell an event in the form of an email, a journal or a diary.

Aisha's Weekend

On the weekend I went to stay with my friend Olivia. She lives on a beautiful farm. Her mum and dad grow vegetables and sell them to the supermarkets and shops.

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Events (middle) In this part the writer tells the reader about the important events in the order that they happened.

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with Olivia and her brother and sister. On Saturday night we had pizza for dinner. Then we watched a program about wildlife. On Sunday I had eggs and toast for breakfast. Then I helped to pick red apples from the apple trees. I put them in a big basket.

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Look at the example of Aisha's Weekend: Who it is about: Aisha Where it happened: Beautiful farm When it happened: Weekend

o c .on a brown che Later I went for r e a ride o me up at 4 horse. Mum picked t r s su r e p o'clock on Sunday afternoon. I

Look at the example of Aisha's Weekend: Events in order: Played cricket, made a pizza, watched TV, had breakfast, helped to pick apples

Conclusion (end) At the end of the recount the writer comments about the events.

had a great time with Olivia on the farm.

Look at the example of Aisha's Weekend: Comment: Aisha says she had a great weekend

Recount 1: Lilly’s Day Out

Recount

Read this recount. Last Tuesday I went on a trip to the beach with my class. I was very happy. I checked everything in my backpack before I went to school.

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Teac he r

r o e t s Bo r e p early at 8:30am with ok I walked to school Jack. u S to pick us up at 9 o’clock. I sat The bus came on the back seat with my friends. We talked and sang songs on the way to the beach.

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Later we ate lunch on the grass. I had a very exciting day.

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When we arrived at the beach, we went to see the rock pools. I saw colourful © ReadyEdPubl i cat i ons starfish, tiny shells, little crabs, beautiful •f orr evi ew pur posesonl y• fish and a shy blue-ringed octopus.

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Lilly’s Day Out Activity 1

Activity

A recount has three parts: a beginning, a middle and an end. Read Lilly’s Day Out and answer the questions.

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Where and when does the recount happen?

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r o e t s Bo r e p ok u S

Who is the recount about?

Write what Lilly did, in the correct order. ©R ady Ebeen dPu bl i c t i on s Ae word has given toa help you.

b. walked

_____________________

c. talked and sang

_____________________

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_____________________

d. went e. saw f. ate

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_____________________

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•f orr evi ew pur posesonl y•

a. checked

o c . che _____________________ e r o t r s s uper _____________________ What did Lilly say at the end of the recount?

_____________________________________ 27

Lilly’s Day Out Activity 2

Activity

Find some of the words in Lilly’s recount that make it interesting. 3. Find three verbs. r o e t s Bo r e p ok •_ _______________ •_ _______________ u S

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1. Find three nouns.

•_ _______________

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•_ _______________

Radjectives. eadyEd4. Pu bl i cat i ons 2. Find© two Find two adverbs.

•f orr evi ew pur posesonl y•

•_ _______________

•_ ________________

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•_ ________________

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•_ ______________

o c . che e 5. Find twor conjunctions. o r st super •_ ________________ •_ ________________

Lilly’s Day Out Activity 3

Activity

Use the words in the box to complete the recount. walked arrived sang saw ate had sat stopped checked picked

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(1)

backpack before I went to school.

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r o e t s Bo r e p ok with my Last Tuesdayu I went on a trip to the beach S class. I ________________ everything in my

I (2) ____________________ to school with Jack.

I (3) ____________________ at school at 8:30am.

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I (5) ___________ on the back seat with my friends. We talked and (6) _______________ songs.

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When the bus (7) _________________ at the beach we went to see the rock pools. I (8) _______________ starfish, shells, crabs, fish and a little octopus. Later I (9)____________ lunch on the grass. I (10)______________ a very exciting day. 29

Recount 2: Aisha’s Weekend

Recount

Read this recount. On the weekend I went to stay with my friend, Olivia, who lives on a farm. Olivia's mum and dad grow lots of different vegetables on the farm. They sell them to the shops.

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r o e t s Bo r e p ok u Olivia's mum Spicked me up on Saturday after lunch.

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In the afternoon I played cricket with Olivia and her brother and sister. On Saturday night we ate pizza for dinner because pizza is my favourite food. I like pizza with cheese and tomatoes. Then we watched movie wildlife. © Rae adyabout EdP ubl i cat i ons

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Mum picked me up at 4 o'clock on Sunday afternoon. I had a fun weekend.

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On Sunday Ir had toast breakfast. •f or eveggs i ewand pu r pofor ses onl y• Then I helped to pick red apples from the apple trees. I put them in a big basket. Later I went for a ride on a little brown horse.

o c . che e r o t r s super

Aisha’s Weekend Activity 1

Activity

Read Recount 2: Aisha’s Weekend and answer the questions.

Who is the recount about?

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Teac he r

r o e t s Bo r e and when does the o p 2 Where u k recount happen? S

Write what Aisha did, in the correct order. Use the words to help you.

a. picked _________________________ © Rea dyEdPubl i cat i ons

b. played _________________________ •f orr ev i ew pur posesonl y•

d. watched

_________________________

e. had

_________________________

f. helped

_________________________

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g. went

h. picked

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_________________________

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c. ate

o c _________________________ . ch e r e o t r s super _________________________ What did Aisha say at the end about her weekend?

Now Write Your Own Recount Plan your recount on a separate piece of paper.

Title

r o e t s B you do, it must r You don't havep toe have a title but ifo ok u tell the reader S something about the recount. The Beginning

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Teac he r

Think of an interesting title for your recount.

The first part of the recount tells the reader: Who the recount is about. Where the events happened. When the events happened.

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The End

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Write what happens first. Write what happens next.

At the end make a comment about what happened... was it exciting, happy, sad, or disappointing?

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o c . Check Your Recount c e her r o t sof your recount, su r pe When you have finished the draft

write your final copy and use the list on page 33 to help you check it. Include a picture with your recount. 32

Check Your Recount



Give yourself a if you answer yes when checking your recount.

r o e t s Bo r e p ok u S (beginning) The orientation The first part tells the reader who the recount is about

It reveals where the recount happened It reveals when the recount happened The

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Teac he r

My title tells the reader what my recount is about

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The middle part tells the reader what happened

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It tells the reader what happened in order

. te o The end comments on the events in the . c che e r recount o r st super The conclusion (ending)

I used interesting words in the recount I checked my recount for errors

My recount was interesting and made sense 33

Teachers’ Notes: Procedure A procedure tells the reader how to do something. It can instruct someone on how to do something like play a game, follow a recipe, how to get to a place or how to use an appliance.

r o e t s Bo r e p ok u S

It is important to discuss procedures with students, particularly in the

They will then be familiar with the different parts of this text type before they start to write their own.

A procedure has three parts: Purpose (aim) The first part tells the reader what the instructions are for.

Materials (what is needed) The second part tells the reader what items are needed to carry out the task.

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Teac he r

context of a classroom as they follow procedures all the time in their daily school activities. For example they use computers, play outdoor games and make food.

How to Grow Seeds What you need: • a saucer • cotton wool • bird seed • water in a small jug

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Steps (how to do it) The third part tells the reader the steps that he/she needs to take to complete the task.

How to do it: 1. Place cotton wool on a saucer 2. Water the cotton wool so that it is damp 3. Sprinkle bird seed on top of the damp cotton wool 4. Move the saucer to a warm, sunny area 5. Check it every day 6. Add more water so that the cotton wool is damp 7. Watch the little green shoots come up after a few days

o c . che e r o t r s super

Procedure

Procedure 1: How to Grow Seeds Read this procedure. What you need:

• r bird seed o e t s B r e • watero ino a small jug p u k S How to do it:

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Teac he r

• a saucer • cotton wool

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1. Place cotton wool on a saucer 2. Water the cotton wool so that it is damp 3. Sprinkle bird seed on top of the damp cotton wool 4. Move© the to ad warm, sunny area Rsaucer eady E Pub l i ca t i ons 5. Check it every day •f orr evi ew pur posesonl y• 6. Add more water so that the cotton wool is damp 7. Watch the little green shoots come up after a few days

o c . che e r o t r s super

How to Grow Seeds Activity 1

Activity

A procedure has three parts: purpose (title), materials (what you need) and steps (how to do it).

Teac he r

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r o e t s Bothe questions. r e Read How to Grow Seeds and answer p ok u Sthe instructions for? 1. What are _____________________________________

2. What things do you need?

•_ __________________ •_________________

•_ __________________ •__ _______________ © ReadyEdP u bl i cat i ons

•f o rr e vi ewneed puto r p osesonl y• 3. What steps do you take?

_____________________________________

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_____________________________________ _____________________________________

. te o _____________________________________ c . che e r _____________________________________ o t r s super _____________________________________

_____________________________________ 4. How will you know if you have grown the seeds? _____________________________________ 36

How to Grow Seeds Activity 2

Activity

Find some of the words that help you to follow the steps to grow seeds. 1. Find four nouns.

3. Find the words that tell you ‘where’ or ‘when’.

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•_ _______________ •_ _______________ •_ _______________

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r o e t s Bo r e p ok •_ _______________ u S on a _ ____________ on top of __________ to a ______________

after_____________ © ReadyEdP ubl i cat i ons •f orr evi ew pur posesonl y•

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•_ ______________ •_ ______________

4. Draw what you will see after a few days.

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2. Find six verbs.

. t e o •_ ______________ c . che e r o t r •_ ______________ s super •_ ______________ •_ ______________

How to Grow Seeds Activity 3

Activity

Read Procedure 1: How to Grow Seeds and complete the activities below.

Teac he r

r o e t s B r e a s _ _ _ _p _ cottono wo ___ u k S_ _ bird s _ water in a small j _ _

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Find the missing words. This is what you need to grow seeds:

Use the correct words below to complete the sentences.

place add sprinkle watch move check water

•f orr evi ewthe pu r pos eso l y• b. _____________ cotton wool son that it is damp.

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c. _____________ bird seed on top of the damp cotton wool. d. _____________ the saucer to a warm, sunny area.

o c . c e herit every day. r e. _____________ o t s super

f. _____________ more water so that the cotton wool is damp. g. ____________ the little green shoots come up after a few days. 38

Procedure Activity

Procedure 2: How to Make a Banana Sandwich Do you like bananas? _______ Follow these steps to make a yummy banana sandwich.

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Teac he r

r o e t s Bo r e p ok u S What you need: • a packet of bread • a plate

• a knife

• some © butter ReadyEdPubl i cat i ons

How to do it:

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1. Open the packet of bread

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• a banana •f orr evi ew pur posesonl y•

. t e pieces of bread on the plateco 3. Place two . c e he r 4. Butter the two pieces of breadt o r s super

2. Take two pieces of bread out of the packet

5. Cut the banana into slices

6. Add the banana to one piece of bread 7. Put the second piece of bread on top

How to Make a Banana Sandwich Activity 1

Activity

Read How to Make a Banana Sandwich and answer the questions.

r o e t s Bo r e _____________________________________ p ok u S do you need? •_______________ 2. What things

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Teac he r

1. What are the instructions for?

•_ __________________ •_________________ •_ __________________ •_________________

3. How do you make it?

a. _ _________________________________ © ReadyEdPubl i cat i ons b. _• _________________________________ f orr evi ew pur posesonl y• c. _ _________________________________

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d. _ _________________________________ e. _ _________________________________

. te o f. _ _________________________________ c . c e her r g. _ _________________________________ o t s super

I think my banana sandwich will taste _______________________. I also like ___________________ sandwiches. 40

How to Make a Banana Sandwich Activity 2

Activity

Find some of the words that helped you to follow the steps to make a banana sandwich. 3. Find groups of words r o e t s B r e ooyou follow that help p u k the instructions. S •_ _______________

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1. Find four nouns.

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•_ ______________

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•_ ______________

4. Write some words that you might use to describe a banana sandwich.

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2. Find six verbs.

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packet of__________ pieces of__________ •_ _______________ out of ____________ •_ _______________ on the_ ___________ into______________ © ReadyEdP ubl i cat i ons •_ _______________ to ___________ •f orr evi ew pur pone_ ose sonl y•

o c . che •_ ______________ e r o t r s supe r •_ _______________ •_ ______________ •_ _______________

•_ ______________

•_ _______________

•_ ______________

•_ _______________ 41

Now Write Your Own Procedure

Activity

Plan your procedure on a separate piece of paper.

Title

r o e t s Bo r e p ok u S

Teac he r

The Materials

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Your title should tell the reader what the instructions are for. It should say it clearly so that the person reading it knows exactly what they will be doing.

This part tells the reader exactly what items are needed to complete the task. It's really important Resure ady Ed Pu bl i c at i ons that you© make you don't leave anything out.

•f orr evi eThe w pSteps ur posesonl y•

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This part of the procedure tells the reader what to do to complete the task. The steps must be easy to read and in the correct order.

. teCheck Your Procedure o c . When you have finished the draft of your ch e r er o t procedure write your final copy and use s the list on super

page 43 to help you check it.

Include a picture with your procedure.

Check your Procedure



Give yourself a if you answer yes when checking your procedure.

r o e t s Bo r e p part tells the readerok The first u what S the instructions are for

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Teac he r

Title

Materials

The second part tells the reader what he/she needs to complete the task

The third part tells the reader • f o rr evi e wp ur p os esonl y• The steps are clear

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The steps are easy to follow

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how to do the task

The steps are in the right order

o c . che e r o t r s sup I used the right words in the procedure er I checked the steps for errors My procedure works

Teachers’ Notes: Information Report An information report gives information about something.

It is important to read and discuss reports with students so that they can identify and understand the different parts of a report before they start to write their own.

r o e t s Bo r e p ok u S

An information report has three parts:

Statement (introduction) The first part tells the reader what the report is about and what group the subject belongs to.

Kangaroos

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Teac he r

The report usually describes a general group of things such as plants, birds, animals, countries, planets or transport. An information report can be a scientific

report, a newspaper article or a review.

A kangaroo is an Australian animal that is a marsupial.

There are over 60 kinds of kangaroos. Some are very big and some are small. They live in the cold areas as well as the hot, desert areas.

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When a baby kangaroo is born, it is the size of a jellybean. It crawls into the mother's pouch and drinks milk and grows. When it grows bigger, it comes out of the pouch and hops like its mother.

o c . che e r o t r s super

Conclusion (final statement) The last part tells the reader something interesting about the subject of the report.

brown fur. They have big back legs and strong feet for hopping. They can hop very fast. Their front legs are small. They have a long, strong tail. It helps them to balance when they are moving slowly.

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Description (more information) The second part of the report gives a full description of the subject. If the report is about an animal, this part will describe features of the animal, such as what the animal looks like, where it lives, what it eats and how its young are born.

Kangaroos eat grass. They eat early in the morning and late in the afternoon and rest during the hot part of the day.

Kangaroos live in a group called a mob.

Information Report 1: Kookaburras

Report

Read this information report.

Teac he r

The kookaburra is an Australian bird and is the largest of the kingfisher family.

r o e t s Bo r e p ok u S

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Kookaburras have a white head with some brown patches on the top and side. They have a white chest and a brown back. Their wings are brown ©R ea dyEdPubl i cat i ons and white and blue. Their f orand r ev i ew pur posesonl y• tail is• white brown.

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They have a very strong beak for catching their food. They eat worms, insects, snakes and lizards. Kookaburras lay two to four white eggs in their nests which are built in holes inside trees. They live in groups and a few older birds help to look after the baby birds.

o c . che e r o t r s super

Kookaburras are famous for their call. Their call sounds like a laugh. They call early in the morning and late in the afternoon.

Kookaburras Activity 1

Activity

An information report has three parts. The first part tells you what the report is about. The second part gives you more information about the subject, and the last part provides a final statement.

Teac he r 2

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r o e t s B r e ooquestions. Read Kookaburras and answer these p u k S What does the first sentence tell you? 1 Read the middle of the text and answer these questions.

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©colour Reais dy EdPubl i c at i ons a. What akookaburra's head? •f orr evi ew pur posesonl y• _____________________________________ b. What colour are its wings? _____________________________________ c. What does it eat? _____________________________________ d. Where does it make a nest? _____________________________________ e. What kind of call does it make? _____________________________________ f. Read the final statement. What does it tell you about when they call? _____________________________________

o c . che e r o t r s super

Kookaburras Activity 2

Activity

Find some of the words that help you to find information in the report. 3. Find three adjectives r o e t s Btell r e oo that you about p u k their colour. •_ _______________ S •_ _______________ •_ _______________

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Teac he r

1. Find four nouns.

•_ _______________ •_ _______________ •_ _______________

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In their n_ _________

•_ ______________

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Is an A____________

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2. Find four verbs.

o c . In h_ _____________ •_ ______________ che e r o t r s sup r e Inside t____________ •_ ______________ •_ ______________

Early______________ Late_ _____________ 47

Kookaburras Activity 3

Activity

Use the words in the box so that the report makes sense. Australia nests birds tails lizards wings chest laugh

trees beak

Teac he r

in (1) _________________.

They have a brown and white head and a white (2)_________________.

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r o e t s Bo r e p ok u Kookaburras Sare birds that live

Their © ReadyEd Pbrown, ubl i cat i ons (3)________________ are white• and have brown f oblue. rr eThey vi ew pu r posesonl y• and white (4)_________________.

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They have a strong (5)_________________ for catching food. They eat worms, insects, snakes and (6)__________________.

. te o c They lay two to four eggs in their . che e r o (7)________________ which are built t r s in holes super

inside (8)______________. A few older birds help to look after the baby (9)_________________. When kookaburras call it sounds like a (10)______________.

Information Report 2: Kangaroos

Report

Read this information report. A kangaroo is an Australian animal.

r o e t s Bo r e p ok u S

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Teac he r

There are over 60 kinds of kangaroos. Some are very big and some are small. They live in the cold areas as well as the hot, desert areas. Kangaroos usually have grey or red-brown fur. They have big back legs and strong feet for hopping. They can hop very fast. Their front legs are small. They have a long, strong tail. It helps them to balance when they are moving slowly.

Kangaroos eat grass. They eat early in the morning and late in the afternoon and rest during the hot part of the day.

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drinks milk and grows. When it grows bigger, it comes out of the pouch and hops like its mother.

o c . che e r o t r s super

Kangaroos live in a group called a mob. 49

Kangaroos Activity 1

Activity

Read the information report on page 48. The report has lots of facts about kangaroos. Write eight facts about kangaroos. Write each fact in a sentence.

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r o e t s Bo r e p o u k 1. _ __________________________________ S 2. _ __________________________________ 3. _ __________________________________

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5. _ __________________________________

. te 6. _ __________________________________ o c . che e r o t r s super 7. _ __________________________________ 8. _ __________________________________ 50

Now Write Your Own Information Report

Activity

Plan your information report on a separate piece of paper.

r o e t s Bo r e p ok u S

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Teac he r

Title The title of your information report is the subject of your report. Statement This part of the information report tells the reader what the report is about and what group the subject belongs to. Description This part of the report gives an interesting © Rof ea dy EdPIf ub l i c at i on description the subject. the report iss about an animal, this of the tells you about •f or r epart vi ew pureport r pose so nl y • where it lives, its size, how it moves, what it eats, how many babies it has and something about the babies. Final statement The final part tells the reader something unusual about the animal.

o c . c e r Checkh your Informationo Report er t s supe r When you have finished the draft of your

information report, write your final copy and use the list on page 52 to help you check it. Include a picture with your information report. 51

Check Your Information Report

Activity



Give yourself a if you answer yes when checking your report. My title is the subject of my report

Teac he r

r o e t s Bo r e Statement p ok u The first S part tells the reader

what the report is about (the subject)

It tells the reader what group the subject belongs to in an interesting way

Description

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•f orr evi ew pur posesonl y•

There are interesting facts

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The information is easy to understand

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It makes the reader keen to know more

. t e part tells the reader co The final . ch e something unusual about the subject r er o t s swords per I used describing u

Final Statement

I checked my report for errors My report was interesting My sentences made sense 52

Answers Punctuation and Grammar Revision 1, page 8

Punctuation and Grammar Revision 6, page 13

1. a lion a sister a dog an ant an ice block a cow a brother an uncle an auntie

1. a)! b)? c)! d). e)? f).

Punctuation and Grammar Revision 2, page 9

2. a) I like eating, dancing, fishing and rugby. b) A long time ago, I saw a bunyip. c) After I finished my homework, I went swimming. d)We saw wallabies, possums, goannas and wombats.

1. cats teeth girls glasses teachers books men brushes puppies mice tomatoes

Punctuation and Grammar Revision 7, page 14

r o e t s Bo r e p ok u S

2. sunny black white little big tall small brown Punctuation and Grammar Revision 3, page 10

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2. saturday Grandma Lilly train city markets Grandma book Jack jam Grandad necklace Lilly scarf

1. a)“I like riding my bike,” Anna said. b)Mario shouted, “Congratulations!” c)“How old are you?” the teacher asked. d)“Let’s go shopping,” mum said. e)“I like writing stories,” Jack said. “I like swimming and playing football too.”

2. Verbs: walk sang see ran ring Adverbs: slowly softly later quickly now

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Punctuation and Grammar Revision 4, page 11

c)"Are you tired?" mum asked. d)"That's amazing!" he yelled. e)"Go the Wallabies!" the football fans screamed.

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1. a)he b)she c)they d)we e)it

a)at b)in c)under d)near e)into a)but b)and c)or d)because e)but

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Punctuation and Grammar Revision 8, page 15

o c . che e r o t r s super

Punctuation and Grammar Revision 5, page 12

1. a) We like to play at the park. b) Last week we went to Sydney. c) We like to visit our friend Aisha.

2. a) We live in Australia. b) I'll see you on Monday. c) My cousin is going to New Zealand.

1. a) girl's backpack b)Anna's dog c)Mr Smith's car d) baby's hand e) boys' bikes 2. a)She's b)It's c)Let's d) We're e)They're

The Race Activity 1, page 18 1. The Race 2. The tortoise and the hare 3. On a farm 53

4. The tortoise is slower than the hare but he wants to win the race

(4)picked (5)sat (6)sang (7) stopped (8)saw (9)ate (10)had

5. The tortoise does not rest during the race and wins

Aisha's Weekend Activity 1, page 31

The Race Activity 2, page 19 Teacher to check.

1. Aisha 2. On the weekend on a farm

Bluey's Day Out Activity 1, page 22

3. a)Mum picked me up on Saturday. b) I played cricket with Olivia. c)We ate pizza for dinner. d)We watched a movie. e)I had eggs and toast. f)I helped to pick red apples. g) I went for a ride on a little brown horse. h) Mum picked me up at 4 o'clock.

1. Bluey's Day Out

4. I had a fun weekend.

Teac he r

2. Bluey the dog

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r o e t s Bo r e p ok u S

The Race Activity 3, page 20 (1)race (2)tortoise (3)hare (4) sleep (5)line (6)winner

3. On Friday

How to Grow Seeds Activity 1, page 36

4. He was sitting on the grass in the sun.

1. How to grow seeds

5. A big black dog barked at him.

2. a saucer, cotton wool, bird seed, water in a small jug

6. He quickly ran home and lay on his mat in the sun.

3. u Place cotton wool on an saucer © ReadyEdP bl i ca t i o s Water the cotton wool so that it is damp •Out f o rr e1,vpage i ew ur p osesonl y• Lilly's Day Activity 27 p 2. Last Tuesday at the beach

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3. a)I checked everything in my backpack. b)I walked to school at 8:30am with Jack. c) We talked and sang songs. d) We went to see the rock pools. e) I saw colourful starfish ... f) I ate lunch on the grass.

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Sprinkle bird seed on top of the damp cotton wool

Move the saucer to a warm, sunny area

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1. Lilly

Check it every day

Add more water so that the cotton wool is damp

o c . che e r o t r s super

4. The little green shoots will come up after a few days

4. I had a very exciting day.

How to Grow Seeds Activity 2, page 37

Lilly's Day Out Activity 2, page 28

3. on a saucer, on top of the damp cotton wool, to a warm sunny area, after a few days.

Teacher to check

Lilly's Day Out Activity 3, page 29 (1)checked (2)walked (3)arrived 54

How to Grow Seeds Activity 3, page 38

Kookaburras Activity 2, page 47

1. saucer wool seed jug

4. Is an Australian bird; In their nests; In holes; Inside trees; Early in the morning; Late in the afternoon.

2. a)place b)water c)sprinkle d)move e)check f)add g)watch How to Make a Banana Sandwich Activity 1, page 40

(1)Australia (2)chest (3)wings (4)tails (5)beak (6)lizards (7)nests (8)trees (9)birds (10)laugh

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1. How to make a banana sandwich

2. a)a packet of bread b) a plate c) a knife d) a packet of butter e) a banana

Kangaroos Activity 1, page 50 Teacher to check

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3. a) Open the packet of bread b) Take two pieces of bread out of the packet c) Place two pieces of bread on the plate d) Butter the two pieces of bread e) Cut the banana into slices f) Add the banana to one piece of bread g) Put the second piece of bread on top

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Kookaburras Activity 3, page 48

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Kookaburras Activity 1, page 46

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1. The kookaburra is an Australian bird and is the largest of the kingfisher family.

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3. packet of bread, pieces of bread, out of the packet, on the plate, into slices, to one piece.

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2. a) Its head is white with brown patches at the top and side. b) Its wings are brown, white and blue. c) It eats worms, insects, snakes and lizards. d) It makes a nest in holes in trees. e) Its call sounds like a laugh. f) They call early in the morning and late in the afternoon.

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