Another 60 Writing Topics: Ages 5-7 by Teacher Superstore

RIC-6237 4.6/961

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Another 60 writing topics 8–10 Another 60 writing topics 11+

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Foreword Communication is a fundamental part of life. The ability to communicate helps shape our learning and relationships with the world around us. Handwritten, printed and electronic forms of text are all powerful tools when it comes to developing communication skills. Therefore, it is important that students, from the earliest opportunities, are exposed to and encouraged to develop skills in using the many different forms of writing that will be important throughout their lives. Another 60 writing topics 5–7 has been designed to help teachers promote and develop these skills while addressing the following areas of the curriculum – personal and interpersonal development, science, technology, health and the arts. Through the presentation of background information and the challenge of completing specific writing tasks in these six different areas, students will be encouraged to use their prior knowledge of a topic, imagination, experience and personal opinion.

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Teachers notes......................................................................iv – vi Suggestions for use............................................................vi – vii Motivational ideas..................................................................... vii Curriculum links........................................................................ viii Teacher checklist........................................................................ ix Student checklist......................................................................... x Student text type checklist..............................................xi – xvii Portfolio proformas.......................................................xviii – xxv Student self-assessment........................................................ xxvi Comparison of text types...................................................... xxvii Conversion of text types....................................................... xxviii Creating writing topics.......................................................... xxix Merit certificates...........................................................xxx – xxxi

Warm clothes................................................. Explanation 26–27 My cardboard friend......................................... Narrative 26–27 Time to guess.................................................... Procedure 28–29 Properties of materials.......................................... Report 28–29 Recycling materials....................................... Explanation 30–31 Which fence? ................................................. Discussion 30–31

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A place called home For sale...............................................................Exposition 32–33 An icy house..................................................... Procedure 32–33 Brick or timber?............................................... Discussion 34–35 A day in a castle................................................. Narrative 34–35 Different homes....................................................... Report 36–37 A perfect nest................................................... Procedure 36–37 The turtle’s home................................................ Narrative 38–39 At home in a burrow...................................... Explanation 38–39 A special habitat.................................................. Recount 40–41 A bird in a cage.................................................Exposition 40–41

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Times and seasons Morning, afternoon and night............................ Recount 12–13 Day and night........................................................... Report 12–13 Sunrise and sunset.............................................. Recount 14–15 My favourite season.........................................Exposition 14–15 The large-eyed owl............................................ Narrative 16–17 Absolutely freezing........................................ Explanation 16–17 Sandro and the beach.................................... Discussion 18–19 Warming up....................................................... Procedure 18–19 It’s birthday season................................................. Report 20–21 The changing tree.............................................. Narrative 20–21

Different materials Materials in the classroom................................... Report 22–23 Making a model................................................ Procedure 22–23 Broken to bits....................................................... Recount 24–25 What a decision................................................Exposition 24–25

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Getting into the arts Pictures of people................................................ Recount 42–43 My favourite song.............................................Exposition 42–43 Moving to music...................................................... Report 44–45 Thoughts on the band.................................... Discussion 44–45 Me, the storywriter............................................ Narrative 46–47 A closer look............................................................ Report 46–47 What a performance........................................... Recount 48–49 Making a puppet.............................................. Procedure 48–49 How the puppet works.................................. Explanation 50–51 Clarrie the clown................................................ Narrative 50–51

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Looking after me People who care.................................................. Recount 2–3 Good food...........................................................Exposition 2–3 Fresh air............................................................ Discussion 4–5 I’m lost................................................................. Narrative 4–5 Safety signs.................................................... Explanation 6–7 ‘No’ to strangers.............................................. Procedure 6–7 Important messages............................................... Report 8–9 People who keep me safe...............................Exposition 8–9 Bedtime................................................................. Recount 10–11 Bicycle safety................................................... Procedure 10–11

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Cooperating and communicating Rules for groups............................................... Procedure 52–53 Sorting out the problem................................. Discussion 52–53 Fun with friends.................................................... Recount 54–55 Welcome!.......................................................... Procedure 54–55 The meaning of the rules.............................. Explanation 56–57 Helping to solve the problem........................... Narrative 56–57 Problem solved........................................................ Report 58–59 Who and what is right?....................................Exposition 58–59 Working together.................................................... Report 60–61 Afterthoughts........................................................ Recount 60–61

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Teachers notes There are 10 writing cards for each unit and each card asks the student to use a different writing skill. While the teacher will be able to assess a student’s understanding of the content of a specific unit of study, these writing activity cards will, most importantly, allow the teacher to evaluate the student’s understanding of and ability to use many different forms of writing. Teachers notes for each activity will assist with this assessment and evaluation. Although some activities ask for texts to be presented in webpage, blog, email or Internet forum format, where computers are not available for specific tasks these activities can be completed on paper, but still presented in the suggested format. Each student page contains two writing tasks on a particular topic. An icon indicates the unit of work each task belongs to, as shown below:

A place called home

Times and seasons

Different materials

Getting into the arts

Cooperating and communicating

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Looking after me

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The writing cards can be copied onto card and laminated for protection. They can be placed in a central location for students to access easily. The tasks can be assigned by the teacher or the students may choose their own.

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A student checklist has been provided for the students to record the cards they have used. A teacher checklist has also been included so the teacher can monitor the progress of the class and ensure that all students are practising each writing genre. This could be enlarged to display in the room. Students should choose cards which cover a variety of writing genres. Should a teacher wish to assign a writing task as a group activity, multiple copies could be made. Teachers may find these invaluable during group language sessions.

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Each page includes two writing cards The icon shows the unit being covered

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Each card shows the title of the writing topic

Each card has some background information Each card introduces the writing task

Each card indicates the writing genre at the bottom

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Teachers notes There is a set of teachers notes for each of the 60 writing activities. These notes appear on the page opposite the activity. Teachers notes include: •

the title of the activity and the particular genre

•

suggested ideas for displays and support material that could be used to stimulate ideas prior to the student commencing the activity

•

an outline of the general text structure which should be evident in the presentation

•

an outline of language features which should be evident in the presentation

•

an outline of additional ‘specific’ features which should be evident in the presentation

•

an additional writing activity suggestion, using the same genre

•

a list of different text forms of the specific writing genre.

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What to look for when assessing a student’s understanding of a particular text type

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The following information provides the teacher with a definition of each of the text types, an outline of the structure of the texts and some of the specific language features that, when used, show an understanding of the text type in question. Not all of the language features will be evident in the texts of lower primary students, but this outline will enable the teacher to monitor the progress of students as their writing skills develop.

Narrative

Report

Definition of a narrative: A narrative is a text that tells a story. Narratives are generally imaginative but can be based on factual information. Narratives can take on a variety of forms, such as short stories, myths, poems and fairytales.

Definition of a report: A report is a text that consists of an organised factual record of events or a classification and description of one or many things. It can be related to the present day or be based around something from the past.

Text structure: A narrative consists of three parts:

Text structure: A report begins with a general statement or introduction that indicates the nature of the topic upon which the report is based. This is followed by a description of the various features relevant to the topic. In some cases, this can take on the form of ‘named’ paragraphs or subheadings. It can conclude with a summarising statement.

(b) a complication, where problems arise surrounding the main character(s) (c) a resolution, where the problems of the character(s) are resolved.

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Special language features: use of words to link stages in time, descriptive enhancement by use of adjectives and adverbs, use of action verbs to highlight physical and mental processes and can be written in first or third person.

Recount

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Special language features: vocabulary related to specific topic, action verbs, words identifying classifications, descriptive language.

Procedure

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(a) an orientation, where the setting is presented, characters introduced and a time set for the event(s) to occur

Definition of a procedure: A procedure explains how to make or do something.

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Definition of a recount: A recount is a text that tells about past experiences or events. It can be based on the author’s personal experience or historical events or it can be imaginative, whereby the author has no direct link to recalled events.

Text structure: Most recounts begin with some form of orientation where the who? what? when? where? and why? of the text are introduced. This is followed by a chronologically-ordered set of events. There can be some form of concluding statement or re-orientation at the end.

Text structure: A procedural text begins with an outline of what is to be achieved, or an aim. In most cases this is followed by a list of required materials. Ordered actions or steps then outline what or how things need to be done in order to achieve the aim. The text can conclude with an evaluation. Special language features: sequential ordering of steps, imperative verbs, words used to link stages of procedure, present tense, detailed information; for example, size, amount, weight.

Special language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments.

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Exposition Definition of an exposition: An exposition aims to present and develop ideas in the form of a logical argument, encouraging the reader to side with the writer on the particular issue being addressed. An exposition can take on a debate format in which individuals work as a team to persuade the listener to adopt their point of view. Text structure: The text begins with a statement outlining the writer’s stance on a specific issue. This is followed by arguments with evidence to support the stance. A conclusion summarises the presentation or suggests that the reader now forms an opinion.

Definition of a discussion: A discussion text involves the examination of more than one side of a particular issue. Different viewpoints are investigated before a decision or concluding statement is presented. A discussion can be presented in different formats such as on a noticeboard or Internet forum.

Definition of an explanation: an explanation is a text that outlines how or why things occur, or how things operate.

Text structure: An explanatory text begins with a statement about what is to be explained. This is followed by details of sequential events or stages in operation. It usually ends with some form of concluding statement.

Text structure: A discussion text begins with a general introductory statement that provides some background to the topic or issue. This is followed by arguments for and against the topic under discussion, each with supportive evidence. The text ends with a conclusion to both sides and/ or a recommendation.

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Discussion

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Special language features: use of topic-related vocabulary, use of connectives to reinforce results of actions, verbs used to express opinion, use of emotive and persuasive language.

Explanation

Special language features: use of topic-specific vocabulary, words that outline cause and effect, words identifying time relationships; for example, following, then; and the use of present tense.

Special language features: topic-related words and phrases; verbs, present tense, connectives such as therefore and consequently, emotive language used to convince the reader.

Suggestions for use

Writing specific to a particular © R. I . C.Pu bl i cat i o nstheme or topic •f orr evi ew pur posesonl y•

Each of the six themes/topics has 10 writing activities relating to it. Teachers who are covering a particular theme/ topic will be able to utilise the writing topics to reinforce and add interest to the unit of work.

Specific writing genre tasks

Portfolio assessment tasks

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Each writing genre is explained carefully, showing a definition of the genre, the structure and special language features of the text. After students have been exposed to each specific genre, the writing topics may be used to reinforce their concept of that genre.

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The writing tasks may be used as an assessment activity in the English learning area, after the students have been exposed to and have practised the specific writing genres. To assist teachers to use the writing topics in this way, a portfolio proforma has been included, to which the student’s writing topic activity can be stapled. A checklist assists the teacher to assess whether the student has included the structures and features necessary for that particular genre. Other aspects of language, such as spelling and grammar, may be assessed at the same time. A sample proforma for each text type is included on pages xix to xxv. A blank proforma may be found on page xviii.

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Student checklist of the use of specific text types Once students are familiar with a particular writing genre, the writing topics may be used specifically by the students to gauge their own progress. A self-assessment checklist has been included for the students to monitor their use of the structures and features of each genre. A sample proforma is included on page xxvi. Features of text types may be found on pages v and vi, on the student text type checklists on pages xi – xvii and on the teacher pages throughout the book

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The writing tasks included in this book are intended to be a multi-use resource for the teacher in the classroom. Therefore, the suggestions listed below are in no way prescriptive, but just some of the possible uses. Teachers should choose only those activities which are appropriate to the ability levels and literacy experiences of their students.

Group/Individual language activities The writing topics may be used during group language sessions, with specific topics, or for individuals or groups. Multiple copies of a particular card can be made for group work.

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Student self-assessment

Creating writing topics*

Student self-assessment, using the student checklist, allows them to monitor their progress in the use of specific writing genres. As students become more familiar with the features and structures of each writing genre, they will be able to monitor their increased use of these in each genre. This self-assessment format may be useful for the student to use when involved in three-way conferences among parents, the teacher and himself/herself. A sample proforma is included on page xxvi.

Using the writing topics as a guide, the students may be required to create writing topics of their own relating to a specific writing genre. These topics may be exchanged within the class, completed and evaluated. A topic which many students have difficulty completing may not be suitable for that specific writing genre. A writing topic which students can easily shape to suit a specific genre is more suitable. A blank proforma to enable students to create their own writing topics is included on page xxix. This activity is most suitable for competent or older students.

Comparison/Conversion of text types

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Extension/Reinforcement activities Every classroom has students of varying abilities, talents, working habits and personalities. Students who are fast workers may be rewarded with their choice of a writing topic to complete until the other students finish. Students who have difficulty completing a specific writing genre may be given writing topics to reinforce that genre, as long as they have not completed the task before.

Reinforcement/Assessment of features of language/handwriting Using the writing topic, the teacher may be able to evaluate the student’s knowledge of grammar, punctuation, spelling and handwriting. One task may be used to assess or reinforce a number of outcomes. This can be a timesaver for the teacher.

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Using the writing topics, the teacher can compare one writing genre with another. Students can observe and use the different structures and features within their own writing. Students may be required to convert one text type into another, making sure to include the relevant structures and features. A format for comparing text types is included on page xxvii. A proforma to convert one text type to another is included on page xxviii.

Planning/Reviewing/Changing text types

Planning a writing form can be complex and daunting for students. An obvious format, with specific structures and features, affords students the security to write personal topics within a given framework, while still allowing them some flexibility.

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Motivational ideas

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Teachers may use similar titles to given themes to model different writing genres for students. Try to avoid the exact titles used in the writing topics so students are creating their own ideas when using the task cards.

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Students need motivation to encourage creative ideas. Since the writing topics are being used as an individual activity, it is difficult to inspire each student before he or she begins each writing topic. The following ideas are suggested as a reference for students to use before they begin their writing topic: •

Teachers could provide visual displays of particular themes near the writing topics box. Suggestions for displays of books and relevant items are included in the Teachers notes for each specific writing activity. Before displays are changed, each can be photographed and the pictures displayed for other students to view.

•

Students who finish quickly may find extra pictures in magazines to add to class books on particular themes.

•

Banks of ‘word lists’ for particular themes can be recorded and displayed for future reference.

•

Displays of other students’ work on the same topic may be viewed to encourage ideas.

•

Outlines of the writing forms can be displayed for the students to refer to when writing.

•

Books relevant to a particular theme can be displayed. Where possible, provide students with access to a computer because further research is necessary for some of the activities.

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Curriculum links The activities in this book are designed to encourage students to demonstrate the following outcomes in English.

State

Strand

NSW

Writing Producing texts Grammar and punctuation Spelling

Context and text

Texts Contextual understanding Linguistic structures and features Strategies

1.9 2.9 1.10 2.10 1.11 2.11 1.12 2.12

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Processes and strategies

1 2 1 2 1 2 1 2

Writing

W 1.1 W 2.1 W 1.2 W 2.2 W 1.3 W 2.3 W 1.4 W 2.4

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Writing

Conventions

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1 2 1 2 1 2 1 2

Queensland

WES 1.9 WS 1.9 WES 1.10 WS 1.10 WES 1.11 WS 1.11 WES 1.12 WS 1.12 WES 1.13 WS 1.13 WES 1.14 WS 1.14

Writing

Use of texts

WES 1 WS 1 WES 1 WS 1 WES 1 WS 1 WES 1 WS 1 WES 1 WS 1 WES 1 WS 1

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Language structures and features

Outcome(s)

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Victoria

Level(s)

Texts and contexts

Language

1.8

Strategies

1.12

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1.4

Refer to Curriculum documents on http//www.qscc.qld.edu.au

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Times and seasons

Different materials

A place called home

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Looking after me

Use this chart to record the WRITING TOPICS that have been completed

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Teacher checklist

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Getting into the arts

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Cooperating and communicating

Fresh air

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Comment

Making a model

Broken to bits

I’m lost

Safety signs

‘No’ to strangers

Important messages

Absolutely freezing

Sandro and the beach

What a decision

Warming up

People who keep me safe

Warm clothes My cardboard Time to guess Properties of friend materials

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Different materials

My favourite The large-eyed season owl

Times and seasons

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Materials in the classroom

Comment

Morning, Day and night Sunrise and afternoon and sunset night

Good food

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Comment

People who care

Looking after me

Recycling materials

It’s birthday season

Bedtime

Which fence?

The changing tree

Bicycle safety An icy house

Pictures of people

My favourite song

Rules for groups

Sorting out the problem

Comment

For sale

Fun with friends

Comment

Different homes

A perfect nest

The turtle’s home

Thoughts on the band

Me, the storyteller

A closer look

What a performance

Getting into the arts

A day in a castle

A place called home

Making a puppet

At home in a burrow

Welcome!

The meaning of the rules

Helping to solve the problem

Problem solved

Who and what is right?

Cooperating and communicating

Moving to music

Brick or timber?

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Use this chart to record the WRITING TOPICS that have been completed

Student checklist

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Working together

How the puppet works

A special habitat

Afterthoughts

Clarrie the clown

A bird in a cage

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Uses descriptive language.

Comment

8. Writes in the past tense.

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6. Writes in meaningful paragraphs.

5. Uses a range of conjunctions to connect ideas.

4. Includes a resolution to the complication.

3. Includes a complication involving the main character(s).

2. Includes a sequence of events involving the main character(s).

1. Introduces the setting, time and character(s) in an orientation.

Structures and features

Title:

Name:

Narrative

Student text type checklist Date:

Uses descriptive language.

Comment

8. Writes in the past tense.

6. Writes in meaningful paragraphs.

5. Uses a range of conjunctions to connect ideas.

4. Includes a resolution to the complication.

3. Includes a complication involving the main character(s).

2. Includes a sequence of events involving the main character(s).

1. Introduces the setting, time and character(s) in an orientation.

Structures and features

Title:

Name:

Narrative

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Structures and features

Title:

Name:

Recount

Student text type checklist Date:

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Writes a conclusion with an evaluative comment.

Comment

6. Maintains the past tense.

5. Writes in paragraphs to show separate sections.

4. Uses vocabulary to suggest time passing.

3. Includes significant events in chronological order.

2. Includes significant events in detail.

1. Introduces all relevant background in a clearly-written orientation (who, when, where, why).

Date:

Writes a conclusion with an evaluative comment.

Comment

6. Maintains the past tense.

5. Writes in paragraphs to show separate sections.

4. Uses vocabulary to suggest time passing.

3. Includes significant events in chronological order.

2. Includes significant events in detail.

1. Introduces all relevant background in a clearly-written orientation (who, when, where, why).

Structures and features

Title:

Name:

Recount

Student text type checklist

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Comment

6. Uses linking and action verbs.

5. Writes in the present tense.

4. Writes in the third person.

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3. Uses factual language rather than imaginative.

2. Includes accurate detailed descriptions.

1. Begins with a general or classifying statement.

Structures and features

Title:

Name:

Report

Student text type checklist Date:

Comment

6. Uses linking and action verbs.

5. Writes in the present tense.

4. Writes in the third person.

3. Uses factual language rather than imaginative.

2. Includes accurate detailed descriptions.

1. Begins with a general or classifying statement.

Structures and features

Title:

Name:

Report

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Structures and features

Title:

Name:

Procedure

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Includes an evaluation (if appropriate).

Comment

6. Writes in simple present tense.

5. Uses subject-specific vocabulary.

4. Begins instructions with an imperative verb.

3. Presents the method in a detailed, logical sequence.

2. Lists the materials or requirements under appropriate headings or layout.

1. States the purpose of the procedure clearly and precisely.

Date:

Includes an evaluation (if appropriate).

Comment

6. Writes in simple present tense.

5. Uses subject-specific vocabulary.

4. Begins instructions with an imperative verb.

3. Presents the method in a detailed, logical sequence.

2. Lists the materials or requirements under appropriate headings or layout.

1. States the purpose of the procedure clearly and precisely.

Structures and features

Title:

Name:

Procedure

Student text type checklist

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Writes a conclusion that sums up the writer’s point of view.

Comment

6. Uses paragraphs to state and elaborate on each point.

5. Uses a variety of controlling words and conjunctions.

4. Uses emotive words to try to influence the reader.

3. Uses supporting details in presenting each argument.

2. Presents arguments in a logical manner.

1. Begins with an opening statement presenting the writer’s point of view.

Structures and features

Title:

Name:

Exposition

Student text type checklist Date:

Writes a conclusion that sums up the writer’s point of view.

6. Uses paragraphs to state and elaborate on each point.

5. Uses a variety of controlling words and conjunctions.

4. Uses emotive words to try to influence the reader.

3. Uses supporting details in presenting each argument.

2. Presents arguments in a logical manner.

1. Begins with an opening statement presenting the writer’s point of view.

Structures and features

Title:

Name:

Exposition

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Structures and features

Title:

Name:

Explanation

Student text type checklist Date:

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Comment

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6. Includes an evaluation (if necessary).

5. Uses linking words to show cause and effect.

4. Uses simple present tense.

3. Gives a clear account in logical sequence of how and why the phenomenon occurs.

2. Includes subject-specific terms and technical vocabulary where appropriate.

1. Begins with a precise statement or definition.

Date:

Comment

6. Includes an evaluation (if necessary).

5. Uses linking words to show cause and effect.

4. Uses simple present tense.

3. Gives a clear account in logical sequence of how and why the phenomenon occurs.

2. Includes subject-specific terms and technical vocabulary where appropriate.

1. Begins with a precise statement or definition.

Structures and features

Title:

Name:

Explanation

Student text type checklist

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Writes a conclusion that sums up both points of view or makes a recommendation.

Comment

6. Uses paragraphs to state and elaborate on each point.

5. Uses a variety of controlling words and conjunctions.

4. Uses an impersonal style of writing.

3. Uses supporting details in presenting each argument.

2. Presents ‘for’ and ‘against’ arguments in a logical manner.

1. Begins with an opening statement presenting a general view of the topic.

Structures and features

Title:

Name:

Discussion

Student text type checklist Date:

Writes a conclusion that sums up both points of view or makes a recommendation.

6. Uses paragraphs to state and elaborate on each point.

5. Uses a variety of controlling words and conjunctions.

4. Uses an impersonal style of writing.

3. Uses supporting details in presenting each argument.

2. Presents ‘for’ and ‘against’ arguments in a logical manner.

1. Begins with an opening statement presenting a general view of the topic.

Structures and features

Title:

Name:

Discussion

Student text type checklist Te ach er

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Portfolio proforma Date

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Teac he r

Name

Glue student writing task here. (Staple student writing to the back.)

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The student was asked to write a structures and features of the text type.

English

Indicators

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including all

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Writing

Demonstrated

• Writes a

• Includes all structures and features.

Needs further opportunity

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Portfolio proforma – Narrative Date

r o e t s Bo r e p ok u S Glue student writing task here. (Staple student writing to the back.)

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Teac he r

Name

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The student was asked to write a narrative including all structures and features of the text type.

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Indicators Demonstrated

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• Writes a narrative. • Includes all structures and features.

Needs further opportunity

1. Introduces the setting, time and character(s) in the orientation.

2. Includes a sequence of events involving the main character(s).

3. Includes a complication involving the main character(s).

4. Includes a resolution to the complication.

5. Uses a range of conjunctions to connect ideas.

6. Writes in meaningful paragraphs.

7. Uses descriptive language.

8. Writes in the past tense.

Teacher comment

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Portfolio proforma – Recount Date

r o e t s Bo r e p ok u S Glue student writing task here. (Staple student writing to the back.)

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Name

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The student was asked to write a recount including all structures and features of the text type.

. te

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Indicators Demonstrated • Writes a recount. • Includes all structures and features.

Needs further opportunity

1. Introduces all relevant background in a clearly written orientation (who, when , where, why).

2. Includes significant events in detail.

3. Includes significant events in chronological order.

4. Uses vocabulary to suggest time passing.

5. Writes in paragraphs to show separate sections.

6. Maintains the past tense.

7. Writes a conclusion with an evaluative comment.

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Portfolio proforma – Report Date

r o e t s Bo r e p ok u S Glue student writing task here. (Staple student writing to the back.)

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Teac he r

Name

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The student was asked to write a report including all structures and features of the text type.

. te

Indicators Demonstrated

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• Writes a report. • Includes all structures and features.

Needs further opportunity

1. Begins with a general or classifying statement.

2. Includes accurate detailed descriptions.

3. Uses factual language rather than imaginative.

4. Writes in the third person.

5. Writes in the present tense.

6. Uses linking and action verbs.

Teacher comment

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Portfolio proforma – Procedure Date

r o e t s Bo r e p ok u S Glue student writing task here. (Staple student writing to the back.)

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Teac he r

Name

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The student was asked to write a procedure including all structures and features of the text type.

. te

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Indicators Demonstrated • Writes a procedure. • Includes all structures and features.

Needs further opportunity

1. States the purpose of the procedure clearly and precisely.

2. Lists the materials or requirements under appropriate headings or layout.

3. Presents the method in a detailed, logical sequence.

4. Begins instructions with an imperative verb.

5. Uses subject-specific vocabulary.

6. Writes in simple present tense.

7. Includes an evaluation (if appropriate).

Teacher comment

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Portfolio proforma – Exposition Date

r o e t s Bo r e p ok u S Glue student writing task here. (Staple student writing to the back.)

ew i ev Pr

Teac he r

Name

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The student was asked to write an exposition including all structures and features of the text type.

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Indicators Demonstrated • Writes an exposition. • Includes all structures and features.

Needs further opportunity

1. Begins with an opening statement presenting the writer’s point of view.

2. Presents arguments in a logical manner.

3. Uses supporting details in presenting each argument.

4. Uses emotive words to try to influence the reader.

5. Uses a variety of controlling words and conjunctions.

6. Uses paragraphs to state and elaborate on each point.

7. Writes a conclusion that sums up the writer’s point of view.

Teacher comment

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Portfolio proforma – Explanation Date

r o e t s Bo r e p ok u S Glue student writing task here. (Staple student writing to the back.)

ew i ev Pr

Teac he r

Name

m . u

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The student was asked to write an explanation including all structures and features of the text type.

. te

Indicators Demonstrated

Needs further opportunity

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• Writes an explanation. • Includes all structures and features.

1. Begins with a precise statement or definition.

2. Includes subject-specific terms and technical vocabulary.

3. Gives a clear account in logical sequence of how and why the phenomenon occurs.

4. Uses simple present tense.

5. Uses linking words to show cause and effect.

6. Includes an evaluation (if necessary).

Teacher comment

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Portfolio proforma – Discussion Date

r o e t s Bo r e p ok u S Glue student writing task here. (Staple student writing to the back.)

ew i ev Pr

Teac he r

Name

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The student was asked to write a discussion text including all structures and features of the text type.

. te

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Indicators Demonstrated • Writes a discussion. • Includes all structures and features.

Needs further opportunity

1. Begins with an opening statement presenting a general view of the subject.

2. Presents ‘for’ and ‘against’ arguments in a logical manner.

3. Uses supporting details in presenting each argument.

4. Uses an impersonal style of writing.

5. Uses a variety of controlling words and conjunctions.

6. Uses paragraphs to state and elaborate on each point.

7. Writes a conclusion that sums up both points of view or makes a recommendation.

Teacher comment

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Student self-assessment Date

r o e t s Bo r e p ok u S Glue student writing task here. (Staple student writing to the back.)

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Name

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Text type

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Features of the text

Student Self-assessment

Features of the text

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Student Self-assessment

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• •

In my next

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Comparison of text types Name

Date

Text type 1

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

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Text type 2

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Different features © R. I . C .Pub l i cat i ons •f orr evi ew pur posesonl y•

Text type Text type

. te o c has more features. . che e r o t r s s r u e p has fewer features.

Text type

is easier to write.

Text type

is harder to write.

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Conversion of text types Date

r o e t s Bo r e p ok u S Glue student writing task here. (Staple student writing to the back.)

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Name

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In the space below, rewrite your writing topic using a different text type. Try to include all the features of the new text type.

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o c . I have chosen to convert my writing task to a ch e r er o t s super

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Creating writing topics Name

Date

Use the same writing card format to create your own writing topic. Don’t forget to include: • a title for your writing topic

r o e t s Bo r e p ok u • an introduction to the topic S • a theme (you may draw the icon to match)

Teac he r

• a number for your topic

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• the writing task

• the text type required.

Introduction

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Writing task

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Writing whiz awarded to

Name:

Date:

Signed:

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Teac he r

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Wicked writing . te

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Wrapped in Writing awarded to

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Name:

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Date: Signed:

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Writing Honours awarded to

Name:

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Date: Signed:

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Teachers notes

People who care Recount Setting the scene and stimulating ideas • Pictures and photographs of different people caring for young children—parents, grandparents, day care workers

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

Reviewing writing

Teac he r

• Structure: This recount text should be presented in four separate sections, each bearing the name of a person and information regarding when and where each cared for the students as well as how the student felt at the time.

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• Language features: use of past tense, words related to time and place, inclusion of action verbs and personal comments

• Specific features: There should be a small picture of each of the people mentioned in the text.

Recounts

• Topic-related task: Write about a holiday you have had with your grandparents or other special relatives.

• Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles

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Good food Exposition

Setting the scene and stimulating ideas

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• Pictures and books about different foods, boxes, packets and food wrappers

Reviewing writing

o c . che e r o t r s super

• Structure: This expository text should have a heading ‘Good food’. There should be a number of different foods named followed by a personal view of why this food is good to eat. • Language features: use of topic-related vocabulary, use of connectives to reinforce results of actions, thinking verbs used to express opinion • Specific features: The page should only be decorated with the foods that are ‘good for you’.

Exposition • Topic-related task: It is important to eat some fruit and vegetables every day. Do you think this is true? Write the reasons you have for giving your answer. • Text types include: debates, letters, editorials and advertisements

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People who care

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Divide your page into four sections. At the top of each section, write the name of someone who has cared for you. Underneath the name, write about where and when each cared for you and how you felt at the time. Draw a picture of each person.

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

ew i ev Pr

Teac he r

At different times in our lives we are looked after and cared for by a number of people. During your life so far, there have probably been times when you have been in the care of a number of different people—parents, grandparents, older brothers and sisters, day care people or family friends perhaps.

Recount

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Good food

Since you were born, caring adults have been making sure that you have had food to eat. At first it would just have been milk, but, later, many different foods. You cannot grow or stay healthy without food. However, there are some types of food that are better for you than others.

m . u

Look at pictures of good food in books or on the Internet. Now, head your page, ‘GOOD Food’, then write about the foods that you think are very good for you. Name each food and say why you think it is good for you to eat. Decorate your page with pictures of those foods.

o c . che e r o t r s super

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Fresh air Discussion Setting the scene and stimulating ideas • Pictures of people enjoying various activities out in the fresh air

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

Reviewing writing

• Structure: The text for this discussion should be presented underneath pictures. The text should indicate one person giving reasons for going out into fresh air and subsequent replies from a second person.

Teac he r

ew i ev Pr

• Language features: topic-related words, verbs, present tense, use of terms such as therefore, because, if; emotive language • Specific features: Check that two pictures are inside and two outside—this should indicate success in moving out into the fresh air.

Discussion

• Topic-related task: When Tom was sick of playing cards with Jake he suggested they go and play outside. Jake didn’t want to. Write about the conversation you think they might have had. • Text types include: interviews, forums and editorials

I’m lost

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Narrative

Setting the scene and stimulating ideas

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m . u

• Pictures of very busy places such as shopping centres, carnivals and crowded railway stations

Reviewing writing

o c . che e r o t r s super

• Structure: This narrative should consist of: (a) an orientation, where the student, the crowd, the setting of the shopping centre or other busy place and possibly a time period are mentioned (b) a complication, where the student gets lost and seeks help from others (c) a resolution, where the student is reunited with those from whom he/she has been separated. • Language features: use of words that link stages in time, use of descriptive words, use of action verbs, use of words that describe feelings • Specific features: Text should end with a description of how the student was feeling after the event.

Narrative • Topic-related task: When Carrie went to the doctor he said, ‘You have the flu. You will need to take good care of yourself’. Write a story about how Carrie did exactly what the doctor said. • Text types include: short stories, poems, plays, myths, legends and fairytales

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Fresh air

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Pretend you have a friend who doesn’t like playing outside. Draw four pictures of you talking to your friend about going outside—make the first two pictures inside and the other two outside. Underneath each picture write what the two of you are saying to each other.

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

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Teac he r

To stay healthy it is important that we have some exercise and spend time outside in the fresh air. Some children, even on beautiful days, want to spend all their time inside watching the television or playing on the computer.

Discussion

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I’m lost

Imagine getting lost in a very big shopping centre. What would you do? How would you feel? No-one likes getting lost but if it happens there are some things we should do to keep us safe and help us find the people we have been separated from.

m . u

Write a story that tells about you getting lost in a place where there are many people. Include how you feel when you are separated, who you speak to, how you get help to find the people you are looking for and how you feel after the experience.

o c . che e r o t r s super

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Safety signs Explanation Setting the scene and stimulating ideas • Samples or pictures of appropriate warning signs, particularly those relevant to young children

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

Reviewing writing

Teac he r

• Structure: In this explanation the text mentioned in the activity should be presented in simple signs. There should be further text under each sign explaining what the sign means and why it is important.

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• Language features: use of topic-specific vocabulary, words that outline cause and effect, words outlining personal impact

• Specific features: The information in the text should be specifically related to each individual sign.

Explanation

• Topic-related task: Some warning signs have only pictures. A sign that has a picture of a dog with a line through it means ‘no dogs allowed’. Draw three warning signs that have only pictures and explain what each means.

‘No’ to strangers

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Procedure

Setting the scene and stimulating ideas

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• Text types include: ‘how’ and ‘why’ texts, diagrams and flowcharts

• Words printed on card, such as ‘safe’, ‘stranger’, ‘help’; perhaps a safety house sign if relevant or operating in the school area

Reviewing writing

o c . che e r o t r s super

• Structure: This text should consist of four numbered steps related to the student improving his/her safety and alerting adults to the danger. • Language features: ordering of steps, imperative verbs, present tense, detailed information; for example, time, place • Specific features: At least one step should be related to alerting adults. Check that points are numbered to ensure there are four steps.

Procedure • Topic-related task: If you were feeling unwell at lunchtime, what is the first thing you would do? Write the next three things you would do if you didn’t start to feel any better. • Text types include: recipes, experiments, directions and instructions for games

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Safety signs

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Draw signs showing each of these messages and underneath each one explain what it means to you and why it is important:

• Danger; wet floor r o e t s • Cross Bo r only on green signal e p odoknot enter • Large dog; u S • Dangerous rocks; no diving

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Teac he r

Every day, wherever we go, we see signs. There are signs on roads, in buildings, in parklands and at bus and train stations. Signs are put up to help us; to give us directions, advice and to protect us. It is important for your safety that you read and take notice of important signs.

Explanation

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‘No’ to strangers

We always need to feel safe. If someone asks us to do something that doesn’t feel right or we think our parents would not agree with, we should not do it. We need to have steps in our mind that we can take to help us if ever we feel unsafe.

m . u

If you were playing out the front of your house and a stranger pulled up in a car and asked you to get in, you would know it was unsafe. Write four steps you would take to make yourself feel safe again and make your family aware of what happened. Number each step.

o c . che e r o t r s super

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Important messages Report Setting the scene and stimulating ideas • Samples or pictures of home appliances that require careful handling

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

Reviewing writing

• Structure: This report should begin with the general statement about safety as presented in the activity. This should be followed by safety messages the student has been given by those who care for him/her at home.

Teac he r

• Language features: vocabulary related to specific topic, action verbs, descriptive language

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• Specific features: The text should be directly related to safety around the home.

Report

• Topic-related task: Use your classroom rules or expectations to write a report that begins: We need to stay safe at school. In our classroom, we all ….

• Text types include: historical, geographical, technological and newspaper reports

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People who keep me safe Exposition

Setting the scene and stimulating ideas

. te

• Books and pictures of people such as police, doctors, nurses, teachers and firefighters

Reviewing writing

o c . che e r o t r s super

• Structure: This expository text should be headed ‘People who keep me safe’. The text should be presented in four sections and should relate to the students’ personal views of how specific people in the community help to keep them safe. • Language features: use of topic-related vocabulary, use of connectives to reinforce results of actions, thinking verbs used to express opinion, use of emotive and persuasive language • Specific features: In each of the four sections, the student should have drawn a picture of the person to whom that specific passage of text relates.

Exposition • Topic-related task: If a Year 6 student was running in the corridor and knocked you over and then told you it was your fault, how would you feel? Why would you feel like that? • Text types include: debates, letters, editorials and advertisements

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Important messages

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Think about your home and what you have been taught about the safety of hot water, power plugs, kettles and toasters, fires and heaters, baths and spas or swimming pools (if you have one). Write a report about safety messages you have been given. Begin your report with: We all need to stay safe. To keep me safe at home, these are things I have been taught.

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

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Teac he r

Parents and carers begin to teach us from a very young age about safety around the home. Most homes are very safe but there are important messages we need to get about things we should not do or touch in order to stay free from injury.

Report

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There are special people in every community who help to look after us and keep us safe. These include the police, teachers, firefighters, doctors and nurses. These are people we can seek help from when we are in danger, unwell or need advice.

m . u

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8 People who keep me safe

Head your page ‘People who keep me safe’, then divide your page into four sections. In each section, draw a picture of someone who helps keep you and your community safe. Underneath each picture, write who the person is and why you believe he/she is important to you and others who live nearby.

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Bedtime Recount Setting the scene and stimulating ideas • Pictures of night-time scenes, pyjamas, pillow, blanket, clock

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

Reviewing writing

• Structure: This recount text should begin with an outline of where and when the experience took place. This should be followed by features of the experience, including who asked the student to go to bed and the results of the student’s actions.

Teac he r

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• Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments • Specific features: The text should include how other people reacted to the situation.

Recount

• Topic-related task: Write about a time when you did something that was quite unsafe. Include how the situation was sorted out. • Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles

Bicycle safety

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Procedure

Setting the scene and stimulating ideas

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• Samples or pictures of bicycles, helmets, roads, pathways

Reviewing writing

m . u

o c . che e r o t r s super

• Structure: This procedural text should begin with ‘Steps to keep me safe when riding my bicycle’. This should be followed by a list of steps the student would take to remain safe. • Language features: sequential ordering of steps, imperative verbs, present tense, topic vocabulary such as helmet, roads • Specific features: A picture of the student taking care on a bicycle should accompany the text.

Procedure • Topic-related task: Write an ordered list of safety steps you take throughout most days from when you get up to when you go back to bed. • Text types include: recipes, experiments, directions and instructions for games

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Bedtime

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Try to think back to a time when you were asked to go to bed and you didn’t want to or wouldn’t. Write about what you thought and did and how other people reacted.

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

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Teac he r

Sometimes, we don’t always do what is right for ourselves; even when we know what we should be doing, we don’t want to do it. A good example of this is getting enough sleep. We need sleep to stay healthy but sometimes, when asked to go to bed, we fight tiredness for different reasons and we don’t do what we should.

Recount

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Bicycle safety

There are many things we do each day that would be dangerous if we didn’t follow rules or take care. These include being a passenger in a car, swimming at the beach and playing on equipment at school. All of these can be dangerous if we don’t think and do the right thing.

m . u

Imagine you are going to ride your bicycle to school or a friend’s house for the first time. Write a list of safety instructions—steps and rules that you know will keep you safe on your journey. Before you begin the list, write: ‘Steps to keep me safe when riding my bicycle’. Draw a picture of you taking care on your bicycle.

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Morning, afternoon and night Recount

Setting the scene and stimulating ideas • Pictures and photographs that indicate specific periods of the day; for example, someone getting out of bed, playing at school

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

Reviewing writing

Teac he r

• Structure: This text should be presented in three sections, each with a heading indicating the time of the day. The text in each section should be about an activity the student did the previous day during that period.

ew i ev Pr

• Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments

• Specific features: Check the text and related picture are relevant to the specific period of the day and that the event could have occurred the previous day.

Recount

• Topic-related task: Write about a special experience you have had outside during the night. Include when it happened, where you were, what you did or saw and how you felt.

Day and night

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Report

Setting the scene and stimulating ideas

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m . u

• Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles

• Globe of the world, pictures of heavenly bodies such as the sun, moon and stars

Reviewing writing

o c . che e r o t r s super

• Structure: This report should be presented in two sections under the headings Day and Night. Under each heading there should be information about what happens during that specific part of the day. • Language features: vocabulary related to specific topic, action verbs, descriptive language • Specific features: The text should include references to the sky, people and animals. There should also be supporting pictures.

Report • Topic-related task: Look at pictures and in books and find out information about the sun, the moon and the stars. Write three interesting points about each. • Text types include: historical, geographical, technological texts and newspaper reports

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Morning, afternoon and night

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Think about yesterday. What were some important or special things you did? Rule or fold your page into three sections. In the first section make a heading that says Morning; head the middle section Afternoon; and the third section either Evening or Night. Under each heading draw and write about something you did yesterday during that part of the day.

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

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Teac he r

When we talk about what we have done during a day we often divide the day into morning, afternoon, and evening or night. This helps people know what time of the day we are talking about without having to use a clock or exact times.

Recount

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Day and night

We have day and night because the Earth spins around on its axis. We cannot see it spinning, but it is turning all the time. It takes one whole day for the Earth to spin right around. This is why we have day and night. When one side of the Earth is facing the sun it is day and the other side is in the darkness we call night.

m . u

Fold your page in half. Head one half Day and the other half Night. Under the headings, write about the different things that happen during the day and at night. Mention things about the sky, people and animals. Draw pictures to match what you write.

o c . che e r o t r s super

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Sunrise and sunset Recount

Setting the scene and stimulating ideas • Pictures, photographs of sunrises and sunsets

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

Reviewing writing

• Structure: This recount should begin with an outline of where and when the experience took place. This should be followed by features of the experiences, including how the student felt while witnessing the sunrise or sunset.

Teac he r

• Specific features: Look for use of description—of the scene, of feelings

Recount

ew i ev Pr

• Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments

• Topic-related task: Think about a time you were looking out of a window as the sun was setting. How did the light change? How did it make the view different? Write about the changes you saw.

• Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles

My favourite season

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Exposition

Setting the scene and stimulating ideas

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• Pictures and books about the different seasons

Reviewing writing

m . u

o c . che e r o t r s super

• Structure: This expository text should begin with the name of a season. This should be followed by reasons why the student likes this season of the year more than others. • Language features: use of topic-related vocabulary, use of connectives to reinforce results of actions, thinking verbs used to express opinion, use of emotive and persuasive language • Specific features: The text should be presented inside a particular shape appropriate to the season chosen in the activity.

Exposition • Topic-related task: ‘Summer is a dangerous season’. Do you agree with this statement? Write all the reasons why you agree or disagree. • Text types include: debates, letters, editorials and advertisements

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Sunrise and sunset

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Think back to and write about a time when you were somewhere special and you saw a sunrise or a sunset. These questions might help you decide what to write. Where were you? Were you with anyone? What could you see? How did you feel?

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

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Teac he r

There are 24 hours in each day but they don’t all have the same number of hours of daylight. You will notice in summer we have more hours of light and in winter we have more hours of darkness. As the Earth turns and the sun ‘comes up’ we call it ‘sunrise’ and when it ‘goes down’ we call it ‘sunset’.

Recount

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My favourite season

. te

As the Earth spins around in one day it is also moving around the sun. It takes a whole year for it to move right around the sun. This is why we have the four seasons—summer, autumn, winter and spring.

m . u

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Which season do you think is best? If the answer is winter, take a sheet of paper and cut out a big snowflake. If it is summer, cut out a large sun. For autumn, cut out a large leaf; and for spring, cut a big flower. Inside your shape, write the name of the season and why you think it is best.

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15 The large-eyed owl Narrative Setting the scene and stimulating ideas • Pictures of different types of owls, showing their large eyes

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Reviewing writing

Teac he r

ew i ev Pr

• Structure: This narrative text should include: (a) an orientation, where the night-time setting is presented, the owl and other characters introduced and a time set for the event(s) to occur (b) a complication, where problems arise surrounding the owl (c) a resolution, where the owl is left with large eyes. • Language features: use of words that link stages in time, use of descriptive words, use of action verbs

• Specific features: The owl should have large eyes only at the end of the text. There should be an indication of change.

Narrative

• Topic-related task: Pretend you are a nocturnal creature. Write about an adventure you had one night when there was a full moon.

Absolutely freezing

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Explanation

Setting the scene and stimulating ideas

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• Pictures and photographs appropriate for winter

Reviewing writing

m . u

• Text types include: short stories, poems, plays, myths, legends and fairytales

o c . che e r o t r s super

• Structure: This explanatory text should be headed ‘Frozen water’. The text should then be presented as answers to the two questions in the activity. • Language features: use of topic-specific vocabulary, words that present cause and effect • Specific features: There should be two explanations—Why did the water freeze and why did the ice melt?

Explanation • Topic-related task: Look at pictures of trees with no leaves during winter. Why do you think things change as spring comes? Why do leaves and buds start to appear on the trees? • Text types include: ‘how’ and ‘why’ texts, diagrams and flowcharts

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The large-eyed owl

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There are many made-up stories about how the leopard got its spots and how the zebra got its stripes. It’s your turn now to make up a story that tells how the owl came to have such large eyes. You could start your story with one of these: Many years ago ... ; A long time ago ... ; Way back before the olden days ...

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

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Teac he r

When it is dark and most of us are asleep there are some animals that are very active. These animals are called nocturnal. That means they are awake and move around at night, looking for food and getting exercise. Owls are nocturnal birds with very large eyes that help them see well in the dark.

Narrative

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. te

Absolutely freezing

During winter months it gets colder in some areas than others. It snows in some places. In other places the ground gets covered in frost and in some areas puddles turn into ice overnight. For any of these things to happen, it needs to be very cold.

m . u

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Imagine one morning you found a frozen puddle in your backyard. When you got home from school in the afternoon the ice had turned to water again. Head your page: Frozen water. Answer these two questions: Why do you think the water in the puddle was frozen early in the morning? Why do you think the ice had turned to water during the day?

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Sandro and the beach Discussion

Setting the scene and stimulating ideas • Samples of sunscreen, sunhat, sunglasses, pictures of people at the beach on hot summer days

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Reviewing writing

Teac he r

• Structure: This discussion should be presented in two parts. Under Sandro there should be text that outlines what he would have said to his mother about going to the beach. Under his mother there should be points she would have made to Sandro.

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• Language features: topic-related words and phrases; verbs, present tense, use of terms such as therefore, because, if; emotive language • Specific features: Check to see if the text under each character supports his/her individual stance.

Discussion

• Topic-related task: At school there is a rule in summer that says ‘No hat, no play’. Some students agree with the rule, some disagree. Write some of the different reasons the students might have for the way they feel.

Warming up

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Procedure

Setting the scene and stimulating ideas

. te

• Samples or pictures of warm clothes—jumpers, jackets, gloves, scarves

Reviewing writing

m . u

• Text types include: interviews, forums and editorials

o c . che e r o t r s super

• Structure: This text should begin with the statement presented in the activity. This should be followed by ordered steps that tell how the student would get warm. • Language features: sequential ordering of steps, imperative verbs, present tense, detailed information; for example, time, amount • Specific features: There should be some reference to both clothing and exercising to promote warmth.

Procedure • Topic-related task: You knew you couldn’t get up and move around the classroom but your fingers and toes were freezing. You developed some little exercises to do while you were sitting down. Write, in order, the exercises you developed. • Text types include: recipes, experiments, directions and instructions for games

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Sandro and the beach

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One very hot summer day, Sandro wanted to go to the beach. His mother said it was not a good idea. They had a very long talk. Draw a picture of Sandro and underneath write what he might have said to his mother. Draw a picture of his mother and underneath write what she might have said to Sandro.

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

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Teac he r

It’s important that, when it is very hot in summer, we care for and protect ourselves. The sun can burn us very easily. On a hot summer day, even when there are clouds hiding the sun, we can get sunburnt. Think of all the things you can do to protect yourself on a hot day.

Discussion

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Warming up

When it is winter, people often use heaters and fires to keep them warm. Sometimes, people make their houses so warm they forget how cold it is outside. There are other ways we can warm ourselves up without using heaters and fires.

m . u

Imagine it is the middle of winter. You are staying in a house that has no heating. You know that from the minute you get out of bed you will need to start warming yourself up. List, in order, all the things you would do. Start by writing: ‘The first thing I would do when I get out of bed is …’

o c . che e r o t r s super

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It’s birthday season Report

Setting the scene and stimulating ideas • Samples of calendars, pictures of birthday parties

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Reviewing writing

• Structure: This report should be presented in individual sections under pictures of family members. Under each picture there should be information presented about the period during which the person celebrates his or her birthday.

Teac he r

• Language features: vocabulary related to specific topic, action verbs, descriptive language

ew i ev Pr

• Specific features: Look for when the birthday is celebrated, mention of the season and description of the weather.

Report

• Topic-related task: Write a report called ‘Taking care in summer’. Use these headings to help you with your information: ‘What to wear’; ‘What to drink’; ‘Where to play’ and ‘Special protection’. • Text types include: historical, geographical, technological texts and newspaper reports

The changing tree

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Narrative

Setting the scene and stimulating ideas

. te

• Pictures of different trees during different seasons of the year

Reviewing writing •

m . u

o c . che e r o t r s super

Structure: This narrative text should include: (a) an orientation, where the setting and the tree are introduced (b) a complication, where the changes to the tree are outlined (c) a resolution or conclusion about the changes.

• Language features: use of words that link stages in time, use of descriptive words, use of action verbs • Specific features: Story should be written in first person—the student is the tree.

Narrative • Topic-related task: Use this to start a story: ‘Susie and Carlo were walking through a parkland on a beautiful autumn day, kicking the leaves as they went. Suddenly, Carlo saw something shining in the leaves’. • Text types include: short stories, poems, plays, myths, legends and fairytales 20

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It’s birthday season

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Use the calendar and this information to write about your family. Write the name and draw a picture of each person in your family. Underneath the picture write when that person celebrates his/her birthday, what season of the year it is and what the weather is usually like on the actual birthday.

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Teac he r

Have a close look at a calendar. The calendar will show you the twelve months of the year. If you live in the Southern Hemisphere, December, January and February are the summer months. It is autumn during March, April and May. Winter takes place during June, July and August and in September, October and November it is spring.

Report

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The changing tree

Did you know there are some trees that look different at different times of the year? In winter they have bare branches. In spring little leaf and flower buds appear. In summer they are covered with bright green leaves and colourful flowers and in autumn their leaves turn gold and red and they fall from the tree.

m . u

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Imagine what it would be like to be a tree that changes so much. Pretend you are one of those trees. Give yourself a name. Write a story about yourself. Tell about where you live and how and when you change. Draw pictures to show your changes.

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Materials in the classroom Report

Setting the scene and stimulating ideas • Tags or labels on different articles in the classroom specifying materials they are made from

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Reviewing writing

• Structure: This report should be headed ‘Materials in my classroom’. The text information about particular articles in the classroom should come under the subheadings listed in the activity.

Teac he r

• Language features: vocabulary related to specific topic—articles/features within classroom

ew i ev Pr

• Specific features: Lists should be presented under ‘wood’, ‘glass’, ‘plastic’, ‘metal’ and ‘paper’.

Report

• Topic-related task: Write a report that tells about the materials each article of clothing you are wearing, is made from. • Text types include: historical, geographical, technological texts and newspaper reports

Making a model

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Procedure

Setting the scene and stimulating ideas

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m . u

• Labelled samples and pictures of natural materials such as stones, dirt, sand and sticks

Reviewing writing

o c . che e r o t r s super

• Structure: This procedural text should begin with the statement outlined in the activity. This should be followed by ordered steps outlining how the student would construct the model of a person. • Language features: sequential ordering of steps, imperative verbs, present tense, topic vocabulary such as ‘stones’, ‘sticks’. • Specific features: A labelled picture should accompany the text.

Procedure • Topic-related task: Think about the trunk of a tree. Now look at the wood used to make your classroom door. Write the steps you think wood goes through to change it from part of a tree to how it is when used to make a door. • Text types include: recipes, experiments, directions and instructions for games

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Materials in the classroom

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Head your page, ‘Materials in my classroom’. You are going to write a report about materials you can see. Write: ‘These things are made from wood’, and list things like the door and the floor. Then write: ‘These things are made from glass’; ‘These things are made from plastic’; ‘These things are made from paper’; and ‘These things are made from metal’. Make a list for each.

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

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Teac he r

When we look around us we can see things made from many different materials— wood, plastic, glass, wool, paper. The materials look and feel different. Some are hard, some are strong, some are thick and some are heavy.

Report

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Making a model

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Natural materials can be found. They don’t have to be made in a factory.

m . u

You are going to make a model of a person using the materials. Think how you would make the body. What would you use for arms, legs, eyes, the head and stomach? Draw and label a picture of your person. Now write: ‘This is how I would make my person’. Tell exactly how you would use the materials to make a person.

o c One day when you walked into your . c e h r classroom, your teacher had put some e o t r s s natural materials on your table. There r u e p was some damp clay, some sticks and small rocks and stones.

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Broken to bits Recount

Setting the scene and stimulating ideas • Labelled samples of different objects; The labels should tell what objects are made from.

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Reviewing writing

• Structure: This recount text should begin with an outline of where and when the experience took place. This should be followed by features of the experiences, including what was broken and the other aspects of information as outlined in the activity.

Teac he r

ew i ev Pr

• Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments

• Specific features: The text should include whether or not the broken object could be repaired.

Recount

• Topic-related task: Write about a time when you were hurt by an object that was very hard or sharp. Include where you were, what the object was and what it was made from. • Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles

What a decision

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Exposition

Setting the scene and stimulating ideas

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m . u

• Selection of different containers bearing labels describing materials they are made from

Reviewing writing

o c . che e r o t r s super

• Structure: This expository text should be headed ‘Choosing a container’. Under the heading the text presented should outline the student’s choice of container followed by reasons for that choice. • Language features: use of topic-related vocabulary, use of connectives to reinforce results of actions, thinking verbs used to express opinion • Specific features: Check that the reasons given can be applied to specific choice; e.g. ‘A can won’t break’.

Exposition • Topic-related task: Mum was worried when a waiter brought your three-year-old brother a drink of orange juice in a glass. Write what Mum said to the waiter when he came back to the table. • Text types include: debates, letters, editorials and advertisements 24

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Broken to bits

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Think back to a time when you broke something very special. Write about that memory. Include where you were, what it was you broke, what it was made of, who it belonged to, how you felt, what you did and whether or not it could be fixed.

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

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Teac he r

Some materials break very easily and some are extra strong and will only break if they are hit with a hammer or cut with a saw. Many things in our homes can break quite easily—glasses, windows, china cups and plates, some plastic toys. Some of these things can be repaired but others need to be thrown out when they break.

Recount

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What a decision!

Products we buy in supermarkets come in many different types of packaging. Some are in glass, some in plastic, and others in cardboard or metal tins. Sometimes it makes it hard to decide which to buy. Some people choose glass because they can see what’s inside. Others choose plastic or metal because they won’t break.

m . u

Imagine someone asked you to go into a supermarket to buy some strawberry jam. When you walked in you saw a long row with lots of shelves all filled with jam. You found strawberry jam in glass jars, plastic containers and cans. Head your page ‘Choosing a container’. Write which container you would choose and why you would choose it.

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Warm clothes Explanation

Setting the scene and stimulating ideas • Samples of warm winter clothes; e.g. scarves, gloves, jumpers, jackets, hats

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Reviewing writing

• Structure: This explanatory text should begin with a statement such as: ‘In winter, I would wear …’, ‘When it is cold, I would wear ...’. The text should include items of clothing, what they are made of and an explanation as to why they would be worn during cold weather.

• Specific features: A labelled picture should accompany the text.

Explanation

ew i ev Pr

Teac he r

• Language features: use of topic-specific vocabulary, words that outline cause and effect

• Topic-related task: Explain why most books have a cover made from thick cardboard and not from paper, like the pages of the book. • Text types include: ‘how’ and ‘why’ texts, diagrams and flowcharts

My cardboard friend

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Narrative

Setting the scene and stimulating ideas

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• Simple cut-outs of cardboard characters

Reviewing writing •

m . u

o c . che e r o t r s super

Structure: This narrative text should include: (a) an orientation, where the setting and the cardboard character are introduced (b) a complication, where the student experiences an adventure with the cardboard character (c) a resolution or conclusion to what happens during the adventure.

• Language features: use of words that link stages in time, use of descriptive words, use of action verbs • Specific features: Look for information about where the characters went during the adventure.

Narrative • Topic-related task: Think about all the toys you own that are made from plastic. Write a story about visiting a toy factory where hundreds of plastic toys are made. • Text types include: short stories, poems, plays, myths, legends and fairytales

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Warm clothes

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Think about the clothes you have at home. Think about what you would wear on a cold weekend if you were going to be outdoors. Write about the clothes you would wear, what they are made of and why you would wear them. Draw a picture of you in your warm winter outfit with a label naming each item of clothing.

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

ew i ev Pr

Teac he r

During the four seasons of the year we wear clothes made from different materials. On hot summer days we want to stay cool and protected from the sun and on cold winter days we need to keep our bodies warm.

Explanation

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My cardboard friend

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It’s fun to use our imaginations and dream about things that can’t really happen. Writing and reading makebelieve stories can be very exciting.

m . u

w ww

Imagine it was your birthday. You went to the mailbox and there was a card from Grandma. She’d told you there would be a special gift, but when you opened the envelope there was only a card.

o c . che e r o t r s super BUT … there was a little cardboard character

on the front of the card that you had to push out. As you pushed out the shape it came to life and jumped out of your hand. Write about an adventure you had with your new cardboard friend. Where did you go together? What did you do? Narrative

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Time to guess Procedure

Setting the scene and stimulating ideas • Samples of different materials with labels describing their properties; e.g. sponge: soft, squeezable; fleece: soft, fluffy

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

Reviewing writing

Teac he r

• Structure: This procedural text should begin with the name of the game. This should be followed by a list of materials required for the game and a set of rules telling how the game is played.

ew i ev Pr

• Language features: sequential ordering of steps, imperative verbs, present tense

• Specific features: Check that the objects listed are made from different materials.

Procedure

• Topic-related task: Look closely at your schoolbag. What is it made from? It was probably made in a big factory where lots of bags are made. Write down how you think your bag would have been made. • Text types include: recipes, experiments, directions and instructions for games

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Report

Setting the scene and stimulating ideas

. te

m . u

Properties of materials

• Samples of materials with very different properties, such as those listed in the activity

Reviewing writing

o c . che e r o t r s super

• Structure: This report should be presented under the major heading, ‘Properties of materials’. The text information should come under the subheadings listed where properties of the materials are recorded. • Language features: vocabulary related to specific topic, adjectives describing properties of materials • Specific features: Check that each of the listed materials is addressed and that properties mentioned are appropriate.

Report • Topic-related task: On the weekend, parents volunteered for a working bee and built some big wooden tables and seats at school. Write a report for the school newsletter telling about what the parents did. • Text types include: historical, geographical, technological texts and newspaper reports 28

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Time to guess

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You are going to make up a guessing game. You will place objects made from different materials into a bag and your friend will feel them and guess what the objects are and what they are made from. Give your game a name and then write a list of everything you will need to play. Next, write down the rules you will need to tell your friend.

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

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Teac he r

Usually, when we can see an object we can tell what it is made from. But it can be quite tricky if we can only feel the object and not see it and still have to guess what it is made from and what it is used for.

Procedure

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. te

Different materials have different properties. That means they feel different, look different, and have different weights and thicknesses. It is often because of their properties that people choose to use or not use these materials.

m . u

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28 Properties of materials

You are going to write a report about different materials. Make a heading on your page that says: ‘Properties of materials’. Then make a smaller heading for each of these materials: ‘Rubber’, ‘Sandpaper’, ‘Wool’, ‘Stone’, ‘Glass’, ‘Plastic’, ‘Tin’, ‘Cotton’, ‘Wood’, ‘Paper’ and ‘Cardboard’. Write everything you know about each material. Is it heavy, light, soft, hard, furry, clear, rough or sharp?

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Report

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Recycling materials Explanation

Setting the scene and stimulating ideas • Samples of objects from around the home that can be recycled; e.g. plastic bottles, glass jars, newspaper

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Reviewing writing

Teac he r

• Structure: This explanatory text should be given a heading. This should be followed by an outline of specific materials recycled by the student’s family and an explanation of how they can be recycled.

ew i ev Pr

• Language features: use of topic-specific vocabulary, words that outline cause and effect, words outlining personal impact

• Specific features: The heading should relate specifically to recycling and there should be a positive slant in the text regarding recycling.

Explanation

• Topic-related task: Draw a diagram that shows where your family purchases a jar or can of food, what happens to it when it is brought home, what the family does with it when the contents are used and where the can or jar may end up.

Which fence?

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Discussion

Setting the scene and stimulating ideas

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m . u

• Text types include: ‘how’ and ‘why’ texts, diagrams and flowcharts

• Pictures of different types of fences—suburban fences, farm fences, those made of timber and others made from metal or wire

Reviewing writing

o c . che e r o t r s super

• Structure: This discussion should be presented in two parts each under a specific picture. The text should include points with support for each type of fencing. • Language features: topic-related words and phrases; verbs, present tense, use of terms such as therefore, because, if; emotive language • Specific features: There should be three reasons under each of the characters in the text.

Discussion • Topic-related task: When the school was introducing a new jumper for the students there was a big discussion about what the jumper should be made from. Make a list of six different points that might have been mentioned. • Text types include: interviews, forums and editorials

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Recycling materials

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What does your family recycle? Why? Write a heading that tells about recycling and then write about the materials your family recycles. Explain why it is a good thing to recycle these materials and how you think they might be re-used.

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

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Teac he r

Many materials we use each day can be recycled. That means they can be used again. Sometimes they can be re-used to make the same type of material. Paper and cardboard can be recycled to make new paper. Old glass containers can be turned into new glass and aluminium cans can be crushed, melted and turned into new cans.

Explanation

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Which fence?

When people living in two houses next to each other decide it’s time to build a new fence they have to agree on what the fence will be made from. Sometimes the neighbours might have very different ideas.

m . u

When Harold and Lana saw the fence between their houses was falling down they decided to get a new one. Harold wanted a wire fence and Lana wanted a timber fence. Draw a picture of Harold. Underneath, write three reasons why he wanted a wire fence and not a timber one. Draw a picture of Lana. Underneath, write three reasons why she wanted a timber fence and not a wire one.

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For sale Exposition

Setting the scene and stimulating ideas • Brochures, pamphlets, newspaper advertisements of houses for sale

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Reviewing writing

• Structure: This expository text should be presented in the form of a ‘House for sale’ sign. The text should include positive points about the student’s home.

Teac he r

• Language features: use of topic-related vocabulary, verbs used to express opinion, use of emotive and persuasive language

Exposition

ew i ev Pr

• Specific features: The words ‘For sale’ should appear on the sign. There should be a picture of the house included.

• Topic-related task: When Mia’s parents told her they were going to sell their house and move to a different town she was very upset. Write all the reasons Mia gave her parents for not wanting to move. • Text types include: debates, letters, editorials and advertisements

An icy house

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Procedure

Setting the scene and stimulating ideas

. te

• Pictures of icy lands; pictures of igloos and Eskimos

Reviewing writing

m . u

o c . che e r o t r s super

• Structure: This procedural text should begin with named pictures of materials required to build an igloo. This should be followed by steps suggesting how Inuit people would go about the task. • Language features: sequential ordering of steps, imperative verbs, present tense, detailed information; for example, size, amount • Specific features: Each picture should be labelled.

Procedure • Topic-related task: If you and Dad were going to make a dog kennel, what would you need? List all the materials and then say how you would go about making the kennel. • Text types include: recipes, experiments, directions and instructions for games

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For sale

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Imagine your family decided to sell your home. A real estate agent would probably put up a board out the front telling everyone the best things about your house. What do you think are the five best things about your home? On a large sheet of paper make a ‘For sale’ sign and write down the five best points. Draw a picture of your house on the sign.

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

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Teac he r

People live in all different types of homes. There are big homes and small homes; new homes and old homes; homes made from different materials; homes in the mountains, the deserts and over water. Everyone needs shelter and should have somewhere to live.

Exposition

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An icy house

Did you know some people live in homes made from ice? People called Inuit live in very cold places. They build their winter houses from the ice that is all around them. They need to have some sharp tools because ice can be very hard to cut.

m . u

Look at a picture of an igloo in a book or on the computer. Look at the shape of the house and the ice bricks from which the walls are made. Think about how the Inuit would build houses like this. Draw and name pictures of all the things they would need to make an igloo. Then, write steps to tell how you think they would go about building one.

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Procedure R.I.C. Publications®

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Teachers notes

Brick or timber? Discussion

Setting the scene and stimulating ideas • Photographs or pictures of a variety of houses made from timber and brick

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Reviewing writing

• Structure: This discussion should be presented in two sections of a page: one outlining reasons for buying a brick house; the other outlining reasons for buying a timber house.

• Specific features: Pictures should accompany each side of the argument.

Discussion

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Teac he r

• Language features: topic-related words; verbs, present tense, use of terms such as therefore, because, if; emotive language

• Topic-related task: Mum wanted to camp in a tent; Dad wanted to stay in a caravan. List the reasons each parent gave when trying to plan a holiday. • Text types include: interviews, forums and editorials

A day in a castle

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Narrative

Setting the scene and stimulating ideas

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• Pictures of different castles—inside and outside

Reviewing writing

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• Structure: This narrative should consist of: (a) an orientation, where the student, the castle setting and possibly a time period are mentioned (b) a complication involving the student’s experiences in the castle (c) a resolution or conclusion to the day’s adventure. • Language features: use of words that link stages in time, use of descriptive words, use of action verbs • Specific features: The text should include a description of the inside and outside of the castle.

Narrative • Topic-related task: When Pedro the possum went to return to his home he found that the tree in which he lived had blown over in the wind. Write a story telling what Pedro did when he discovered his house was destroyed. • Text types include: short stories, poems, plays, myths, legends and fairytales 34

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Brick or timber?

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Fold or rule your page in half. At the top of one half write: ‘For a brick house’ and at the top of the other half, ‘For a timber house’. Under each heading write all the reasons why you think someone might want to buy a house made from that material. Draw a picture at the bottom of each section.

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

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Teac he r

Many people live in homes made from timber or brick. It doesn’t matter what our home is made from as long as it protects and shelters us. However, when some adults go to build or buy a house they spend a lot of time thinking about what they would rather it is made from.

Discussion

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A day in a castle

Some people really do live in castles. Kings, queens, princes and princesses around the world live in castles. In some countries there are castles that are hundreds of years old. Today, some people build their house to look like a castle just because they like the design.

m . u

Pretend you are the winner of a competition and the prize is to be queen or king for a day and to spend the day in a huge castle. Write a story about your experience. Remember to tell about what the castle looks like on the outside and inside. I wonder who you will meet during the day.

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Teachers notes

Different homes Report

Setting the scene and stimulating ideas • Pictures of very different homes—tepees, igloos, houses on stilts, houseboats

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Reviewing writing

• Structure: This report should be presented under the heading ‘Different homes’. The text should be presented under subheadings (types of homes) where descriptions and materials involved are outlined.

Teac he r

• Language features: vocabulary related to specific topic, action verbs, descriptive language

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• Specific features: Three different types of homes should be addressed. The text should be supported by pictures. Look to see if there is a mention of the countries in which these homes are built.

Report

• Topic-related task: Write a report about your home. Give your report a main heading and then write information under these headings: ‘Materials in my home’; ‘Description of my home’; ‘Rooms in my home’; ‘Special things about my home’.

A perfect nest

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Procedure

Setting the scene and stimulating ideas

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• Samples or pictures of different types of birds’ nests

Reviewing writing

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• Text types include: historical, geographical, technological texts and newspaper reports

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• Structure: This procedural text should begin with a sentence about a bird building a nest. This should be followed by a list of materials the bird would collect to build the nest and steps that would be taken in the building process. • Language features: sequential ordering of steps, imperative verbs, present tense, detailed information; for example, amount, size • Specific features: Check that the steps are numbered in chronological order.

Procedure • Topic-related task: A builder needs to order many materials when he is about to build a house. Write a list of materials he would need and then write steps he would need to take in order to build the house. • Text types include: recipes, experiments, directions and instructions for games

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Different houses

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Look at some pictures and books about different houses. Choose three different types of house to write a report about. Put the heading at the top of your page: ‘Different houses’. Write the name of each house you have chosen and then write what it looks like and what it is made from. You might even be able to include the countries where people build these homes. Draw a picture of each house.

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

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Teac he r

In areas where there is a lot of water, people build houses up high on stilts to stay dry. In other areas, people use poles and animal skins to build tepees. There are also homes made from mud, grass and straw.

Report

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A perfect nest

Like people, animals and birds need homes. They need shelter and protection. If animals living in the wild need homes or nests they have to build them themselves. They need to find a good building spot, gather materials or dig to make a place where they can rest, feel safe, lay eggs and hatch their babies.

m . u

Think about a perfectly-shaped and very strong bird’s nest built to hold precious eggs. Write a sentence about a bird building a nest, then list materials the bird would collect for its nest. Using numbered steps, outline how it would go about building the nest.

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Teachers notes

The turtle’s home Narrative

Setting the scene and stimulating ideas • Various pictures and books about turtles; selection of myths about animals

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Reviewing writing

• Structure: This narrative text should include:

(b) a complication, where the creature’s experiences are presented

Teac he r

(a) an orientation, where the setting, the time and the creature (turtle) are introduced

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• Language features: use of words that link stages in time, use of descriptive words, use of action verbs • Specific features: There should be reference to the fact that the turtle’s shell is its home.

Narrative

• Topic-related task: Write a story about a snail whose shell was broken. Tell about what the snail did when she no longer had a house upon her back.

At home in a burrow

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Explanation

Setting the scene and stimulating ideas

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• Pictures, photographs and books about burrowing animals

Reviewing writing

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• Text types include: short stories, poems, plays, myths, legends and fairytales

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• Structure: This explanatory text should be presented in two parts—each under the name of a specific burrowing animal. Under the name there should be information that explains how the animals use specific parts of their bodies to dig burrows. • Language features: use of topic-specific vocabulary, words that outline cause and effect, words outlining impact of actions • Specific features: There should be a description of the part of the body each animals uses to dig; e.g. strong paws, spade-shaped foot.

Explanation • Topic-related task: Find out about the different bees that share a home. Explain the job done by each of the different bees living in the hive. • Text types include: ‘how’ and ‘why’ texts, diagrams and flowcharts

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The turtle’s home

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A myth is a made-up story that tells how and why some things have happened. It’s your turn to write a myth. Write a story that tells how the turtle came to have a shell; how it came to have its ‘house’ attached to its body.

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

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Teac he r

Turtles are amazing creatures. They are reptiles that can spend time both in water and on land and they take their homes wherever they go. The turtle’s house is its shell. It can tuck its legs, neck and head into its shell to sleep or hide. It can look almost like a rock.

Narrative

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At home in a burrow

Some animals build their homes below ground. That means they have to dig holes and burrows. Parts of their bodies are sometimes extra strong or specially shaped to help them do this. Wombats, platypuses, rabbits and some frogs dig burrows.

m . u

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Look at pictures and books about animals that dig burrows. Have a close look at the parts of the body they use to make their holes. Do they scratch or dig away at the ground? Choose and name two ‘burrowing’ animals and write about how they use their bodies to dig their burrows. Include a description of the parts of their body they use to dig.

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Teachers notes

A special habitat Recount

Setting the scene and stimulating ideas • Pictures, photographs and books about animals and their habitats

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Reviewing writing

• Structure: This recount text should begin with an outline of where and when the experience took place. This should be followed by features of the experiences, including the actions of the animal in its particular habitat.

Teac he r

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Recount

• Topic-related task: Imagine you are a duck and you have been working hard for days to build a nest on the edge of a pond. Write two diary entries telling what you did during the day— include what you gathered, how you moved it and a description of your nest.

A bird in a cage

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Exposition

Setting the scene and stimulating ideas

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• Pictures of birds in cages

Reviewing writing

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• Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles

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• Structure: There should be reference to caged birds near the start of the text. The student’s feeling regarding the caging of birds should be outlined, together with some supportive reasoning. • Language features: use of topic-related vocabulary, use of connectives to reinforce results of actions, verbs used to express opinion, use of emotive and persuasive language • Specific features: The text should reflect the outlined statement and present one point of view.

Exposition • Topic-related task: What do you think about dogs being kept inside people’s homes? Write how you feel about this, listing the reasons why you feel this way. • Text types include: debates, letters, editorials and advertisements

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A special habitat

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Try to recall a time when you watched an animal in its habitat. It might have been when you were on a walk, or at a special park or the zoo. Write about your experience, telling where you were, the animal you saw and what its habitat was like. Tell how you felt as you watched the animal.

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

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Teac he r

The place or area where an animal lives is called its habitat. The habitat of a shark is the ocean. The habitat of a frog is a pond. The habitat of a koala is the bush. Some special habitats have been built for animals at zoos and wildlife parks.

Recount

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A bird in a cage

Different birds live in different places. Birds have feathers and most of them can fly. Many people like to keep birds as pets but not all birds are allowed to be kept as pets. People who keep birds as pets keep most of them in cages.

m . u

You might have a pet bird and you might enjoy taking care of it, giving it fresh water and food and cleaning its cage every day. Some people like having pet birds but other people think birds should not be kept in cages. Write about how birds in cages make you feel. Give reasons why you think birds should or should not be kept in cages.

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Exposition R.I.C. Publications®

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Teachers notes

Pictures of people Recount

Setting the scene and stimulating ideas • Pictures of people drawn or painted by children of different ages

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Reviewing writing

• Structure: This recount text should be presented in four sections each under the headings as outlined in the activity. In each section there should be an appropriate picture of a person with descriptive text.

Teac he r

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• Language features: use of past tense, correct sequencing of events, use of descriptive language, personal comments

• Specific features: The headings, pictures and accompanying text should be presented in chronological order.

Recount

• Topic-related task: Write about a time when you received some new pencils, pens, paints or drawing books. Include who gave them to you, why you received them, how you felt and the first thing you used them for.

My favourite song

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Exposition

Setting the scene and stimulating ideas

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• Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles

• Song books, samples of music players such as a radio, CD player, MP3 player

Reviewing writing

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• Structure: This expository should begin with a statement that outline’s the student’s favourite song; e.g. ‘My favourite song is ...’. This should be followed by reasons why this song is preferred over others and how the student feels when he or she hears or sings the song. • Language features: use of topic-related vocabulary, use of connectives to reinforce results of actions, verbs used to express opinion, use of emotive and persuasive language • Specific features: The name of the student’s favourite song should appear at the top of the page.

Exposition • Topic-related task: What is your favourite type of art lesson? Is it painting, modelling, sketching or something else? Write about this lesson, giving reasons why it is your favourite. • Text types include: debates, letters, editorials and advertisements

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Pictures of people

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Think about how your pictures of people have changed. Divide your page into four sections. In the first section write a heading that says ‘Three years old’; in the next section write ‘Pre-school’; then ‘Starting school’; and, finally, ‘Right now’. In each section draw a picture and write about what your pictures of people looked like at that stage.

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

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Teac he r

When we are very young and start to draw we usually do very simple pictures. People have circles for faces with arms and legs coming straight out of the head. Trees are lines with circles on top and houses look like boxes. But as we get older we start to put more details in our pictures.

Recount

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My favourite song

There are many different ways we can listen to music and singing. We can turn on the radio, computer, MP3 player, CD player or television and listen to sounds we enjoy. We can also sing ourselves. When people sing it is often a sign that they are happy and relaxed.

m . u

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Think about all the songs you know. What is your favourite? Write the name of your favourite song at the top of your page. Now, write all the reasons why it is your favourite. Try to answer these questions: Why do you like it better than other songs? How do you feel when you hear or sing this song?

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Exposition R.I.C. Publications®

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Teachers notes

Moving to music Report

Setting the scene and stimulating ideas • Pictures and books about different musical instruments

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Reviewing writing

• Structure: This report should be headed ‘Moving to music’. The text should be presented under pictures of the instruments outlined in the activity and should include reference to how music, played according to the description in the activity, would encourage people to move.

Teac he r

• Language features: vocabulary related to specific topic, action verbs, descriptive language

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• Specific features: The type of movement mentioned should relate directly to the instrument being played.

Report

• Topic-related task: Write a report about your favourite music group or band. Use these headings to help you: ‘People in the group’; ‘Instruments played by the group’; ‘Favourite songs’ • Text types include: historical, geographical, technological texts and newspaper reports

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Discussion

Setting the scene and stimulating ideas

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Thoughts on the band

• Pictures, photographs and books about bands, singing groups and instruments

Reviewing writing

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• Structure: This discussion should be presented in two sections with headings: ‘Liked the band’ and ‘Disliked the band’. Reasons supporting each stance should be presented under the appropriate heading. • Language features: topic-related words; verbs, use of terms such as therefore, because, if; emotive language • Specific features: There should be three reasons presented under each stance.

Discussion • Topic-related task: Every class should have a music lesson each week. Some students agree with this and some disagree. Write three reasons students might have for each side of the argument. • Text types include: interviews, forums and editorials

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Moving to music

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Use these instruments to write a report called ‘Moving to music’. Draw pictures of the instruments listed. Underneath each picture write how the kind of music mentioned can make people move.

r o e s • t Drum played loudly and fast B r e oand gently p • Flute played slowlyo u k • Tambourine played loudly and medium S fast

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Teac he r

Many people enjoy dancing or moving to music. Different music makes us feel and move in different ways. Sometimes the instruments being played make us move a certain way. Sometimes the speed or the volume of the music affects how we move.

• Trumpet played loudly and medium fast • Woodblock played slowly and loudly

Report

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Thoughts on the band

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We all have different likes and dislikes. We like different clothes, foods, activities at school, television shows and music. Sometimes people dislike songs because they don’t understand the words or they don’t like the show the song is from because they find the storyline is boring.

m . u

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Imagine one day a band came to give a concert at your school. Everyone was excited. The band played very loud music for an hour. They played electric guitars and drums. Some students loved the band but others didn’t like it at all. Divide your page into two sections. Head one section, ‘Liked the band’ and the other, ‘Disliked the band’. Underneath each heading write three reasons why students felt the way they did.

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Discussion R.I.C. Publications®

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Teachers notes

Me, the storywriter Narrative

Setting the scene and stimulating ideas • Pictures or posters of television, stage or movie performers and performances

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Reviewing writing

• Structure: This narrative text should consist of:

(b) a complication, where the characters’ experiences and problems are presented

Teac he r

(a) an orientation, where the setting, the time and the characters are introduced

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• Language features: use of words that link stages in time, use of descriptive words, use of action verbs • Specific features: Characters should be from a TV show or play the student enjoys.

Narrative

• Topic-related task: You have been asked to join a band for a very large concert. You are only just learning to play your instrument but you agree. Write about your experience.

A closer look

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Report

Setting the scene and stimulating ideas

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• Variety of paintings, books and posters of paintings

Reviewing writing

m . u

• Text types include: short stories, poems, plays, myths, legends and fairytales

o c . che e r o t r s super

• Structure: This report should begin with the title of the painting. The text should consist of a description of the painting, the colours used and whether or not the painting is lifelike. • Language features: vocabulary related to specific topic, action verbs, descriptive language • Specific features: Look for the inclusion of detail regarding what is presented in the painting.

Report • Topic-related task: Ask if you can visit another classroom to look at their art displays. Come back to your classroom and write a report about the artwork you saw in the other room. • Text types include: historical, geographical, technological texts and newspaper reports

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Me, the storywriter

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It’s time for you to become one of those writers. Think about your favourite TV show or play. Think about the characters and what they are like. Write a story using those characters. Don’t write about something you’ve already seen but use your imagination to give the characters a very different experience.

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

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Teac he r

The shows we watch on television, the movies we enjoy and the plays we see at school or in theatres are written by someone. People who have the job of being the writer create the story and decide what the characters will do and say.

Narrative

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A closer look

Artists often paint pictures to tell stories. They tell about places, people and things they like to do, look at or collect. Sometimes they sit and paint what they can see in the distance. At other times they paint what they are thinking or dreaming about.

m . u

Find a painting in a book, on a poster, the computer or hanging in your classroom. Look carefully at the painting. If the painting doesn’t have a title, make up one of your own and write it at the top of your page, then write about the painting. Include what you can see in the picture, the colours the artist has used, and whether it looks ‘real’ or not.

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What a performance Recount

Setting the scene and stimulating ideas • Pictures or photographs of young children performing for an audience—can be as small as family groups

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Reviewing writing

Teac he r

• Structure: This recount text should begin with an outline of where and when the performance took place. This should be followed by features of the experience, including who was present, what the student did and his/her feelings at the time

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• Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments

• Specific features: The text should conclude with reference to the reaction of those watching the performance.

Recount

• Topic-related task: Imagine you went to see a fantastic circus on the weekend. Write an email to a friend telling him/her about what you saw and how you felt at the circus.

Making a puppet

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Procedure

Setting the scene and stimulating ideas

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• Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles

• Samples of different types of puppets; e.g. string, hand, glove or stick puppets

Reviewing writing

o c . che e r o t r s super

• Structure: The list of materials for making the puppet has been provided in the activity. The texts should include ordered steps that would be undertaken to make the puppet. • Language features: sequential ordering of steps, imperative verbs, present tense, detailed information; for example, length, amount • Specific features: It should be obvious that the steps are ordered and that the puppet is complete when the last instruction is finished.

Procedure • Topic-related task: Write a list of materials and set of instructions to tell how you could make and play a musical instrument that needs to be tapped in order to make its special sound. • Text types include: recipes, experiments, directions and instructions for games

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What a performance

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Try to recall a time when you performed for people close to you. Did you sing or act or do tricks? Write about this performance. Tell who was watching or listening to you, where you were, what you did, how you felt and what the people watching you did or said after your performance.

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

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Teac he r

Singing or acting in front of other people can sometimes make us nervous but it can be a lot of fun. Often when children are very young they love to perform for other people, particularly family and friends. They will happily sing, pretend to be someone else or do tricks for people they know well.

Recount

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Making a puppet

There are many different types of puppets used to tell stories. There are finger puppets, hand puppets, stick puppets, puppets on strings, and puppets made from paper, cloth and dough. People who use them often put on different voices when the puppets have to ‘talk’.

m . u

If you had these materials how could you make a puppet?

o c cardboard plate, . a wooden ruler, che Asome e buttons,r a ball of wool, some o t r s sup glue and tape. Write how you would r e start to make your puppet and then

each of the steps you would take until your puppet was ready to use. Perhaps you could ask your teacher if these materials are available for you to make the puppet. Procedure

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How the puppet works Explanation

Setting the scene and stimulating ideas • Pictures and samples of different types of puppets

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Reviewing writing

• Structure: This explanatory text should include a diagram of the puppet followed by a paragraph that explains how a person makes the puppet work.

Teac he r

• Language features: use of topic-specific vocabulary, words that outline cause and effect • Specific features: The diagram of the puppet should be labelled.

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Explanation

• Topic-related task: It’s great fun to make and use a sock puppet. Draw a labelled picture of a sock puppet and then explain what you would need to do to make it look as though your puppet was ‘alive’. • Text types include: ‘how’ and ‘why’ texts, diagrams and flowcharts

Clarrie the clown

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Narrative

Setting the scene and stimulating ideas

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• Pictures of a variety of clowns

Reviewing writing

m . u

o c . che e r o t r s super

• Structure: This narrative text should consist of:

(a) an orientation, where the setting, the time and the clown are introduced

(b) a complication, where the clown discovers his case is missing

• Language features: use of words that link stages in time, use of descriptive words, use of action verbs • Specific features: The text should include a description of Clarrie’s face, his clothes and his performance.

Narrative • Topic-related task: Buffy is a magician. Write a story about a day when Buffy got a surprise every time she performed a trick. Nothing turned out the way it should have done. • Text types include: short stories, poems, plays, myths, legends and fairytales 50

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How the puppet works

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Have a look at some different types of puppet or pictures of puppets. Choose one type to look at closely. What does the puppet look like? How does it move? On your page, draw a picture of the puppet. Make labels to name the different parts of the puppet. Underneath, write a paragraph to explain how a person makes this puppet work.

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

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Teac he r

When we are watching a puppet play it is sometimes very easy to think the puppets are real people or animals. People using the puppets can make them move and talk as though they were really alive. The actions of the puppets can make us feel happy, sad, worried, excited or nervous.

Explanation

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Clarrie the clown

Do you have a favourite clown? Clowns can be the funniest people. They can look funny, sound funny, do funny tricks and make us feel very happy. Clowns often paint their faces, put on funny noses and wear very strange clothes.

m . u

One day, Clarrie the clown was going to perform at the circus, but when he went to get his case full of clothes and face paint it had disappeared. Write a story to tell what Clarrie did. What did he wear? How did he make his face look different? What did he do at the circus?

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Teachers notes

Rules for groups Procedure

Setting the scene and stimulating ideas • A list of class rules; posters listing expectations about cooperation

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

Reviewing writing

• Structure: This procedural text should be presented in the form of a poster. The poster should have a heading and beginning statement as outlined in the activity. This should be followed by a set of rules or instructions.

Teac he r

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• Language features: sequential ordering of steps (possible but not necessary), imperative verbs, present tense • Specific features: The rules/instructions should relate to working with others.

Procedure

• Topic-related task: If you were asked by the teacher to lead a group activity, how would you make everyone in the group feel important? • Text types include: recipes, experiments, directions and instructions for games

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Discussion

Setting the scene and stimulating ideas

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Sorting out the problem

• Selection of pictures of children interacting—some positive, some showing obvious problems

Reviewing writing

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• Structure: This discussion text should begin with a statement about the two girls. This should be followed by text that relates the discussion the two girls shared. • Language features: topic-related words and phrases; verbs, present tense, use of terms such as therefore, because, if; emotive language • Specific features: There should be some indication of which of the girls is making each point raised.

Discussion • Topic-related task: Hannah and Alfredo both wanted to report to the class about their group activity. Write about the discussion they had that helped sort out the problem. • Text types include: interviews, forums and editorials

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Rules for groups

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Make a poster for your classroom. On a large sheet of paper make a bright heading that says: ‘Rules for groups’. Under the heading write this: ‘When we are working in a group we need to ...’. List all the things everyone needs to remember and do when working with others. Decorate your poster.

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Each day at school you probably do some group work. When we are working in a group, we need to cooperate. That means we need to listen to each other, take turns, follow rules and do our best to complete the activity. Everyone in a group is important.

Procedure

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We all need friends. Friends like being with us, help us with our problems, say kind things and look out for us. Sometimes, however, friends disagree with each other. It is important that we don’t let disagreements get bigger and bigger. We need to listen, talk and try to understand each other.

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52 Sorting out the problem

One day, during a sports lesson, Sofia was having trouble bouncing a ball. Everyone laughed, including her friend, Rosetta. Sofia was very hurt and for the rest of the day wouldn’t talk to anyone. But the next day the girls sat down and talked about the problem. Starting with a sentence about the girls, write what you think they might have said to each other.

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Fun with friends Recount

Setting the scene and stimulating ideas • Pictures, photographs and books about friends and friendships

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Reviewing writing

• Structure: This recount text should be presented in four sections. In each chronologicallyordered section there should be an outline of something special the student did with a friend on a specified day.

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• Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments

• Specific features: There should be a chronologically-ordered set of days at the top of the texts.

Recount

• Topic-related task: Draw or paint a picture of a time you and a friend spent a day together. Under the picture write about what you did that day.

• Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles

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Welcome! Procedure

Setting the scene and stimulating ideas

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• Cards or posters displaying ‘welcoming’ words; for example, ‘welcome’, ‘friend’, ‘join’, ‘happy’, ‘share’

Reviewing writing

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• Structure: This procedural text should be presented under the heading ‘Welcome’. There should be an ordered set of points that outline how the student would make a newcomer welcome. • Language features: sequential ordering of steps, imperative verbs, present tense • Specific features: The text should include five numbered points.

Procedure • Topic-related task: When 10 students are divided into two teams for a lunchtime game it needs to be fairly organised. What do you think would be the best way to go about organising the teams? Write at least three steps. • Text types include: recipes, experiments, directions and instructions for games

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Fun with friends

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Divide your page into four sections. In the first section write about something you enjoyed doing with a friend about four days ago. In the next section write about something you did the next day; then something you did with a friend yesterday; and finally something you have done today. Write the name of the day at the top of each section.

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Teac he r

It’s good to sit by yourself and read a book, draw a picture or play with a favourite toy. But it’s also important we enjoy spending time with other people. Being with others teaches us to share, to listen to others and to enjoy the company of people who like to do similar things.

Recount

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Welcome!

Sometimes children have to change schools. They might move house or change state or even go to a different country. It can be very hard for someone to come into a new class when they don’t know anyone.

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If a new student came into your class you would want him/her to feel very welcome. Give your page the heading, ‘Welcome’, then write five things you would do to make the new person feel happy to be in your class. Number each of your ideas. Make number 1 the very first thing you would do; number 2 the next thing you would do and so on, up to number 5.

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Teachers notes

The meaning of the rules Explanation

Setting the scene and stimulating ideas • A list of general school rules

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Reviewing writing

• Structure: This explanatory text should consist of an explanation of three school rules and of what happens when the rules are not obeyed.

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• Language features: use of topic-specific vocabulary, words that outline cause and effect • Specific features: Each of the three rules should be written out as part of the text.

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Explanation

• Topic-related task: Write a text that explains why you think it is important for students to sort out disagreements before they get too big. • Text types include: how and why texts, diagrams and flowcharts

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Narrative

Setting the scene and stimulating ideas

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Helping to solve the problem

• Pictures that show young children looking concerned; words on card or board, such as ‘friends’, ‘help’, ‘problem’, ‘encourage’, ‘listen’, ‘understand’

Reviewing writing

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• Structure: This narrative text should consist of: (a) an orientation, where the setting, the time and the main character are introduced (b) a complication, where the main character encounters a problem and friends rally to help sort it out (c) a resolution or conclusion, where action is taken and the problem resolved. • Language features: use of words that link stages in time, use of descriptive words, use of action verbs • Specific features: Look for interaction between the friends in the solving of the problem.

Narrative • Topic-related task: Serena was always telling everyone what they should do. Because she was so bossy, no-one wanted to play with her. Write a story about how Serena changed so that eventually she had many friends. • Text types include: short stories, poems, plays, myths, legends and fairytales 56

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55 The meaning of the rules

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Think about three of your school rules and when you were first told about them. Write down each rule and then explain what the rule means and why it is important that all students follow exactly what it says. At the end, write what happens if students do not follow these rules.

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Teac he r

Since the day you started school teachers have probably been telling you about school rules—rules that need to be followed to keep everyone safe and happy. Just like at home, it is important that everyone cooperates and obeys the rules.

Explanation

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Helping to solve the problem

When someone has a problem it is good to think that other people are ready to help. Problems can cause people to feel sad, worried, lonely or scared. By listening to someone with a problem, you can make that person feel much better, especially if together you can think of a way to solve the problem!

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Write a story about someone who has a problem but who is lucky enough to have some friends come along who help to sort things out. Tell about the people involved, the problem, the plan to solve it, what they do and how things turn out in the end.

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Problem solved Report

Setting the scene and stimulating ideas • Selection of storybooks in which characters need the help of others to solve a problem

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Reviewing writing

• Structure: This report text is a book report. It should begin with the name of the book and if possible the author. The text should then consist of an outline of the story, including references to the characters.

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• Language features: vocabulary related to specific topic, action verbs, descriptive language, words conveying personal opinion

• Specific features: The text should include reference to the part of the story the student liked best and there should be mention of how the student felt at the end of the book.

Report

• Topic-related task: Think about the school year so far. Write a report about how your classroom rules have helped everyone get along with each other.

• Text types include: historical, geographical, technological texts and newspaper reports

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Who and what is right? Exposition

Setting the scene and stimulating ideas

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• Samples or lists of rules and ideas for cooperation

Reviewing writing

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• Structure: This expository text should begin with reference to the overheard statement as outlined in the activity. This should be followed by points and supportive reasoning the student would share with the person making the statement. • Language features: use of topic-related vocabulary, use of connectives to reinforce results of actions, verbs used to express opinion, use of emotive and persuasive language • Specific features: Check that the points listed refer to the statement about always being ‘right’ and ‘the best’.

Exposition • Topic-related task: If you did something to upset or hurt someone, do you think it would be best to talk to him/her and apologise or write a letter or email? Give reasons for your choice. • Text types include: debates, letters, editorials and advertisements

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Problem solved

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Think of a story you have read where a character needs the help of others to solve a problem. At the top of the page, write the name of the story. If you can, write the name of the author too. Then write about the story, what character you liked best, your favourite part of the story and how you felt when you got to the end.

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Teac he r

Many stories tell about characters who have problems and who need the help of others to sort them out. There are the three pigs who need to build a house, the prince who needs to find the owner of the golden slipper and Dorothy who needs to get back to Kansas.

Report

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People are all different and that means they have different thoughts and ideas. Sometimes people will agree with your ideas and sometimes they will disagree. Just because people have different ideas doesn’t always mean that one person is right and one is wrong.

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58 Who and what is right?

If you overheard two people arguing and one person said, ‘I’m always right. My idea is definitely the best’, how would you feel? If you had the chance to talk to the person who said this, what would you say to him/her and why would you say it?

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Working together Report

Setting the scene and stimulating ideas • Pictures of students working in group activities; words on card or board, such as ‘cooperate’, ‘team’, ‘together’, ‘share’

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Reviewing writing

• Structure: This report should begin with a statement about the meeting. This should be followed by information about what each student is going to do for the cake stall.

• Specific features: Check that the five students are mentioned in the text.

Report

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Teac he r

• Language features: vocabulary related to specific topic, action verbs, descriptive language

• Topic-related task: Write a report on a special event you were part of and in which everyone had a special role to play. • Text types include: historical, geographical, technological texts and newspaper reports

Afterthoughts

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Recount

Setting the scene and stimulating ideas

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• Pictures of friendship groups; words on card or board, such as ‘sorry’, ‘apologise’, ‘wrong’

Reviewing writing

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• Structure: This recount text should be in a basic letter or email format. After the greeting, the body of the text should consist of an apology for actions taken during an event earlier in the day. • Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments • Specific features: There should be some indication this is a letter or email—there should be a greeting and a ‘signing off’.

Recount • Topic-related task: Think back to and write about a time you were not cooperative. What did you do? What happened? How did you feel afterwards? • Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles 60

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Working together

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Anika, Ryan, Benji, Blake and Jaidyn wanted to have a cake stall to raise money for new books to put in the library. After their teacher agreed with their idea, they had a meeting to decide what each person would do. Write a report about the meeting, telling what they decided each person would do.

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Teac he r

When there is a big task to be done it is a good idea if different people take on jobs that will help with organising it. It’s not good for one person to have to do everything or for one person to have the say about the way everything should work. It’s good to have a team effort.

Report

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Afterthoughts

We will all have times when we disagree with other people, even our friends. Sometimes when people disagree they are happy to have different ideas. But sometimes different ideas cause bigger problems; people don’t listen to each other and go away feeling upset or disappointed.

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Imagine one of your friends didn’t want to play the same game as you. You got cross, walked away and told other people that your friend was mean. That night you felt very sad and sorry so you wrote your friend a letter or sent an email about what happened and what you think you should have said or done. On your page or the computer, write your letter or email.

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