Step Into Language: Book 2 by Teacher Superstore

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Step

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For 6 tot 8o Year r e Olds

Into © ReadyEdPubl i cat i ons

Language

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Book 2

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•f orr evi ew pur posesonl y•

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© Ready-Ed Publications - Revised 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 020 7

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Contents Page Title

Page

Introduction ................................................................................... 4

Friends .................................................................. 5

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Suggested Activities For ‘Friends’ ................................................ 6 Cloze ........................................................................................... 10 Classification ............................................................................... 11 Rhyming words ............................................................................. 12 Secret Message........................................................................... 13 Alphabetical Order ....................................................................... 14 Matching Sentence Beginnings to Endings ................................... 15 Word Endings .............................................................................. 16 Story Writing ................................................................................. 17 Organising Ideas .......................................................................... 19 Storywriting .................................................................................. 20

Grandma ............................................................... 21

Suggested Activities For ‘Grandma’ ............................................. 22 Sequencing .................................................................................. 25 Completed Sentences .................................................................. 26 Word Sort .................................................................................... 27 What Did They Say? .................................................................... 28 Your Grandma .............................................................................. 29 Cloze ........................................................................................... 30 Synonyms/Contractions ................................................................ 31 Secret Message/Opposites.......................................................... 32 Surprises ..................................................................................... 33 Following Instructions ................................................................... 34

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Suggested Activities For ‘Frogs’ .................................................. 36 Sequencing the Life Cycle of a Frog ............................................. 38 Completing Sentences ................................................................. 39 Matching Sentences to Pictures ................................................... 40 Identifying Sentences of Similar Meaning ..................................... 41 Headings for Paragraphs ............................................................. 42 Classifying Information ................................................................. 43 Diagram of a Frog ........................................................................ 44 Word Sort .................................................................................... 45 Describing Words ........................................................................ 46 The Magic Frog - story planning/writing ........................................ 47 The Magic Frog - story template ................................................... 48

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Introduction The ‘Step into Language’ series is designed to develop children's language skills. Each book is divided into sections. An introductory story precedes activities designed to develop oral language, reading and writing skills. Teachers may select those worksheets which are appropriate according to the needs of the group and individuals.

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The underlying themes are readily integrated with other curriculum areas. Activities are closely aligned to current trends in curriculum policy and the introduction of programmes such as 'First Steps', with the aim of providing a solid basis for well-developed literacy skills. ‘Step into Language’ Book Two comprises three sections:

Section One contains a short piece of realistic fiction - ‘Friends’. Section Two is a fiction story - ‘Grandma’.

Section Three is an informational text on the theme of ‘Frogs’.

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It is suggested initial lessons focus on oral discussion and the recording of children's language in response to the reading of the stories. Worksheets concentrate on the structured development of skills.

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Friends

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Friends

Teacher Page

Suggested Activities for ‘F riends’ ‘Friends’ R Discuss friends and friendships. Chart children’s sentences using different sentence patterns, e.g. A friend is ...

r o e t s Bo r e p o R Invent countriesu to rhyme with children’s names. k e.g. I’m TaraS and I come from ‘Balara’.

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R Use a globe to show our country and other countries children have heard of. Discuss travel and holidays and countries of birth.

R Develop beginning mapping skills by making a classroom map. Children help to label and put in pictures of furniture.

R Name and discuss other animals that live in the jungle. Extend to other environment areas.

R Make an animal alphabet frieze. Bb

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Children collect pictures for letters. Use to develop alphabetical order skills, e.g. Name an animal that starts with the letter coming before C.

. te and have characters read onto a tape. o R Script the story Other c . children can make sound effects, e.g. animal noises. ch e r e o t r sover at grandparents, sup er R Discuss children’s experiences of sleeping

friends, etc. Make a class book entitled Sleeping Over. Each child to have own page with title “A Night At ...”. Children record and illustrate their story.

R Discuss fears and help children to realize that everyone has different fears and that these are very real to the person experiencing them. Page 6

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Friends

Ben went to see his friend Tim. Tim was sad. He was crying.

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“All sorts of things,” answered Tim in a very little voice. “Do you ever feel scared ?”

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“Scared, scared of what?” said Ben in a big voice.

o c . c e r “Oh no,” said Ben. h er o t s super “I have been around the world and never have I felt scared.”

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“I have seen snakes in Samu.

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“I have seen tigers in Tamu. I have tickled one.”

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I squeezed one.”

“I have seen lions in Lamu.

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I laughed at one.”

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“My goodness. You were brave,” said Tim. “I wish I were brave like you.” The two boys sat and talked. Ben told more about his trip around the world.

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The next day was Saturday. Tim and Ben played and talked some more. That night Ben went to sleep at Tim's house. Tim was tucked up in his bed.

r o e t s Bo r e “Good night Ben,” said pTim. ok u Ssaid Ben. “Good night Tim,”

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Ben was tucked up in his bed too.

“Can we leave the light on?” asked Ben in a very little voice. “Oh yes,” answered Tim in a very big voice.

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Name: ...............................

Friends

Cloze

R Put in the missing words.

1. Ben went to see his .................................. Tim. 2. I................................... been around the world.

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bed

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5. Tim was tucked up in his ................................. . R Who Said It? Print Ben

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on the line.

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“Sometimes I feel scared.”

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“I have been around the world.”

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“I have never felt scared.”

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“You are brave.”

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Name: ...............................

Friends

Classification

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

bucket and spade

soft toy dog

pillow

beach umbrella

pyjamas

book

school bag

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toothbrush and hairbrush

flippers

overnight bag

R Write the names of the things shown above you would take to ...

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o c . che e r o R Make a list of the thingsr t Draw them. s s r u e p you take to sleep over. .................................................... .................................................... .................................................... .................................................... Ready-Ed Publications

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Rhyming W ords Words

Friends

R Read these sentences. Print the rhyming word on the line.

r o e t s Bo r e I am................................... . p ok u Here is a snake. S

1. I am sad.

Here is a ........................... .

3. This is my wish. This is my ......................... .

4. Look at the boy.

Look at the ........................ . 5.

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6. I like to stay. I like to .............................. .

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7. He will sleep.

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This is my ......................... .

I like to .............................. .

R Can you think of some other rhyming words? Write them here. ................................................. and ................................................. ................................................. and ................................................. ................................................. and ................................................. Page 12

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Name: ...............................

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Secret Message

Friends

R Can you work out what Tim is saying? Write it in the speech balloon. Here are the clues.

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R Draw what Tim was scared of.

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Take wh off wheel and put in f.

Draw what Ben was scared of.

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Name: ...............................

Alphabetical Order

Friends

R Fill in the missing letters. 1. abc ..... efg ..... ijk ..... m ..... op ..... ..... stu ..... w ..... y .....

r o e t s Bo r e p ok Between c andu e comes ............................... S

2. Between r and t comes .................................

4. Between h and j comes ................................ 5. Between I and n comes ................................ 6. Between x and z comes................................

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7. Draw an animal that starts with the letter that comes ...

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Name: ...............................

Friends

Matching Sentence Beginnings to Endings

R Draw lines to match the beginnings with the endings.

+ around the world r o e t s B r e oo + + I have been his friend Tim. p u k S + + The two boys sat in bed. +

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Tim was tucked up

Ben went to see

brave like you.

I wish I were

and talked.

R Sound Substitution

Take the th from thing and put

f ..............................................

s.................................................

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w ................................................ br ...............................................

o c . Take the d from day and put Take the m from my and put ch e r e o t r s supe r s ............................................. tr ................................................ sw ..............................................

w .............................................

cr ...............................................

pl ............................................

dr ...............................................

tr .............................................

sk ............................................... fl.................................................

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Name: ...............................

Friends

Word Endings

R Complete this word table. Base Word play

r o e t s Bo playing r played e p ok u talking S Add ‘s’

Add ‘ed’

plays

tuck

tucked

walk

walks

laugh

laughed

ask

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talk

Add ‘ing’

2. My friend laugh .........................at my joke.

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3. The boys were play ........................... with the toys.

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4. Dad tuck .......................... me into bed at night. 5.

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1. We went walk ........................ around the lake.

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Friends Story W riting Writing Ben had been around the world. He wasn’t afraid of lions or tigers but he was afraid of the dark. Tim was afraid too.

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R Everyone is afraid at some time. Write about something you are afraid of.

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Alternative lamp for display of stories.

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Organising Ideas

Friends

Think about your special friend. R Put a tick next to the things that you do with your friend.

r o e t s BWe r listen to each other. e o p ok u S We help each other We share things. We have fun.

We like each other.

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We talk together.

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Storywriting

Friends

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R Write a story about a time with your special friend.

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Grandma

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Grandma

Teacher Page

Suggested Activities FFor or ‘Grandma’ R Discuss grandparents and family relationships. Chart children's sentences about grandparents to reinforce vocabulary.

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R Invite grandparents into the room for afternoon tea. The class can design and produce an invitation. Use a cooking session to make a simple afternoon tea. Ask grandparents to talk about school in their day. R Make a big book which tells of children's favourite times with grandparents.

R Make individual concertina books in which children write about the things that make their grandparents special.

R Construct and interpret a graph which shows number of members in children's family.

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sleep keep

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R Play card games such as Tic Tac Toe using cards with words or letter patterns from the story.

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Player A writes words with 'e' as in sleep onto the grid. Player B uses a different coloured pencil to write 'o' words as in dolly onto the grid. (The aim of the game is to have 3 words in a row - down, across or diagonally.)

R Discuss the nature of surprises. Chart children's responses. R Model a writing session in which children record the instructions for playing a game. When completed, give children the opportunity to follow the instructions and discuss their results. Start with simple games. Page 22

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Grandma r o e t s Bo r e p o u k I helped Grandma unpack her case. My little brotherS just got in the way. Grandma brought me a big dolly and a book. Mum says that Grandma spoils me. Grandma says, “That's what Grandmas are for.” Grandma is sleeping in my room in my bed. I'm sleeping in my room on the floor. I don't mind.

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Grandma came to stay at our house yesterday. She kissed and hugged and squeezed me tight.

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Mum keeps on saying, “Don't worry, I feel fine.” Grandma says, “That's what Mums are for.”

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Every morning Grandma does my hair. Sometimes she plaits it, sometimes she piles it up on my head in a bun. Grandma's hands are old and wrinkled but she pulls my hair tight and smooth.

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We play cards together. Grandma lets me win. Mum says to Grandma, “You shouldn't do that, Mum.” Grandma says, “That's what Grandma's are for.”

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“Go back to sleep,” Grandma told me. I felt very excited.

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There was a lot of noise in the night. I could hear my little brother cry. I could hear my Dad trying to talk softly.

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The phone rang when we came home.

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Next morning we went to the park with Grandma. She walked very quickly. She pushed my little brother in his stroller. It was hard to walk as fast as Grandma.

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It was Dad. Grandma clapped her hands. She told me the news. I clapped my hands too. We were very happy.

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Sequencing

Grandma

R Put these sentences into the correct order. Number them from 1 to 5.

..............

r o e t s Bo r e I helpedp Grandma unpack her case. o u k S We had a phone call from Dad.

..............

Grandma came to stay yesterday.

..............

I played cards with Grandma.

..............

R Put a tick next to the things Grandma did.

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..............

We went to the park with Grandma.

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Grandma slept a lot.

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with the washing.

o c . c e her r Grandma plaited o t s super the girl’s hair. Grandma played cards.

Grandma went to the shops.

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Name: ...............................

Grandma

Completed Sentences R Finish these sentences.

1. Grandma likes to..............................................................................

r o e t s Bo r e p ok u Mum and Grandma .......................................................................... S

.........................................................................................................

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.........................................................................................................

3. Grandma told me .............................................................................

.........................................................................................................

4. .........................................................................................................

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R Draw a picture to illustrate it.

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Word Sort

R Read the story carefully. Find all the words with the 'e' sound in them. Put them in the correct list. dolly r o e t s Bo r e p ok u S sleep

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R Can you think of another ‘e’ pattern?

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R Can you think of other words with ‘e’ in them? Write them in the lists.

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Grandma

What Did They Say?

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R Write what each person is saying in the space provided.

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Name: ...............................

Grandma

Your Grandma

R Circle the words that best tell about you and your Grandma. Use the extra line to write your choice.

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1. My Grandma is always

fun.

helping.

2. She comes to visit us

a lot. sometimes. when she can.

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happy.

3. Sometimes Grandma and I

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4. Grandma likes to

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spoil me. kiss me.

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have a talk.

Draw your Grandma.

o c . che e r o t r s super Grandma has glasses. hug me.

lots of wrinkles. a big smile.

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Name: ...............................

Grandma

Cloze

R Read the story “Grandma”. Put in the missing words. ......................................... came to stay at our house.

r o e t s Bo r e p Grandma unpack her case. ok u I .......................................... S

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She kissed and .......................................... and squeezed me tight.

Grandma bought me a big dolly and a ......................................... Grandma is sleeping in ......................................... bed. Grandma ..................................... mum.

Today we were .........................................happy.

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R Draw a picture to show why the family were happy.

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Last......................................... there was a lot of noise.

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Synonyms

Grandma

Big is a synonym for large. Says is a synonym for tells.

r o e t s Bo r e p ok .............................................................................................................. u R Look in theS story to find synonyms for these words.

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Synonyms are words that ......................................................................

1. home is a synonym for

...........................................................

2. chat is a synonym for

...........................................................

3. bag is a synonym for

...........................................................

© ReadyEd Publ i cat i ons ........................................................... •f r evi ew p ur posesonl y• quietly iso ar synonym for ...........................................................

4. grabs is a synonym for 5.

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Contractions

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Let’s is short for let us. Can’t is short for cannot.

R Write the contraction for these words. Remember the apostrophe he is I am

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we will

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do not

.................................................

does not

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have not

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Name: ...............................

Secret Message

Grandma

R Use the clues to find out the surprise.

r o e t s Bo r e p ok u Take the s off sad and put h ........................................................... S

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Take the dr off drum and put m ......................................................

Take the t off at ...............................................................................

Take the sw off swirl and put g .......................................................

Opposites

Good is the opposite of bad. R

push

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sad

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loudly

slowly easy

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day

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pack

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Surprises

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Draw a surprise for ....................................

Write about it. ........................................................................................

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Draw a surprise for me.

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.............................................................................................................. Write about it.

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Grandma

Following Instructions

R Below is a plan of the bedroom. Follow the instructions to complete the drawing.

Draw

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Grandma's case near the bed. A mattress next to the bed. Some books in the bookcase. Some shoes in front of the wardrobe. Grandma sitting on the bed. A teddybear on the toy box.

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1. 2. 3. 4. 5. 6.

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Frogs

Teacher Page

Suggested Activities FFor or ‘F rogs’ ‘Frogs’ R Organize a collection of print and non-print material about frogs for classroom display and use.

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R Set up an aquarium with tadpoles and frogs. Discuss requirements for the aquarium and maintenance of the habitat. R Chart children's prior knowledge of frogs before commencing the topic. Verify and compare information from reference material. R Research particular species of frogs, e.g. tree frogs. Record notes on charts.

R Compile a chart to illustrate the life cycle of a frog. R

R Brainstorm for spelling words related to frog theme.

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Use frog outlines for recording.

R At conclusion of the topic children can write a log book of the knowledge they have gained about frogs.

. te in which frogs feature. o R Read literature c . c e r R Use adult frogs forh maths measurement (mass, length, jumping e o t r s s uper length) activities.

R Organise leap frog and frog jumping relays as part of the physical education programme. R Stitch around frog outlines for art/craft activity.

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Frogs have four legs. They have no tail. Their long hind legs are used for jumping. A frog can jump much further than its body length. A frog's head is flat with eyes that bulge. Their skin is moist and smooth. Frogs can be different colours and sizes.

There are many kinds of frogs. Frogs are found all around the world. They can live in cold or hot places. They can live in wet or dry places. Frogs can live on land and in water. They can move and breathe in water. They can move and breathe on land. Animals that can do this are called amphibians.

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Frogs are cold-blooded. This means that if a frog is in a cold place it will be cold to touch. If it is in a warm place it will be warm to touch. A frog's temperature can change.

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o c . che e r o t Frogs catch food with theirr sticky tongue. They like to eat insects, s s r u e p slugs, snails and worms. 4.

5. Female frogs lay eggs in water. The eggs hatch into tadpoles after about ten days. The tadpole has a long tail and looks like a little fish. Tadpoles eat plants and slowly grow larger. The tadpole changes into a frog. Its back legs grow before the front legs. Ready-Ed Publications

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Name: ...............................

Frogs Sequencing the Life Cycle of a FFrog rog

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R Colour the pictures at the bottom of the page. Glue them onto the diagram to show how a frog grows.

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Frogs

Completing Sentences R Finish each sentence.

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1. Frogs have four legs but ..................................................................

.........................................................................................................

2. Frogs can......................................................................................... ......................................................................................................... .........................................................................................................

.........................................................................................................

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......................................................................................................... 4. Frogs catch ......................................................................................

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Frogs

Matching Sentences to Pictures

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R Cut out the sentences at the bottom of the page. Glue them under the correct picture.

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The tadpole has grown hind legs.

The female frog has laid thousands of eggs.

The tadpole feeds on the jelly.

The tadpole has grown legs and can leave the water.

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Name: ...............................

Frogs Identifying Sentences of Similar Meaning R Tick the sentence that means the same as the top sentence. 1. Frogs can be different colours and sizes.

r o e t s Bo r e p ok u S Frogs can move and breathe in water. All frogs are green.

Frogs are small animals.

Frogs only live on land. Frogs can live in ponds. Frogs are found around the world.

3. A frog's temperature can change.

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Frogs are not all the same size and colour.

Frogs like to eat insects.

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Eggs hatch into tadpoles in the same day. It takes about 10 days for eggs to hatch.

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Female frogs lay eggs in water.

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4. Eggs hatch into tadpoles after about ten days.

In the middle of a pond a brown frog sits on a lily pad. Lots of plants and some big rocks are near the pond. Insects are flying above.

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Frogs

Headings for P aragraphs Paragraphs

R Cut out the headings at the bottom of the page. Glue each above the paragraph that tells about the heading.

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Female frogs lay eggs in water. The eggs hatch into tadpoles after about ten days. The tadpole has a long tail and looks like a little fish. Tadpoles eat plants and slowly grow larger. The tadpole changes into a frog. Its back legs grow before its front legs.

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o c . che e r o t r s super Frogs catch food with their sticky tongue. They like to eat insects, slugs, snails and worms. Appearance (what frogs look like)

Habitat (where frogs live)

Food (what frogs eat)

Life Cycle (how frogs grow and change)

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Frogs

Classifying Information

R Below are some sentence endings about frogs and tadpoles. Write each under its correct heading.

r o e t s B r e onootail live on land and water have p u k S eat insects have four legs

have a long tail

eat plants

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live in water

grow hind legs first.

Frogs

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o c . che Tadpoles e r o t r s super R ................................................................................ R ................................................................................ R ................................................................................ R ................................................................................ Ready-Ed Publications

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Diagram of a FFrog rog

Frogs

R Label the frog. Print the words in the boxes around the picture. flat head r o e t s B r e oo smooth, moist skin p u k S

bulging eyes

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front legs

hind legs

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R Use the words in the labels to write some of your own sentences about frogs. 1.

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Frogs

Word Sort

R Sort the words below into groups. Use the sound headings in the grid. sold

r o e t s Bo r stole e p o u k mouldy whole S older

shoulder

coldest

tadpole

cold

rolled

foal

folder

smoulder

oldest

roll

hole

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told

coal

mould

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fold...............................................

cold .............................................

tadpole.........................................

old ..............................................

shoulder.......................................

roll ..............................................

folder ...........................................

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Describing W ords Words

Frogs

R Describing words make sentences interesting. The words below can be used to describe frogs.

r o e t s Bo r e p o u k slimy, brown, jumping, green, spotted, little, S female, croaking, poisonous, young, special

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R Use some of them as in this example, e.g. The hungry frog.

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R Hidden Words

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There are ten words about frogs hidden in the box. Find and circle them. Write them on the lines. ............................. .............................

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The Magic FFrog rog

Frogs

R Write a story about a Magic Frog. Plan it here.

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

What does the magic frog look like? ..............................................................

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How did the frog become magic?

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Where does the magic frog live?

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o c . che ............................................................................................................... e r o t r s su er Tell about the magic things he canp do. ...............................................................................................................

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The Magic FFrog rog

Frogs

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

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