Cloze Activities by Teacher Superstore

For Ys ear se 2 to 4 r o t Bo r e p ok u S

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Cloze Activities w ww

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Written by Monica van Dam. Illustrated by Terry Allen. © Ready-Ed Publications - 2001. Published by Ready-Ed Publications (2001) P.O. Box 276 Greenwood Perth W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au

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

ISBN 1 86397 351 6

Introduction to Cloze Activities Cloze activities are principally designed to encourage children to predict words using meaning, syntax and graphophonics. Prediction is a very important strategy for successful reading and must be encouraged in all children.

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This publication aims to incorporate cloze activities into a whole language program. The cloze activities are meaningful and purposeful, and are not designed to be isolated time fillers. Ideas for introducing and following up the cloze activities are set out in the teaching notes. The activities are linked to the curriculum areas of language, maths, health, social studies and science. The cloze activities should be used flexibly. They are not necessarily designed for whole class independent desk work. They can be worked on in pairs, small groups or as a whole class. The work-sheets are designed to cater for individual needs within a particular class. The reading levels and interests of children between the ages of 6 and 8 can vary immensely, making it difficult to design a work-sheet for a whole class to complete at the same time. Some topics have a set of three similar activities that only vary in difficulty. Other topics have three very different activities to suit differing interests between the 6 and 8 year olds.

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cloze activities, and how the skills being taught relate to developing their reading. Similarly, the cloze activities are designed to be shared and discussed. There is not always one correct answer. Discussing and justifying word choices adds to the value of the cloze activity and should continually be encouraged in a non-threatening environment. Ensure that these activities are enjoyable by incorporating them in real experiences as much as possible. This will add to the children’s learning immensely, and ensure that the work-sheets are meaningful and purposeful.

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Contents Theme

Page

Nursery Rhymes .................... 4 Growing Vegetables............... 8

r o e t s Bo 16 r Bearse .................................. p ok u SButterflies ........................... 20 Water ................................. 24

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Colours ............................... 12

Houses and Homes .............. 28 Grandparents...................... 33 Number .............................. 37

Patterns .............................. 41 ©R eady EdPubl i cat i ons Food ................................... 45 •f or r evi ew pur posesonl y•

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Road Safety......................... 49

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Nursery Rhymes - Teaching Notes Before Cloze A ctivity: Activity:

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1. Collect a range of books, tapes, videos and CD-ROMs featuring nursery rhymes. Make these freely available for use in the classroom. Tapes of nursery rhymes being read or sung can be set up as a listening post. Reading and chanting nursery rhymes together as a class also helps children to become familiar with them. For older children, some less well-known rhymes may be used as well as tongue twisters and limericks. Time for a Rhyme (Nelson Big Book) is an excellent starting point for the 6 year olds and particularly good as a shared book. Far Out Brussel Sprout (June Factor, Oxford, 1983) and All Right Vegemite (June Factor, Hodder, 1985) have some good innovations on the well-known nursery rhymes as well as many other rhymes and chants. Each Peach Pear Plum (Janet and Allan Ahlberg, Picture Puffin, 1989) brings together some of the favourites in a hide and seek format.

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2. As a class, in small groups, pairs or as individuals, make your own versions of a rhyme of your choice. Some ideas include a zig-zag book, audiotape, videotape or mural. 3. Assign a short nursery rhyme to small groups of 4-5 children, appropriate to their age. Each child can illustrate one or two lines of the rhyme depending on its length. The teacher writes the text under each child’s picture, missing out either the nouns or the verbs. The child completes this independently and it is checked by the group for sense. Older children may be able to write the text for a partner with the group to complete.

4. Discuss rhyming words. As a class, list some nouns that rhyme with body parts. Then use these rhyming words to replace ‘thumb ‘thumb’’ and ‘plum ‘plum’’ in Little Jack Horner. These may be shared with the class.

After Cloze A ctivity: Activity:

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1. As a class or in small groups, nominate a well-known rhyme. Sit in a circle. A story wand/stick may be used to indicate whose turn it is. The first child must begin with the first word/phrase of the rhyme before passing on the wand for the second child to continue with the second word/phrase and so on. 2. Glue the Story Reconstruction pictures (First Steps, Oral Language Module: LiteracyRelated Skills, Appendix 5 and Story Reconstruction notes pgs. 61-64) onto card. Model orally retelling the story using the cards as a guide. Write the corresponding text underneath each picture (or on the back) and make them available for reading, retelling and sequencing.

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3. Share Cloze Activity Innovations with the class or with another class. Read some of the innovations on other nursery rhymes in Far Out Brussel Sprout! pp 30-49. 4. Children dramatise some of the rhymes, or use puppets, masks or shadow puppets to recreate the story. 5. Talk about the origins of nursery rhymes. Why is there a group of songs and rhymes that we know, our parents know and our grandparents know? Look also at some of the language in the rhymes. For example, tuffet, curds and whey in Little Miss Muffet.

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Nursery Rhymes

Circle the word that fits in with the rhyme. Be careful to look at the first sound!

Humpty Dumpty (hat cat sat) on the wall, Humpty Dumpty had a great (tall fall call),

r o e t s Bo r e p ok Couldn’t (nut cut put) Humpty together again. u S

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All the king’s horses and all the king’s (men hen ten),

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o c . c e heup r Jack and Jill went the (fill hill mill), o t r s super To fetch a (pail fail nail) of water,

Jack (tell sell fell ) down and broke his crown, And Jill (fame same came) tumbling after. On the back of this page draw a picture of Jack and Jill going up the hill. Ready-Ed Publications

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Nursery Rhymes

A verb is a doing word. FFill ill in the missing verbs.

Little Jack Horner

in the corner,

his pudding and pie,

And

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Replace the word “thumb” in Little Jack Horner with a different body par t. FFind ind a word to rhyme with your new body par t. part. part.

He put in his

and pulled out a

Replace the verbs in Jack and Jill with verbs of your own choosing.

a pail of water,

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down and

Jack

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And Jill came

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And

r o e t s B r e out a plum, o p ok u S “What a good boy am I!” in his thumb,

his crown,

after.

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The Queen of Hearts

Fill in the missing nouns and verbs.

The Queen of Hearts, some

She

All on a summer’s day.

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And

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The Knave of Hearts,

the knave full sore.

The Knave of Hearts, back those

more. © ReadyEdno Pu bl i cat i ons Replace ther missing words withp au noun oro verb ofs your own choice. •f o r ev i ew r p se on l y • And vowed he’d

The Queen of Hearts,

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All on a summer’s day. The Knave of Hearts, He

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them clean away.

And

the knave full sore.

The Knave of Hearts, back those And vowed he’d 3.

, no more.

Illustrate your new rhyme in the space above.

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Growing Vegetables - Teaching Notes Before Cloze A ctivity: Activity: 1. As a whole class, or in small groups, plant some vegetable seeds in pots. Before planting the seeds, talk about the steps involved and write up a procedure together. Follow these steps when planting. 2. Read Jack and the Beanstalk. Mask the words that are a plant part (e.g. seed, leaf, stem) and encourage children to predict a word to fit. Discuss choices. Talk about the life cycle of a bean plant. How does it begin? What does it need to grow?

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3. Read “A Little Seed” by Mabel Watts (in Hanzl, A. and Pollock, Y., 1986, Funny Talk and More, Bookshelf Publishing.) Act out the poem as a class.

After Cloze A ctivity: Activity:

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4. Watch My First Nature Video, 1991, Dorling Kindersley/Pickwick Australia. Particularly view the segment on how to plant and grow a seed.

1. Children read completed cloze worksheet to a class friend. Compare word choices. Did you choose the same words? Does the sentence still make sense? Is one word more fitting than another?

© ReadyEdPubl i cat i ons 3. Children share their worksheet with ap friend from another class, a teacher or • a parent. •f or r e vi ew ur po se so nl y 2. Complete a worksheet together as a class, using suggestions from class members. Read together when complete.

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4. Watch the vegetable seeds growing. As a class, write a diary entry every second day and display near the seeds. Reread diaries once or twice a week. Cover different types of words (nouns, verbs, adjectives) each time to encourage prediction skills.

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5. Do some vegetable printing. Try to find as many interesting textures as possible, e.g. broccoli, capsicum, zucchini, silver beet leaf. Make a picture or pattern, or even decorate a t-shirt, library bag or cushion.

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6. Invite a green grocer in to talk about fruit and vegetables in the shop. Where are they grown? How do they get to the shop? What types are sold?

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Planting Seeds

1. Use a word from the word list to fill the space in each step.

Step 1:

Put some soil into a

Step 2:

Make a hole in the soil with your

Step 4:

Cover the seed with

Step 5:

the

Step 6:

the

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Step 3:

grow big.

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finger soil

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watch

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water

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Name ......................................... Instructions: 1.

Use a word from the list to fill the space in each sentence. Watch out! There are some extras there to trick you!

Cut out the steps and glue them in order on a plain piece of paper paper..

Word List

○

with

○

grow

soil

○

using a spade. ○

○

soil.

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Wait for your seed to ○

○

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○

into the hole and

Put the pot in a

○

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in the soil with

cover ○

○

grass

germinate

○

Drop the

○

water

○

Poke a small your finger. ○

hole

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Fill a pot with ○

seed

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stick

sunny

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sprout

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r o e t s Bo r e p ok u SGrowing Vegetable Seeds

wait

○

. ○

○

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Parts of a vegetable plant flower

Complete each sentence with a plant par t. part. of

Potatoes and carrots are both a plant. We eat the

fruit leaves

stem

of the

the celery plant. The

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lettuce are most useful to us in salads. Zucchinis are

roots

of the zucchini plant.

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Can you think of a vegetable flower that we eat?

○

Planting vegetable seeds in pots ○

○

Place your pot in a

○

position and water it each day.

○

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Carefully the seed into the hole. Use your spade to cover the seed with ○

○

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soil.

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Check your pot regularly to see when it will ○

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your finger. ○

○

Instructions: 1.

Fill the space in each sentence with a word that mak es sense. makes

Cut along the lines and glue the steps for planting, in order order,, on a plain piece of paper paper..

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Colours - Teaching Notes Before Cloze A ctivity: Activity: 1. Label colours clearly during a mat time with the children and refer to them regularly. Turn the colour names into a guessing game: “I know a colour that starts with bl…”. Younger children can work with the basic colour names, older children can use more difficult colours such as indigo, peach, olive. 2. Play colour “I spy” around the room and in the immediate environment surrounding the school.

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3. Read Little Blue and Little Yellow by Leo Lionni (Mulberry,1959). This book is particularly suited to 6 year olds and is a good introduction to colour mixing. Then do one or more of the following colour mixing activities:

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Fingerpaint with 2 or 3 different colours Mix measured amounts of coloured water (coloured with food colouring or edicol dye) or make coloured ice blocks and watch them melt to make one colour. Ensure that you test the mixing of colours to obtain a true result. z Make colourful butterflies using food colouring dropped with droppers onto coffee filters cut into butterfly shape. Alternatively, use paper towels cut into shapes. z Dab different coloured paint spots onto a sheet of paper and then fold in half. Look at the areas where the colours have mixed. What new colours were made? z z

4. Make colour patterns using beads/straws threaded onto string. Children record patterns in words or pictures and share with a friend, group or class. Make more colours available, according to the age of the children.

© ReadyEdPubl i cat i ons •f or vi ewfruit pu r paso ses oabout nl y • of 5. Children bring in r ase many different varieties possible. Talk the colour the skin and the flesh. Do these change as the fruit ripens?

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6. Obtain a variety of animal pictures showing examples of camouflage and “danger” colours. Rainforest animals are often particularly bright. If possible, also look at the chameleon. Why do animals need to be camouflaged? How do these brightly coloured animals protect themselves when they obviously are not camouflaged? 7. Discuss feelings and how colours can reflect different feelings. Which colours make children feel hot? Cold? Angry? Calm? Talk about some common sayings, for example, “being green with envy”.

After Cloze A ctivity: Activity:

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1. Read “Yellow” by Olive Dove in Early Years Poems and Rhymes compiled by Jill Bennett (Ashton Scholastic, 1993). This is a photocopiable book. Then write a shared poem similar to this one but concentrating on a different colour. Use this as an oral cloze by masking different parts each day. 2. Read “The Paint Box” by Jean Kenward in the same collection. Discuss the names of colours. How many blue colour names can children come up with in pairs, small groups or as a class? Look at a paint catalogue and read some of their colour names. Children have fun making up some of their own weird and wonderful colour names. 3. Read The Mixed-Up Chameleon by Eric Carle (1985, Hamish Hamilton).

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Colours

1. Mak e a colour pattern with beads on a string. Draw it here. Make 2. Colour the square to complete the sentence.

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The

can be

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The

can be

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are

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Colours of the Rainbow

FFirst irst colour the rainbow rainbow,, then complete the colour words. r

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Colour Mixing

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Red and blue makes

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Yellow and blue makes

Red and yellow and blue makes

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.i © ReadyEdPubl i cat ons •f orr evi ew pur p osesonl y• Red and yellow makes . We did some colour mixing using This is what we found out:

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Bananas change from

to yellow.

change from green to orange. Strawberries begin green and then change to .

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Colours and Feelings

1. Colours can show how a person feels. Complete the sentences below below.. Yellow makes me feel

When a person is jealous they are said to be When I am sad, I am feeling

with envy.

r o e t s Bo r e p ok u SAnimals Colours and Red shows that I am

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How does black make you feel?

2. R esearch an animal that uses camouflage to hide. Research Then complete the sentences sentences.. Many animals use colours and

camouflage. The

is camouflaged by its

.d It y blends in with the © Rea Ed Pu bl i cat i ons This protects it from . • f o r r e v i e w p u r p o s e sonl y• Draw it.

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. te o c 3. R esearch a ver y brightly coloured animal, then complete the sentences. Research very . c e hercolours and dos r Some animals have very bright not use o t super camouflage to hide. Sometimes this shows that they are

Other times, they are brightly coloured to

other animals away.

The

is coloured

It is brightly coloured because

. .

Draw it on the back of this sheet. Ready-Ed Publications

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Bears - Teaching Notes Before Cloze A ctivity: Activity: 1. Children brainstorm all that they know about bears, where they live, their eating habits, behaviour and appearance. Classify information under appropriate headings. 2. Research a type of bear as a whole class. Complete Cloze Activity 3 as a whole class to prepare students for their own research of a bear. Ensure that there are a number of books available on different types of bears. Also include the possibility of computer/ internet use. There is a CD-ROM available Bears and Pandas of the World, Webster Publishing, although this is a bit text heavy and more suited to Grade 3+. Pictures alone are great though.

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3. Read a version of Goldilocks and the Three Bears. Plan a breakfast. Make some porridge. Children bring teddies along.

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4. Sing some songs and rhymes about bears and teddy bears. Some popular ones include, “Teddy bear, teddy bear turn around”, “The teddy bears’ picnic”, and “We’re going on a bear hunt”. 5. Make some Honey Muesli Munchies and have a teddy bears picnic out on the school lawn. Make sure children bring along a picnic rug.

After Cloze A ctivity: Activity:

1. Start a fact mural about bears in general, or one particular type of bear. Children keep adding to it the more that they learn about bears.

2. Have a Show and Tell of their teddy bears. Each child can show his or her teddy and share their fact page with the class. orally, act out with selves, masks or puppets.

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4. Share bear research with the class, another class or at a school assembly. Or group together children who have researched the same type of bear. Children compare their reports. They discuss any differences and justify choices by backing them up from what they have read. Are reports basically the same or are there major differences? How can they explain this? 5. As a class, children write about their breakfast/teddy bears’ picnic. Take photos and make into a class book. Use the class book as an oral cloze activity by masking words in it.

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6. Children make a teddy bear shaped book about their teddy.

7. There is a wealth of literature focusing on bears and teddy bears. Some popular bears include Winnie the Pooh, Corduroy, Little Bear, the Berenstain Bears, Paddington and Big Ted and Little Ted. 8. Have a class teddy that visits each child’s home for a holiday. While on holidays the child and the bear write a postcard back to school about their holiday together. 9. Make some gingerbread bears using the gingerbread men recipe in this book. 10. Children build a den for their bears to sleep in. It could be made out of wooden blocks, milk cartons, tissue boxes, a table with a cloth arranged over the top, or a large cardboard box.

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My Teddy Bear

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Here is a picture of my teddy bear.

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My teddy has (fluffy/smooth/rough/curly) fur. My teddy is a (big/medium/small) sized bear.

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My teddy is (brown/black/pink/blue/yellow/white).

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I have had my teddy bear since

Teddy Teddy Teddy Teddy Teddy Teddy Teddy Teddy

. .

Bear, Teddy Bear, turn around. Bear, Teddy Bear, touch the ground. Bear, Teddy Bear, show your shoe. Bear, Teddy Bear, I love you. Bear, Teddy Bear, go upstairs. Bear, Teddy Bear, say your prayers. Bear, Teddy Bear, switch off the light. Bear, Teddy Bear, say goodnight!

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Bear Cooking

Complete the sentences in the recipes.

Microwave Porridge: Ingredients:

1/2 cup milk 1/3 cup quick-cooking oats 1/4 cup water sugar to taste

Place all

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except sugar into a bowl and stir.

Put the bowl into the minutes for each extra bowl.)

Stir and

for 2½ minutes. (Add 1½

sugar to taste.

Clapping Game for while you are waiting:

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serves 1

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Pease porridge hot, pease porridge cold, Pease porridge in the pot, nine days old. Some like it hot, some like it cold, Some like it in the pot, nine days old.

Honey Muesli Munchies Ingredients:

1. 2. 3. 4.

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. 100g melted butter t o 1e tablespoon honey c . 3 cupsc toasted muesli e her r o t su honey with melted butter inr as bowl. pe in toasted

and stir.

mixture into patty pans on a tray. in fridge until hard and crispy.

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The

Bear

Research a bear of your choice. Then complete the sentences below to write a repor reportt on this bear bear.. bear is a mammal. This means that it has live babies.

The Its fur is

. It grows to about

metres. It looks different

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to other bears because

bear lives in

During the winter, it

bear’s favourite food is

The

Other foods that it likes to eat include

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The female bear usually gives birth to

o c . They need to learn c how to e her r o t s super cubs are

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The

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Here is a picture of it:

cubs. The

years old before they can be out on their own. .

Here are some more interesting facts about the

bear:

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Butterflies - Teaching Notes Before Cloze A ctivity: Activity: 1. Watch See how they grow: Minibeasts (video) Dorling Kindersley, 1992. There is a section on Butterflies. OR Read See how they grow: Butterfly Ashton Scholastic, 1992 (photographs by Kim Taylor). These show very clearly the metamorphosis process and are particularly suited to junior primary.

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2. Read The Very Hungry Caterpillar by Eric Carle (Puffin).

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3. Act out the whole metamorphosis process as a class. Begin as a caterpillar in an egg, shedding skin as it grows, forming a chrysalis, emerging as a butterfly, to flying away when its wings are strong and dry.

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4. Arrange an excursion to visit the butterfly house at your city zoo, or visit a local park or garden with a good-sized butterfly population. 5. Read “Pupa” by Colin Bennett (in Early Years Poems and Rhymes compiled by Jill Bennet, Ashton Scholastic, 1993). Write a similar poem for a caterpillar or butterfly.

After Cloze A ctivity: Activity:

1. Make colourful butterflies. Children try to copy the shape and colouring of a particular variety that they have seen or studied as a class. Use the colour dropper method or the folding in half method mentioned under the Colours Teaching Notes. Alternatively, use colourful cellophane and/or tissue paper to make butterflies.

Kids, 1996). A colourful Australian bush background for the metamorphosis of a very plain, uncolourful caterpillar.

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3. Keep some silkworms or mealy worms in your classroom. Get them as eggs and watch them grow and change. Keep a daily diary of their growth. Children use diary entries as an oral cloze by working out masked key words, nouns, verbs and adjectives. 4. Working in pairs, children make crazy caterpillars or beautiful butterflies out of a variety of recyclable materials - ice-cream sticks, coloured and shiny paper, bottle tops, egg cartons, pipe cleaners, wool.

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5. As a class make large 3D models of the various stages of the butterfly life cycle. 6. Brainstorm words describing caterpillars and butterflies. Then write them around the edges of caterpillar and butterfly cut-outs. Display.

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The life cycle of the very hungry caterpillar

1. Use one of these words to complete the sentences: butterfly

caterpillar

egg

cocoon 1.

A tiny

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Out of the cocoon comes

a beautiful

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on a leaf.

hatches out of the egg.

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When the caterpillar is big and fat, it

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spins a

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Butterflies

Parts of a caterpillar 1. Use these words to label the par ts: parts: head mouth legs

eyes

Caterpillars feed on

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body

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. They live for about

weeks before changing into a butterfly.

Parts of a butterfly

2. Complete the labels for the butter fly butterfly fly..

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abdomen

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wings

antennae

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their

to taste, and their proboscis to

They breathe through their

Their wings are covered with tiny

and look powdery

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Butterfly Report

Complete the sentences with a word that mak es sense. makes .

A butterfly is an

body parts - head, abdomen and thorax.

It has

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legs are joined to the butterfly’s

. It also has

two antennae and a proboscis.

They have two sets of wings, which are often brightly Butterflies

blood.

in all of the world’s continents, except for .

Butterflies begin life as a tiny

from this egg. It feeds on

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They have

hatches

and grows, shedding many

layers of

. When it is big and fat, it forms a

or cocoon and attaches itself to a leaf or branch. The chrysalis changed into a butterfly. This is called

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drink with their proboscis like a

, taste with their feet and

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Butterflies smell with their

. The proboscis

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up when it is not being used. Their wings are made up of many tiny

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Water - Teaching Notes Floating and Sinking (P age 25): (Page

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Before: 1. Read Floating and Sinking Bookshelf, Level Two, or F. and J. Biddulph What Will Float? Sunshine Science, Applecross, 1992. 2. Gather objects mentioned on Cloze Activity 1, as well as any others suggested by children from within the classroom. 3. Fill an aquarium with water and place each object into it one by one. 4. Observe. Watch for 5 minutes, particularly noticing whether some objects gradually sink. 5. Children record their observations on the worksheet. 6. Change the shape of the Plasticine ball to make it float. 7. Place marbles into the boat one by one. Record how many marbles it can hold before sinking. After: 1. Read Who Sank the Boat? Pamela Allen. Problem solving focussing on floating and sinking. 2. Read Alexander’s Outing Pamela Allen. This book cleverly uses floating to solve a problem. 3. Read Mr Archimedes Bath Pamela Allen. This book is about water displacement and is a good bridge between floating and sinking, and water displacement activities.

Freezing and Melting (P age 26): (Page

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Dissolving (P age 27): (Page

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Before: 1. Discuss solids and liquids. Give some examples of solid and liquid objects from around us. Touch briefly on gases, particularly air and steam. 2. Class cloze activity: Water from the tap is a . Steam is a . Ice is a . Chocolate can be a or a . After: 1. Read Melting Bookshelf, Level Two. 2. Do some cooking that involves freezing and melting, eg. ice-cream log, chocolate crackles. 3. Do some cooking that involves dissolving, e.g. gelatine in water, cornflour in water. 4. Freeze a variety of other liquids in ice cube trays. Did they all freeze? Which took the longest to freeze? The longest to melt?

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Before: 1. Class discussion - What happens to jelly crystals when they are put into water? What happens to sugar in tea? Talk about the concept of dissolving as a solid disappearing into a liquid. 2. Break up into small groups of pairs to complete experiments and worksheet. After: 1. Blackboard results as a whole class. 2. Children come back to their results on another day. Use them as an oral cloze by masking the nouns.

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Floating and Sinking

1. Record your obser vations: Did it float or sink ? observations: sink? leaf

paper

ice-cream stick

feather

pencil stick

rock

marble

ball

fabric

block

cork

Plasticine

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foam

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

2. Did any objects gradually sink to the bottom? Draw them.

YYes es /

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By changing the Draw it.

o c . che e r it can float. o t r s super

Our Plasticine boat could hold Ready-Ed Publications

m . u

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The Plasticine ball did not Draw it.

marbles. Page 25

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Freezing and Melting

Freezing: When you

water, it changes from a liquid to

a solid. Frozen water is very

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

We filled 6 ice cube trays with water from the tap. Two were red, two were yellow and two were blue.

We put them into the

We checked on them every 15 minutes to see if they were

We recorded our observations on a chart.

Our ice cubes took

minutes to freeze solid.

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Teac he r

to a

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. We put a clear cup onto each of our desks.

We took the ice cube trays out of the

o c . che e r We checked on themr every minutes o t s to see if they had super

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We were given two ice cubes. My ice cubes were

and

We recorded our observations on a chart.

My ice cubes took

minutes to melt into a

liquid. When they melted, the colour of the water was Page 26

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Dissolving

We got 6 glasses and filled each of them with 100 mls of water.

We collected some salt, sugar, flour, coconut, oil and sand.

We added a tablespoon of each ingredient to a separate glass of water.

We stirred each of the glasses for 10 seconds.

We observed the results.

in the water.

The sugar

in the water.

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The salt

The flour

The sand

The all.

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The all.

floated to the top of the water and didn’t dissolve at

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The

The coconut The oil

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r o e t s B r e oo Our Results: p u k S

sank to the bottom of the glass and didn’t dissolve at

. t e can you dissolve in a cup of warm c o How much salt/sugar water? . che e r o t r s s r u e p How much salt/sugar can you dissolve in a cup of cold water? More Dissolving Activities:

. Mak e some jelly as a class. PPour our into small moulds. LLet et it set. TTak ak e it out Make ake from the mould. Place one por tion in a sunny spot and see how quickly it will portion melt. Eat the rest of your jelly straight away away..

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Houses and Homes - Teaching Notes Before Cloze A ctivity: Activity: 1. Look at different types of homes people live in. For example, flats, single storey/double storey houses, caravan, tent, tepee, houseboat, mud house, igloo. Could we live in an igloo instead of a brick house? Why/why not? 2. Discuss: Why do we have houses? Are they something we really need or can we do without them?

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

3. Visit a building site or ask a bricklayer/carpenter/tiler to visit the school and demonstrate their skills on a small scale. What type of materials do they work with? How do they join the materials together? What tools do they use?

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4. Build a class cubby/wall/reading den or similar project using one-litre milk cartons or tissue boxes as bricks. Draw some plans first. How big should it be? How will we join the bricks together? Papier-mache the outside. Keep a diary of progress. Use diary entries as an oral cloze activity by masking words from previous entry when reading. 5. Sing “There’s a house with a wall” (Playschool) or read a version of The House that Jack Built or The Old Woman who Lived in a Shoe.

After Cloze A ctivity: Activity:

1. Children paint a picture of their own house. What colour is their house, the roof, the front door? What is its number? How many front windows does it have? Is there a front fence? Is it a single or double storey house? withstand one minute under the sprinkler and keep the teddy dry?

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3. As a class or independently, children write a letter to parents about the work they have been doing on houses and homes. Children can address their letters independently and then walk as a class to the nearest post box to post letters. 4. Make a game out of the addresses of children in the class. “I know someone who lives in (suburb) and their house number is . Who is it?”

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5. Make a wall mural or silhouette of a street. Name the street, number the houses, make the houses varied and include letterboxes. Use paint and collage techniques. 6. Build a newspaper house/tower in pairs or small groups. How can the newspaper be strengthened? What happens when the newspaper is rolled up? How can the pieces be joined? 7. Use parent helpers to construct the booklets of the “Three Little Pigs” story. Photocopy sheets front and back on one A4 piece of paper; cut horizontally along the dotted line and fold vertically along the solid line. Join pages together in numerical order and staple to make the completed booklet.

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Houses 1

We need

to keep us safe from the

and

1. Circle the word that mak es sense in each sentence. makes The (window, roof, door) stops us from getting wet.

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

People come in through the (chimney, door, wall). The (steps, walls, windows) hold up the roof.

2. Circle the word that describes your house.

My house is made of (wood, bricks, concrete). My roof is made of (tin, tiles).

Fingerplay

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The (chimneys, doors, windows) let us look out.

The windows are shining,

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And so is the floor. Outside there is a chimney,

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o c . ch With smoke that goes curling up, e r er o t s super Come and see. As tall as can be.

My Address My house number is My street is called Ready-Ed Publications

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Houses 2

We need houses to keep us safe from the

and

The roof stops us from getting w

People come in through the d

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The walls hold up the r

My house number is

The name of my street is

The suburb I live in is This is my a !

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Teac he r

The windows let us look o

It is ver y impor tant to know your address in case of emergencies. very important

adyEdPubl i cat i ons What am © I? Re

•f orr evi ew pur posesonl y•

1. I am a house made of wooden poles and animal skins. I can be moved very easily.

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2. I am a house that is found on a river or sea.

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o c . . che e r o t r 4. I am a house that is often used onp holidays. s s r u e I am made of poles and material. I am packed 3. I am a house that is made out of ice bricks.

into a bag when I am not being used. . 5. I am a house that is built to protect a king or queen. I am very large and have strong walls. . Page 30

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The Three Little Pigs Once upon a time, there were three little pigs. They each needed a to live in.

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

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Teac he r

But as the wolf was ing onto the roof, the three little pigs stirred the up to make it very hot and took the lid off the pot of boiling on the fire. The wolf tumbled down the chimney into the pot of boiling , and the little pigs ate him for . The three little pigs lived happily ever after in their house of .

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The little pigs ran to the third little pigs house. He had built his house out of . Along a wolf, who shouted: “Little pig, little pig, let me come in!” The pig said “ , , , not by the hair of my chinny-chin-chin.”

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page 1

Then the wolf shouted: “Well, I’ll and I’ll and I’ll your house in.” So the wolf huffed and he puffed and he blew the pig’s house of in.

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page 8

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page 6

page 3

Then the shouted: “Well, I’ll huff and I’ll puff and I’ll blow your house in.” So the wolf huffed and he puffed and he huffed and he puffed but he blow the house in. The wolf was very and shouted, “I’m going to climb down the chimney and you up!

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

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Teac he r

The first little pig built its house out of . Along came a wolf who shouted: “ pig, pig, let me come in!” The pig said “No, no, no, not by the of my chinny-chin-chin.”

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The first little pig to the second little pig’s house. He had . built his house out of Along came a wolf who shouted: “Little , little , let me come in!” The said “No, no, no, not by the hair of my chinny-chin-chin.”

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page 4

Then the wolf : “Well, I’ll huff and I’ll puff and I’ll blow your house in.” So the wolf and he and he blew the pig’s house of in.

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page 2

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page 5

Grandparents - Teaching Notes Before Cloze A ctivity: Activity: 1. Read Sophie by Mem Fox, 1989, Drakeford Publishing. How do we feel about our grandparents? In what ways are they special? List. Particularly focus on the positives and ensure talk is respectful of grandparents. Then complete the worksheet, “My Grandma”, an innovation on Sophie. 2. What activities do children share with their grandparents? Emphasise that these are memories of grandparents. Children will always remember the good things they did with their grandparents.

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3. Children do a portrait or collage of their grandparents.

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After Cloze A ctivity: Activity:

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4. Have a grandparents morning/afternoon/day. Write and send out invitations. Use this time to show grandparents that we love and respect them, and that we value the time that we spend with them. Plan for a snack and refreshment to be served to the grandparents by the children. This would be a great time for children and their grandparents to do the Interview (page 36) together. Parts of the interview could be shared with the group later on in the day and talked about.

1. Invite some grandparents to talk to the class about some of their childhood memories, activities, and favourite books and toys. Make it interesting by showing photos, telling stories and showing games and other memorabilia. Encourage the class to ask questions.

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2. Combine page 34 into a book titled Our Grandparents. Display in your classroom and encourage children, parents, and grandparents to come into the class and read it. Read it as a shared book.

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3. Read Wilfrid Gordon McDonald Partridge by Mem Fox. Talk about “losing your memory”. What does that really mean? Can it be fixed? Do children know of anyone who has lost his or her memory? How can they tell that they have lost their memory?

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4. Bring in some familiar objects that most children would have some memory of. Some examples could be a warm, fluffy blanket, a soft teddy bear, a bouncy ball, a crackly leaf, and a well worn book . Share your own childhood memory of one of these objects first and then encourage a few children to share their own memories. Children then choose one of the objects and record memory of that object. Share and display.

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5. Plan a visit to an old age home or retirement village in your area. Write a letter as a class, informing them of your class’s wish to visit. Sing some songs, show them some of the work which you have been doing at school and make a small gift to give to one of the residents. Before going, emphasise that many older people are very lonely and appreciate seeing new faces and things. Some may be sick, but remember that they are people like us and should be treated with kindness and respect.

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Grandparents

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Teac he r

This is my Grandma/Grandpa.

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o c . I love him/her! che e r o t r s He/she loves me too! super We like to

together.

We also like to

together.

My grandma/grandpa is very

I love my grandma/grandpa! Page 34

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Name .........................................

My Grandma

Circle the correct verb in each sentence.

When I was a baby, I (holding, hold, held) on to Grandma’s finger. We sometimes went to the b

ch together.

r o e t s Bo r e p o u k We (talking, talk, talked) together. S We (laughed, laugh, laughing) together.

We (play, playing, played) games together. We (love, loved, loving) each other.

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We (paint, painted, painting) together.

My Grandma is (growing, grow, grew) older and older, ©I!ReadyEdPubl i cat i ons and so am

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•f orr evi ew pur posesonl y•

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Grandparent’s Interview

full name is .

years old. He/she was born

r o e t s B until he/she was r e went to schoolo p ok u years old.S His/her favourite subject was .

(country) in

He/she got a job as a

and first worked in .

My grandpa/grandma got married to (year). They had a family of

have My

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(year).

children. They now

©R eadyEdPubl i cat i ons grandchildren. •f orr evi ew pur posesonl y• knows a lot about

This is because

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. favourite thing to do is

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o c . ch The most interesting thing that has happened r ine my er o t s s r u e p grandma/grandpa’s life is

loves to eat

. .

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Number - Teaching Notes Before Cloze A ctivity: Activity: 1. Read and sing number rhymes and number stories. There is a wealth of literature on this subject, suitable for all ages. 2. Make a number line based on a counting nursery rhyme or counting book. For example, a fish number line for the rhyme “1,2,3,4,5; Once I caught a fish alive”. 3. Play number “Who am I?” For example, “I’m thinking of a number between 10 and 15. It is even, and is 7x2”. This is adaptable to any age group. For the six year olds it could be an oral or modeled reading and writing activity, whilst for the 8 year olds they could write their own individual “Who am I?”

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

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4. Children do some threading and record how many beads they threaded by stringing on the correct number tag. Similarly, record numbers of each colour used.

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5. In small groups, or as a whole class, make some type of number book. This may be on the numbers 1-10, counting by twos, counting by tens or on big numbers. The ideas are endless and are suited to any age children. 6. Make numbers out of playdough, clay or cardboard. Decorate them and hang around the room. 7. Talk about colloquial number terms. For example, a couple, a few, a handful, a dozen. 8. Read the children the poem “Ten for the Day” by Tony Mitton for the worksheet on page 40. One, one, the rising sun. Two, two, the sky so blue. Three, three, birds in the tree. Four, four, milk at the door. Five, five, the whole world alive. Six, six, the old clock ticks. Seven, seven, sun’s in the heaven. Eight, eight, tea’s on the plate. Nine, nine, moon starts to shine. Ten, ten, back to bed again.

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Explain that one of the jobs is to modify the poem. Work in pairs or as individuals to do this. As a class, think of words that rhyme with each of the numbers. Then choose a subject to base the poem around.

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After Cloze A ctivity: Activity:

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1. Do lots of cooking in which children have to measure in cups, spoons, grams and millilitres. 2. Look at the gingerbread men. Compare the numbers. How many nuts did children use to make the nose? Who had the most buttons? Who had the least buttons? Eat them for morning tea or wrap them up as a gift for someone. 3. Compare answers for the sentences on Worksheets on pages 39 and 40. Children discuss differences in answers and explain why they chose that number. Is there only one answer for each of these questions? 4. In small groups or pairs, share number poems. Choose one to read to the rest of the class. 5. Look at number patterns. Make them using numbers, real things, and blocks. Illustrate or collage a number pattern in pairs or as individuals. Write the numbers underneath and display. Ready-Ed Publications

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Gingerbread Men

1. Number the steps of the recipe:

Ingredients: 125 g butter 1 cup plain flour 1 tblspn golden syrup 1 tsp bicarbonate of soda

1 egg ½ cup sugar 2 tspns ginger

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Step

: Beat the butter and sugar together.

Step

: Add the golden syrup and beaten egg.

Step

: Sift flour, ginger and bicarbonate of soda into the bowl. Mix well.

Step

: Roll the dough out. Cut into shapes. Put onto trays and decorate.

Teac he r

: Put the oven onto 200oC.

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Step

: Bake in the oven for 20 minutes.

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nut/s for its (nose). piece of peel for a (mouth).

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currants for its (eyes).

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Numbers 1

1. FFill ill in the rhyming words in the number rhyme.

1,2, buckle my

3,4, knock on the

5,6, pick up

,t r o e s B r e oo 9,10, a big fat . p u k S

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Teac he r

7,8, lay them

2. FFill ill in the number words.

One, two,

eight, nine, fourteen,

, four, five, ,

, twelve,

, sixteen,

1. I have

people in my family.

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2. There are 3. I have

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3. Use a number word to complete each sentence.

eggs in a carton. fingers on

hand/s.

days. . te o . 5. A dozen means c . c e he r 6. There are socks in a pair. o t r s susides. per 7. A square has 4. A week has

8. My house has

separate rooms. .

9. Fifty is half of 10. I am

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. years old.

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Name .........................................

Numbers 2

1. Use a number word to complete each sentence: .

Half a dozen means

A baker’s dozen means

There are

A couple is how many people?

A hexagon has

My family has

A triangle has

A small carton of milk is

September has

r o e t s Bo r e p ok u S centimetres in a metre.

10. Our classroom has

sides.

adults,

children and

corners.

ml. days. lights,

doors and

pets.

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Teac he r

windows.

e your own ony Mitton 2. Listen to the poem ““TTen for the Day Day”” by TTony Mitton.. Then mak make rhyming number poem about any subject you wish.

Two, two,

Three, three, Four, four, Five, five,

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Six, six, Seven, seven,

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One, one,

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. .

. . .

Eight, eight,

Nine, nine, Ten, ten,

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Patterns - Teaching Notes Before Cloze A ctivity: Activity: 1. Read Spotted Yellow Frogs by Matthew van Fleet, Penguin, 1998. This is an excellent introduction to patterns and includes a problem-solving activity at the end. 2. Sing the “Spot Song” from Playschool (Humpty Dumpty, ABC, 1995). 3. Look at calendars. What do they show us? Why do we use them? What patterns can children notice in the calendar? Talk about days of the week, months of the year as a way of helping us keep track of time and seasons. Why is this important? Which months of the year make up each season in the country we live in? What do we do at different times of the year? How many days are in each month?

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4. Look at a variety of animals. What type of patterns do they have? List and classify. Display on a wall of your classroom.

After Cloze A ctivity: Activity:

1. Hunt for some other word patterns, alliterations etc. Take turns in trying to read Betty Botter’s Butter. Offer a prize to all who can read it without tripping up.

2. Do some pattern printing. For example, butterfly prints to show symmetry, a potato masher for checks, bubble wrap for spots, a whole unscaled fish for a scaly print, or do some crayon rubbings.

© ReadyEdPubl i cat i ons 3. Read some books which concentrate on the seasons. What are the patterns in nature that children can notice through thep seasons? For example, the lifecycle of • plants and • f o r r e v i e w u r p o s e s o n l y animals, weather patterns. 5. Sing pattern songs together as a class.

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4. Make a seasons’ collage

6. Have a Patterns’ Day. All class members need to dress up in a particular pattern. Classify the class into their pattern groups. Take photos of each group. Do a range of pattern activities throughout the day, in a range of curriculum areas. As a maths activity you could make a graph of the number of children wearing each type of pattern. Which was the most popular? Least popular? Why? Were there some patterns that nobody chose to wear? Why? Take photos of each activity.

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7. Make a class book of the Patterns‘ Day using your photos as illustrations. Write an account of the day together as a class. This book could be used as an oral cloze activity by masking words and asking children to predict the missing word and justifying their word choices. 8. Children look around the school buildings. What patterns can they notice? Brick patterns? Arches? Square windowpanes? Triangular roofs? Paving patterns?

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Name .........................................

Patterns

Use these words to help you complete the sentences below below.. checks

swirls

zig-zags

scales

splotches flowers

spots stars

stripes triangles

have

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r o e t s Bo r e ppatterns. ok Most animals have u S

have

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Other things can be patterned too!

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can have

The

My Page 42

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Patterns in Nature

Butterflies have exactly the same pattern on each of their w

. This is called a sym

Bees have a str their h

pattern.

pattern on their bodies, and they build

r o e t s Bo r e on leaves form patterns. p ok u S on birds’ feathers make patterns on the in patterns too.

The

birds’ body. When the male

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The

shows his tail feathers,

they make a beautiful pattern.

Patterns of the Week and Seasons

1. W e use patterns to help us kkeep eep track of time ill in the days of the week. We time.. FFill

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Spr

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, S

, .

, A

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Patterns of the Year

We use patterns to help us keep track of t l

and to order our

1. FFill ill in the months of the year that belong with each season season.. Then illustrate each season season..

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Spring

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Autumn

Teac he r

Summer

. t e o We can also make patterns using w . These wordc patterns are . che . e r called tongue tw o r st super Man-made Patterns

2. PPractise ractise saying these faster and faster: How many cans can a cannibal nibble, If a cannibal can nibble cans? As many cans as a cannibal can, If a cannibal can nibble cans.

Any noise annoys an oyster, But a noisy noise annoys an oyster more. Page 44

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Food - Teaching Notes Before Cloze A ctivity: Activity: 1. Discuss - Why do we need to eat? What types of food are healthy and what types of food are not so healthy? List. What makes food healthy or unhealthy? Look at the food pyramid and talk about why some foods are on the large bottom layer and others are on the small top layer. 2. Do some taste testing of the five major food groups. Can children recognize milk, apples, bread, nuts, orange blindfolded? How? Talk about texture, taste, smell and crunchiness of food.

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Teac he r

3. Read The Lighthouse Keeper’s Lunch (Ronda and David Armitage, Picture Puffin) and/or The Giant Jam Sandwich (John Vernon Lord, Pan Books). Retell the story in your own words orally. Teacher scribe and use as an oral cloze activity for the next day.

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4. Do a survey of school sandwiches. What are the most popular fillings? The least popular? Write about these.

5. Read the story “The Little Red House” (in The Playschool Cookbook compiled by John Fox, ABC, 1989). 6. Have a fruit and vegetable day at school. Bring along a variety to share for morning tea/lunch. Do some printing with them. Have a fruit and vegetable worker in to talk about fruit and vegetables.

7. Make some spaghetti and pasta pictures/picture frames/hats or anything else you can think of.

8. Learn some songs about food. There are many food songs on the Playschool CD’s and also on Peter Coombe CD’s. After Cloze A ctivity: Activity:

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1. Have a nutritionist visit the school to talk about foods and diet with the class.

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2. Have a “Make Your Own Lunch” day. Provide as many different sandwich fillings as possible and a variety of bread and rolls. Children can then make their own delicious sandwich. After lunch, each child could write about or draw their delicious sandwich and these could be combined into a class book.

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3. Have an International Food Day or Week during which foods from other countries can be studied and tasted. 4. How many Nursery Rhymes can children find that mention food? Can children substitute the unhealthy foods for healthy ones? 5. Test foods for fat by pressing them onto brown paper and allowing the paper to dry. If a translucent spot is left on the paper, the food contains fat. 6. Do some still life paintings of fruit and vegetables. Make some food sculptures using clay or Plasticine. 7. Read Food J. Feely and J. Scott, Science Starters, Collins Dove, 1992, or The Magic Schoolbus: Inside the Human Body Scholastic, 1989.

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Fruit Salad

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Teac he r

1. W e decided to mak e a fruit salad. W e used these fruits in our salad: We make We

2. Use a word from the list below to complete the steps:

4. 5.

the fruit into a bowl.

ed the fruit up.

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ate

chop

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the fruit salad.

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peel

3. How did your fruit salad taste?

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ed the fruit.

mix

wash

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Name .........................................

How to make a salad sandwich

1. FFill ill in the missing words in the recipe. Ingredients:

2 slices of b

. .

butter or m 1 sl

of ham

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1 tomato, sliced

lettuce leaves, w

Method:

1. Spread the b

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1 slice of ch

on the first slice of bread.

2. Put the ham on to the br

3. Put the tomato on top of the h

top ofa the tomato. © ReadyEdPon ub l i c t i ons on tops of theo lettuce. Put• the cheese slv f o rr e i ew pur po es nl y•

4. Put the l

6. Butter the s

slice of bread.

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7. Put the buttered side of the br 8. Cut in h

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on top of the cheese.

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o c . cown 2. Now mak e up your delicious sandwich. List the ingredients below and make e h r o then the steps for makinge it over the page. r st s uper 9. Serve on a small pl

Ingredients:

. . . . .

Ready-Ed Publications

Page 47

Name .........................................

Food - the Good, the Bad and the Tasty

People need f

. It gives us en

minerals and helps us to gr not work properly.

and

. Without food, our body could

Some foods are very healthy for our bodies. They give our bodies what they need. Other foods are not so good for our bodies.

They are healthy because

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Teac he r

r o e t s Bo r e Three foods that are healthy for our bodies are: p ok u S

Three foods that are not healthy for our bodies are:

We can eat a little bit of these foods but not a lot. This is because .

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Some healthy drinks include They are healthy because

and

m . u

We also need to drink to keep our body healthy.

. te o c Some not so healthy drinks include . che e r o and . They are not so healthy t r s because super

Page 48

. . . .

Ready-Ed Publications

Road Safety - Teaching Notes Before Cloze A ctivity: Activity: 1. Children brainstorm as many road safety rules as they can think of. Classify them. Which apply to being in the car? On a bike? Walking? Playing near the road? Display them in a prominent place in the class. 2. Listen to the Playschool song “Stop, Look and Listen” (Oomba Baroomba, ABC, 1994) and the CD Travelling Songs for in the Car (ABC, 1998).

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

3. Talk about road signs as warnings. Why do we need road signs? What type of things do they warn us about? What road signs do we know? Look at some pictures of signs. Draw/paint/collage some road signs to hang up in the classroom.

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4. Look at the colours of road signs. What do each of the colours red, green, yellow and blue mean? Generally, red means ‘stop’, green means ‘go’, yellow means ‘caution’ and blue shows information. 5. Call the Road Safety Authority in your area and find out if they have any Road Safety Education resources available.

After Cloze A ctivity: Activity:

1. Practise crossing the road correctly in the immediate school neighbourhood. Also take notice of road signs surrounding the school.

© ReadyEdPubl i cat i ons 2. Make a collage of the streets surrounding the school. Include the school buildings, car park and playground, houses and p roads. Take notice of the signs around the school • f o r r e v i e w u r p o s e s o n l y • and represent these in the collage too. The collage can be used to demonstrate safe and unsafe road practices using model cars and people.

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m . u

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3. Have a bike day. Bring along/borrow/hire some bikes and helmets. Set up a bike path around the school with appropriate road signs to be observed. Older children may be able to bike around the immediate school in small groups, or go to a nearby park with an established bike path. 4. Write about road safety experiences. Was it easy to follow the signs? Did children know what they meant? Did they have trouble crossing the road or stopping in time for the signs? Use class writing as a cloze opportunity.

Ready-Ed Publications

o c . che e r o t r s super

Page 49

Name .........................................

Road Safety

1. Colour the traffic lights:

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

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Teac he r

Stop

2. Colour and complete the sentence:

means (walk / stop).

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Walk on the Wear a

in the car.

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m . u

3. Complete the sentence with a word from the list below:

o c . and before you cross the road. che e r o t r s . su across the road, don’t per

Cross the road at the

Do not

on the road.

smell

footpath

listen

lights

road

seatbelt

look

walk

hat

play

crossing

run

Page 50

Ready-Ed Publications

Name .........................................

Road Safety

FFill ill in the missing words in each sentence

Traffic Lights Red means

Orange means

.t r o e s B r e oo Crossing the Road p u k Where possible, cross at traffic or a marked S

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Teac he r

Green means

. If there are no lights or crossings, then:

1. Stand at the

or edge of the footpath. and look both

2. Listen for

3. When cars are at a safe distance, the road.

across

4. Keep

Rules to Remember in the car.

side.

w ww

Always get out of the car on the

Always watch for cars coming out of

. t Always walk e

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Always wear a

.o c . c e Another road safety rule is: her r o t s super when riding a bike.

Always wear a

the road. Never

. Ready-Ed Publications

Page 51

Name .........................................

Road Signs

1. FFill ill in the missing words. 2. Draw a line from each sign to the sentence explaining the sign sign..

This is a one way

. Cars and

is pointing. r o e t s Bo r e pCars and bikes must completely ok stop at u S this . When there is no traffic, .

you may

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Teac he r

bikes must go the way that the

It is safe for you to walk across the .

There is d a pedestrian © Read yE Publ i cat i ons . ahead. and need to stop to let •f orr ev i ewCars pu r pbikes ose so n l y•

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cross the road. at Cars and bikes must slow this sign and be ready to stop if there is traffic. If there is no

, you

o c . chYou e r are near a school. You er o t s need to super slowly, watching carefully for may

ly go without stopping.

crossing the road. There is a bike nearby. You need to use the bike path instead of riding on the Page 52

. Ready-Ed Publications