Primary Writing: Book B - Ages 6-7 by Teacher Superstore

Book B

RIC-6261 4.7/667

Additional titles available in this series:

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PRIMARY WRITING (Book A) PRIMARY WRITING (Book C) PRIMARY WRITING (Book D) PRIMARY WRITING (Book E) PRIMARY WRITING (Book F) PRIMARY WRITING (Book G)

This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

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Internet websites

In some cases, websites or speciﬁc URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

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Primary writing Foreword

BOOK B

Primary writing is a series of seven books designed to provide opportunities for students to read, examine and write a variety of text types; narratives, recounts, procedures, reports, explanations and expositions. Titles in this series: • • • •

Primary writing Book A Primary writing Book B Primary writing Book C Primary writing Book D

• Primary writing Book E • Primary writing Book F • Primary writing Book G

Narratives

Teachers notes .......................................................................................iv – v Curriculum links ............................................................................................ v Writing format information .................................................................... vi – vii Writing format checklists.....................................................................viii – xiii Blank writing formats ......................................................................... xiv – xix Proofreading and editing checklist ............................................................. xx Class recording sheet .................................................................................xxi

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................................................................................................................2–13 1 – The missing cakes ............................................................................. 2–5 2 – A poor shot......................................................................................... 6–9 3 – The goose with the golden eggs.................................................... 10–13

© R. I . C.Publ i cat i ons Recounts ..............................................................................................................14–25 •f or r evi ew pur posesonl y• 1 – The family picnic ............................................................................ 14–17

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Procedures

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2 – Lemons for Mrs Townsend .............................................................18–21 3 – Our excursion to the ﬁre station......................................................22–25 ..............................................................................................................26–37 1 – Summer fun ....................................................................................26–29 2 – Shining ﬁsh .....................................................................................30–33 3 – A sandwich for lunch ...................................................................... 34–37

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Reports

..............................................................................................................38–49 1 – Penguins........................................................................................ 38–41 2 – Strawberries .................................................................................. 42–45 3 – The three billy goats Gruff ............................................................. 46–49

Explanations

..............................................................................................................50–61 1 – Popcorn ......................................................................................... 50–53 2 – Posting a letter............................................................................... 54–57 3 – Snails ............................................................................................. 58–61

Expositions

..............................................................................................................62–73 1 – Picking up clothes.......................................................................... 62–65 2 – Hats ............................................................................................... 66–69 3 – Breakfast ....................................................................................... 70–73

PRIMARY WRITING

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Teachers notes Six text types have been chosen: • narratives • recounts • reports • explanations

• procedures • expositions

Three examples of each text type are given for students to read and analyse. Following each example, a framework is provided for students to use in planning and writing that text type.

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The text type and number of the example are given.

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The parts of each text type are given with relevant information for the teacher.

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Teacher information provides suggestions for using the worksheet in the classroom and ideas for display, publishing, purposes for writing, appropriate audiences and the context in which students may be asked to write the particular text type.

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Some examples of language features used in each text type are indicated. Also see pages vi – vii.

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Each text type is presented over four pages: ~ teachers page ~ student page – 1 includes an example of the text type ~ student page – 2 uses a framework for analysing the text type on student page – 1 ~ student page – 3 provides a framework for the student to write his or her own example of the particular text type

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Answers are provided for student page – 2 where the students are analysing the text type. PRIMARY WRITING

Teachers notes Student pages

Student page – 1

Student page – 2

The text type and number of the example are given. The text type example is supplied.

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Artwork appropriate to the example is provided, particularly for students requiring visual clues.

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Questions are given to help students to identify particular parts of a text type framework. The questions may also be used to assess student knowledge of a particular framework.

Student page – 3

The text type and plan number are given.

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type topic has been chosen for students. (Blank frameworks for each text type can be found on pages xiv – xix.)

Students are encouraged to proofread their work.

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Student page – 1 may be used at a later date to identify particular phonic examples, for speciﬁc spelling words or rhyming words or as a reading comprehension activity or reading assessment.

Curriculum links WA W 2.1, W 2.2, W 2.3, W 2.4

PRIMARY WRITING

SA 1.4, 1.7, 1.8, 1.11, 1.12

NSW WS1.9, WS1.10, WS1.11, WS1.12, WS1.13, WS1.14

Vic. ENWR0201 ENWR0202 ENWR0203 ENWR0204

QLD Refer to www.qsa.qld.edu.au

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Writing format information Below are general descriptions of the text types included in this book.

Narrative Report – is a framework which describes aspects of a

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living or non-living thing in detail – includes: • Title • Classiﬁcation: a general or classifying statement • Description: accurate and detailed • Conclusion: a comment about the content of the report (optional) – uses the following language features: • factual language rather than imaginative • the third person • the timeless present tense • information organised into paragraphs A report may be written in the form of a book review, scientiﬁc report, newspaper or magazine article, eyewitness account or a progress report.

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– is a framework which tells a story – includes: • Title • Orientation: the setting, time and characters • Complication: involving the main character(s) and a sequence of events • Resolution: to the complication • Ending: often showing what has changed and what the characters have learnt – uses the following language features: • a range of conjunctions to connect ideas • appropriate paragraphing • descriptive language • usually written in past tense A narrative may be written in the form of a poem, story, play, imaginative story, fairytale, novel, myth, legend, ballad, science ﬁction story or modern fantasy.

– is a framework which outlines how something is

– is a framework which retells events as they

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happened in time order – may be factual, personal or imaginative – includes: • Title • Orientation: all relevant background (who, when, where, why) • Events: signiﬁcant events in detail • Ending: often with an evaluative comment – uses the following language features: • vocabulary to suggest time passing • paragraphs to show separate sections • the past tense A recount may be written in the form of a newspaper report, diary, letter, journal, eyewitness account, biography, autobiography or history.

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made or done – includes: • Title • Goal: the purpose of the procedure shown clearly and precisely • Materials: a list of materials or requirements under appropriate headings or layout • Steps: the method in a detailed, logical sequence • Test: an evaluation (if appropriate) – uses the following language features: • instructions often with an imperative verb • subject-speciﬁc vocabulary • simple present tense • concise language A procedure may be written in the form of a recipe, instructions for making something, an experiment, an instruction manual, a maths procedure, how to play a game, how to operate an appliance, how to use an atlas or how to deal with a problem.

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Recount

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PRIMARY WRITING

Writing format information Exposition – is a framework which argues for a

Explanation

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– is a framework which outlines how something occurs, works or is made – includes: • Title • Statement: precisely what is to be explained • Explanation: a clear account in logical sequence of how and why the phenomenon occurs • Conclusion: an evaluation and comment about what has been explained OR • Title • a deﬁnition • a description of the components or parts • the operation—how it works or is made • the application—where and when it works or is applied • special features—interesting comments • evaluation or comment/conclusion – uses the following language features: • subject-speciﬁc terms and technical vocabulary where appropriate • simple present tense is often used • linking words to show cause and effect • information is organised into paragraphs An explanation may be written in the form of an essay, or a handbook—for example, how a kite works—a science, health or society and environment text.

particular position and attempts to persuade the audience to share this view – includes: • Title • Overview: statement of the problem or issue and the writer’s position • Arguments: presented in a logical manner with supporting detail, usually from the strongest to the weakest • Conclusion: a restating of the writer’s position and a summary of the arguments presented – uses the following language features: • a variety of controlling words and conjunctions • paragraphs to state and elaborate on each point An exposition may be written in the form of an essay, a letter, policy statement, a critical review, an advertisement, an editorial or a speech.

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Modelled writing

The role of the teacher is to observe and support students as they develop as writers. Writing is an extremely complex activity, simultaneously involving decisions on content, text coherence and cohesion, spelling, grammar, punctuation and a sense of audience and purpose. Because it takes time and practice to develop understanding of the writing process and the different writing formats, many opportunities for students to interact with their teacher and their peers are essential. Modelled writing is an effective way of supporting student writers, particularly when the focus is on the cognitive processes involved. Frequent modelling of the planning process and how these plans can be used to write text in different formats, is strongly recommended.

PRIMARY WRITING

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I said where they were.

I introduced the characters.

Orientation:

My title is interesting.

Title:

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Date:

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I said when the story happened.

I said where they were.

Name:

My story made sense.

I used interesting words.

Writing skills:

Date:

My story has a suitable ending.

Ending:

I told how they solved the problem.

Resolution:

I told about the events that happened.

I told about the problem.

Complication:

Name:

My story made sense.

I used interesting words.

Writing skills:

My story has a suitable ending.

Ending:

I told how they solved the problem.

Resolution:

I told about the events that happened.

I told about the problem.

Complication:

I said when the story happened.

I introduced the characters.

Teac My title ish interesting. Orientation: e r

Title:

Student narrative checklist

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Student narrative checklist

Writing format checklists

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I told who was there.

Orientation:

My title is suitable.

Title:

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Date:

Name:

My recount made sense.

I used ‘time’ words.

Writing skills:

and how I felt about it.

I said how it ended …

Ending:

Date:

The events were in the correct order.

I gave details about the events.

Events:

I told where it happened.

I told when it happened.

I told who was there.

Orientation:

Name:

I used ‘time’ words.

Writing skills:

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and how I felt about it.

I said how it ended …

Ending:

The events were in the correct order.

I gave details about the events.

Events:

I told where it happened.

I told when it happened.

T eac Title: he My title is suitable. r Student recount checklist

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Student recount checklist

Writing format checklists

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Name:

My report was interesting.

I used information words.

Writing skills:

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I said what I thought about it.

Ending:

I used true information.

I included interesting facts.

I described it clearly.

Description:

I told what it is.

Classiﬁcation:

Title:

My report was interesting.

I used information words.

Writing skills:

Date:

I said what I thought about it.

Ending:

I used true information.

I included interesting facts.

I described it clearly.

Description:

I told what it is.

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Title:

Student report checklist

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Student report checklist

Writing format checklists

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Date:

I said what I wanted to do or make.

Name:

Date:

My procedure is easy to follow.

I used topic words.

Writing skills:

I said how it should look or work in the end.

Test:

I didn’t miss out any steps.

The steps were in the right order.

I explained the steps clearly.

Steps:

I made a list of what was needed.

Materials:

Name:

Writing skills:

m I used topic words. . My procedure is easy to follow. u

I said how it should look or work in the end.

Test:

I didn’t miss out any steps.

The steps were in the right order.

I explained the steps clearly.

Steps:

I made a list of what was needed.

Materials:

I said what I wanted to do or make.

Goal:

Title:

procedure checklist TeaStudent c he Title: r Goal:

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Student procedure checklist

Writing format checklists

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Date:

I said what I was going to explain.

Name:

Date:

My explanation is easy to understand.

I used topic words.

Writing skills:

I made an interesting comment or conclusion.

Concluding statement:

I included all important information.

I explained things clearly.

I explained how it happens or works.

Description:

Name:

I used topic words.

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Writing skills:

I made an interesting comment or conclusion.

Concluding statement:

I included all important information.

I explained things clearly.

I explained how it happens or works.

Description:

I said what I was going to explain.

Deﬁnition:

Title:

Teac h Deﬁnition: e r

Title:

Student explanation checklist

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Student explanation checklist

Writing format checklists

PRIMARY WRITING

I stated the topic.

Overview:

Title:

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Date:

I said what I thought about it.

I stated the topic.

Writing skills:

I said what I thought about the topic.

Conclusion:

I used persuasive words.

I started with my strongest argument.

I explained my ideas about the topic.

Arguments:

Name:

my arguments.

Writing skills:

m I used words like ‘should’ and. ‘must’. Other people will understand u

I said what I thought about the topic.

Conclusion:

I used persuasive words.

I started with my strongest argument.

I explained my ideas about the topic.

Arguments:

I said what I thought about it.

Teac Title: he r Overview: Student exposition checklist

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Date:

I used words like ‘should’ and ‘must’. Other people will understand my arguments.

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Student exposition checklist

Writing format checklists

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Blank writing format – Narrative Title

Orientation

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Who? When? Where?

Complication and events

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Resolution

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Ending

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PRIMARY WRITING

Blank writing format – Recount Title

Orientation

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Events

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Who? Where? When? Why?

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Ending

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Blank writing format – Procedure Title

Goal

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Materials

Steps

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Test

How will you know if your procedure works?

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PRIMARY WRITING

Blank writing format – Report Title

Classiﬁcation

What is it?

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Description

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Conclusion

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Blank writing format – Explanation Title

Deﬁnition

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Description

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Conclusion

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What I think.

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PRIMARY WRITING

Blank writing format – Exposition Title

Overview

What is the topic?

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Arguments

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What I think should happen.

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Conclusion

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Date:

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capital letters for names

capital letters for beginning sentences

Punctuation: I used:

Name:

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I didn’t leave out any words

it is easy to understand

it makes sense

Writing: I have read through my writing to check that:

I thought about the best words to use.

Vocabulary:

I checked the spelling of words.

Spelling:

full stops

capital letter for ‘I’

Name: Date: T e ach Punctuation: I used: er capital letters for beginning sentences

Student proofreading and editing checklist

it is easy to understand

it makes sense

Writing: I have read through my writing to check that:

I thought about the best words to use.

Vocabulary:

I checked the spelling of words.

Spelling:

full stops

capital letter for ‘I’

capital letters for names

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Student proofreading and editing checklist

Proofreading and editing checklist

PRIMARY WRITING

Class recording sheet Students

Date:

✓ developed • developing ✗ not yet NARRATIVES Title relates to story Characters are introduced Setting tells where and when Complication and events told Complication is resolved Conclusion relates to story

Orientation tells who, when, where, why Events are described

Events are in correct order

Conclusion relates to events PROCEDURES Goal is stated

Materials are listed

Steps are clear and sequenced All necessary steps included REPORTS Subject is stated

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RECOUNTS

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Description is clear Facts are accurate

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EXPLANATIONS

Subject is stated

Explanation is clear

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Relevant information and vocabulary Order is logical EXPOSITIONS

Topic and writer’s position stated Arguments are logical and supported Language is persuasive Arguments and position summarised

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A ﬁnal comment is included

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WRITING SKILLS Spells some common words correctly Chooses some descriptive words Uses some basic punctuation Some knowledge of verb tense Sequences and connects ideas Some sense of purpose and audience Rereads and self-corrects writing

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Narratives

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

The missing cakes

Orientation –

• verbs in the past tense; e.g. made, put

Today, Mum made some little chocolate cakes.

who, when and where

She made them for Tari and Tom to take to school. She put them on the table to cool.

Complication – involving the main character

When Mum went to get them, they were all gone.

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She was very cross.

Events – are described in chronological order

• conjunctions to join ideas; e.g. When

‘Did you eat the cakes?’ she asked Tom. ‘No Mum, it was not me’, said Tom.

So Mum asked Tari, ‘Did you take the cakes?’

Resolution – to the complication

‘Where is Sam? Did that greedy dog eat my cakes?’ Mum asked.

‘No, Sam is outside asleep in his kennel. He did not take the cakes,’ the children replied.

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‘No, Mum, I did not take the cakes’, Tari said.

• appropriate paragraphs

‘What a mystery! What happened to my chocolate cakes? You’ll have to take chocolate biscuits to school instead’, Mum said. When they were having tea, Tari told Dad about the cake mystery. Dad’s face went very red and he started to laugh. ‘It’s not funny, it’s not funny at all’, they told him. ‘Yes, it is. I can solve your big mystery. ‘I took the cakes.

Ending – showing what has changed and what the character has learnt

Answers

• Discuss the title with students and ask them to predict what the story could be about.

Page 4

• Read the narrative with the students, encouraging them to identify words using contextual information, including the illustrations.

2. (a) today

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Teacher information

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• Reread the story as a reader’s theatre with individuals or small groups reading the parts.

1. The missing cakes (b) at home

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‘I thought you made the cakes for me to take to work for our morning tea party. Everyone said they were really delicious.’

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3 (a) They didn’t know what happened to the cakes.

• Discuss the complication or problem and how it was resolved.

(b) Tom

• Encourage students to ﬁnd the relevant parts of the narrative and to copy words to complete the analysis on page 4.

(d) He was asleep in his kennel.

• Before students attempt to use the narrative plan on page 5 to plan their story about something missing, model the process of planning then writing a story about a missing object.

(e) Tari

4. Dad took the cakes.

5. Dad took the cakes to work and they all thought they were delicious.

• Some students may prefer to draw instead of writing their plan. They need to understand that the plan is for ideas and that they will write their real story later. • Student narratives can be compiled and published in a book to be shared with another class. (Publishing/Audience)

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PRIMARY WRITING

Narrative 1

The missing cakes Today, Mum made some little chocolate cakes. She made them for Tari and Tom to take to school.

r o e t s B r e oo When Mum went to get them, they were all gone. p u k She was very cross. S ‘Did you eat the cakes?’ she asked Tom. ‘No Mum, it was not me’, said Tom. So Mum asked Tari, ‘Did you take the cakes?’ ‘No, Mum, I did not take the cakes’, Tari said.

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She put them on the table to cool.

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‘What a mystery! What happened to my chocolate cakes? You’ll have to take chocolate biscuits to school instead’, Mum said.

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kennel. He did not take the cakes’, the children replied.

. te having tea, Tari told Dad about theo When they were cake mystery. c . Dad’s face went c very red and he started to laugh. e h r e o thim. r ‘It’s not funny, it’s not funny atu all’, told s s er pthey ‘Yes, it is. I can solve your big mystery. ‘I took the cakes. ‘I thought you made the cakes for me to take to work for our morning tea party. Everyone said they were really delicious.’ PRIMARY WRITING

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Looking at narrative

Use the narrative on page 3 to complete the page. 1. Title

Write the name of the story. 2. Orientation

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(a) When did the story happen? (b) Where did it happen?

3. Complication and events

(a) What was the problem?

(b) Who did Mum ask ﬁrst?

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(c)

(d)

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(e) Who told Dad about the mystery?

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4. Resolution

5. Ending

What happened at the end?

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PRIMARY WRITING

Narrative plan

1. Plan a story about something missing. Title

My story is called Orientation

r o e t s Bo r e Who is the story about? p ok u Where did it S happen?

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When did the story happen?

Complication

What was the problem?

Events

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2. Write your story. PRIMARY WRITING

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What happened?

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3. Check your work. R.I.C. Publications®

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Narratives

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

A poor shot

Orientation –

• verbs in the past tense; e.g. was, lived

Once upon a time, there was a young prince called William. He lived in a castle with his two younger brothers.

who, when and where

Complication – involving the main character

Their father, the king, often took the boys out hunting.Prince William hated hunting because his arrows always missed their targets. His brothers laughed and made fun of him.

Events – in the order in which they occurred

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William tried and tried and tried. He even set up a practice target but he did not get any better.

• a range of conjunctions to join ideas; e.g. because, and, but

Resolution – to the complication

Ending – showing what has changed

The poor old man looked very cold and hungry. Prince William gave him some food and his warm coat.

The old man thanked him and gave him a small round stone. He said that if William kept it in his pocket, he would shoot well. William thanked him and put it in his pocket. He went home and forgot all about it. A few weeks later William had to go hunting with his father. He couldn’t believe his eyes. It was amazing! His arrows ﬂew straight and true.

William felt in his pocket. The stone was still there and he knew that it had to be a magic one.

• appropriate paragraphs

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One day, when he was out in the woods, an old man came along. He watched as William missed the target again and again.

Teacher information

Answers

• Read the narrative with the students.

Page 8

• Work through the analysis on page 8 with the students who may write words, sentences or draw pictures to show their understanding of the narrative structure.

1. A poor shot

• Explain that plans are for ideas and they will be writing their stories later.

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• Narratives may be displayed on the wall as part of collage of fairy tale characters.(Display)

• Students could write their stories in preparation for a visit a pre primary class to read their stories to a younger partner. (Audience/Purpose)

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Where? At the castle and in the woods When? Once upon a time

3. Prince William was a poor shot. 4. Events:

o c . che e r o t r s super

• The teacher should model planning then writing a retell of a fairy story before asking students to plan and write their own fairy tale.

m . u

w ww

• Brainstorm different fairy tales, the problems the main characters faced and how they resolved them.

2. Who? Prince William, the old man, the king, and two brothers

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(i)

William set up a target and tried and tried.

(ii) An old man came and watched him.

(iii) William gave him his coat and some food. (iv) The old man gave William a stone.

(v) William put it in his pocket and went home.

5. William’s arrow went straight and hit the targets. 6. William still had the stone in his pocket and decided that it was a magic one.

PRIMARY WRITING

Narrative 2

A poor shot Once upon a time, there was a young prince called William.He lived in a castle with his two younger brothers.

Teac he r

His brothers laughed and made fun of him.

ew i ev Pr

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

Their father, the king, often took the boys out hunting. Prince William hated hunting because his arrows always missed their targets.

William tried and tried and tried. He even set up a practice target but he did not get any better.

The poor old man looked very cold and hungry. Prince William gave him some food and his warm coat.

w ww

The old man thanked him and gave him a small round stone. He said that if William kept it in his pocket, he would shoot well.

m . u

One day, when he was out in the woods, an old man came along.He watched as William missed the target again and again.

. te o William thanked him and put it in his pocket. He went home and c . e forgot all about it.c her r o st super A few weeks later William had to go hunting with his father.He couldn’t believe his eyes. It was amazing! His arrows ﬂew straight and true. William felt in his pocket. The stone was still there and he knew that it had to be a magic one. PRIMARY WRITING

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Looking at narrative

Use the narrative on page 7 to complete the page. 1. Title

Write the name of the story. 2. Orientation

3. Problem

Who?

ew i ev Pr

Teac he r

Where?

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

When?

4. Events

w ww

(Third)

. te

m . u

(First)

o c . che e r o How was the t r s problem solved? super (Fourth)

5. Resolution

(Fifth) 6. Ending

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PRIMARY WRITING

Narrative plan

1. Plan a fairy story. Title

My story is called Orientation

Problem

Who?

ew i ev Pr

Teac he r

Where?

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

When?

Events

w ww

. te

(Third) Resolution

m . u

(First)

o c . che e (Fourth) r o t r s super Ending

How was the problem solved?

2. Write your story. PRIMARY WRITING

3. Check your work. R.I.C. Publications®

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Narratives

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

The goose with the golden eggs

Orientation –

• verbs in the past tense; e.g. was collecting, found

Many years ago, a farmer was collecting eggs. He found a heavy yellow egg in his goose’s nest.

who, when and where

Events – in chronological order

He was going to throw it away because he thought someone was playing a trick on him. But when he took it home, he found that the egg was made of gold.

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

The farmer wanted to be very, very rich. He knew the gold egg was worth a lot of money.

The next day, the goose laid another gold egg. The farmer sold the eggs for a lot of money.

• conjunctions to connect ideas; e.g. because, As

Complication –

the problem confronting the farmer

As he grew richer, the farmer grew greedy. He wanted more and more gold to sell.

Resolution – how the problem was solved

He wanted to get all the gold. So one morning he killed the goose to get it. But there was no gold inside the goose.

Ending – showing what the character has learnt

The farmer would get no more gold and he was very sad. He had killed the goose because he was too greedy.

• appropriate paragraphs

ew i ev Pr

Teac he r

Every day, the goose laid a gold egg. The farmer sold all the eggs. Soon he was a rich man.

Teacher information

Answers

• Read the narrative with the students.

Page 12

• Stop reading occasionally, to give students the opportunity to identify the next word using contextual information or phonic analysis.

1. The goose with the golden eggs

• Discuss other fables the students may know.

w ww

• Analyse the narrative using the questions on page 12. Students can choose to write answers or draw pictures in the spaces provided.

. te

• The students will need to be familiar with the fable The boy who called wolf as they will plan a retell of this story.

Where? On the farm When? Many years ago 3. As the farmer grew richer/rich he grew more and more greedy and he wanted more gold to sell. 4. Teacher check 5. (a) He killed the goose. (b) No

m . u

• Explain that this is a special story called a fable because it teaches a lesson.

2. Who? The farmer and the goose

o c . che e r o t r s super

• Before students attempt to use the narrative plan on page 13 to plan their retell, model planning and writing a retell of a familiar narrative.

6. The greedy farmer would get no more gold and he was sad.

• Ensure students understand that the plan is for their ideas and they will need to write their story later.

• Stories can be written on sheep outlines and displayed on a farm mural. (Display/Purpose) • The concept of being truthful can be related to the health and values learning area. (Context)

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PRIMARY WRITING

Narrative 3

The goose with the golden eggs Many years ago, a farmer was collecting eggs. He found a heavy yellow egg in his goose’s nest.

Teac he r

But when he took it home, he found that the egg was made of gold.

ew i ev Pr

r o e t s Bo r e p o u k He was going to throw it away because he S thought someone was playing a trick on him.

The farmer wanted to be very, very rich. He knew the gold egg was worth a lot of money.

The next day, the goose laid another gold egg. The farmer sold the eggs for a lot of money.

w ww

As he grew richer, the farmer grew greedy. He wanted more and more gold to sell.

. te

m . u

Soon he was a rich man.

o c . che e r o t r s super

He wanted to get all the gold. So one morning he killed the goose to get it. But there was no gold inside the goose. The farmer would get no more gold and he was very sad. He had killed the goose because he was too greedy.

PRIMARY WRITING

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Looking at narrative

Use the narrative on page 11 to complete the page. 1. Title

Write the name of the story. 2. Orientation

3. Problem

Who?

r o e t s Bo he grew more r e p ok u S and more As the farmer grew

ew i ev Pr

Teac he r

Where?

and he wanted more gold to

When?

4. Events

w ww

. te

(Third) 5. Resolution

m . u

(First)

o c . che (Fourth) r e o r st super 6. Ending

(a) What did the farmer do to try and solve the problem?

(b) Did it work? 12

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PRIMARY WRITING

Narrative plan

1. Plan a story about The boy who called wolf wolf. Title

Orientation

Problem

Who?

ew i ev Pr

Teac he r

Where?

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

When?

Events

w ww

m . u

(First)

. te

o c . che e r o t r s super What did the boy learn? How was the problem solved? (Third)

Resolution

2. Write your story. PRIMARY WRITING

(Fourth)

Ending

3. Check your work. R.I.C. Publications®

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Recounts

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

The family picnic

Orientation – who, when, where and why

• vocabulary to suggest passing of time; e.g. After, Finally

On Sunday, Mum, Dad, Jillian, Todd and I went to Fisherman’s Point for a picnic for Grandma’s birthday.

Events – signiﬁcant events in detail

After we picked up Grandma at eight o’clock, we started the long drive to the picnic spot. We drove past farms with cows and horses and went over a long bridge over a river. Finally, we arrived.

Teac he r

Conclusion – often with an evaluative comment

At 4 o’clock, we packed up the car and headed for home. We all had a great time, especially Grandma, who said that she had never napped in such a nice place!

Teacher information

Answers

• Read the recount with the students.

Page 16

• verbs in the past tense; e.g. ate, had

ew i ev Pr

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

Aunty Beth and Uncle John and our cousins, Susan and Andrew, were waiting for us. We had fun playing games, then we ate lots of birthday cake. Grandma had a nap after lunch on a fold-up chair under the trees.

• paragraphs to show different sections

• Discuss the recount, asking students questions to help them identify the title, orientation, some events and the conclusion. Highlight the comment at the end.

• Work through the analysis on page 16 with the students.

• Ensure students know that the plan is to record ideas only and the actual writing of the recount will come later.

1. Teacher check

2. On Sunday, Mum, Dad, Jillian, Todd and I went to Fisherman’s Point for a picnic or for Grandma’s birthday. 3. Teacher check 4. Teacher check

• Point out to the students that when writing a recount, one of the main characters is often ‘I’, the writer of the recount.

w ww

• Students can write words, sentences or draw pictures to complete their plan on page 17. • Students can write a recount for an oral presentation to the class or for a writing activity to record weekend activities. (Purpose/Audience)

. te

m . u

• Model the process of planning and writing a recount about going to the beach.

o c . che e r o t r s super

• Students can mount their published recounts onto a paperwoven picnic basket shape or an A3 sheet of paper with a border of colourful drawings relating to the recount (trees, picnic basket, picnic food etc.). (Display) • A recount of this nature can be written following a discussion about families. (Context)

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PRIMARY WRITING

Recount 1

The family picnic On Sunday, Mum, Dad, Jillian,

r o e t s Bo r e Point for a picnic for pGrandma’s ok u birthday. S

ew i ev Pr

Teac he r

Todd and I went to Fisherman’s

After we picked up Grandma at eight o’clock, we started the long drive to the picnic spot. We drove past farms with cows

and horses and went over a long bridge over a river. Finally, we

were waiting for us. We had fun playing games, then we ate lots

w ww

chair under the trees.

m . u

of birthday cake. Grandma had a nap after lunch on a fold-up

. te o and headed for home. We all had a c . c e he r great time, especially Grandma, who t o r s s r u e p said that she had never napped in At 4 o’clock, we packed up the car

such a nice place!

PRIMARY WRITING

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Looking at recount

Use the narrative on page 15 to complete the page. 1. Title

Copy the title. 2. Orientation

Complete the sentence. On

, r o e t s B r e oo p , and u k S ,

went to

(who)

(where)

(why)

3. Events

(who)

ew i ev Pr

Teac he r

(when)

for

Choose four events and draw them in the correct order.

w ww

. te

m . u

o c . che e r o t r s super

4. Conclusion

Write words to tell why Grandma had a great time. 16

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PRIMARY WRITING

Recount plan

1. Plan a recount about your own family picnic. Title

Orientation

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

Events

What things happened?

ew i ev Pr

Teac he r

Who, when, where, why

w ww

. te

Conclusion

m . u

o c . che e r o t r s super

What happened at the end?

2. Write your recount. PRIMARY WRITING

3. Check your work. R.I.C. Publications®

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Recounts

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

Lemons for Mrs Townsend

Orientation – who, when, where and why

• vocabulary to suggest passing of time; e.g. On Saturday morning

On Saturday morning, I took some lemons to Mrs Townsend, our next door neighbour. We had too many on our tree for us to eat.

Events – signiﬁcant events in detail

On Sunday afternoon, Mrs Townsend knocked on our front door and gave me a jar of lemon butter.

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

On Monday afternoon, I took Mrs Townsend some more lemons.

On Tuesday afternoon, Mrs Townsend knocked on our front door and gave me a lemon meringue pie.

• verbs in the past tense; e.g. knocked, gave

Conclusion – often with an evaluative comment

On Thursday afternoon, Mrs Townsend knocked on our front door with a bottle of lemonade. On Friday night, I had ﬁsh and chips with freshly squeezed lemon juice for tea, with a glass of lemonade and lemon meringue pie for dessert! I love taking lemons to Mrs Townsend!

• paragraphs to show different sections

ew i ev Pr

Teac he r

On Wednesday afternoon, I took Mrs Townsend some more lemons.

Teacher information

Answers

• Read the recount with the students.

Page 20

• Discuss the recount, asking students questions to help them identify the title, orientation, some events and the conclusion. Highlight the comment at the end.

1. Teacher check

• Work through the analysis on page 20 with the students. • Ensure students know that the plan is to record ideas only and the actual writing of the recount will come later.

2. When: On Saturday morning; Who: I, Mrs Townsend; Where: next door, to Mrs Townsend; Why: We had too many lemons on our tree for us to eat. 3. (a) I took some lemons to Mrs Townsend. (b) Mrs Townsend gave me a jar of lemon butter.

• Remind students that when writing a recount, one of the main characters is often ‘I’, the writer of the recount.

(e) I took Mrs Townsend more lemons.

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• Students can write words, sentences or draw pictures to complete their plan on page 21.

m . u

w ww

• Model the process of planning and writing a recount. A suggested topic is a family camping holiday.

(d) Mrs Townsend gave me a lemon meringue pie. (f) Mrs Townsend gave me a bottle of lemonade. 4. love

o c . che e r o t r s super

• Students can type and print their new recount on the computer and display it on a plate shape. (Publishing/ Display)

• Students relate their recount about a special meal during a news-telling session with the class. (Purpose/Audience) • Students can write a recount about a special meal when completing a theme about diet, food from different countries, celebrations or families. (Context)

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PRIMARY WRITING

Recount 2

Lemons for Mrs Townsend or e

Teac he r

to Mrs Townsend, our next door neighbour.

We had too many on our tree for us to eat.

ew i ev Pr

t s Bo r e p ok u On SaturdayS morning, I took some lemons

On Sunday afternoon, Mrs Townsend knocked on our front door and gave me a jar of lemon butter.

m . u

and gave me a lemon meringue pie.

w ww

On Wednesday afternoon, I took Mrs Townsend some more lemons.

. t eof lemonade. o with a bottle c . che e r o t r s suchips er On Friday night, I had ﬁsh and p with

On Thursday afternoon, Mrs Townsend knocked on our front door

freshly squeezed lemon juice for tea, with a glass of lemonade and lemon meringue pie for dessert! I love taking lemons to Mrs Townsend!

PRIMARY WRITING

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Looking at recount

Use the recount on page 19 to complete the page. 1. Title

2. Orientation

Write words in the boxes to tell:

Where

3. Events

Write the events which happened on the following days and draw a picture of an object to match. (a) Saturday

Why

ew i ev Pr

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

Teac he r

When

w ww

(d) Tuesday

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(e) Wednesday

m . u

o c . che e r o t r s super

(f) Thursday

4. Conclusion

Write the word which tells how the writer felt about taking lemons to Mrs Townsend. 20

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PRIMARY WRITING

Recount plan

1. Plan a recount about going out for a special meal. Title

Orientation

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

Events

What things happened?

ew i ev Pr

Teac he r

Who, when, where, why

w ww

. te

m . u

o c . che e r o t r s super

Conclusion

What happened at the end?

2. Write your recount. PRIMARY WRITING

3. Check your work. R.I.C. Publications®

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Recounts

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

Our excursion to the ﬁre station

Orientation – who, when and where

• verbs in the past tense; e.g. arrived, saw

Last week, our class and Mr Walker’s class went on a bus to the ﬁre station because we are learning about people in the community who help us.

Events – signiﬁcant events in detail

When we arrived, a firefighter showed us around the fire station. We saw the fire trucks, the hoses and uniforms.

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

Jason was chosen to try on a firefighter’s hat but it fell over his eyes and he couldn’t see. We all laughed! Then the firefighter turned on the siren and we had to cover our ears because it was so loud.

Conclusion – often with an evaluative comment

I think I would like to be a ﬁreﬁghter when I grow up! But only if I can get a hat small enough!

Teacher information

Answers

• Read the recount with the students.

Page 24

• Discuss the recount, asking students questions to help them identify the title, orientation, some events and the conclusion. Highlight the comment at the end.

1. Teacher check

• paragraphs to show different sections

ew i ev Pr

Teac he r

We practised our ﬁre drill and the emergency number for the ﬁre station.

• vocabulary to suggest the passing of time; e.g. Then

2. (a) our class, Mr Walker’s class, the ﬁreﬁghter, Jason

• Ensure students know that the plan is to record ideas only and the actual writing of the recount will come later. • Model the process of planning and writing a recount if students have not used a plan before to help them write a recount. • Students can write words, sentences or draw pictures to complete their plan on page 25.

w ww

• Students can write a ‘polished’ copy of their hospital recount onto a lined A4 hospital shape or surround a class mural of a hospital with their recounts. (Publishing/Display)

. te

• Students can share their recounts with another class or to report about their excursion to parents at an assembly. (Purpose/Audience)

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(d) because we are learning about people in the community who help us

3. (a) The firefighter showed us around the station. (b) We saw the fire trucks, hoses and uniforms. (c) Jason tried on a firefighter’s hat. (d) The firefighter turned on the siren.

(e) We practised our ﬁre drill and emergency number. 4. Teacher check

o c . che e r o t r s super

• Students write a recount about a visit to a hospital when completing a theme about ‘People in the community who help us’, in conjunction with a discussion about ‘built features’ of an environment or special places. (Context)

(b) Last week

m . u

• Work through the analysis on page 24 with the students.

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PRIMARY WRITING

Recount 3

Our excursion to the ﬁre station Last week, our class and Mr Walker’s class went on a bus to the ﬁre station because

BRIGADE

r o e t s Bo r e p ok u S When we arrived, a ﬁreﬁghter showed us we are learning about people in the

ew i ev Pr

Teac he r

community who help us.

around the ﬁre station. We saw the ﬁre trucks, the hoses and uniforms.

Jason was chosen to try on a firefighter’s hat but it fell over his eyes and he couldn’t see. We all laughed! Then the firefighter

turned on the siren and we had to cover our ears because it was

We practised our ﬁre drill and the emergency number for the ﬁre

w ww

m . u

station.

I think I would like to be a ﬁreﬁghter when I grow up! But only if I

. te

can get a hat small enough!

PRIMARY WRITING

o c . che e r o t r s super F I R E S TAT I O N

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Looking at recount

Use the recount on page 23 to complete the page.. 1. Title

2. Orientation

Copy the words which tell:

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

ew i ev Pr

Teac he r

(a) the names of four different characters (or groups of characters)

(b) when

3. Events

Match each sentence beginning to its ending to show the main events which happened.

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• the ﬁre trucks, hoses and uniforms.

m . u

w ww

(a) The ﬁreﬁghter showed us • (b) We saw

•

• around the station.

•

• our ﬁre drill and emergency number.

•

• the siren.

(d)

o c . che e r o t The firefighter turnedr on • • a s firefighter’s hat. super

(e) We practised 4. Conclusion

What did the writer decide after visiting the ﬁre station?

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PRIMARY WRITING

Recount plan

1. Plan a recount about a visit to a hospital. Title

Orientation

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

Events

What things happened?

ew i ev Pr

Teac he r

Who, when, where, why

w ww

. te

m . u

o c . che e r o t r s super

Conclusion

What happened at the end?

2. Write your recount. PRIMARY WRITING

3. Check your work. R.I.C. Publications®

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Procedures

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

Summer fun

Goal – The purpose of this procedure is to ﬁnish the summer picture.

• written in simple present tense

Finish this summer picture.

Materials –

You will need:

a list of materials needed under an appropriate heading

• a lead pencil

Steps – the steps are written clearly and concisely in a logical sequence

• coloured pencils or felt-tipped pens

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

Steps:

1. Draw a boy and a girl swimming between the ﬂags.

2. Draw someone surﬁng in the waves on a red surfboard.

Test – The success of this procedure would be evaluated by checking that all instructions had been done correctly and the picture looked good.

4. Draw a sandcastle next to it.

• instructions begin with command verbs; e.g. Draw, Colour • a capital letter is needed at the beginning of each instruction and a full stop at the end

ew i ev Pr

Teac he r

3. Draw a yellow and green beach umbrella in the sand.

• uses subject-speciﬁc vocabulary; e.g. coloured pencils

5. Draw a blue bucket and spade in the sand. 6. Draw an airplane in the sky. 7. Colour the ﬂags red and yellow. 8. Colour the rest of the picture. Test: Does your picture look good?

Teacher information

Answers

• Discuss the picture on page 27 with the students and encourage them to share their own experiences about swimming at the beach, surﬁng the waves, what the ﬂags on the beach mean etc.

Page 28

• Students complete the procedure, drawing each step before commencing the next. Partners could check each other’s work to evaluate the success of the procedure.

. te

2. It tells you how to ﬁnish a picture about a beach scene. 3. Students should have drawn and labelled a lead pencil, coloured pencils or felt-tipped pens. 4. (a) 8 (b) (i) Draw (c) verbs

(ii) Colour

m . u

w ww

• Ask students to point to the words listing what they will need. Read through the instructions with the students, asking them to point where they would draw the pictures.

1. Summer fun

o c . che e r o t r s super

• Work through the analysis on page 28 with the students. In the ‘Steps’ section, point out that not all procedures have eight steps, some may have more and others less. Further discussion may be needed for students to revise ‘verbs’ or ‘doing words’.

(d) Teacher check

5. The answer should indicate that the procedure could be checked to see if the picture was correct and looked good.

• Students can write words, sentences or draw pictures to complete a plan on page 29 for others to ﬁnish a picture. The picture shows a child greeting an ‘alien’. Room for up to six steps is given. Steps could include drawing the alien’s spaceship, another alien or alien pet, a tree or bush in the background and colouring the picture. • The importance of giving clear written and verbal instructions should be discussed. • Students’ procedures could be followed and completed by a classmate and displayed for others to read and compare. (Purpose/Publishing/Display/Audience) • Students can identify procedures (instructions) such as those in their workbooks, how to open packaging or how to play a game. (Context)

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PRIMARY WRITING

Procedure 1

Summer fun

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

ew i ev Pr

Teac he r

Finish this summer picture.

You will need:

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• coloured pencils or felt-tipped pens

m . u

w ww

• a lead pencil

Steps: 1. Draw a boy and a girl swimming between the flags. 2. Draw someone surfing in the waves on a red surfboard. 3. Draw a yellow and green beach umbrella in the sand. 4. Draw a sandcastle next to it. 5. Draw a blue bucket and spade in the sand. 6. Draw an airplane in the sky. 7. Colour the flags red and yellow. 8. Colour the rest of the picture.

o c . che e r o t r s super

Test: Does your picture look good? PRIMARY WRITING

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Looking at procedure

Use the procedure on page 27 to complete the page. 1. Title

2. Goal

The procedure tells you how to …

Draw and label the things you will need.

ew i ev Pr

Teac he r

3. Needs

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

4. Steps

the procedure was right?

(b) Write the two words used at the beginning of the steps.

w ww

(i)

. te o These words are called c . che e r o t r s super

(ii) (c)

m . u

(a)

(d) Write three more of these types of words.

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PRIMARY WRITING

Procedure plan

1. Plan a procedure. Title

Goal

Needs

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

ew i ev Pr

Teac he r

To ﬁnish a picture about meeting an alien.

Steps

w ww

1. 2. 3.

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4. 5.

m . u

Put your steps in order.

o c . che e r o t r s super

6. Test

How would you know if the procedure was right? 2. Check your work. PRIMARY WRITING

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Procedures

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

Shining ﬁsh

Goal – The purpose of this procedure is to make a shining ﬁsh.

• written in simple present tense

Make a shining ﬁsh.

Materials – a list of materials needed under an appropriate heading

You will need: • scissors

Steps –

• coloured pencils, felt-tipped pens or paint

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

• tape

• sharp pencil or toothpick

Steps:

the steps are written clearly and concisely in a logical sequence

1. Cut out the ﬁsh.

2. Use a sharp pencil or a toothpick to poke holes through

Test – The success of this procedure would be evaluated by checking that all instructions had been followed correctly and a good ﬁsh made.

3. Colour or paint the ﬁsh black, red and yellow. 4. Stick the ﬁsh to a window with tape.

5. Watch the ﬁsh ‘glow’ when the sun shines through the holes! Test: Did you follow the instructions and make a good shining ﬁsh?

• instructions begin with command verbs; e.g. Use, Stick • a capital letter is needed at the beginning of each instruction and a full stop at the end

ew i ev Pr

Teac he r

the paper at each dot.

• uses subjectspeciﬁc vocabulary; e.g. felt-tipped pens

Teacher information

Answers

• Discuss the picture on page 31 with the students and ask them why they think the fish has a ‘light’ attached to its head. They may be interested to know that many of the fish, squid and jellyfish living in the deeper, dark parts of the ocean ‘glow’ in the dark. This helps them to attract prey or find a mate in the darkness.

Page 32

• Students complete the procedure, following each step. Partners could check each other’s ﬁsh model to evaluate the success of the procedure.

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2. It is about how to make a shining ﬁsh.

3. Students should have drawn and labelled scissors; coloured pencils, felt-tipped pens or paint; tape; sharp pencil or toothpick. 4. (a) 5

m . u

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• Ask students to point to the words listing what they will need. Read through and discuss the instructions with the students.

1. Shining ﬁsh

(b) Cut, Use, Colour, Stick, Watch (c) verbs (d) Teacher check

o c . che e r o t r s super

• Work through the analysis on page 32 with the students. In the ‘Steps’ section, point out that not all procedures have ﬁve steps, some may have more and others less. Further discussion may be needed to revise ‘verbs’ or ‘doing words’.

5. The answer should indicate that the ﬁsh could be checked to see if it was made properly, and looked good.

• Students can write words, sentences or draw pictures to complete a plan on page 32 for others to make an orangoutang. Discuss with the students what the letters and dots on the orang-outang’s body are for, to assist them in writing their instructions. Another suggestion could be to glue pieces of orange and brown wool on its body to create the orang-outang’s fur. • The importance of giving clear written and verbal instructions should be discussed. • Students’ procedures could be completed by a classmate and displayed for others to read and compare. (Publishing/ Display/Audience/Purpose) • Students can identify and attempt to read procedures (instructions) for making things in art and craft books for children, instructions for constructing Lego™ and other models etc. (Context)

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PRIMARY WRITING

Procedure 2

Shining ﬁsh Make a shining ﬁsh. You will need: • scissors

• coloured pencils, felt-tipped pens or paint

• tape

• sharp pencil or toothpick

Teac he r

ew i ev Pr

r o e t s Bo r e p o u k Steps: S 1. Cut out the ﬁsh. 2.

Use a sharp pencil or a toothpick to poke holes through the paper at each dot.

Colour or paint the ﬁsh black, red and yellow.

Stick the ﬁsh to a window with tape.

Watch the ﬁsh ‘glow’ when the sun shines through the holes!

m. . . u

. ...... . .

......

.. .. .

w ww

. .. . .

...

.....

...

..... ..

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

. . .. .. . . .

. . . .

.. . . .

...

... . te . . . . . . o .. c . .c . .h .. e . . r . ............ o ..... e t r s s r upe ......

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

PRIMARY WRITING

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Looking at procedure

Use the procedure on page 31 to complete the page. 1. Title

2. Goal

What is the procedure about?

r o e t s Bo r e p ok u S Draw and label the things you will need.

4. Steps

5. Test

ew i ev Pr

Teac he r

3. Needs

How would you know if © R. I . C.Publ i c at i ons the procedure was right? (b) Write • thef beginning word of each orr evi ew pur posesonl y• (a) How many steps are there?

w ww

. te

m . u

step.

o c . 5. che e r o t r (c) These words are called s s uper (d) Write two more of these types of words. 32

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PRIMARY WRITING

Procedure plan

1. Plan a procedure. Title

Goal

To make an orang-outang. Needs

Teac he r

Steps

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

ew i ev Pr

Put your steps in order. 1. 2. 3. 4. 5.

Test

. te C

m . u

w ww

How will you know if someone can follow your procedure?

o c . che A e r o t r s super D

A B

2. Check your work. PRIMARY WRITING

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Procedures

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

A sandwich for lunch

• written in simple present tense

Goal – The purpose of this procedure is to make a sandwich for lunch.

Make a sandwich for lunch.

Materials –

You will need:

a list of materials needed under an appropriate heading

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

• 2 slices of bread • butter or margarine • grated cheese

Steps – the steps are written clearly and concisely in a logical sequence

• 1 slice of ham

• slices of tomato

• knife

• plate

• lettuce

1. Collect all the ingredients.

2. Spread the margarine or butter on the bread.

3. Put the ﬁlings on one slice of bread.

4. Put the second slice of bread on top.

5. Cut the sandwich into two triangles.

6. Put on a plate and eat!

• instructions begin with command verbs; e.g. Spread, Put

ew i ev Pr

Teac he r

Steps:

• uses subject-speciﬁc vocabulary; e.g. slices, grated cheese

• a capital letter is needed at the beginning of each instruction and a full stop at the end

Test – The success of this procedure could be evaluated by tasting it.

Test:

(a) Did the procedure work?

Answers

• Read through the procedure on page 35 with the students, using the pictures to help them understand the instructions. Selected students could also take it in turns to follow the procedure and prepare the actual sandwich, using the utensils and ingredients required, while other students observe and suggest what needs to be done next.

Page 36

• Work through the analysis on page 36 with the students. In the ‘Steps’ section, point out that not all procedures have six steps, some may have more and others less. Further discussion may be needed to revise ‘verbs’ or ‘doing words’.

4. (a) 6

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Teacher information

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1. A sandwich for lunch

m . u

(b) Did it taste good?

2. It is about how to make a sandwich.

o c . che e r o t r s super

• Students can write words, sentences or draw pictures to complete their plan for making a sandwich on page 37. Their procedure plan will closely follow the one on page 35, but they can personalise theirs by changing some of the ingredients to those they prefer; e.g. chicken instead of ham, adding mayonnaise, using wholemeal bread.

3. Students should have listed the eight items in the ‘You will need’ section. (b) Collect, Spread, Put, Cut (c) verbs

(d) Teacher check

(e) 4. Put the second slice of bread on top.

5. The answer should indicate that (a) the procedure could be followed and (b) the sandwich tasted good.

• Students’ published procedures could be collated into a class book or displayed for others to read so ideas for sandwiches are shared. (Publishing/Display/Audience/ Purpose) • The activity could be done in conjunction with a healthy eating or food theme. (Purpose/Context) • Students can read simple procedures in recipe books for children. (Context)

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PRIMARY WRITING

Procedure 3

A sandwich for lunch Make a sandwich for lunch. You will need:

r o e t s Bo • lettuce r e p • plate ok u S

• 2 slices of bread

• butter or margarine

• 1 slice of ham

• slices of tomato

Steps:

1. Collect all the ingredients.

2. Spread the margarine or butter on the bread.

ew i ev Pr

Teac he r

• knife

• grated cheese

w ww

. t 5. Cut the e sandwich into two triangles.

Test:

slice of bread on top.

m . u

on one slice of bread.

o c . che e r o t r s super 6. Put on a plate and eat!

(a) Did the procedure work? (b) Did it taste good?

PRIMARY WRITING

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Looking at procedure

Use the procedure on page 35 to complete the page. 1. Title

2. Goal

3. Needs

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

List the things you need.

4. Steps

w ww

(e)

. te

m . u

(a) How many steps are there? (b)

ew i ev Pr

Teac he r

What is the procedure about?

o c . che e r o t r s super

Write the number and step this picture shows.

5. Test

How would you know if the procedure worked? 36

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PRIMARY WRITING

Procedure plan

1. Plan a procedure about making a sandwich you like to eat. Title

Goal

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

Needs

Steps

ew i ev Pr

Teac he r

What do you want to do?

w ww

. te

m . u

How will you make it? Put your steps in order.

o c . che e r o t r s super

Test

How would you know if your procedure worked?

2. Check your work. PRIMARY WRITING

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Reports

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title – states the subject of

Penguins

the report

Classiﬁcation– A general or classifying statement about what is being reported.

• written in timeless present tense, in the third person

Penguins are members of the bird family.

Description – This report gives a detailed and accurate account of what the animal looks like, where it can be found and what it can do.

Although they are birds, penguins can not ﬂy. They spend most of their time in water and can swim very well.

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

Conclusion – A comment giving the writer’s opinion about the subject of the report.

Penguins have short, thick, shiny feathers. Their feathers are darker on their back and lighter on their belly. Enemies such as seals can not see them as easily in the water. Penguins eat ﬁsh, squid and krill, which are like tiny prawns. A hook at the end of their bill helps them to grab their food.

• information is organised into paragraphs

ew i ev Pr

Teac he r

Their wings are like ﬂippers and help them to swim. Their body is shaped like a torpedo. This helps them to move smoothly through the water.

• uses factual language rather than imaginative; e.g. Penguins have short, thick, shiny feathers

I like the way penguins move in the water. It looks as if they are ﬂying. When they are on land, they move with a funny waddle.

Teacher information

Answers

• Discuss the pictures on page 39 with the students and encourage them to share what they know about penguins.

Page 40

• Direct the students to the title of the report and the classifying statement. Read through the report with the students and discuss words and phrases in the description.

2. Penguins are members of the bird family.

• Students can write words, phrases, sentences and draw pictures to complete a report plan about an animal of their choice on page 41.

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3. Teacher check 4. (a) ﬂying (b) land, funny

m . u

w ww

• Work through the analysis on page 40 with the students, pointing out the sections of a report. The sections have been separated on page 39 so students can more clearly identify them. Students can write words, phrases or sentences to complete the analysis.

1. Penguins

o c . che e r o t r s super

• Students’ report plans could be read out by them in small groups and discussed. (Purpose/Audience)

• The report plans could be displayed for other students to read and compare, especially those who chose the same animal. (Publishing/Display/Purpose) • The activity could be done in conjunction with a broad or selective animal theme. (Context/Purpose) • Books containing simple animal facts or reports could be displayed in the classroom and read as a class or individually. (Context)

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Report 1

Penguins Penguins are members of the bird family.

Teac he r

r o e t s r epenguins can Boo Although they arep birds, u k not ﬂy. They spend S most of their time in

ew i ev Pr

water and can swim very well.

Their wings are like ﬂippers and help them to swim. Their body is shaped like a torpedo. This helps them to move smoothly through the water.

© R. I . C.Publ i cat i ons darker on their back and lighter on their belly. Enemies such as •f orr evi ew pur posesonl y• Penguins have short, thick, shiny feathers. Their feathers are seals can not see them as easily in the water.

m . u

Penguins eat ﬁsh, squid and krill, which are like tiny prawns. A

w ww

hook at the end of their bill helps them to grab their food.

. te o c move in the water. It looks as . c e hethey r if they are ﬂying. When o t r s s r u e p are on land, they move with I like the way penguins

a funny waddle.

PRIMARY WRITING

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Looking at report

Use the report on page 39 to complete the page. 1. Title

2. Classiﬁcation

r o e t s Bo r e p ok u What do they look Slike? What are they?

ew i ev Pr

Teac he r

3. Description

What can they do?

w ww

. te

m . u

Where do you ﬁnd them?

o c . che e r o t r s super Finish the sentences about the ending.

4. Conclusion

(a) Penguins look as if they are

in the water.

(b) When penguins are on

move with a 40

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, they waddle. PRIMARY WRITING

Report plan

1. Plan a report about an animal. Title

Classiﬁcation

r o e t s Bo r e p o u k Draw or write words about what it looks like. S What is it?

ew i ev Pr

Teac he r

Description

w ww

. te

Conclusion

m . u

o c . che e r o t r s super

What do you think about it?

2. Check your work. PRIMARY WRITING

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Reports

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title – states the subject of

Strawberries

the report

Classiﬁcation – A general or classifying statement about what is being reported.

• written in timeless present tense, in the third person

Strawberries are a type of fruit.

Description – This report gives a detailed and accurate account of what the fruit looks like, where it grows and how it is used.

Strawberries grow on small plants close to the ground. When strawberries begin to grow, they are green. They turn bright red when they are ripe.

• uses factual language rather than imaginative; e.g. Strawberries are a type of fruit

Strawberries are often bought in a container called a ‘punnet’. This stops them from getting squashed. Strawberries are nice to put on cereal, to have with icecream or to put in a fruit salad.

• information is organised into paragraphs

Conclusion – A comment giving the writer’s opinion about the subject of the report.

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

Strawberries are my favourite fruit. They help to keep my body healthy. I like to put strawberries in a milkshake to make a yummy, pink drink.

ew i ev Pr

Teac he r

They are small, round, soft and red in colour. If you look closely, you will see lots of tiny seeds on the outside. Strawberries taste sweet and juicy.

Teacher information

Answers

• Discuss the pictures on page 43 with the students and encourage them to share what they know about strawberries.

Page 44

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• Work through the analysis on page 44 with the students, pointing out the sections to a report. The sections have been separated on page 43 so students can more clearly identify them. Students can write words, phrases, sentences or draw pictures to complete the analysis. • Before students attempt to use their report plan on page 45 to plan and write a report about a fruit of their choice, model the planning then writing of a report about a different fruit.

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2. Strawberries are a type of fruit. 3. Teacher check 4. (a) favourite (b) healthy (c) milkshake

m . u

• Direct the students to the title of the report and the classifying statement. Read through the report with the students, discussing unknown words.

1. Strawberries

o c . che e r o t r s super

• Students can write words, phrases, sentences and draw pictures to complete their report plans.

• Students’ reports could be read out by them in small groups and discussed. (Purpose/Audience) • The published reports could be displayed for other students to read and compare, especially those who chose the same fruit. (Publishing/Display/Purpose) • The activity could be done in conjunction with a healthy eating or food theme. (Context/Purpose) • Examples of actual fruit, or pictures drawn or found in magazines by the students could be displayed in the classroom next to the appropriate reports. (Display)

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PRIMARY WRITING

Report 2

Strawberries Strawberries are a type of fruit.

r o e t s Bo r e oonkthe outside. If you look closely,p you will see lots of tiny seeds u Strawberries S taste sweet and juicy.

ew i ev Pr

Teac he r

They are small, round, soft and red in colour.

Strawberries grow on small plants close to the ground. When

strawberries begin to grow, they are green. They turn bright red when they are ripe. Strawberries are often bought in

Strawberries are nice to put on cereal,

w ww

fruit salad.

m . u

to have with ice-cream or to put in a

. tekeep my body healthy. I o They help to c . chein a milkshake e like to put strawberries r o t r s super to make a yummy, pink drink. Strawberries are my favourite fruit.

PRIMARY WRITING

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Looking at report

Use the report on page 43 to complete the page. 1. Title

2. Classiﬁcation

r o e t s Bo r e p ok u What do they look Slike? What are they?

ew i ev Pr

Teac he r

3. Description

w ww

. te

4. Conclusion

m . u

o c . che e r o t r s super

Finish the sentences about the ending. (a) Strawberries are my

fruit.

(b) They help to keep my body

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. PRIMARY WRITING

Report plan

1. Plan a report about a fruit. Title

Classiﬁcation

r o e t s Bo r e p o u What does it look like? k S

ew i ev Pr

Teac he r

Description

w ww

. te

Conclusion

How is it used?

m . u

Where does it grow?

o c . che e r o t r s super

What do you think about this fruit?

2. Write your report. PRIMARY WRITING

3. Check your work. R.I.C. Publications®

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Reports

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title – states the title of the

The three billy goats Gruff –

book report

• written in timeless present tense, in the third person

(a different fairytale) by B B Troll

Classiﬁcation – A general or classifying statement about the type of book.

This picture book is a different fairytale about The three billy goats Gruff Gruff.

Description –

The fairytale is different because it gives the troll’s side of the story. It is fun to read about what the troll thinks. Colourful pictures also help to make the story fun to read.

This report gives an account of what the book is about and summarises the story.

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

Conclusion – A comment giving the writer’s opinion about the book.

The story ends with the goats tiptoeing over the bridge so the troll can sleep in peace.

• information is organised into paragraphs

ew i ev Pr

Teac he r

The troll says that he has a very bad headache and is trying to get some sleep. The three billy goats wake him up each time they go ‘trip, trap’ across the bridge. The noise makes his headache worse and that is why he yells at them.

• uses factual language rather than imaginative; e.g. Colourful pictures also help …

I really enjoyed reading this book. It made me think differently about the troll and the goats. I think other children would enjoy reading this book.

Teacher information

Answers

• Revise the traditional version of The three billy goats Gruff with the students. Volunteers could take turns to retell parts of the story. A picture book copy of the traditional tale could also be read to the students.

Page 48

• Work through the analysis on page 48 with the students, pointing out the sections of a book report. The sections have been separated on page 47 so students can more clearly identify them. Students can write words, phrases, sentences or draw pictures to complete the analysis.

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2. A picture book about a fairytale with a difference. 3. (a) Teacher check (b) (i), (ii), (v), (vi)

4. (a) enjoyed (b) troll, goats (c) enjoy

m . u

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• Direct the students to the title. Read through the classifying statement with the students and explain that the report is about a picture book featuring a different version (story) of The three billy goats Gruff Gruff. (The correct term for it is ‘a fractured fairytale’.) Read through the report with the students, discussing unknown words. The illustrations could be discussed and compared with a traditional version, if available.

1. The three billy goats Gruff

o c . che e r o t r s super

• Before students attempt to use their report plan on page 49 to plan and write a report about a book they have read, model the planning then writing of a report about a different book. • Students can write words, phrases, sentences or draw pictures to complete their book report.

• Students’ reports could be read out by them in small groups and discussed. (Purpose/Audience) • The published reports could be displayed for other students to read and compare, along with a copy of the book, if available. A corner could be set up in the classroom as a ‘library’. Students could sign a card if they wish to ‘read’ a report. (Purpose/Publishing/Display/Context) • The activity could be done in conjunction with Children’s Book Week. (Purpose/Context) • The teacher or student could read the book to other students and then read his or her report about it as part of the language program. The other student can then give his or her opinion about the book. (Purpose/Audience/Context)

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PRIMARY WRITING

Report 3

The three billy goats Gruff – (a different fairytale) by B B Troll

This picture book is a different fairytale

r o e t s Bo r e p o u kside of the story. The fairytale is different because it gives the troll’s S It is fun to read about what the troll thinks. Colourful pictures also help to make the story fun to read.

ew i ev Pr

Teac he r

about The three billy goats Gruff Gruff.

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I really enjoyed reading

. te

this book. It made me

m . u

can sleep in peace.

o c . the troll and thec goats. e hr r o I think other children e t s super would enjoy reading think differently about

this book.

PRIMARY WRITING

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Looking at report

Use the report on page 47 to complete the page. 1. Title

2. Classiﬁcation

r o e t s Bo r e p ok u S (a) What is the book about? What is it?

ew i ev Pr

Teac he r

3. Description

(b) Tick the words that describe the book.

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(i)

colourful

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(iv) boring

m . u

(iii) silly

(v) different

(vi) enjoyable

o c . c e her r Finish the sentences about the ending. o t s super (a) The writer reading this book.

4. Conclusion

(b) The book made the writer think differently about the

and the (c) The writer thinks children would

reading this book.

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PRIMARY WRITING

Report plan

1. Plan a report about a book you have read. Title

Classiﬁcation

r o e t s Bo r e p ok u S What is the book about?

ew i ev Pr

Teac he r

Description

w ww

. te

m . u

o c . che e r o t r s What do you think abouts the ubook? per

Conclusion

2. Write your report. PRIMARY WRITING

3. Check your work. R.I.C. Publications®

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Explanations

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

Popcorn

Deﬁnition – a sentence which says what the explanation is about

• verbs in simple present tense; e.g. has

Do you like popcorn? Have you ever wondered why it pops?

Description

Conclusion

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

You are left with a snack that is healthy and good to eat!

Teacher information

Answers

• Read the explanation with the students.

Page 52

• Highlight the title, deﬁnition, description and conclusion, explaining each section.

1. Teacher check

• Teachers should model planning and writing an explanation before allowing students to complete one of their own; for example, ‘How plants get water’.

3. (a) Picture 4

• linking words to show cause and effect; e.g. When, because • information is organised into paragraphs

ew i ev Pr

Teac he r

Popcorn is a kind of corn. Each bit of popcorn has water inside it. When you heat the popcorn, the water inside turns into steam. The steam can’t get out because the popcorn has a hard coating on the outside. Soon there is no more room inside the popcorn for any more steam. This makes the popcorn explode and ‘pop’.

• subjectspeciﬁc vocabulary; e.g. steam, coating

2. Answers should be similar to ‘Why popcorn pops’.

• Students can place their explanation about the different parts of a plant near a class pot plant. (Display)

• Students can display their explanation on a tree or plant shape, or on a large sheet of art paper decorated with plant drawings or pictures cut from magazines. (Display)

w ww

• Students can write an explanation to practise relaying information into a clearly written format for a classmate or parent to read. (Purpose)

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• Students can write the chosen explanation in conjunction with a unit about living things, natural features of the environment, animal shelters or seasons. (Context)

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(d) Picture 5 (e) Picture 2

4. (a) a healthy snack (b) good to eat

m . u

• Students can write words, sentences or draw pictures to complete their plan on page 53.

(b) Picture 3

o c . che e r o t r s super

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PRIMARY WRITING

Explanation 1

Popcorn

r o e t s Bo r e wondered why it pops? p ok u S

ew i ev Pr

Teac he r

Do you like popcorn? Have you ever

Popcorn is a kind of corn. Each bit of popcorn has water inside

it. When you heat the popcorn, the water inside turns into steam. The steam can’t get out because the popcorn has a hard

w ww

You are left with a snack that

. te

is healthy and good to eat!

PRIMARY WRITING

m . u

and ‘pop’.

o c . che e r o t r s super

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Looking at explanation

Use the explanation on page 51 to complete the page. 1. Title

Copy the title.

2. Deﬁnition

r o e t s Bo r e p ok u S Match the pictures to the correct sentences. What is being explained?

(a) Popcorn is kind of corn.

ew i ev Pr

Teac he r

3. Description

(b) Popcorn has water inside it.

w ww

(d) The steam can’t get out.

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m . u

o c . The popcorn pops. che e r o t r s super

(e)

4. Conclusion

Popcorn is: (a) (b) 52

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PRIMARY WRITING

Explanation plan

1. Plan an explanation about the different parts of a plant. Title

Deﬁnition

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

ew i ev Pr

Teac he r

What it is.

Description

w ww

Conclusion

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o c . che e r o t r s super

2. Write your explanation. PRIMARY WRITING

m . u

3. Check your work. R.I.C. Publications®

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Explanations

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

Posting a letter

Deﬁnition – a sentence which says what the explanation is about

• subjectspeciﬁc vocabulary; e.g. van

Every day, mail comes to your house. Do you know how it gets there? First, a letter is posted. Then a postal van picks up the mail. The van takes the mail to the post ofﬁce.

Description

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Conclusion

When it gets where it has to go, another postal worker sometimes leaves it at the post ofﬁce for you to collect. But, most of the time, a mail deliverer puts it in your letterbox. Now you can really be glad when you take a letter out of the letterbox!

Teacher information

Answers

• Read the explanation with the students.

Page 56

• linking words to show cause and effect; e.g. When • information is organised into paragraphs

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At the post ofﬁce, it is sorted by size. It is also sorted by where it is to go. Some mail goes by truck. Some mail goes go by plane. Some mail goes go by train.

• verbs in simple present tense; e.g. goes

• Teachers should model planning and writing an explanation before allowing students to complete one of their own about how milk gets from the cow to the supermarket. • Students can write words, sentences or draw pictures to complete their plan on page 57.

• Students can type and print out their new explanation on the computer and display it on a cow shape. (Publishing/ Display)

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• Completed explanations can be attached to a used milk carton for display. (Display) • Students can write their explanation to show understanding of a speciﬁc process. (Purpose)

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2. Answers should be similar to ‘How a letter gets to my house’.

3. The sentences should be in the following order: (b), (e), (f), (d), (a), (c). 4. Teacher check

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• An explanation about how milk gets from the cow to the supermarket can be used in conjunction with a health theme about food or a society and environment theme about the needs of living things. (Context)

1. Posting a letter

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• Highlight the title, deﬁnition, description and conclusion, explaining each section.

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Explanation 2

Posting a letter Every day, mail comes to your house. Do you know how it gets there?

Teac he r

the mail to the post ofﬁce.

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r o e t s B r e oo First, a letter is posted. Then a postal p u k van picks upS the mail. The van takes

At the post ofﬁce, it is sorted by size. It is also sorted by where it is to go. Some mail goes by truck. Some mail goes by plane. Some mail goes by train.

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of the time, a mail deliverer puts it in your letterbox. Now you can really be glad when you take a letter out of the letterbox!

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PRIMARY WRITING

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Looking at explanation

Use the explanation on page 55 to complete the page. 1. Title

The title is 2. Deﬁnition

This explanation tells about

r o e t s Bo r e p ok u Write numbers next Sto each sentence to show the correct order. (a) The sorted mail goes where it has to go. (b) The letter is posted. (c) The mail is kept at the post ofﬁce to be picked up or put in the letterbox. (d)

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3. Description

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(f)

4. Conclusion

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Draw a picture of yourself getting mail out of the letterbox. Your face should show that you are glad to get a letter.

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(e) A van picks up the mail.

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Explanation plan

1. Plan an explanation about how milk gets from the cow to the supermarket. Title

Deﬁnition

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

Description

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Teac he r

What it is about.

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Conclusion

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2. Write your explanation. PRIMARY WRITING

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3. Check your work. R.I.C. Publications®

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Explanations

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

Snails

Deﬁnition – a sentence which says what the explanation is about

•

verbs in simple present tense; e.g. uses

Snails do not have feet. Do you know how they move?

Description

A snail has one big, ﬂat foot under its body. It uses this to creep along. Muscles in the snail’s foot squeeze together and stretch out. This makes the snail move forward.

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

Conclusion

The slimy track comes out from the front of the foot. Then the air makes it go hard. The snail can move across spiky leaves and sharp rocks without hurting its body. Aren’t snails clever to be able to move like this?

Teacher information

Answers

• Read the explanation with the students.

Page 60

• Highlight the title, deﬁnition, description and conclusion, explaining each section and identifying particular language features such as subject-speciﬁc vocabulary; for example, ‘muscles’, ‘body’ and ‘slimy material’.

1. Snails

• linking words to show cause and effect; e.g. Then

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A snail’s foot has a special place on it which makes slimy material. This makes a slimy track for the foot to slide along. You can see these slimy tracks in your garden.

• subjectspeciﬁc vocabulary; e.g. track

• information is organised into paragraphs

• Students can write words, sentences or draw pictures to complete their plan on page 61.

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• Students can type and print their explanation on the computer and display it next to a mural showing the life cycle of a butterﬂy. (Publishing/Display) • Students can write an explanation of a life cycle to younger students. (Purpose/Audience/Context)

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3. (a) Teacher check

(b) (i) Yes (ii) Yes (iii) No (iv) Yes (v) No

4. Answers will vary but should indicate that snails are clever because they move in an interesting manner using only one foot.

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• Teachers should model and complete an explanation before allowing students to complete one of their own.

2. snails move

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Explanation 3

Snails Snails do not have feet. Do you know how they move?

Teac he r

r o e t s Bo r e pﬂat foot under ok A snail has one big, u its body. It uses Sthis to creep along. Muscles

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in the snail’s foot squeeze together and stretch out. This makes the snail move forward.

A snail’s foot has a special place on it which makes slimy material. This makes a slimy track for the foot to slide along. You can see these slimy tracks in your garden.

The slimy track comes out from the front of the foot. Then the air

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Aren’t snails clever to be able to move like this?

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PRIMARY WRITING

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sharp rocks without hurting its body.

o c . che e r o t r s super

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Looking at explanation

Use the explanation on page 59 to complete the page. 1. Title

Write the title. 2. Deﬁnition

Complete the sentence by copying words.

r o e t s Bo r e p ok u Draw lines from S the words to label the diagram.

This explanation tells how 3. Description

shell

head

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Teac he r

(a)

eyes

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(b) Write Yes or No. (i)

Snails have muscles in their foot.

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air hole

o c . (iii) Snails makec slime in their mouth. e her r o t s (iv) The slime helps thems move over things. up er (ii) This muscle helps them move.

(v) The slime stays soft. 4. Conclusion

Write words to tell why snails are clever.

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PRIMARY WRITING

Explanation plan

1. Plan an explanation about how caterpillars turn into butterﬂies. Title

Deﬁnition

What it is.

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Teac he r

Description

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

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Conclusion

2. Write your explanation. PRIMARY WRITING

3. Check your work. R.I.C. Publications®

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Expositions

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

Picking up clothes

Overview – states the topic and what the writer thinks should happen

• paragraphs to state and elaborate each point

Lots of people in this family leave their clothes on the ﬂoor. It makes me cross because I think you should pick them up yourselves.

Arguments – these should support the writer’s point of view

It is not fair that I should have to pick them up. I didn’t put them there. Sometimes there are clean clothes and dirty clothes on the ﬂoor. They all get mixed up and I have to wash them all again.

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

• controlling words; e.g. should, must

Conclusion – a restating of the writer’s opinion

If you put your clean clothes away, you will be able to ﬁnd them. Then you won’t have to ask me to ﬁnd them for you.

There are dirty clothes baskets in the bathrooms. You should put your dirty clothes in them.

It is time for a change in this family. You must all pick up your own clothes. I won’t be doing it any more.

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Lots of clothes on the ﬂoor is messy. This makes the house look bad. There is lots of space in your cupboards. So you should put your clothes away.

Teacher information

Answers

• Read the exposition with the students.

Page 64

• Discuss who they think wrote this exposition, what the writer thinks should happen and why he or she wrote the exposition.

1. Picking up clothes 3. (a) Teacher check (b) mixed up

• Students can ﬁnd and copy words from the exposition on page 63 to complete the analysis on page 64. Some students will need to work through the analysis with an adult.

(f) in

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• Ask students to think of other arguments for picking up their own clothes.

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(e) ﬁnd 4. (a) time (b) must (c) the writer/Mum

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• Encourage students to discuss the topic and to decide if they agree or disagree with the writer and if their opinions have been inﬂuenced by the arguments presented.

2. The writer wants all the family to pick up their own clothes.

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• Provide opportunities for students to think about and discuss reasons why children should or should not make their own beds before they decide which side of the argument to support and complete the exposition plan on page 65.

• Compile a book of exposition plans for children who believe they should make their beds and another for those who disagree. (Display) • Compose one class exposition using the arguments for the most popular position. Order the arguments from the most to the least persuasive and read or send it to someone whose opinion they would like to change. (Purpose/ Audience)

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Exposition 1

Picking up clothes Lots of people in this family leave their clothes on the ﬂoor.

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It makes me cross because I

think you should pick them up

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yourselves.

It is not fair that I should have to pick them up. I didn’t put them

there. Sometimes there are clean clothes and dirty clothes on the ﬂoor. They all get mixed up and I have to wash them all again.

Lots of clothes on the ﬂoor is messy. This makes the house look bad. There is lots of space in your cupboards. So you should put your

Then you won’t have to ask me to ﬁnd them for you. your dirty clothes in them.

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There are dirty clothes baskets in the bathrooms. You should put

o c family. You must c all pick up your . e her r own clothes. I won’t be doing o t s s r u e p it any more. It is time for a change in this

PRIMARY WRITING

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Looking at exposition

Use the exposition on page 63 to complete the page. 1. Title

2. Overview

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

3. Arguments

(a) Do you think it is fair that the

writer has to pick up all the clothes?

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Teac he r

The writer wants all the family to:

The house will look all over the ﬂoor.

(c)

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(d) You should put your clothes away in your If you put your clothes away, you will be able to

(e)

if there are clothes

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(b) Clean and dirty clothes can get

them. . te o You should put dirty clothes a dirty c . e clothes basket. c her r o st super

(f)

4. Conclusion

(a)

It is

(b)

You clothes.

(c)

Who won’t be doing it any more?

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for a change in the family. pick up your own

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Exposition plan

1. Do you think children should make their own beds? Plan an exposition to tell what you think about it. Think of some good arguments. Title

Overview

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

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What do you think about it?

Arguments

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Conclusion

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What do you want children to do?

2. Check your work. PRIMARY WRITING

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Expositions

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

Hats

Overview – states the topic and the writer’s point of view

Lots of people go outside without a hat. I think that this is silly and everyone should wear a hat.

Arguments – supporting arguments for the writer’s opinion about what should happen

• controlling words e.g. should, Be

We can easily get sunburn on our faces. Sunburn can damage our skin and can cause cancer later. My pop had to have some sunspots burnt off his face. He told me he wished he’d worn a hat.

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

Conclusion – a restating of the writer’s opinion

Some people think that hats look silly. I think that my hats and caps look really good on me. At our school we have the no hat, no play rule. I think this is a good idea, but lots of people hate it. I think that they are silly and when they are old like my pop, they will be glad they had to wear a hat.

Please think about it. Be wise and wear your hat every time you go out in the sun.

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Hats protect our faces from the sun. I don’t like freckles. Some freckles have been caused by the sun.

• paragraphs to state and elaborate each point

Teacher information

Answers

• Read the exposition with the students who should be encouraged to use contextual information to help in decoding the text.

Page 68

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• Discuss what students think about wearing a hat and to decide if they agree or disagree with each of the writer’s arguments. • Ask students to think of other arguments for wearing a hat. • Discuss and evaluate the school policy about wearing hats.

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• Students can ﬁnd and copy words from the exposition on page 67 to complete the analysis on page 68.

2. The author wants everyone to wear a hat when they are outside. 3. (a)–(b) Teacher check (c) They don’t think hats look good. (d) the sun (e) Teacher check 4. (a) Be wise and think about it.

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• Discuss what the writer thinks should happen and why he or she wrote the exposition.

1. Hats

(b) Children should always wear a hat when they are outside.

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• Discuss reasons for and against wearing shoes to school and ask students to decide their own point of view and to identify their strongest argument to start with. Students can then complete their exposition plan on page 69. • The concept of wearing shoes can be related to the health and physical education learning area. (Context) • Arguments for wearing shoes can be glued on different shoe shapes and displayed on a mural. (Purpose/Display)

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Exposition 2

Hats Lots of people go outside without a hat. I think that this is silly and everyone

r o e t s Bo r e p o u k We can easily get sunburn on our faces. S Sunburn can damage our skin and can cause cancer later. My pop had to have some sunspots burnt off his face. He told me he wished he’d worn a hat.

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should wear a hat.

Hats protect our faces from the sun. I don’t like freckles. Some

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At our school we have the no hat, no play rule. I think this is a good

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idea, but lots of people hate it. I think that they are silly and when they are old like my pop, they will be glad they had to wear a hat.

. tabout it. Be wise o Please thinke c . ch and wear your hat every e r e o t r s super time you go out in the sun.

PRIMARY WRITING

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Looking at exposition

Use the exposition on page 67 to complete the page. 1. Title

2. Overview

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3. Arguments

(a) Which argument do you think is the best?

(b)

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(d) What causes skin cancer?

(e)

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(c)

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What does the writer want?

o c . c e r Do you think you h should wear a hat outside? er o t s super

4. Conclusion

(a)

Be wise and

(b)

Children should always wear a

about it.

when they 68

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. PRIMARY WRITING

Exposition plan

1. Plan an exposition about children wearing shoes to school. Make sure that your arguments are strong and persuasive. Title

Arguments

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

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Teac he r

Overview

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o c . che e r o t r s super

Conclusion

2. Check your work. PRIMARY WRITING

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Expositions

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

Breakfast

Overview – states the topic and the writer’s point of view

• controlling words; e.g. should, must

Many people do not eat a good breakfast. This is silly because breakfast is the most important meal of the day. Everyone should eat a good breakfast.

Arguments – persuasive arguments in support of the writer’s position on the issue

If you don’t eat breakfast, your body will not work well. You will not feel really healthy. You will not do your best work.

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

• paragraphs to state and elaborate each point

Conclusion – a restating of the writer’s opinion

It is most important that children eat breakfast. They run around a lot so they need lots of energy. Breakfast gives them energy.

If you have a good breakfast you won’t feel hungry. You won’t want to eat junk food all day. Junk food can make you fat and it is not good for you.

So eat and enjoy a good breakfast every day. Then you will be happy and healthy. You will feel better and work well.

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Some people get up late. Then they don’t have enough time for breakfast. They must get up earlier and eat their breakfast.

Teacher information

Answers

• Discuss what students have for breakfast and how healthy it is.

Page 72

• Read the exposition with the students asking them to use contextual information and phonic analysis to decode unrecognised words.

2. The writer wants everyone to eat a healthy breakfast.

• Provide opportunities for students to think about what they would like to have for breakfast and how to make their arguments for their parents persuasive.

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• Students should write their ideas on their exposition plan.

3. Teacher check 4. (a) So eat and enjoy a good breakfast every day. (b) Then you will be happy and healthy.

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• Work through the analysis on page 72 with the students. They should be encouraged to refer back to the text and to copy the words they need.

1. Breakfast

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• Students could sort and rate the breakfast exposition plans as really healthy, quite healthy or unhealthy and glue them on charts under these headings. (Display)

• The concept of eating a healthy breakfast can be related to the health and physical education learning area. (Context)

• An exposition incorporating the most persuasive arguments for a really healthy breakfast could be composed and written by the class for parents to read. (Purpose/Audience)

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PRIMARY WRITING

Exposition 3

Breakfast Many people do not eat a good breakfast. This is silly because breakfast

r o e t s Bo r e p ok u Sbreakfast, your body will not work If you don’t eat is the most important meal of the day.

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Teac he r

Everyone should eat a good breakfast.

well. You will not feel really healthy. You will not do your best work.

Some people get up late. Then they don’t have enough time for breakfast. They must get up earlier and eat their breakfast.

It is most important that children eat breakfast. They run around If you have a good breakfast you won’t feel hungry. You won’t

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is not good for you.

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want to eat junk food all day. Junk food can make you fat and it

So eat and enjoy a good breakfast every day. Then you will be

o c . che e r o t r s super

happy and healthy. You will feel better and work well.

PRIMARY WRITING

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Looking at exposition

Use the exposition on page 71 to complete the page. 1. Title

2. Overview

3. Arguments

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

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Teac he r

What does the writer want to happen?

Why does the writer think everyone should eat a healthy breakfast? (Start with the argument you think is the best.)

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4. Conclusion

(a)

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and enjoy a good breakfast every .

(b)

Then you will be happy and

(c)

You will

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. better and work well.

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Exposition plan

1. Plan an exposition to tell your parents what you think you should have for breakfast. Think of some good arguments to persuade them to let you have it. Title

Overview

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

What do you think you should have for breakfast?

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I think I

Arguments

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Conclusion

What do you think should happen?

2. Check your work. PRIMARY WRITING

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