Easy English: Book 8 - Easy Editing and Proofreading 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 Editing and Proofreading Book 8 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.

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I-stock Photos.

iii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7.

Published by:

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 765 4

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

Teachers’ Notes Outcome Links

Editing/Proofreading Terms

Make a Mother's Day Card

The Pelican

6-8

About Wool

Bobbie

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Teachers’ Notes

r o e t s Bo r e p ok u S Should Kids Do Homework?

Stay Sun Smart

Checking Punctuation Activity 1

Kangaroo

Checking Punctuation Activity 2

Kids Cook

Checking Punctuation Activity 3

Tiddalik

33 34 35

Emma's Email

Checking Grammar Activity 1

How to Make a Mushroom Pizza

Checking Grammar Activity 2

Humpback Highway

Checking Grammar Activity 3

The Life Cycle of a Butterfly

Checking Grammar Activity 4

Northern Hairy-Nosed Wombat

Save Bluegum Library

41 42

Junk Food in Lunch Boxes

Spell Check Activity 2

Blue Triangle Butterfly

Spell Check Activity 3

A Book Review: The Magic Finger

Spell Check Activity 4

The Three Wishes

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Walking Sticks

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Spell Check Activity 1

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Checking for Errors 1

The Daintree Forest

Checking for Errors 2

Whale Watching

Checking for Errors 3

Writing & Editing Your Own Story 49

Checking for Errors 4

Answers

The Visitor

At the Beach

47 48

50-51

Teachers’ Notes

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Easy Editing and Proofreading is the eighth 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.

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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Easy Editing and Proofreading (Book 8) builds on the thematic vocabulary introduced in Easy Words (Book 1) and uses examples from the stories in Easy Read and Write (Book 2) and More Easy Read and Write (Book 3). It is important for the teacher to It revises punctuation and grammar establish a supportive classroom from Easy Punctuation (Book 4) environment where the student's first and Easy Grammar (Book 5) and language and culture are valued. This consolidates the information on text will nurture the student's self-esteem types in Easy Text Types (Book 6) and encourage him or her to gain confidence in the early stages of learning and More Easy Text Types (Book 7). the new language. Use of co-operative learning strategies and peer tutoring will This book focuses on the skills of editing help the student build social friendships and proofreading through exercises as well as develop language skills. based on a range of text types. ESL/ESD learners need an explicit, methodical and planned language program that is integrated into their class work in all key learning areas.

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It is important for the teacher to be aware that using short, positive sentences is best for the learner. The teacher must provide time for the student to process statements and instructions and always check for the student's understanding.

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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

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

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 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

Victoria

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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)

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.

Teachers’ Notes Teaching writing

a text, students learn how spoken language differs from written language. They also learn about text structure and language features, as well as the actual process of writing.

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Effective teaching programs Modelled writing

In modelled writing, teachers show students examples of the text type that they want them to write, and talk about the different parts of the text. Modelled writing helps students to understand that when writing for different purposes; language, vocabulary and the structure of a text changes.

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When teaching writing skills, teachers need to build on what students know and are already able to do. A writing program should focus on the following aspects: punctuation, grammar, spelling, Independent writing the process of drafting, conferencing, In independent writing, students editing, proofreading and publishing. write their own texts. They write for specific purposes using a variety of modelled text types.

They write a draft and then are able to discuss with the teacher how to improve it before redrafting and publishing it. Part of this process involves editing and proofreading skills.

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In guided writing, students use the skills that they have gained during the modelled writing activities to write with teacher support. Guided writing activities can involve the whole class, small groups, pairs or individuals, working with the teacher to guide them. Guided writing activities are activities which involve the students and the teacher jointly constructing a text. When the jointly constructed text is written on the whiteboard, the class or group is then able to discuss how the text can be improved.

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Proofreading involves reading the final draft to make sure there are no errors, before publishing the work.

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Through the joint construction of 6

Editing skills involve checking and discussing a draft to find errors in meaning, punctuation, grammar and spelling before the redrafting process.

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Guided writing

Teachers need to teach editing and proofreading skills using modelled and guided activities. This may involve the whole class, a group, or individuals. Students of any age will enjoy watching their teacher write 'a great story' on the whiteboard and then ask their students to help edit it. Students enjoy finding grammatical, spelling

Teachers’ Notes or punctuation errors and when participating in this activity they will learn how important it is to edit a text.

Full stop Use a full stop: • to show the sentence has ended, e.g. It is a sunny day. • as part of an email address or website address, e.g. www.readyed. com.au, freddie.frog@hotmail.com

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Question mark • Use a question mark at the end of a sentence when asking a question, e.g. Can you swim?

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When teaching students how to edit their work, always provide them with an editing checklist. It could look something like this: • Have I used the right setting out and language for the text type? • Does my writing make sense? • Have I used capital letters and full stops? • Are there any words missing or anything that I can improve? • Are there any words that might not be spelt correctly?

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movies, e.g. Harry Potter, Happy Feet.

Exclamation mark Use an exclamation mark: • in sentences that are commands, e.g. “Stop!” he shouted. • to show strong feelings, e.g. “Help! Help!” they called.

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Punctuation

• to show a pause in a sentence, e.g. Wombats, even though they have short legs, can run very fast. • to separate groups of things, e.g. apples, plums and pears.

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When teaching students the skills of editing and proofreading ensure that they know the rules of punctuation, to be able to check their own work.

Apostrophe Use an apostrophe: • to show who owns something, e.g. Sam’s bike. • to show where a letter is missing when a word has been shortened, e.g. it is / it’s, they are / they’re, I am / I’m.

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Capital letters Use a capital letter: • to start a sentence, e.g. Can you see the cat? • when writing about yourself, e.g. I like to run. • when writing the names of people, places, days of the week, months and special days, e.g. Lilly, Australia, Monday, April, Anzac Day. • when referring to the planets, e.g. Earth, Mars, Jupiter. • when writing the titles of books and

Quotation marks (speech marks /talking marks)

Use speech marks to show the exact

words that someone says, e.g. “Hi, my name is Sam. I live at number 21. Where do you live?” Remember that all punctuation marks must be inside the speech marks.

Grammar

Use of adjectives and adverbs

The editing process involves checking that grammar is correct.

An adjective describes a noun; an adverb adds something to a verb. In this sentence, She sang very soft…an adjective has been used instead of an adverb. It should read, She sang very softly.

Grammar is the way that words are combined to form phrases and sentences. Verb check

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Verbs tell the reader what usually happens, what is happening now, what has already happened or what will happen in the future. Students should check that the correct tense (past / present / future) has been used so that sentences make sense, e.g. I will played with you tomorrow, has the verb tenses written incorrectly.

A sentence must make sense to the reader. This sentence doesn’t make sense, The cat jumped right to the top of the tree.

Spelling correctly in English is challenging for ESL/ESD students. In an integrated language learning environment, learning to spell is closely linked with learning to talk, listen, read and write. Teachers should model how to use spelling resources to teach spelling.

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Students should check that each sentence has a verb, e.g. James a red bike, is not a complete sentence as there is no verb. It should read, James has a red bike. Verb tense check

Sentences must make sense

© ReadyEdP ubl i cat i ons Resources to help teach spelling include: • r environmental print Irregular • verbs canr be r difficult toe selff o e v i w p u p o s e s onl y• check, e.g. a student knows that ‘ed’

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Subject/verb agreement Remind students to check whether the subject of their sentence is singular or plural as the verb must agree, e.g. Lilly and Jack runs very fast is incorrect. In this sentence the subject is plural so the sentence should read, Lilly and Jack run very fast.

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• teacher or another adult • peers • modelled texts • have-a-go sheets

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Use of correct pronouns

Students must use the correct pronouns in place of people, places and things, e.g. Maria likes to run fast would become, She likes to run fast.

• English dictionary and bilingual dictionary

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on the end of a verb indicates the past tense: play/played, jump/jumped but run/runned is not correct.

Editing/Proofreading Terms adjective: a describing word, e.g. the tall tree. adverb: a word that tells something about a verb, e.g. Jack ran quickly.

pronoun: a word used in place of a noun, e.g. he, she, they. question mark: a punctuation mark used to show a question is being asked, e.g. Is it raining?

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apostrophe: used to show possession, e.g. Lilly’s bag or to show that a letter has been left out of a word, e.g. I’m going. comma: a punctuation mark used to show a pause in a sentence or to separate groups of things, e.g. apples, plums and pears. conjunction/connective: a word that joins two parts of a sentence, e.g. I ate my apple because I was hungry.

quotation marks (speech marks): punctuation marks used to show that someone is speaking, e.g. “Can you swim?”

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place, e.g. in, under, on.

sentence: a group of words that form a statement, question, comment or exclamation, e.g. The dog ran to the boy.

tense: l © ReadyEdP u b i cat i ons tells the reader whether a verb is past, present or future, exclamation mark: • f o r r e v i e w p u r posesonl y• e.g. I ran, I run, I will run. a punctuation mark used to

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full stop: a punctuation mark used to show the sentence has ended.

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noun: a word used to refer to people, places and things, e.g. Lilly, Australia, a bird.

text: written words.

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show strong feelings, e.g. Wow! or a command, Fire! Get out!

verb: a word that tells the reader what is happening. action verbs, e.g. She ran up the hill. thinking and feeling verbs, e.g. James likes soup. saying verbs, e.g. “Time for bed,” mum said quietly. relating verbs, e.g. Kangaroos are marsupials.

o c . c e her r noun group: o t s an adjective and noun written s r u e p together, e.g. the big, old house. phrase: a group of words without a verb, e.g. at the park. preposition: a word that shows time or

viewing: looking at and understanding a visual text, e.g. an illustration, a photo or a diagram. 9

Checking Punctuation Activity 1

Activity

These exercises contain punctuation errors only.

Check the punctuation mark at the end of each sentence. If it is correct, tick it, if it is wrong, change it in red.

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r o e t s B r e oolike to run. a. I like to eat pizza. f. Dogs p u k Slike pizza. b. Do you g. Fire! Fire! c. Help! Help?

h. It’s 3 o’clock?

d. Are they going to the park?

i. Can you swim.

j. It’s a very windy day.

e. Can you come to ReadyEdPubl i cat i ons my© party!

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Using a red pen/pencil, write the correct 2 punctuation mark at the end of each sentence.

a. I like to go to the beach

f. I can see a koala in a tall tree

d. Get out now

i. The dog is black and white

. t o b. Help!e Help g. How old are you c . c e h r c. Can you ridee ar bike h. Wow o st super e. What is your name

j. I like to read every day

Checking Punctuation Activity 2

Activity

Speech marks or talking marks show the words that a person is saying. They look like this: “ ”. Words that are spoken go inside the speech or talking marks, e.g. “Hi.”

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a. “Hi. My name is Ahmad,” he said.

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r o e t s Bo r e psentence and underline okin red Read each u theS words that the person is saying.

b. The boy looked around and said, “Where am I?”

c. Mum put ond her coat. “I’m she ©R ea yE dP ubfreezing,” l i cat i on s said. d. • “Happy birthday!” they allo yelled. f orr evi ew p ur p sesonl y•

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f. “Help! Fire!” they both shouted.

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e. “How old are you?” Auntie Rosie asked. g. The teacher smiled. “Tomorrow the holidays start,” he said.

. te o h. “Where do you live?” the lady asked. c . che e r o t i. “Shhh, don’t make a noise. The r s baby is super asleep,” mum whispered.

j. Kai yelled, “I won the race! I won the race!”

Checking Punctuation Activity 3

Activity

Put the correct punctuation marks inside the boxes in this story. Once upon a time a kangaroo and an echidna had a

r o e t s Bo r e p “Do you think you o The echidnau asked, will win k S The kangaroo said, “Yes, I am faster than you race

They started the race

” ”

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The kangaroo said he was faster.

The kangaroo was very

fast. The echidna was very slow

The kangaroo

was tired so he lay down to have a little rest and

he soon asleep echidna walked ons very ©fell Re adyEThe dP ubl i c at i on

slowly all the way tow thep finishing line. was the •f or r e vi e ur pos esWho onl y• “I’m the winner

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” the echidna shouted.

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Checking Grammar Activity 1

Activity

These exercises contain grammatical errors only. Circle the correct verb in each sentence.

r o e t s Bo r e p ok b. We [ live / lives ] in Sydney. u S c. He [ was / were ] hungry.

d. I [ has /have ] a blue backpack.

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a. I [ am / are ] very happy.

e. My mum [ like / likes ] to work in the garden. © ReadyEdPubl i cat i ons

g. [ Is / Was ] it a sunny day today?

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h. Jack and Lilly [ live / lives ] near a park.

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f oand rr e pu r pos esonl y• f. • Dad Iv [i ise /w are ] going shopping.

o c . i. They [ was were ] at ch/e e r o t the barbeque.r s super j. He [ read / reads ] a new book every week.

Checking Grammar Activity 2

Activity

Circle the correct verb in each sentence. a. I [ like / liking ] to eat pizza. b. I'll [ see / saw ] you tomorrow.

r o e t s Bo r e p ok u d. The S dog [ barked / barking ] loudly. e. He [ dived / diving ] into the pool.

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c. Yesterday I [ kick / kicked ] a goal.

f. Next week we will [ visit / visited ] Grandad. g. I'll [ eat / eating ] a red apple.

©[ rained Read EdP ubweek. l i cat i ons h. It /y raining ] last

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i. The koala [ jumping / jumped ] from the big branch.

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j. Dad [ cooks / cooking ] dinner every Saturday.

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b. j

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Checking Grammar Activity 3

Activity

Circle the correct pronoun in each sentence. a. Give the book to [ he / him ].

r o e t s Bo r e p [ they / them ] tomorrow. ok c. We'llu visit S d. [ It / They ] is raining.

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b. Can [ us / we ] come to the park?

e. [ Me / I ] am tired after the long walk. f. Can [ you / us ] swim?

g. © They can see [E her /u she ].i Re ad ydP bl cat i ons

•f rr e i ew] p ur p oseso nl y• h. [o They /v Them went shopping today.

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i. [ I / Me ] like to draw pictures.

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j. I can see you, can you see [ I / me ]?

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Give the book to he / him.

Checking Grammar Activity 4

Activity

Sentences must make sense. Circle the word in each sentence that does not make sense.

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r o e t s Bo r e a. A heater p helps to ok u makeS you cool. b. A lion has six legs. c. Mum cooks on the fridge.

d. A © fishR swims the eadin yEdPubl i cat i ons sky.

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f. A tree has long hair.

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e. A zebra is black and pink.

g. Next year I will be a year younger.

o c . h. The stars come out in the daytime. ch e r er o t s up er i. In summer it's s very cold. j. I sleep in my backpack.

Spell Check Activity 1

Activity

These exercises contain spelling errors only. The spelling error in each sentence is underlined. Can you write the correct spelling on top?

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b. There is a big dogg in the yard.

c. Where is ther book?

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r o e t s Bo r e p ok u a. I canS see the moone at night.

©horse Rea dy Edroof. Publ i cat i ons d. My has ared

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f. This is mye bag.

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e. The hair and the tortoise had a race.

o c . che e r o h. She has bloo eyes. t r s super g. It's rayning today.

i. Can you paly football? j. I hurt my big tow. 17

Spell Check Activity 2

Activity

Circle the spelling error in each sentence and write the correct spelling on top.

r o e t s Bo r e pis it tooday? ok b. What day u S c. How owld are you?

d. That house has a short tail. e. We lick to go to the pool.

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a. Maria has very long hare.

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g. My feete are tired. h. They can sea the koala in the tree.

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sea © ReadyEdPubl i cat i on ors f. The has lotu of ship. • f ofarmer rr evi ewa p r p oseson l y• see

o c . che e r i. It's a lon wayr to o t s s r u e p the shops. j. My mutha drives a green car.

Spell Check Activity 3

Activity

In each sentence the two words in brackets sound the same. Circle the correct word. a. The [ sun / son ] is hot today.

r o e t s Bo r e ok c. I [ reedu /p read ] a new book every week. S d. Where are my red [ shoes / shoos ]?

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b. My [ ayes / eyes ] are brown.

e. My [ feet / feat ] are tired from walking. f. Some people don't eat [ meet / meat ]. g. Can you [ hear /here ] me?

©R ea/dsee yE Pu bl i cat i ons h. I can [ sea ]d a big wombat.

f or r ev i ew/sum pur oses onl y• i. • There are [ some ]p frogs in the pond.

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j. I'll see you next [ week /weak ].

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Activity

Spell Check Activity 4 Circle the correct word in each sentence. a. I can see a beautiful [ flower / flour ].

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r o e t s Bo r e/ no ] that girl? b. Do you [p know ok u c. I amS [ ate / eight ] years old.

d. I've got a new [ pair / pear ] of joggers. e. Jack [ one / won ] the race. f. “Come [ in / inn ],” he said.

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i. I'll get the [ mail / male ] from the letter box.

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Checking for Errors 1

Activity

Find a punctuation error, a grammatical error (a word that isn’t correct), and a spelling error in each sentence.

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Circle the three errors then rewrite the sentence correctly. The first one has been done for you. I saw a bigg, brown dog eating water ? I saw a big, brown dog drinking water.

a. It’s© cold tooday so I wearing my coat! Re adyEd Publ i ca t i ons

_________________________________ • f orr evi ew pur posesonl y•

b. I sor a fish flying in the sky?

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_________________________________

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c. Can yoou swim to the end of the the pool.

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_________________________________

e. I saw a green cat wif a long tail?

_________________________________ 21

Checking for Errors 2

Activity

Find three errors in each sentence. Circle the three errors then rewrite the sentence correctly.

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

a. The Cat was sit in the mat.

b. The brown house eating grass?

_________________________________

c. i giving mum sum flowers.

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•f orr evi ew pur posesonl y•

d. The little brid was sing a song?

_________________________________

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e. Mrs smith like to make appel pies.

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o c . ch e f. On friday my clas is go to the beach. r er o t s super _________________________________

_________________________________

g. I like froot Do you liking fruit? 22

_________________________________

Checking for Errors 3

Activity

Find three errors in each sentence. Find a punctuation error, a grammatical error and a spelling error. Circle the three errors and write the correct words on top.

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r o e t s Bo r e p ok u a. bees like S flowrers. Bees making honey.

b. An echidna have shap spines. Don't try to pick it up?

Readwe yEdNanna. Publ i cat i on sa c. On© saturday visit We gave her

•f orr evi ew pur posesonl y• new book to reed.

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d. Its hot today. I think I'll going for a swimm. e. Where is my socks? i can't fine them.

o c . c e r f. one day I h saw a littel brown t wallaby. Her er o s super had a baby in her pouch.

g. I like saturday becoos I can sleeping late. 23

Checking for Errors 4

Activity

Find three errors in each sentence. Find a punctuation error, a grammatical error and a spelling error. Circle the errors and write the correct words on top.

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three magpies.

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r o e t s Bo r e p ok u a. One day S I goed for a walk to the park i saw b. Let’s go to the poole Can you swimming?

• f orr evi ew pur posesonl y• him birthday.

bedroom?

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d. Give me your skool bag. I will put him in the

. te o c e. when I go to the shop I’ll buy an ise. cream. che e r o t r s s r u e p I like chocolate, do you. f. Thay saw three kangaroos? The kangaroos was lying down.

The Visitor

Activity

Read the narrative text The Visitor from the start to the end before you check for errors.

r o e t s B r e oo his first camping p trip. On the first u k night, he wasS asleep in his sleeping bag when he heard a noise owtside He crept out of the tent. He

looked around. He see a mother

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Sam was very excited about

and baby brushtail possum on the treey near their tent.

He looked at them. They look at him with their Big eyes.

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Maybe they are a little bit scared like me, he thought.

Read The Visitor again. . te o c a. Find two punctuation errors and circle them. in red. chepunctuation on top. r e Write the correct o r st super

b. Find two words that are not used correctly and circle them in blue. Write the correct words on top. c. Find two spelling errors and circle them in black. Write the correct spellings on top. 25

At the Beach

Activity

Read the recount At the Beach from the start to the end before you check for errors.

r o e t s Bo r e pwe had a swim. I didn't swim okin the deep very hot day. First u S

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Last saturday my family goed to the beach. It was a

place to swim. Then we all went for a walk We went to the rokk

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water. Dad said to between the flags. That's the safest

fun day at the beech.

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Read At the Beach again.

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o c . a. Find two punctuation errors and circle e them in red. c her r Write the correct punctuation ont top. o s super

b. Find two words that are not used correctly and circle them in blue. Write the correct words on top. c. Find two spelling errors and circle them in black. Write the correct spellings on top. 26

Make a Mother's Day Card

Activity

Read the procedural text Make a Mother's Day Card from the start to the end before you check for errors.

r o e t s Bo r e p glue, glitter ok white paper, scissors, u S Instructions: You need:

a. Fold the blank carde. b. Draw a big heart shape on the white paper?

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a blank card, colouring pencils, textas,

y Happ Day er's h t o M

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f. Write your message to your mum or nanna.

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e. Paste the heart Shape on the card.

Read Make a Mother's Day Card again.

o c a. Find two punctuation errors and circle them in red. . c e her r Write the correct punctuation on top. o t s super

b. Find two words that are not used correctly and circle them in blue. Write the correct words on top. c. Find two spelling errors and circle them in black. Write the correct spellings on top. 27

The Pelican

Activity

Read this information report The Pelican from the start to the end before you check for errors.

r o e t s Bo r e pa white hed and body. They okhave black pouch.. Pelicans has u S and white wings. Their wings are very big. Their legs are short. They have webbed Feet to helping them to swim. They are wata

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Pelicans are very big birds. They have a long bill with a

birds. They eat fish. When pelicans fly

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Read The Pelican again.

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they form a V shape.

. tepunctuation errors and circle them inored. a. Find two c . Write the correct chepunctuation on top. r e o r st s r up b. Find two words that are note used correctly and circle them in blue. Write the correct words on top.

c. Find two spelling errors and circle them in black. Write the correct spellings on top.

About Wool

Activity

Read this explanation About Wool from the start to the end before you check for errors. Wool comes from sheep. It is the sheep's

r o e t s Bo r e p ok u warm, in spring Sand summer, a shearer cuts the wool

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coat that it grows in winter. Wen the weather are

off the sheep. He uses electric clippers called shears. It's like giving the Sheep a haircut. People use wool for make

lots of different fings They use wool to

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Read About Wool again.

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the sheep grow more wool in winter.

. tepunctuation errors and circle them ino a. Find two red. c . Write the correct chepunctuation on top. r e o and circle t r s s r up b. Find two words that are note used correctly them in blue. Write the correct words on top.

c. Find two spelling errors and circle them in black. Write the correct spellings on top.

Bobbie

Activity

Read the description Bobbie from the start to the end before you check for errors.

r o e t s Bo r e Bobbie has short, brown fur. Her has lono legs and a short p u k tail She wagsS her tail when I talk to her or pick her up.

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Bobbie is my puppy. She is 14 weeks old.

She has big, brown eyes and long eyelashes. Her nose are

black. Her ears are always up. She listens to all the sounds. bobbie likes to go for a little wok. She likes

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Read Bobbie again.

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Bobbie is my dog and I love her.

c. Find two spelling errors and circle them in black. Write the correct spellings on top.

Should Kids Do Homework?

Activity

Read Jessica's letter Should Kids Do Homework? from the start to the end before you check for errors. I think that homework is important for

r o e t s Bo r e pdoes homework, it helpso First, whenu kids them to k S understand new work. Second, they can do the work quickly

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kids. It helps them to learn nyew things

or slowly at home so that's good. Some kids don't like doing homework. First, they think it's boring. Second,

they think that kids should just

relax at hom have fun. © Ready Ed Puand bl i cat i ons Iu think kids should do •f orr evi ew p r po se son l y• Homework because it help

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them to learn more things.

. te o a. Find two punctuation errors and circle them. in red. c chepunctuation on top. r e Write the correct o r st super Read Should Kids Do Homework? again.

b. Find two words that are not used correctly and circle them in blue. Write the correct words on top. c. Find two spelling errors and circle them in black. Write the correct spellings on top. 31

Stay Sun Smart

Activity

Read the discussion Stay Sun Smart from the start to the end before you check for errors. Summer is a time for fun It's also a time

r o e t s Bo r e p oto: slip If you wantu to protect your skin rememberk S

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to protect your skin from sunburn.

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on a t-shirt, slap on sum sunscreen, slap on a hatt and

wrap on some sunglasses? If you do this you will protect your face, ears, the back of your necks, your eyes and your body. Sunburn hurts. Your skins

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It's much better to protect

Read Stay Sun Smart again.

c. Find two spelling errors and circle them in black. Write the correct spellings on top.

Kangaroo

Activity

Jump, jump, jumpe r o e t s Bo r e p ok Like a kangaroo u S I saw only wun

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Read the poem Kangaroo from the start to the end before you check for errors.

But now there is two.

Theres a mother and a joey

With his head popping out © ReadyEdPubl i cat i ons He p hold tight ins the Pouch •f orr evi ew ur p ose on l y•

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Read Kangaroo again.

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While his mother jumps about.

c. Find two spelling errors and circle them in black. Write the correct spellings on top.

Kids Cook

Activity

Read the response Kids Cook from the start to the end before you check for errors.

r o e t s B r e oo program four kidsp aged u k 8 to 12. It's S on TV every thursday from 4 to 4:30pm.

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Kids Cook is a fun

Annie and Ben is the cooks. They cooks great food

every week. When they cook they make it fun. They

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Read Kids Cook again.

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Then mum and I try the new recipe every Saturday.

c. Find two spelling errors and circle them in black. Write the correct spellings on top.

Tiddalik

Activity

Read the Aboriginal legend Tiddalik from the start to the end before you check for errors. A big frog called Tiddalik

r o e t s Bo r e ok One day he wasp very thirsty? He u S Then he drank drank some water. more and more. Soon there wasn’t

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lived a long time ago a creek.

any water for the brds or animals or trees or grass. The animals and birds were all very upset

Old wombat have a plan. “We must make Tiddalik laugh so

Then the eel started to dance and Tiddalik smiled then he

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larfed and laugh. All the water came out of him and went back into the creeks and rivers. All the birds and animals were happy.

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o c . che errors, circle themr a. Find three punctuation in red and e o correct them. t r s s r u e p b. Find three words that are not used correctly, circle them Read Tiddalik again.

in blue and correct them. c. Find three spelling errors and circle them in black. Write the correct spellings here:

• _ ___________ •_____________ •_ ___________ 35

Emma's Email

Activity

Read Emma’s email to her Nanna about her holiday in a caravan. Read it from the start to the end before you check it for errrors.

r o e t s r eon my holiday WeB oo I am having a greatp tim came to a nice caravan u k park called Shell Bay last Friday. We have been here for week. S

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Hi Nanna,

Yesterday I saw parrots that are green and orange and they

have blue heads? Every morning we all go for a swim at beach. Yesterday I saw a family of five dolphins. They were playin in the sky and having fun

I will see you next week.

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Love from Emma XX

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with a girl called Maya.

o c a. Find three c punctuation errors, circle them in. red and e r correct them.h er o t scorrectly, circle them sup r e b. Find three words that are not used Read Emma's email again.

in blue and correct them. c. Find three spelling errors and circle them in black. Write the correct spellings here:

• _ ___________ •_____________ •_ ___________

How to Make a Mushroom Pizza

Activity

Read the instructions about How to Make a Mushroom Pizza. Read it from the start to the end before you check it for errors.

r o e t s Bo r e pizza base (from the supermarket) p ok u pizza sauce (from S the supermerket) sliced tomatoes and mushrooms shredded cheese How to make the pie:

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Ingredients:

Spread the sauce over the pizza base with a sppon.

4. Take the out when the cheese melts.

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5. Cut the pizza up and eet it?

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3. Cook in a hot fridge.

Read How to Make a Mushroom Pizza again.

o c a. Find threec punctuation errors, circle theme in. red and r correct them.h er o t scorrectly, circle them sunoteused r b. Find three words that arep in blue and correct them. c. Find three spelling errors and circle them in black. Write the correct spellings here:

• _ ___________ •_____________ •_ ___________ 37

Humpback Highway

Activity

Read the information report Humpback Highway from the start to the end before you check for errors. The humpback whale is a large, ocean mammal. Humpback whales is found all over the world They

r o e t s Bo r e They can weighp up to 40 tonnes and they o u k can grows up S to 16 metres long. Between August and october

they leave Antarctica and swim up the east and west coast ov Australia. They mate and have their calves in

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range in colour from almost whit to grey and black.

They are called humpbakks because when they are getting

ready to dive they bend their back and it looks like a hump.

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For a long time humpbacks were hunted. Now they are

protected. Only a few countries will not stop killing them.

. teRead Humpback Highway again. o c a. Find threec punctuation errors, circle theme in. red and h r correct them. e o t r s s r u e p b. Find three words that are not used correctly, circle them in blue and correct them. c. Find three spelling errors and circle them in black. Write the correct spellings here:

• _ ___________ •_____________ •_ ___________

The Life Cycle of a Butterfly

Activity

Read the explanation The Life Cycle of a Butterfly from the start to the end before you check for errors.

r o e t s B r e o start life as caterpillars then change as they grow. p ok u First, a female S butterfly lay her tiny egs on a leaf.

Next? the eggs hatch

into little caterpillars. Then they eet and grow and grow..

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Butterflies are very colourful and beautiful. They

Finally, the pretty buttafly comes out, dries him Wings and

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flies away to find a mate. Then the cycle starts all over again.

Read The Life Cycle of a Butterfly again. . te o c a. Find three punctuation errors, circle them in. red and ce e correct them.h r o r st su r b. Find three words that arep not used correctly, circle e them in blue and correct them. c. Find three spelling errors and circle them in black. Write the correct spellings here:

• �� •_____________ •_ ___________ 39

Northern Hairy-Nosed Wombat

Activity

Read the description The Northern HairyNosed Wombat from the start to the end before you check for errors.

r o e t s Bo r e p okabout The wombatu are about a metre tarll and weighs S 35 kg. It has soft, grey fur with dark patches around

The northern hairy-nosed wombat is special because there

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are only a few left. There is a small group in Queensland.

the eyes Around its nose there is short, black hairs.

It uses its stong claws and legs to dig a burrow. It sleeps in

the burrow during the day and comes out at night to eat grass

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why we have to protect them.

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nosed wombat left in the world. That's

. te oand a. Find three punctuation errors, circle them in. red c che e correct them. r o circle t r scorrectly, s r b. Find three words that are note used up

Read The Northern Hairy-Nosed Wombat again.

them in blue and correct them. c. Find three spelling errors and circle them in black. Write the correct spellings here:

• �� •_____________ •_ ___________

Save Bluegum Library

Activity

Read Mike's letter to the editor, Save Bluegum Library from the start to the end before you check for errors. Dear Editor,

r o e t s Bo r e pwants close the library ok mum said the Council u I walk to the S libary every Saturday to borrow books.

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The kids in my area use Bluegum library a lot. My

If it closes I will have to ask my mum to drive me all the way to belltown library. My mum is very busy.

Also, I likes to go to the activities at the library in the skool holidays. I went to the 'Kids Write' workshop in

it is vere important to kids in the area.

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Mike Fisher. (Bluegum)

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I hope you don't close Bluegum library because

. teRead Save Bluegum Library again. o c a. Find three c punctuation errors, circle theme in. red and r correct them.h er o t s sunote r b. Find three words that arep used correctly, circle them in blue and correct them. c. Find three spelling errors and circle them in black. Write the correct spellings here:

• �� •_____________ •_ ___________ 41

Junk Food in Lunch Boxes

Activity

Read the discussion Junk Food in Lunch Boxes from the start to the end before you check for errors.

r o e t s Bo r e pthat kids should be allowed ok Some parents say u Swhat they likes at school to eet and drink Should kids be allowed to bring junk food

They say that parents can decide. If kids want to have lollies and chips and fizzy drinks at recess and lunch then that is okay. Other parents say that Junk food should

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to school in their lunch boxes?

© ReadyEdPubl i cat i ons doesn't give kids what their bodies need to grow and •f orr evi ew pur posesonl y• be healthy. They say that junk food is bad for their children's be banned on school. They say that junk fod

health and teeth and kids should not bring junk food to school?

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The principal says that parints must decide what is best

for him kids. The school can't ban junk food in lunch boxes.

Read Junk Food in Lunch Boxes again. . te o c a. Find three c punctuation errors, circle them in. red and e r correct them.h e o t r scorrectly, circle su r e b. Find three words that arep not used them in blue and correct them. c. Find three spelling errors and circle them in black. Write the correct spellings here:

• �� •_____________ •_ ___________

Blue Triangle Butterfly

Activity

Read the poem Blue Triangle Butterfly from the start to the end before you check for errors.

r o e t s B r e that one day? when the time is right, o p ok u you will CurlS up in your softe chrysalis, like a small green sleeping bags, and

when you wake up, changed and new, you will be a beautiful butterfly with turquoise bloo triangle wings

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Little green caterpillar, do you know

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the cycle all over again.

Read Blue Triangle Butterfly again. . te o a. Find three punctuation errors, circle them in red and c . che e correct them. r o circle r st b. Find three words that are note used correctly, s r up them in blue and correct them. c. Find three spelling errors and circle them in black. Write the correct spellings here:

• �� •_____________ •_ ___________ 43

A Book Review: The Magic Finger

Activity

Read Sophie's book review The Magic Finger from the start to the end before you check for errors.

r o e t s r ebook about a Boo an interesting and p funy u k girls who can S do something special. The main character is an eight

year old girl. When she sees something

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The Magic Finger by Roald dahl is

that is mean or hurtful she uses her majic finger. Her finger tingles and she points him and then something happens!

When mr Gregg and his suns shoot ducks, she is upset and

and I think it's a great book. I gave it 10/10.

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The Magic Finger are funny and interesting

Read The Magic Finger again. . te o a. Find three punctuation errors, circle them in red and c . che e correct them. r o circle t r scorrectly, b. Find three words that are note used s r up them in blue and correct them. c. Find three spelling errors and circle them in black. Write the correct spellings here:

• �� •_____________ •_ ___________

The Three Wishes

Activity

Read the narrative The Three Wishes from the start to the end. Then check for errors. Once upon a time, an old

r o e t s Bo r e p lady came to ok One day, a beautiful u SShe said to the old the little house. woman and her husband living in

woman, “You are kind to everyone. I will

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a little hose in the forest.

give you three wishes.” then she walk away into the forest. The old lady was cooking vegetables for dinner

and thinking what she wood wish for. A warm coat?

When her husband came home she told him about the sausage was on the end of your nose!” And it was!

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wishes. “You wishing for a sausage!” he sed. “I wish that

. wished thet sausage e wasnt on her nose ...and it disappeared! o c . che e r o Read The Three Wishes again. t r s super

They only had one wish left, so what did they wish for? They

When you have finished, correct the 10 errors that are underlined by writing the correct words/punctuation on top. Rewrite The Three Wishes correctly on a separate piece of paper.

Walking Sticks

Activity

Read the information report Walking Sticks from the start to the end. The stick insect is often called

r o e t s Bo r e p ok Stick insects is usually brown u Sare usually abowt or green. They a 'walking stick' because it looks

10cm long but some can grow

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just like a Stick that is walking.

much longer. They have strong jaws for eating the leaves of plants. They eats all of a leaf not just little bits ?

Stick insects spend a lot of time during the day sitting

or hang on a plant. They are usually active at nighttime.

Male stick insects can fly. Females have smaller

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lots of tinee eggs on the ground. When their eggs hatch the little insects climb a plant or tree.

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wings and can only glide. A female stick insect lays

People often dont see stick insects because their

o c . che e r o Read Walking Sticks again. t r s super

body shape and colour gives them good camouflage.

When you have finished, correct the 10 errors that are underlined by writing the correct words/punctuation on top. Rewrite Wallking Sticks correctly on a separate piece of paper. 46

The Daintree Forest

Activity

Read the description The Daintree Forest from the start to the end. The Daintree rainforest in north queensland,

r o e t s Bo r e pin each part of the rainforest. okThe plants and anmals live u Sgrow up to 50 metres tall to get to the emergent trees is a very special, beautiful place.

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The rainforest have four different parts. Different

sun. The next part is calld the canopy or 'the roof' of

the rainforest. The leaves of the tall trees in the canopy join together. Flowers and fruit grow there ___

The understorey is further down. It are not very suny

in the understorey because the tall trees block the sun.

Possums, birds _ butterflies, insects, frogs,

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parts of the rainforest.

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lizards and snacks live in different When you walks in the Daintree

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you can see, hear, touch, smell

o c . che e r o Read Ther Daintree Forest again. t s super and taste the rainforest.

When you have finished, correct the 10 errors that are underlined by writing the correct words/punctuation on top. Rewrite The Daintree Forest correctly on a separate piece of paper.

Whale Watching

Activity

Read the recount Whale Watching from the start to the end. In the scool holidays in October,

r o e t s Bo r e p ok because it is whale watching time. u S Humpback whales comes my family went camping at hervey

up from Antarctica to have their calves in the calm, warm

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Bay in Queensland. We went there

wata near Hervey Bay. We went out on a whale watching

boat on wednesday morning with a lot of other people. It

© ReadyEdPubl i cat i ons kept looking and look but we didn't see any whales. •f orr evi ew pur posesonl y• Suddenly, a lady shouted, “I can see one!” We all saw it. was a bewtiful, sunny day. Everyone was very excited. We

A big wale came right up out of the water and splashed back

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into the ocean. Then we saw a whale swimming on its back with him flippers in the air. Then we saw a mother and her Calf.

. and talkingt and e taking millions of photos. o c . che e r o Read Whale Watching again. t r s super We all had an exciting day. Everyone was smiling

When you have finished, correct the 10 errors that are underlined by writing the correct words/punctuation on top. Rewrite Whale Watching correctly on a separate piece of paper.

Writing & Editing Your Own Story

Activity

Plan, write and edit your own story on a separate piece of paper.

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

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Title Think of an interesting title for your story. You can change it later if you think of a better one. The title must relate 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.

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The End Your character solves the problem.

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The Middle Introduce a problem. A really interesting story has a ©R dyEdPu bl i cat i ons have complication ine it.a What problem does your character to solve? The part end with your character •f ormiddle r evi e wshould pur p os es on l y• thinking about the problem.

Check Your Story When you have finished the draft of your story, edit your story. • check that it has a beginning, a middle and an end. • check it for punctuation and spelling errors. • check that your writing makes sense.

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Publish and illustrate your story. Make sure that you proofread your story so that it doesn’t contain any errors. 49

Answers Spell Check Activity 2, p18 a)hair b)today c)old d)horse e)like f) sheep g)feet h)see i)long j)mother Spell Check Activity 3, p19 a)sun b)eyes c)read d)shoes e)feet f) meat g)hear h)see i)some j)week Spell Check Activity 4, p20 a)flower b)know c)eight d)pair e)won f)in g)whale h)tea i)mail

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

Checking Punctuation Activity 2,p11 a. “Hi. My name is Ahmad,” he said. b. The boy looked around and said, “Where am I?” c. Mum put on her coat. “I’m freezing,” she said. d. “Happy birthday!” they all yelled. e. “How old are you?” Auntie Rosie asked. f. “Help! Fire!” they both shouted. g. The teacher smiled. “Tomorrow the holidays start,” he said. h. “Where do you live?” the lady asked. i. “Shhh, don’t make a noise. The baby is asleep,” mum whispered. j. Kai yelled, “I won the race! I won the race!”

Checking for Errors 1, p21 a)It's cold today so I am wearing my coat. b) I saw a plane flying in the sky. b)Can you swim to the end of the pool? d)I am making a snack for mum to eat. e) I saw a black cat with a long tail. b),d) & e) are variable.

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Checking Punctuation Activity 1,p10 1. a)  b)Do you like pizza? c)Help! Help! d) e)Can you come to my party? f) g)  h)It's 3 o'clock. i)Can you swim? j)  2. a)I like to go to the beach. b) Help! Help! c)Can you ride a bike? d)Get out now! e)What is your name? f)I can see a koala in a tall tree. g)How old are you? h)Wow! i)The dog is black and white. j)I like to read every day.

Checking for Errors 2, p22 a) The cat was sitting on the mat. b) The brown horse was eating grass. c) I am giving mum some flowers. d) The little bird was singing a song. e) Mrs Smith likes to make apple pies. f) On Friday my class is going to the beach. g) I like fruit. Do you like fruit? Checking for Errors 3, p23 a)Bees like flowers. Bees make honey. b)An echidna has sharp spines. Don't try to pick it up. c) On Saturday we visited Nanna. We gave her a new book to read. d) It's hot today. I think I'll go for a swim. e)Where are my socks? I can't find them. f)One day I saw a little brown wallaby. She had a baby in her pouch. g)I like Saturday because I can sleep late.

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The Visitor, p25 a. full stop after 'outside'; Big / big b. see / saw; look / looked c. owtside / outside; treey /tree

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Checking Grammar Activity 2, p14 a)like b)see c)kicked d)barked e)dived f) visit g)eat h)rained i)jumped j)cooks

Checking Grammar Activity 3, p15 a)him b)we c)them d)It e)I f)you g)her h)They i)I j)me Checking Grammar Activity 4, p16 a) cool b)six c)fridge d)sky e)pink f)hair g) younger h)daytime i)cold j) backpack Spell Check Activity 1, p17 a) moon b)dog c)their d)house e)hare f) my g)raining h)blue i)play j)toe

Checking for Errors 4, p24 a) One day I went for a walk to the park. I saw three magpies. b)Let's go to the pool. Can you swim? c)Tomorrow we will go to see Grandad. It's his birthday. d)Give me your school bag. I will put it in the bedroom. e)When I go to the shop I'll buy an ice cream. I like chocolate, do you? f)They saw three kangaroos. The kangaroos were lying down.

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Checking Punctuation Activity 3,p12 Once upon a time a kangaroo and an echidna had a race. The kangaroo said he was faster. The echidna asked, "Do you think you will win?" The kangaroo said, "Yes, I am faster than you." They started the race. The kangaroo was very fast. The echidna was very slow. The kangaroo was tired so he lay down to have a little rest and he soon fell asleep. The echidna walked on very slowly all the way to the finishing line. Who was the winner? "I'm the winner!" the echidna shouted. Checking Grammar Activity 1, p13 a) am b)live c)was d)have e)likes f)are g)Is h)live i)were j)reads

At the Beach, p26 a. saturday / Saturday; full stop after 'walk' b. goed / went; 'swim' left out...Dad said to swim between the flags c. rokk / rock; beech / beach Make a Mother's Day card, p27 a. full stop not a question mark in point (b); Shape/ shape in point (e) b. cutting / cut; him / it c. carde / card; hart / heart

The Pelican, p28 a. two full stops after 'pouch'; Feet / feet b. has / have; helping / help c. hed / head; wata / water

Wool, p29 a. Sheep / sheep; full stop after 'different things' b. are warm / is warm; for make / to make c. wen / when; fings / things Bobbie, p30 a. full stop after 'tail'; bobbie likes / Bobbie likes b. her has / she has; her nose are / her nose is c. lon / long; wok / walk Should Kids Do Homework? p31 a full stop after 'things'; Homework / homework b does / do; help / helps c. nyew / new; hom / home

Northern Hairy-Nosed Wombat, p40 a. full stop after 'eyes'; full stop after 'grass'; Legs / legs b. the wombat are /is; there is short, black hairs/ there are; 115 northern hairynosed wombat left / wombats left c. tarll / tall; stong / strong; wambat / wombat Save Bluegum Library, p41 a. need full stop after 'library'; belltown / Belltown; october / October b. Council wants close / wants to close; I likes / I like; a writer come / a writer came c. libary / library; skool / school; vere / very

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Stay Sun Smart, p32 a. full stop after 'fun'; change question mark after 'sunglasses' to a full stop b. necks / neck; skins / skin c. sum / some; hatt / hat Kangaroo, p33 a. theres / there's; Pouch / pouch b. is /are; hold / holds c. jumpe /jump; wun /one Kids Cook, p34 a. thursday /Thursday; i / I b. is / are; cooks / cook c. four / for; form / from

Tiddalik, p35 a. question mark after 'thirsty' should be a full stop; need a full stop after 'upset'; need a full stop after 'laugh' b. add 'in' to 'lived a long time ago in a creek'; have / had a plan; laugh / laughed 'laughed and laughed' c. brds / birds; wata / water; larfed / laughed

Junk Food in Lunch Boxes, p42 a. need full stop after 'school'; parents say that Junk food / junk food; question mark after school' should be a full stop b. likes / like; banned on school / banned in school; best for him kids / best for their kids c. eet / eat; fod / food; parints / parents

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b. a female butterfly lay her egs/ lays her eggs; they grows / they grow; dries him wings / dries its wings c. egs / eggs; eet / eat; buttafly / butterfly

Blue Triangle Butterfly, p43 a. no question mark after 'day'; Curl / curl; its / it's b. sleeping bags / sleeping bag; time for find / time to find; lays your eggs / lay your eggs c. softe / soft; bloo / blue; flowa / flower

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How to make Mushroom Pizza, p37 a. exclamation mark in step 1 should be a full stop; question mark in step 2 should be a full stop; question mark in step 5 should be a full stop b. 'How to make the pie' should be 'How to make the pizza'; 'fridge' (step 3) should be 'oven' to make sense; step 4 add the word 'pizza' to make sense c. supermerket / supermarket; sppon / spoon; eet / eat

The Three Wishes, p45 living / lived; hose / house; then / Then; walk / walked ; wood / would; Cows / cows; fatt / fat; wishing / wished; sed / said; wasnt / wasn't

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Emma's Email, p36 a. need a full stop after 'holiday'; question mark after 'head' should be a full stop; need a full stop after 'fun' b. 'for week' should be 'for a week'; 'swim at beach' should be 'swim at the beach'; 'sky' should be 'sea' to make sense c. tim / time; playin / playing; frinds / friends

The Magic Finger, p44 a. Roald dahl / Roald Dahl; mr Gregg / Mr Gregg; need full stop after 'amaze you' b. about a girls / about a girl; she points him / she points it; The Magic Finger are funny / is funny c. funy / funny; majic / magic; suns / sons

Walking Sticks, p46 Stick / stick; is / are; abowt / about; eats / eat; ? / .; hang / hanging; sid / side; win / wind; tinee / tiny; dont / don't

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Humpback Highway, p38 a. need a full stop after 'world'; october / October; need full stop after 'day' b. humpback whales is found /are found; grows / grow; drink / drinks c. whit / white; ov / of; humpbakks / humpbacks

The Daintree Rainforest, p47 queensland / Queensland; have / has; anmals / animals; calld / called; add full stop; are / is; suny / sunny; add a comma; snacks / snakes; walks / walk Whale Watching, p48 scool / school; hervey Bay / Hervey Bay; comes / come; wata / water; wednesday / Wednesday; bewtiful / beautiful; look / looking; wale / whale; him / its; Calf / calf

The Life Cycle of a Butterfly, p39 a. Change question mark after 'next' to a comma; two full stops after 'grow'; Wings / wings

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