Primary Writing: Book C - Ages 7-8 by Teacher Superstore

Book C

RIC-6262 4.7/668

Additional titles available in this series:

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PRIMARY WRITING (Book A) PRIMARY WRITING (Book B) 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.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricgroup.com.au Email: mail@ricgroup.com.au

Primary writing Foreword

BOOK C

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 grasshopper and the owl ............................................................ 2–5 2 – Splodge’s vegetable garden .............................................................. 6–9 3 – The Stewart Travelling Players ...................................................... 10–13

© R. I . C.Publ i cat i ons Recounts ..............................................................................................................14–25 •f or r evi ew pur posesonl y• 1 – My very special eighth birthday ..................................................... 14–17

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Procedures

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2 – Bush holiday ...................................................................................18–21 3 – Mean machines ..............................................................................22–25 ..............................................................................................................26–37 1 – Marvellous milkshake .....................................................................26–29 2 – Paper bag kite ................................................................................30–33 3 – The ﬂower experiment ................................................................... 34–37

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Reports

..............................................................................................................38–49 1 – The dragonﬂy................................................................................. 38–41 2 – Lost: Playful puppy ........................................................................ 42–45 3 – Deanne’s Dancing School ............................................................. 46–49

Explanations

..............................................................................................................50–61 1 – Kites............................................................................................... 50–53 2 – The sea.......................................................................................... 54–57 3 – Clouds ........................................................................................... 58–61

Expositions

..............................................................................................................62–73 1 – Tooth care ...................................................................................... 62–65 2 – Making beds .................................................................................. 66–69 3 – Friends........................................................................................... 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

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.

Student page – 2

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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(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 2.4, 2.7, 2.8, 2.11, 2.12

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

Vic.

QLD

ENWR0201 ENWR0202 ENWR0203 ENWR0204

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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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:

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.

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

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Student recount checklist

Writing format checklists

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Name:

My report was interesting.

I used factual language.

Writing skills:

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I said what I thought about it.

Ending:

I used accurate information.

I included interesting facts.

I described it clearly.

Description:

I told what it is.

Classiﬁcation:

Title:

My report was interesting.

I used factual language.

Writing skills:

Date:

I said what I thought about it.

Ending:

I used accurate 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 use unnecessary words.

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:

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 use unnecessary words.

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 ch Title: er Goal:

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Student procedure checklist

Writing format checklists

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Name:

My explanation is easy to understand.

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:

Date:

My explanation is easy to understand.

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.

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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:

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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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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

What I think about it (my opinion).

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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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I didn’t leave out any words

it is easy to understand

it makes sense

I have read through my writing to check that:

Writing:

I thought about the best words to use.

Vocabulary:

I checked the spelling of words.

Spelling:

commas

question marks

full stops

capital letters for names

capital letters for beginning sentences

I have included:

Punctuation:

Name:

it is easy to understand

it makes sense

I have read through my writing to check that:

Writing:

I thought about the best words to use.

Vocabulary:

I checked the spelling of words.

Spelling:

commas

question marks

full stops

capital letters for names

Name:

Date: T e ach Punctuation: I have included: e r capital letters for beginning sentences

Student proofreading and editing checklist

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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

Unnecessary words are omitted 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 many 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 Edits and proofreads 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 grasshopper and the owl

Orientation –

• verbs in the past tense; e.g. lived

Once upon a time, a grasshopper and an owl lived in a green forest near a quiet stream. The brown owl lived in the hollow of an old tree. She liked to feed at night and sleep during the day. The grasshopper lived in the leafy branches of a nearby tree.

who, when and where

Complication –

• conjunctions to connect ideas; e.g. so

The owl often had trouble sleeping because the grasshopper liked to chirp loudly during the day while she was trying to sleep. Many times the owl begged the grasshopper to stop chirping. But the grasshopper ignored her and continued to chirp loudly. The owl did not know what to do. Finally, the owl could not stand it any longer. She decided to get rid of the grasshopper by playing a trick.

involving the main character

Events –

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• appropriate paragraphs

‘You have such a lovely voice!’ she called sweetly to the grasshopper. ‘ I cannot sleep because of your singing, so I have decided to taste some nectar from the ﬂowers. Won’t you come and join me?’

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are described in chronological order

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The grasshopper felt very ﬂattered by the lovely compliment about his voice. He also felt hungry just thinking about drinking the sweet nectar. ‘I would love to come and taste the sweet nectar with you!’ he exclaimed, as he hopped towards the owl’s hollow in the tree.

Resolution – to the complication

As soon as he hopped inside the hollow where the owl was waiting for him, she pounced on him and gobbled him up!

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

From that day onwards, owl was able to feed at night and sleep peacefully during the day without anyone disturbing her. She also continued to enjoy a feast of grasshoppers whenever they came to live in the nearby tree!

Teacher information

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.

2. When: Once upon a time

• The narrative can be reread using selected students or small groups to read the spoken parts.

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• Discuss the title and its suitability, the information which needs to be included in an orientation, the complication or problem and how it was resolved. Finally, decide whether the ending is a good one or whether it could be improved.

Who: grasshopper, owl

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• Explain the meaning of any unknown words or phrases.

1. The grasshopper and the owl

Where: in a green forest near a quiet stream

3. (a) The grasshopper was chirping during the day while the owl was trying to sleep. (b) (i) 5

(ii) 3

(iii) 1

(iv) 4

(v) 2

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• Students complete the analysis on page 4.

• Before students attempt to use the narrative plan on page 5 to plan their story about The hare and the tortoise, model the process of planning then writing a well-known fable such as The grasshopper and the ant.

4. He decided to eat the grasshopper.

5. The owl was able to sleep peacefully because she kept eating the grasshoppers which came to live in the nearby tree.

• Students need to understand that the plan is for ideas and they will write their real story later. • Students complete a narrative based on a fable with a moral in conjunction with a Health and values unit. (Context/ Purpose) • Students can publish their narratives using computers and print them with an appropriate border and illustration to share with another class. (Publishing/Audience)

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PRIMARY WRITING

Narrative 1

The grasshopper and the owl Once upon a time, a grasshopper and an owl lived in a green forest near a quiet stream. The brown owl lived in the hollow of an old tree. She liked to feed at night and sleep during the day. The grasshopper lived in the leafy branches of a nearby tree.

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r o e t s Bo r e p sleeping because the o The owl often had trouble grasshopper liked to u k chirp loudly during the day while she was trying to sleep. Many times S the owl begged the grasshopper to stop chirping. But the grasshopper ignored her and continued to chirp loudly. The owl did not know what to do. Finally, the owl could not stand it any longer. She decided to get rid of the grasshopper by playing a trick. ‘You have such a lovely voice!’ she called sweetly to the grasshopper. ‘ I cannot sleep because of your singing, so I have decided to taste some nectar from the ﬂowers. Won’t you come and join me?’

© R. I . C.Publ i cat i ons The grasshopper felt very ﬂattered by the lovely compliment about his •f orr ev i e w pu r p o ses onl y• voice. He also felt hungry just thinking about drinking the sweet nectar.

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‘I would love to come and taste the sweet nectar with you!’ he exclaimed, as he hopped towards the owl’s hollow in the tree.

. te o As soon as he hopped inside the hollow c . cwaiting e where the owl was for him, she h r e o t r s pounced on him and gobbled him su er pup! From that day onwards, owl was able to feed at night and sleep peacefully during the day without anyone disturbing her. She also continued to enjoy a feast of grasshoppers whenever they came to live in the nearby tree! PRIMARY WRITING

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Looking at narrative

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

Write the title of the story.

2. Orientation

Complete the boxes.

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Where

3. Complication and events

(a)

What was the problem?

(b)

Order the events below from 1 to 5. •

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When

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• The owl and the grasshopper lived in the forest. • The grasshopper kept on chirping.

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• The owl asked the grasshopper to stop chirping.

o c . che e r o t r sthe sentence. How did the owl decide to solve sup Complete r e his problem? • The grasshopper kept the owl awake during the day with his chirping.

4. Resolution

5. Ending

The owl was able to sleep peacefully because she

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PRIMARY WRITING

Narrative plan

1. Plan the story about The hare and the tortoise. Title

What is your story called? Orientation

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Complication and events

What was the problem? What events happened?

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Who is the story about? When did it happen? Where did it happen?

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o c . che How was the problem solved? What happened at the end? e r o r st super

Resolution

2. Write your story. PRIMARY WRITING

Ending

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

Splodge’s vegetable garden

Orientation –

Once upon a time in the Land of Nod, there lived a grumpy gnome called Splodge. Splodge lived in a little hut in the woods, near the road leading to market. He had a beautiful vegetable garden at the front and an orchard out the back. He was especially proud of his garden.

who, when and where

Complication –

On market days, the elves, goblins and fairies would pass along the road, chatting, laughing, telling jokes and showing each other their latest tricks or ﬂying feats. Each market day, Splodge would be woken early by the noise and laughter. At the end of market day, the elves, goblins and fairies would return home. His vegetable garden would be trampled by wandering feet or sprinkled with fairy dust. His corn would be crushed into the dirt, his potatoes would emerge misshapen and his mushrooms would change to every colour of the rainbow. They tasted like rotten leather!

involving the main character

Events – are described in chronological order

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

• verbs in the past tense; e.g. called

• conjunctions to connect ideas; e.g. and

• appropriate paragraphs

Teac he r

ew i ev Pr

Finally, he decided that he had to do something. He collected his squashed corn, misshapen potatoes and rainbow mushrooms and put them into baskets. He wrote a big sign which said ‘Free vegetables!’ When the next market day arrived, he got up early and placed the baskets on a big table at the front of his house. He put the sign in front and waited.

Elves, goblins and fairies went past. They noticed the sign and gladly took handfuls of vegetables to munch on their way to market.

Resolution – to the complication

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

At the end of the day, a sad group passed by Splodge’s house on their way home. Some were holding their stomachs in pain. Some had rainbow spots on their faces or misshapen noses. Others had squashed wings. They carefully avoided getting too close to Splodge’s house.

Page 8

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

2. Once upon a time, Splodge, in a little hut in the woods (near the road leading to market)

3. (a) Teacher check. Students should have shown Splodge being woken up and the vegetables being damaged.

. te

1. Splodge’s vegetable garden

m . u

Answers

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

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Teacher information

o c . che e r o t r s super (b) Teacher check

4. Teacher check

• Students complete the analysis on page 8.

• Before students attempt to use the narrative plan on page 9, discuss some suggestions.

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

• Model the process of planning then writing a narrative beginning with ‘Once upon a time …’ and ending with ‘And they lived happily ever after’ (or a variation). • Students’ narratives can be compiled, illustrated and published in a book to be presented to the teacher of a younger class for reading. (Publishing/Audience)

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PRIMARY WRITING

Narrative 2

Splodge’s vegetable garden Once upon a time in the Land of Nod, there lived a grumpy gnome called Splodge. Splodge lived in a little hut in the woods, near the road leading to market. He had a beautiful vegetable garden at the front and an orchard out the back. He was especially proud of his garden.

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

Teac he r

ew i ev Pr

. te

m . u

w ww

baskets on a big table at the front of his house. He put the sign in front and waited. Elves, goblins and fairies went past. They noticed the sign and gladly took handfuls of vegetables to munch on their way to market.

o c . che e r o t r s super

Splodge was able to sleep late on market days and the vegetables in his garden grew big, strong and tasty. And he lived grumpily ever after. PRIMARY WRITING

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Looking at narrative

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

The name of the story is 2. Orientation

Complete the sentence.

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

Where

3. Complication and events

Splodge was annoyed because two things kept happening on market day. (a)

lived

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Teac he r

When

(b)

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Write words or phrases to show the main events. The ﬁrst one has been done for you.

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• Splodge collected damaged vegetables. • • •

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happening.

o c . che e r o t r s super

• 4. Ending

(a)

Was Splodge’s solution to the problem a good one?

(b)

Discuss other solutions to his problem with a partner. R.I.C. Publications®

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PRIMARY WRITING

Narrative plan

1. Plan a narrative beginning with ‘Once upon a time …’. Title

What is your story called? Orientation

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

Complication and events

What was the problem? What events happened?

ew i ev Pr

Teac he r

Who is the story about? When did it happen? Where did it happen?

w ww

m . u

. te

o c . che How was the problem solved? What happened at the end? e r o r st super

Resolution

2. Write your story. PRIMARY WRITING

Ending

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 Stewart Travelling Players

Orientation –

One day, Mr Stewart announced to his class that parents were going to visit the school for a special performance. Each class had to choose something to perform and all the children had to be involved.

who, when and where

involving the main character

‘I think a play would be fun’, announced Jess. ‘We could all dress up in bright costumes and wear stage make-up and wigs. I have some great costumes at home!’

and

‘That’s a good idea, Jess,’ said Mr Stewart, ‘but it would be a lot of work and some children may not have costumes to wear!’

Events –

‘I think singing a song would be better’, said Amy. ‘I could play my guitar and sing a song.’

Complication –

are described in chronological order

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

‘That’s a good idea, too!’ said Mr Stewart. ‘But other children have instruments they may like to play as well!’

• verbs in the past tense; e.g. announced

• conjunctions to connect ideas; e.g. but

• appropriate paragraphs

Teac he r

ew i ev Pr

‘We could do a rap about a football player!’ suggested Tim. ‘I could wear my football shirt!’ ‘We all know how much you love football, Tim!’ replied Mr Stewart. ‘But we really need to ﬁnd something that everyone would like!’

The class discussed it for a long time and other children offered suggestions. There were so many different ideas and no-one could agree.

Resolution – to the complication

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

The next morning, Mr Stewart announced his decision.

‘I have decided to use all of your ideas!’ he said. ‘I am going to be the host of the Stewart Travelling Players. We will choose the items we would like to do the most and form groups. Each group will have a few minutes to perform.’

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• The children got into groups and practised their items until the day of the performance. Jess wore a bright costume, Amy played her guitar with the children who sang and Tim and his friends wore their football uniforms and said a rap about football. Mr Stewart and the class got a loud applause. The parents all loved the Stewart Travelling Players!

Answers

• Read the narrative with the students encouraging them to identify words using contextual information. Explain the meaning of any unknown words or phrases.

Page 12

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Teacher information

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• The narrative can be reread using selected students or small groups to read the spoken parts.

1. Teacher check 2. (a) One day

m . u

‘How did you ever come up with such a clever idea?’ the parents asked.

o c . che e r o t r s super

• Discuss the title and its suitability, the information which needs to be included in an orientation, the complication or problem and how it was resolved. Discuss other possible solutions to the problem. • Students complete the analysis on page 12.

• Before students attempt to use the narrative plan on page 13 to plan their story about a different school event, model the process of planning then writing a story. Students can suggest a suitable topic. • Students need to understand that the plan is for ideas and they will write their real story later.

• The best student narratives can be displayed on a board as ‘Best writers of the week’ and read at a school assembly. (Display/Audience)

(b) Mr Stewart (c) at school

(d) because their parents were coming to see them

3. (a) The children all had different ideas about what to do for the performance. (b) (i) Jess wanted to dress in costume in a play. (ii) Amy wanted to play the guitar and sing a song. (iii) Tim wanted to say a rap and wear a football shirt.

• Students can write a narrative about a school event when completing a theme about celebrations or communication. (Context)

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PRIMARY WRITING

Narrative 3

The Stewart Travelling Players One day, Mr Stewart announced to his class that parents were going to visit the school for a special performance. Each class had to choose something to perform and all the children had to be involved. ‘I think a play would be fun’, announced Jess. ‘We could all dress up in bright costumes and wear stage make-up and wigs. I have some great costumes at home!’

ew i ev Pr

Teac he r

r o e t s Bo r esaid Mr Stewart,‘but ‘That’s a good idea,p Jess,’ it would be a lot of work o and some children may not have costumes to wear!’k u ‘I think singing S a song would be better’, said Amy. ‘I could play my guitar and sing a song.’

‘That’s a good idea, too!’ said Mr Stewart. ‘But other children have instruments they may like to play as well!’

‘We could say a rap about a football player!’ suggested Tim. ‘I could wear my football shirt!’

‘We all know how much you love football, Tim!’ replied Mr Stewart. ‘But we really need to ﬁnd something that everyone would like!’

m . u

The next morning, Mr Stewart announced his decision.

w ww

. te o The children got into groups and practised their c . e items until the dayc ofh the performance. Jess r o t wore a bright costume,e Amy played her r s super guitar with the children who sang and Tim and his friends wore their football uniforms and said a rap about football. Mr Stewart and the class got a loud applause. The parents all loved the Stewart Travelling Players! ‘How did you ever come up with such a clever idea?’ the parents asked. PRIMARY WRITING

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Looking at narrative

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

Write a different title for the narrative.

2. Orientation

(a)

When did the narrative take place?

(b)

Who is the main character?

Why were the children performing?

Teac he r

(d)

3. Complication and events

(b)

What was the problem?

(i)

Jess wanted to •

• play the guitar and sing a song.

m . u

(a)

ew i ev Pr

(c)

r o e t s Bo r e p ok u S Where did the narrative take place?

• do a rap and wear a football shirt.

(iii) Tim wanted to

• dress in costume in a play.

w ww

(ii) Amy wanted to • •

. te thing to do? Yes No o Was this a good c . c e her r Why? o t s super

The class talked about the performance and gave suggestions.

(c)

4. Resolution

5. Ending

How was the problem solved?

R.I.C. Publications®

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Write another sentence to end the narrative.

PRIMARY WRITING

Narrative plan

1. Plan a narrative about a different school event. Title

Orientation

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

Complication and events

What was the problem? What events happened?

ew i ev Pr

Teac he r

Who is the story about? When did it happen? Where did it happen?

w ww

m . u

. te

o c . How was the problem solved? che What happened at the end? e r o r st super

Resolution

2. Write your story. PRIMARY WRITING

Ending

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

www.ricgroup.com.au

Recounts

TEACHERS NOTES

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

Title

My very special eighth birthday

Orientation –

Yesterday was my eighth birthday. I had a birthday party at my house with Mum, Dad, Jeff and seven of my friends. Even Thomas, my labrador, was able to come!

who, when, where, why

When Mum said I could have a party, I was really excited until she said I had to help plan and organise it. I thought I would be able to put on my favourite clothes and just be there!

Events – signiﬁcant events in detail

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

First, we had to decide what sort of party to have. I wanted a dress-up party because I had a Spiderman® costume to wear. But Mum said that some children may not have a costume and they were a lot of work to make! So we decided to have a ‘Come-as-you-like’ party to let everyone wear whatever they liked!

• vocabulary to suggest passing of time; e.g. First

• verbs in the past tense; e.g. helped

ew i ev Pr

Teac he r

Then, I had to write a list of friends to invite. I wanted to invite everyone! It was hard to cross out some of the names. I wrote the names on the invitations and helped to post them.

• appropriate paragraphs

Next, we had to write a menu. I wanted to have all my favourite foods, but Mum reminded me that some of the guests might not like the things that I did. So we wrote a list of different types of food. I even helped to make some Finally, we made a list of games to play and I had to collect all the bits and pieces. (I found the tail for my donkey underneath my bed!)

Conclusion – often with an evaluative comment

Soon, the big day arrived and everything was ready. The table of food looked very appetising. All the guests looked very smart and the games were ready. When the doorbell rang an hour after everyone had arrived, I didn’t pay any attention until my Nanna and Pop from Queensland walked into the room.

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• ‘Happy birthday’, said Nanna. ‘You did such a great job helping to get the party ready that we thought you deserved a special treat this year!’

Teacher information

Answers

• Read the recount with the students or choose individual students to read selected sections.

Page 16

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• Students complete the analysis on page 16. • Ensure students know that the plan on page 17 is to record ideas only and the actual writing of the recount will come later.

1. (a) My very special eighth birthday (b) Yes (c) Teacher check

m . u

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

2. (a) Yesterday, I, at my house, it was my eighth birthday (b) Mum; Dad; Jeff; seven friends; Thomas, the labrador

o c . che e r o t r s super

• Model the process of planning and writing a recount about a selected school activity such as an assembly or sporting activity. • Students can write words or sentences to complete their plan on page 17 and then write their recount.

3. (a) type of party

(b) friends to invite (c) menu

(d) games to play

4. Teacher check

• Students can write a recount for an oral presentation to the class or for a writing activity to record special activities. (Purpose/Audience) • Students can collate their published recounts into a class book for students in another class to read. (Display/ Purpose) • A recount of this nature may be written following a discussion about celebrations. (Context)

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PRIMARY WRITING

Recount 1

My very special eighth birthday Yesterday was my eighth birthday. I had a birthday party at my house with Mum, Dad, Jeff and seven of my friends. Even Thomas, my labrador, was able to come! When Mum said I could have a party, I was really excited until she said I had to help plan and organise it. I thought I would be able to put on my favourite clothes and just be there!

ew i ev Pr

Teac he r

r o e t s Bo r e pwhat sort of party to have.o First, we had to decide I wanted a dressu k up party because I had a Spiderman costume to wear. But Mum said S that some children may not have a costume and they were a lot of

work to make! So we decided to have a ‘Come-as-you-like’ party to let everyone wear whatever they liked! Then, I had to write a list of friends to invite. I wanted to invite everyone! It was hard to cross out some of the names. I wrote the names on the invitations and helped to post them.

w ww

m . u

Finally, we made a list of games to play and I had to collect all the bits and pieces. (I found the tail for my donkey underneath my bed!) Soon, the big day arrived and everything was ready. The table of food looked very appetising. All the guests looked very smart and the games were ready. When the doorbell rang an hour after everyone had arrived, I didn’t pay any attention until my Nanna and Pop from Queensland walked into the room.

. te

o c . che e r o t r s super

‘Happy birthday’, said Nanna. ‘You did such a great job helping to get the party ready that we thought you deserved a special treat this year!’ PRIMARY WRITING

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Looking at recount

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

SA M

(a)

Write the title.

(b)

Does this title clearly tell what the recount is about? Yes No

(c)

Write another suitable title.

r o e t s Bo r e p ok u Complete the sentences S to tell, who, when, where and why. (a)

When

Who

had a party

because

(b)

Who

Where

Why Who

Who

ew i ev Pr

Teac he r

2. Orientation

Who

Who © R. I . C. Publ i cat i ons 3. Events f or r ev i e w ur po se so l y• List the four• things which had to be p organised and draw an picture to

and even

came to the party.

w ww

(a)

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m . u

match.

o c . che e r o t r s super

(c)

(b)

(d)

4. Conclusion

Why did Nanna say about why the boy having the birthday deserved a special treat?

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PRIMARY WRITING

Recount plan

1. Plan a recount about your own birthday party. 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®

www.ricgroup.com.au

Recounts

TEACHERS NOTES

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

Title

Bush holiday

Orientation –

During the last school holidays, my big sister and I went to visit our Aunty Bec, Uncle Graham and our cousins in the country.

who, when, where, why

Events –

They live on a cattle station with lots of bush around it. We like to visit them when we can. Grandad drove us there, but this time we were allowed to stay by ourselves. Our cousins, Rachael and Kelly, are nearly the same age, so we always have lots of fun doing things together.

signiﬁcant events in detail

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

When we arrived, it was late in the afternoon, so we unpacked and had a snack. Then we looked around. Kelly showed us the new baby animals and the new truck in the shed.

After dinner, we were all tired so we went to bed early. Grandad had to get up early to drive back home and we wanted to say goodbye.

• appropriate paragraphs

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

• verbs in the past tense; e.g. helped

Teac he r

ew i ev Pr

In the morning, we helped to feed the hens and collect the eggs. After breakfast, we waved goodbye to Grandad and helped Rachael and Kelly with their chores. We thought it was great fun. Rachael and Kelly said it was easier with twice as many hands to help!

After lunch, we rode in the back seat of the truck to the paddocks to see the cattle and the new calves. We helped to check the fences and to look for any stray cattle. We also had to see if the water troughs had any water in them.

That night, we had a big barbecue and I ate a huge piece of steak with potatoes baked in the coals! We swatted away insects and counted all the stars we could see. The station hands told jokes and we laughed until our sides hurt. Finally, we fell into bed, exhausted and dirty!

Answers

• Read the recount with the students, selecting students to read parts or allow students to read the recount independently.

Page 20

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Teacher information

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

. te

1. Bush holiday 2. who

m . u

Conclusion – often with an evaluative comment

– my big sister, I, Aunty Bec, Uncle Graham, cousins

when – during the last school holidays where – in the country

o c . che e r o t r s super

• Work through the analysis on page 20 with the students.

• Ensure students know that the plan on page 21 is to record ideas only and the actual writing of the recount will come later.

why

– Answers will vary but may include to have a holiday or to visit relatives.

3. Teacher check

4. ‘I can’t wait to visit our cousins again!’

• Model the process of using a plan to write a recount. Students could offer suggestions for a possible title.

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

• Students can type and print their recount on the computer and display it with a photograph relating to their holiday, or present it as a postcard. (Publishing/Display) • Students use their recount to relate during a news-telling session with the class or to share writing with a younger class. (Purpose/Audience) • Students write their recount as part of a theme about families or leisure activities. (Context)

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PRIMARY WRITING

Recount 2

Bush holiday During the last school holidays, my big sister and I went to visit our Aunty Bec, Uncle Graham and our cousins in the country. They live on a cattle station with lots of bush around it. We like to visit them when we can. Grandad drove us there, but this time we were allowed to stay by ourselves. Our cousins, Rachael and Kelly, are nearly the same age, so we always have lots of fun doing things together.

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

Teac he r

ew i ev Pr

When we arrived, it was late in the afternoon, so we unpacked and had a snack. Then we looked around. Kelly showed us the new baby animals and the new tractor in the shed. After dinner, we were all tired so we went to bed early. Grandad had to get up early to drive back home and we wanted to say goodbye. In the morning, we helped to feed the hens and collect the eggs. After breakfast, we waved goodbye to Grandad and helped Rachael and Kelly with their chores. We thought it was great fun. Rachael and Kelly said it was easier with twice as many hands to help!

m . u

w ww

the cattle and the new calves. We helped to check the fences and to look for any stray cattle. We also had to see if the water troughs had any water in them. That night, we had a big barbecue and I ate a huge piece of steak with potatoes baked in the coals! We swatted away insects and counted all the stars we could see. The station hands told jokes and we laughed until our sides hurt. Finally, we fell into bed, exhausted and dirty!

. te

o c . che e r o t r The rest of our s super bush holiday was just as exhausting and dirty! I can’t wait to visit our cousins again!

PRIMARY WRITING

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Looking at recount

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

The title of the recount is 2. Orientation

Write words in the boxes. Who

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

Why

ew i ev Pr

Teac he r

Where

3. Events

(a)

List six different things which happened on the cattle station. •

• •

•

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• (b)

. te

One event, the barbecue, gives lots of information. Draw a picture of the barbecue showing four different things happening.

m . u

•

o c . che e r o t r s super

4. Conclusion

Write the sentence which tells that the person who had the bush holiday enjoyed himself/herself.

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PRIMARY WRITING

Recount plan

1. Plan a recount about a holiday. 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®

www.ricgroup.com.au

Recounts

TEACHERS NOTES

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

Title

Mean machines

Orientation –

On the weekend, my Uncle Derek, Liam, Stuart and I went to the motor show at Bracy Centre. We all love to look at different cars, motorcycles and monster trucks, so we planned a whole day out together to see all the fancy ‘machines’.

who, when and where

Events – signiﬁcant events in detail

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

Teac he r

First, we went to see the sports cars. There were a lot of unusual, brightly coloured vehicles with shiny bumpers and sparkling windows. We even saw a sports car which had doors opening towards the ceiling. It was only big enough for two people to sit in at a time, so we had turns. The inside had lots of dials and switches and a device for helping you ﬁnd your way around the city.

• appropriate paragraphs • verbs in the past tense; e.g. bought • vocabulary to suggest passing of time; e.g. Next

ew i ev Pr

Next, we went to see the recreational vehicles. Some of them had wide, bumpy tyres for driving in the bush or on the sand. They were bright and shiny with lots of gadgets and switches and very comfortable seats. When I sat in the driver’s seat, I felt really big and everyone around me looked very small! Then, we had lunch at ‘The racetrack cafe’. I ate hot chips, an orange drink and a chocolate ice-cream. Finally, we went to look at the motorcycles. Some were very big with shiny chrome exhaust pipes and black leather saddlebags. Others were smaller with brightly coloured paintwork and small windscreens. There was even a collection of small trail bikes with racing numbers on them!

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• As the train clattered over the tracks towards home, I thought how nice it was to rest my sore feet in a comfortable, ‘old-fashioned’ vehicle and watch the scenery ﬂash by!

Answers

• Read the recount with the students, selecting students to read parts or allow students to read the recount independently.

Page 24

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Teacher information

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

. te

1. (a) Mean machines (b) Teacher check

m . u

Conclusion – often with an evaluative comment

2. (a) Uncle Derek, Liam, Stuart and I (b) On the weekend

o c . che e r o t r s super

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

• Ensure students know that the plan on page 25 is to record ideas only and the actual writing of the recount will come later.

(d) to see all the fancy ‘machines’ to see the vehicles

3. Acceptable answers may include: (a) train to the city

• Model the process of planning and writing a recount. Students can offer suggestions for possible titles.

(b) see sports cars

• Students can write words or sentences to complete their plan on page 25.

(d) have lunch

• Students can write a ‘polished’ copy of their recount onto a lined, A4 ﬁsh shape, or surround a class mural of an aquarium, lake, river or ocean with completed recounts. (Publishing/Display)

4. He had sore feet and was glad to sit down!

• Students can share their recount with another class or report about an excursion to parents at an assembly. (Purpose/Audience) • Students write this recount about a visit to an aquarium, lake, river or ocean when completing a theme about ‘Animals and plants in different environments’, in conjunction with a discussion about living things. (Context)

R.I.C. Publications®

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PRIMARY WRITING

Recount 3

Mean machines On the weekend, my Uncle Derek, Liam, Stuart and I went to the motor show at Bracy Centre. We all love to look at different cars, motorcycles and monster trucks, so we planned a whole day out together to see all the fancy ‘machines’.

r o e t s Bo r e p ok u Ssee the sports cars. There were a lot of unusual, brightly First, we went to

ew i ev Pr

Teac he r

We caught the train into the city at eight thirty in the morning, because we wanted to be there as soon as the doors opened. When we arrived, we bought our tickets and went in. Our group was the ﬁrst. coloured vehicles with shiny bumpers and sparkling windows. We even saw a sports car which had doors opening towards the ceiling. It was only big enough for two people to sit in at a time, so we had turns. The inside had lots of dials and switches and a device for helping you ﬁnd your way around the city. Next, we went to see the recreational vehicles. Some of them had wide, bumpy tyres for driving in the bush or on the sand. They were bright and shiny with lots of gadgets and switches and very comfortable seats. When I sat in the driver’s seat, I felt really big and everyone around me looked very small!

m . u

w ww

Then, we had lunch at ‘The racetrack cafe’. I ate hot chips, an orange drink and a chocolate ice-cream. Finally, we went to look at the motorcycles. Some were very big with shiny chrome exhaust pipes and black leather saddlebags. Others were smaller with brightly coloured paintwork and small windscreens. There was even a collection of small trail bikes with racing numbers on them!

. te

o c . c e As the train clatteredh r e o t r s super over the tracks towards home, I thought how nice it was to rest my sore feet in a comfortable, ‘old-fashioned’ vehicle and watch the scenery ﬂash by! PRIMARY WRITING

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Looking at recount

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

(a)

The title is

(b)

Is this a good title? Why?

(b) (c)

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

ew i ev Pr

(a)

Teac he r

2. Orientation

Yes No

Who went?

When did they go? Where did they go?

(d)

Why did they go?

3. Events

(d)

. te

(b)

(c)

m . u

(a)

w ww

Write words and draw pictures showing the ﬁve main events in the correct order.

o c . che e r o t r s (e) s uper

4. Conclusion

Why was the writer happy to ride in an ‘old-fashioned’ train to go home?

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PRIMARY WRITING

Recount plan

1. Plan a recount about a visit to an aquarium, lake, river or the ocean. Title

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

Events

ew i ev Pr

Teac he r

Orientation

w ww

. te

m . u

o c . che e r o t r s super

Conclusion

2. Write your story. 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

Marvellous milkshake

Goal – the purpose of this procedure is to make a chocolate milkshake.

• written in simple present tense; e.g. Pour

Make a chocolate milkshake.

a list of

You will need:

ingredients and equipment

• 2 cups milk

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

• 1 scoop vanilla ice-cream

needed under an appropriate heading

• 1 egg

• 1 tablespoon malt

• 3 tablespoons chocolate syrup

• blender

• glass

• straw

• cup

Steps –

• ice-cream scoop

• unnecessary words have been omitted

Steps:

are written clearly and concisely in a logical sequence.

1. Pour milk into blender. 2. Add ice-cream, egg, malt and chocolate syrup. 3. Blend mixture on high until milkshake is thick.

4. Pour into glass. 5. Drink with straw. 6. Keep any leftover milkshake in fridge.

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

Answers

• The procedure on page 27 can either be read and discussed with the students or selected students could take it in turns to assist the teacher to actually make the milkshake, while other students follow the procedure and suggest what comes next.

Page 28

w ww

Teacher information

• Work through the analysis on page 28 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’. Ensure students can identify the unnecessary words that are omitted in a procedure, to make it concise.

. te

1. Marvellous milkshake 2. To make a chocolate milkshake 3. (a) Teacher check

m . u

Test – the success of this procedure would be evaluated by tasting it

• instructions begin with command verbs; e.g. Add

ew i ev Pr

Teac he r

• tablespoon

• uses subjectspeciﬁc vocabulary; e.g. blender

(b) blender, glass, straw, tablespoon, cup or ice-cream scoop 4. (a) 6

o c . che e r o t r s super

• Students can write words, sentences and draw pictures to complete a plan on page 29 for making a variation of a milkshake or another drink. Variations could include making a strawberry milkshake with real fruit, deleting the egg or malt, adding other ingredients or using a shaker instead of a blender. Other drinks could include fresh fruit juice, a ‘spider’ (soda and ice-cream) or hot chocolate or tea.

(b) Pour, Add, Blend, Pour, Drink, Keep (c) verbs

(d) (i) the, the

(ii) the, the, the, the (iii) a

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

• Students’ published procedures could be collated into a class book for others to read, so ideas for drinks are shared. (Publishing/Audience/Purpose) • Students can make an illustration of their drink along with the procedure of how to make it and display on a pin-up board. They could add a short caption about the ideal time to have this drink. (Display/Audience) • The activity could be done in conjunction with a food or healthy eating theme. Various drinks could be made following the students’ procedures and sampled. (Context)

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PRIMARY WRITING

Procedure 1

Marvellous milkshake Make a chocolate milkshake. You will need:

r o e t s Bo r e p ok • 1 egg u S • 1 tablespoon malt • 3 tablespoons chocolate syrup • 2 cups milk

ew i ev Pr

Teac he r

• 1 scoop vanilla ice-cream

• blender

• glass

• straw

• cup

• tablespoon

• ice-cream scoop

©Steps: R. I . C.Publ i cat i ons •f orr e i ew ur posesonl y• 1.v Pour milkp into blender.

2. Add ice-cream, egg, malt and chocolate syrup.

w ww

. te

4. Pour into glass. 5. Drink with straw.

m . u

3. Blend mixture on high until milkshake is thick.

o c . c e her r Test: o t s super Check if the instructions were followed 6. Keep any leftover milkshake in fridge.

and the milkshake tasted good.

PRIMARY WRITING

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Looking at procedure

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

2. Goal

3. Needs

Draw and label three items of equipment you need.

ew i ev Pr

(b)

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

List three ingredients you need.

Teac he r

(a)

(b)

List the ﬁrst word of each step.

(c)

These words are called

w ww

m . u

(a)

4. Steps

. tewords that have been added to each step. o Cross out the c . c e he r (i) 1. Pour the milk into the blender. o t r s super (ii) 2. Add the ice-cream, the egg, the malt and the chocolate syrup.

(d)

(iii) 4. Pour into a glass.

The words you have crossed out are not needed in a procedure. 5. Test

How would you know if the procedure worked? 28

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PRIMARY WRITING

Procedure plan

1. Plan a procedure for making a milkshake the way you like it, or for a different kind of drink. Title

Goal

What do you want to do?

Steps

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

ew i ev Pr

Teac he r

Needs

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

w ww

. te

m . u

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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Procedures

TEACHERS NOTES

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

Title

Paper bag kite

Goal –

• written in simple present tense; e.g. Draw

Make a kite out of a paper bag.

the purpose of this procedure is to make a kite out of a paper bag a list of materials needed under an appropriate heading

You will need: • scissors

• 4 x 30-cm lengths string • 1 x 3 m length string • stapler

Teac he r

• coloured crepe paper

• coloured pencils, felt-tipped pens or paint

Steps – are written clearly and concisely in a logical sequence

• unnecessary words have been omitted

Steps: 1. Draw a face or design on paper bag. 2. Colour with bright colours. 3. Cut crepe paper into streamers. 4. Staple to open end of bag. 5. Staple 30 cm lengths string to each corner of closed end of bag.

6. Join the four strings.

8. Hold on to string to ﬂy kite.

Test: Check if the instructions were followed to make a good kite.

w ww

• The procedure on page 31 can either be read and discussed with the students or selected students could take it in turns to assist the teacher to actually make the kite, while other students follow the procedure and suggest what comes next. (The face or design on the kite could be completed earlier.)

. te

• The activity could be done in conjunction with a study of animals in science and completed in art and craft lessons. (Context)

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 eight steps, some may have more and others less. Further discussion may be needed to revise ‘verbs’ or ‘doing words’. Ensure students can identify the unnecessary words that are omitted in a procedure, to make it concise. • Students can write words, sentences and draw pictures to complete a plan on page 32 for making an animal mask. Discuss with the students how they think the masks in the illustrations might have been made, to assist them in writing their instructions. Suggestions could include using a paper plate or strong card, craft sticks to hold the mask, cutting out eye holes and what decorations to use for fur, ears etc. • Students’ published procedures and masks could be displayed for others to read, so ideas for masks are shared. (Publishing/Audience/Purpose)

R.I.C. Publications®

• Students’ procedures could be followed and completed by a classmate and masks displayed. (Purpose/Display)

m . u

Teacher information

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

Test – the success of this procedure would be evaluated by checking that all instructions had been followed and a good kite made

• instructions begin with command verbs; e.g. Staple

ew i ev Pr

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

• brown paper bag

• uses subjectspeciﬁc vocabulary; e.g. brown paper bag

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Answers Page 32

1. Paper bag kite

2. It is about how to make a kite out of a paper bag. 3. (a) brown paper bag (b) scissors (c) stapler

(d) coloured crepe paper 4. (a) 8 (b) Teacher check (c) verbs (d) (i) 2

(ii) 5

(e) (i) the, lots of

(ii) a, the

(iii) the, tightly, the

5. The answer should indicate that the procedure could be tested by checking the instructions were followed and a good kite made.

PRIMARY WRITING

Procedure 2

Paper bag kite Make a kite out of a paper bag. You will need:

r o e t s Bo r e p ok • 4 x 30-cm u lengths string S • 1 x 3 m length string • brown paper bag

• stapler • coloured crepe paper • coloured pencils, felt-tipped pens or paint

Steps:

ew i ev Pr

Teac he r

• scissors

m . u

4. Staple to open end of bag.

w ww

5. Staple 30 cm lengths string to each corner of closed end of bag.

. t3 m string. o 7. Tie toe c . 8. Hold on toc string to ﬂy kite. e her r o t s super 6. Join the four strings.

Test:

Check if the instructions were followed to make a good kite.

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 nwrbo apepr gab S

3. Needs

Unjumble the words to show four things needed to make the kite.

decloruo perce rapep

4. Steps

(a) (b)

How many steps are there?

List four different words used at the beginning of the steps.

(c)

These words are called

(d)

Write the number of each step.

w ww

(i)

Colour with bright colours.

m . u

(d)

corsisss

ew i ev Pr

(b)

Teac he r

(a)

. t e o Cross out the words that have been added to each c step. . c e he r (i) Cut the crepe paper into lots of streamers. o t r s super (ii) Draw a face or a design on the paper bag.

(ii)

(e)

Staple 30 cm lengths string to each corner of closed end of bag.

(iii) Hold on to the string tightly to ﬂy the kite.

The words you have crossed out are not needed in a procedure. 5. Test

How would you know if the procedure worked? 32

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PRIMARY WRITING

Procedure plan

1. Plan a procedure for making an animal mask using the pictures for ideas. Title

Goal

What do you want to do?

Steps

ew i ev Pr

Teac he r

Needs

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

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 someone can follow your procedure?

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

The ﬂower experiment

Goal – the purpose of this procedure is stated

Goal: To observe what happens when cut ﬂowers are put into coloured dye.

a list of materials needed under an appropriate heading

You will need: • 3 glasses

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

• 3 white carnations • jug of water • scissors

• 2 different coloured food dyes • spoon

Steps – are written clearly and concisely in a logical sequence

Teac he r

Steps:

2. Add drops of different coloured dye into two glasses. 3. Stir until mixed. 4. Cut carnation stems to ﬁt. 5. Place one in each glass. 6. Leave for four hours. 7. Observe what happens.

Test: If the procedure was followed correctly, you will observe the ﬂowers in the dye are different colours and the one in plain water is still white.

• unnecessary words have been omitted • a capital letter is needed at the beginning of each instruction and a full stop at the end

Teacher information

w ww

• The procedure on page 35 can either be read and discussed with the students or selected students could take it in turns to assist the teacher to complete the procedure, while other students follow and suggest what comes next.

• Procedures could be displayed, along with the materials needed and the results of the experiment. A chart listing all the objects students discovered that could ﬂoat or sink could be displayed. (Display/Context)

Answers

• Work through the analysis on page 36 with the students. In the ‘Steps’ section, point out that not all procedures have seven steps, some may have more and others less. Further discussion may be needed to revise ‘verbs’ or ‘doing words’. Ensure students can identify the unnecessary words that are omitted in a procedure, to make it concise.

Page 36

• Students can write words, sentences and draw pictures to complete a plan on page 37 for a science experiment to ﬁnd some objects that will sink in water and some that will ﬂoat. Discuss with the students what materials they might need and the steps they might follow, to assist them in writing their plan.

(b) 2

. te

• Students’ procedures could be followed and completed by a classmate or small group. Any unclear steps could be discussed and re-written. (Purpose/Audience/Publishing) • The activity could be done in conjunction with a science lesson examining the properties of water or materials. (Context)

R.I.C. Publications®

1. The ﬂower experiment

2. It is about observing what happens when cut ﬂowers are put into coloured dye.

o c . che e r o t r s super

• Before students attempt to use their plan to write the procedure, model the planning then writing of a procedure. The procedure on page 35 could be used for this purpose.

• instructions begin with command verbs; e.g. Stir

m . u

Test – the success of this procedure would be evaluated by checking the colour of the ﬂowers

• uses subjectspeciﬁc vocabulary; e.g. scissors

ew i ev Pr

1. Pour water into each glass.

• written in simple present tense; e.g. Add

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3. (a) 3 (c) 3

(d) 1 (e) 1 (f) 1

4. (a) 7 (b) Teacher check (c) verbs (d) The picture showed Step 2. before, Step 1: Pour water into each glass after, Step 3: Stir until mixed (e) (i) the, three

(ii) of the carnations

5. The answer should indicate that the procedure could be tested by observing if the ﬂowers in the dye are different colours and the one in water is still white.

PRIMARY WRITING

Procedure 3

The ﬂower experiment Goal: To observe what happens when cut ﬂowers are put into coloured dye.

r o e t s Bo r e p ok • 3 white carnations u • jug ofS water

You will need:

• scissors • 2 different coloured food dyes • spoon

Steps:

ew i ev Pr

Teac he r

• 3 glasses

w ww

4. Cut carnation stems to ﬁt. 5. Place one in each glass.

. te

6. Leave for four hours.

o c . c e he r If the procedure was o t r s s per followed correctly, youu 7. Observe what happens.

Test:

m . u

3. Stir until mixed.

will observe the ﬂowers in the dye are different colours and the one in plain water is still white.

PRIMARY WRITING

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Looking at procedure

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

2. Goal

What is the procedure about? 3. Needs

r o e t s Bo r e p(b) food dyes o u (c) glasses k S

How many of each of these things are needed?

spoons

(e)

jugs of water

4. Steps

(a) (b)

How many steps are there?

(f)

scissors

ew i ev Pr

(d)

carnations

Teac he r

(a)

List four different words used at the beginning of the steps.

w ww

before

. te

m . u

step in the picture. Number them correctly.

o c . che e r o t r s super Cross out the words that have been added to each step.

after

(e)

(i)

Cut the three carnations to ﬁt.

(ii) Place one of the carnations in each glass. 5. Test

How would you know if the procedure was right? 36

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PRIMARY WRITING

Procedure plan

1. Plan a procedure to ﬁnd out some objects that will sink in water and some that will ﬂoat. Title

Goal

What do you want to do?

Steps

ew i ev Pr

Teac he r

Needs

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

w ww

. te

m . u

Put your steps in order.

o c . che e r o t r s super

Test

How would you know if someone can follow your procedure?

2. Write your procedure. 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

The dragonﬂy

• written in timeless present tense, in the third person; e.g. it looks like

Classiﬁcation – a general or classifying statement about what is being reported

The dragonfly is a flying insect. It gets its name from its wings and body shape—it looks like a tiny flying dragon.

Description – this report gives a detailed and accurate account of what the animal looks like, where it can be found, what it can do and other interesting facts

Like all insects, it has three main body parts—the head, the thorax and the abdomen. On the head are two large eyes which allow the dragonfly to see very well. Two pairs of large wings and three pairs of legs are attached to the thorax. A dragonfly flies very fast and skilfully. It can fly backwards, loop-theloop and hover. The abdomen is long and thin and contains the gut and male or female parts.

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

A dragonﬂy is often brightly coloured. Its body may be blue, red or green with white, yellow or black markings.

Teac he r

• information is organised into paragraphs

ew i ev Pr

It is most likely to be seen near water. A dragonﬂy lays its eggs in or around damp places such as ponds, lakes, swamps and rivers. Some even lay their eggs in rain puddles.

• uses factual language rather than imaginative; e.g. head, thorax, abdomen

An adult dragonfly uses its strong jaws and sharp teeth for crunching and eating other flying insects such as mosquitoes, midges, butterflies and moths. Its enemies are birds, frogs, spiders and larger dragonflies. The biggest dragonfly can have a wingspan of about 16 cm. The smallest can be less than 2 cm.

Although the dragonﬂy has a scary sounding name, it does not bite or sting people. I like the way its colours glisten in the sunlight as it hovers over the water.

Teacher information

Answers

• Direct the students to the title of the report on page 39 and the classifying statement. Encourage them to share what they know about dragonﬂies. Read through the report with the students and discuss new things they learnt about dragonﬂies.

Page 40

w ww

• Work through the analysis on page 40 with the students, pointing out the sections of a report. Point out that the middle section or description part of a report does not always have ﬁve paragraphs. Students can write keywords, phrases or sentences to complete the analysis.

. te

1. The dragonfly 2. The dragonfly is a flying insect. 3. (a) 5 (b)–(f) Teacher check 4. (a) No

m . u

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

(b) The writer likes the way the dragonﬂy’s colours glisten in the sun as it hovers over the water.

o c . che e r o t r s super

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

Report 1

The dragonfly The dragonfly is a flying insect. It gets its name from its wings and body shape—it looks like a tiny flying dragon.

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

Teac he r

ew i ev Pr

Like all insects, it has three main body parts—the head, the thorax and the abdomen. On the head are two large eyes which allow the dragonfly to see very well. Two pairs of large wings and three pairs of legs are attached to the thorax. A dragonfly flies very fast and skilfully. It can fly backwards, loop-the-loop and hover. The abdomen is long and thin and contains the gut and male or female parts. A dragonfly is often brightly coloured. Its body may be blue, red or green with white, yellow or black markings.

It is most likely to be seen near water. A dragonﬂy lays its eggs in or around damp places such as ponds, lakes, swamps and rivers. Some even lay their eggs in rain puddles.

© R. I . C.Publ i cat i ons An adult dragonfly uses itsw strong jaws and sharp teeth for crunching • f o r r e v i e p u r p o s e s o n l y • and eating other flying insects such as mosquitoes, midges, butterflies and moths. Its enemies are birds, frogs, spiders and larger dragonflies.

. te

m . u

w ww

The biggest dragonﬂy can have a wingspan of about 16 cm. The smallest can be less than 2 cm. Although the dragonﬂy has a scary sounding name, it does not bite or sting people. I like the way its colours glisten in the sunlight as it hovers over the water.

PRIMARY WRITING

o c . che e r o t r s super

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Looking at report

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

2. Classiﬁcation

What is it?

r o e t s Bo r e p make up the description?ok How many paragraphs u S What does the dragonﬂy look like?

ew i ev Pr

(b)

Where do you ﬁnd it?

(d)

What does it eat?

(f)

What are some other interesting facts?

w ww

(c)

. te

4. Conclusion

(e)

What does it do?

m . u

(a)

Teac he r

3. Description

o c . che e r o t r s super

Answer the questions about the ending. (a)

Does a dragonﬂy bite or sting people?

(b)

What does the writer like about the dragonﬂy?

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PRIMARY WRITING

Report plan

1. Plan a report about an animal. 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

Where do you ﬁnd it?

w ww

. te

What does it do?

m . u

What does it eat?

o c . che e r o t r s super

What are some other interesting facts?

Conclusion

What do 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

Lost: Playful puppy

Classiﬁcation – a general or classifying statement about what is being reported

A six-month-old, female Staffordshire terrier puppy has been reported missing by its worried owners, the Cooper family.

Description – this report gives a detailed and accurate account of what the missing pet looks like, what it can do, how and when the pet went missing and other important facts

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

She was last seen two days ago asleep in her kennel in the Coopers’ backyard. When the children came home from school and went to play with her, she could not be found. While searching the backyard, they discovered a hole behind some bushes on both sides of the fence. It appears another dog helped to dig the hole on the other side.

Teac he r

The Coopers believe the two dogs may be together, possibly at the other dog’s home. Without her tag, the other dog’s owners would not know who to contact. Lily is a friendly dog and loves people. However, they warn anyone she may be with to keep their shoes out of reach as she enjoys ﬁnding a quiet place to chew on the laces and straps. Lily is also known to run off with socks (the smellier the better) and chew on garden hoses. If you ﬁnd Lily, please call the Coopers on 7744 88582. A reward of $50 is being offered.

• information is organised into paragraphs

Teacher information

Answers

• Direct the students to the title of the report on page 43 and the classifying statement. Encourage them to share what they know about Staffordshire terriers. Read through the report with the students and discuss.

Page 44

w ww

• Work through the analysis on page 44 with the students, pointing out the sections of a report. Point out that the middle section or description part of a report does not always have four paragraphs. Students can write keywords, phrases or sentences to complete the analysis. Note that in the conclusion of this analysis a personal comment is not appropriate.

. te

1. Lost: Playful puppy 2. The newspaper report is about a missing six-month-old, female Staffordshire terrier puppy owned by the Cooper family. 3. (a) 4 (b)–(f) Teacher check 4. (a) by phoning 7744 88582

m . u

Conclusion – contact and reward information is provided

• uses factual language rather than imaginative; e.g. white with black spots on her throat and belly

ew i ev Pr

Lily is wearing a purple collar with little black bones printed on it. Her name and address tag that was attached to her collar was found in the bottom of the hole.

• written in timeless present tense, in the third person; e.g. The puppy answers

o c . che e r o t r s super (b) $50

• Before students attempt to use their report plan on page 45 to plan and write a report about a missing pet, model the planning then writing of a report about a different missing pet. • Students can write words, phrases, sentences or draw pictures to complete their newspaper 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 missing pet. Photographs of actual pets or students’ illustrated drawings could be displayed with the reports. (Publishing/Display/Purpose) • The activity could be done in conjunction with a broad or selective animal theme. (Context/Purpose)

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PRIMARY WRITING

Report 2

LOST: Playful puppy A six-month-old, female Staffordshire terrier puppy has been reported missing by its worried owners, the Cooper family.

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

ew i ev Pr

Teac he r

The puppy answers to the name of Lily. She is coloured black on her back and legs and is white with black spots on her throat and belly. There are white markings on her face, head and paws and her tail has a white tip. She was last seen two days ago asleep in her kennel in the Coopers’ backyard. When the children came home from school and went to play with her, she could not be found. While searching the backyard, they discovered a hole behind some bushes on both sides of the fence. It appears another dog helped to dig the hole on the other side.

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The Coopers believe the two dogs may be together, possibly at the other dog’s home. Without her tag, anyone ﬁnding her would not know who to contact. Lily is a friendly dog and loves people. However, they warn anyone she may be with, to keep their shoes out of reach as she enjoys ﬁnding a quiet place to chew on the laces and straps. Lily is also known to run off with socks (the smellier the better) and chew on garden hoses.

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o c . che e r o t r s super

If you ﬁnd Lily, please call the Coopers on 7744 88582. A reward of $50 is being offered.

PRIMARY WRITING

m . u

Lily is wearing a purple collar with little black bones printed on it. Her name and address tag that was attached to her collar was found in the bottom of the hole.

Lily, the lost Staffordshire terrier

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Looking at report

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

2. Classiﬁcation

What is the newspaper report about?

r o e t s Bo r e p o u How many paragraphs make up the description? k S

(a)

(c)

When did it happen? How did it happen?

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(b)

Teac he r

3. Description

(f)

. te o Where do the owners think she is? c . che e r o t r s super

m . u

What does Lily look like?

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(d)

4. Conclusion

Answer the questions about the ending. (a)

How can the Coopers be contacted?

(b)

What reward is being offered?

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PRIMARY WRITING

Report plan

1. Plan a report about a missing pet. Title

Classiﬁcation

r o e t s Bo r e p o u k When did it happen? S

ew i ev Pr

Teac he r

Description

How did it happen?

w ww

. te

m . u

What does it look like?

o c . che e r o t r s super

Add any extra information (if necessary)

Conclusion

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 – the source of the report

Deanne’s Dancing School

Classiﬁcation – the subject of the report

Julia Martin’s Term 2 jazz ballet progress report

Description – this report gives a detailed and accurate account of the subject’s progress and other important facts

Julia attends jazz ballet dancing classes at Deanne’s Dancing School on Monday and Thursday afternoons from 4.00 pm to 5.00 pm.

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

Julia has attended every class this term and is always punctual. She comes dressed in her leotard, dancing school T-shirt and jacket, and wears her hair tied up. She also remembers to bring her jazz ballet shoes, sweat towel and a bottle of water.

Teac he r

Julia always listens carefully to her teacher and does her best in class. She has made a big improvement from last term, when she found it hard to move in time to music with a fast beat. Her arm movements are very good and her footwork improves every week.

• uses factual language rather than imaginative; e.g. footwork improves every week • information is organised into paragraphs

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When Julia is dancing, she remembers to keep a smile on her face and to make eye contact with her audience. She always looks like she is thoroughly enjoying herself.

• written in timeless present tense, in the third person; e.g. Julia attends

Julia performed very well at the end of term concert. Next term she may feel conﬁdent enough to perform a solo act.

Conclusion – a personal comment has been made about the subject

Congratulations, Julia, on a great term’s dancing. You have been a pleasure to teach.

• Direct the students to the title of the report on page 47 and the classifying statement. Discuss their term progress reports for school and other kinds of progress reports they receive for out-of-school activities. Read through the report with the students and discuss.

Page 48

• Work through the analysis on page 48 with the students, pointing out the sections of a report. Point out that the middle section or description and facts part of a report does not always have ﬁve paragraphs. Students can write keywords, phrases or sentences, and draw pictures to complete the analysis.

3. (a) 5

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• Before students attempt to use their report plan on page 49 to plan and write a progress report about a friend, model the planning then writing of a different progress report.

1. Deanne’s Dancing School 2. (a) Julia Martin

(b) jazz ballet progress (b) Answers should include four of the following: leotard, dancing school T-shirt and/or jacket, hair tied up, jazz ballet shoes, bottle of water, sweat towel

m . u

w ww

Teacher information

o c . che e r o t r s super

• Students can write words, phrases or sentences to complete their progress report plans. They may need to talk to the person involved about the subject of their report before commencing their plan.

(e) She may feel conﬁdent enough to perform a solo act at the end of term concert.

4. Congratulations, great, pleasure

• 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 type of progress report. Students’ illustrated drawings of the subject performing could be displayed with the reports. (Publishing/Display/Purpose) • The activity could be done in conjunction with a values theme about recognising strengths and weaknesses in themselves and others and how to improve or maintain speciﬁc standards. (Context/Purpose)

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PRIMARY WRITING

Report 3

Deanne’s Dancing School Julia Martin’s Term 2 jazz ballet progress report Julia attends jazz ballet dancing classes at Deanne’s Dancing School on Monday and Thursday afternoons from 4.00 pm to 5.00 pm.

Teac he r

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r o e t s Bo r e okpunctual. Julia has attended p every class this term and is always u She comes dressed in her leotard, dancing school T-shirt and S jacket, and wears her hair tied up. She also remembers to bring her jazz ballet shoes, sweat towel and a bottle of water.

contact with her audience. She always looks like she is thoroughly enjoying herself.

w ww

Julia performed very well at the end of term concert. Next term she may feel conﬁdent enough to perform a solo act.

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m . u

o c . che e r o t r s super Congratulations, Julia, on a great term’s dancing. You have been a pleasure to teach.

PRIMARY WRITING

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Looking at report

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

2. Classiﬁcation

(a)

Who is the progress report for?

(b)

What is it about?

r o e t s Bo r e p ok u S How many paragraphs make up the description?

(b)

Draw and label four things Julia remembers to wear or bring to class.

(c)

ew i ev Pr

(a)

Teac he r

3. Description

What did Julia ﬁnd hard to do last term?

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. te

(e)

m . u

What might Julia do next term if she feels conﬁdent?

o c . che e r o t r s super

4. Conclusion

Fill in the missing words from the conclusion.

, Julia, on a You have been a 48

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term’s dancing. to teach. PRIMARY WRITING

Report plan

1. Plan a progress report about something a friend does. It could be a subject at school, a sport he or she plays or a hobby. Title

Classiﬁcation

Who the report is for and what it is about.

r o e t s Bo r e p ok u S What does this person do?

ew i ev Pr

Teac he r

Description

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Interesting facts.

m . u

o c . che e r o t r s super

Conclusion

An opinion about the person.

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

Kites

Deﬁnition – what the explanation is about

Do you know how a kite ﬂies?

Description

Kites need air to make them ﬂy.

• written in simple present tense; e.g. ﬂies • subjectspeciﬁc vocabulary if appropriate; e.g. pressure

The air moving over the top of the curved surface of a kite goes faster than the air moving underneath.

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

The fast moving air causes less pressure but there is more pressure underneath the kite.

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

The slower air underneath forces the kite up.

Teac he r

Moving air (the wind) tries to push the kite along like a sail boat, but the person holding the string keeps it in place. The kite cannot go in the direction that the wind wants it to go. Because the kite is tilted up, the air is forced down and the kite goes up!

• information is organised into paragraphs

Conclusion

But no matter how they work, kites are always great fun to ﬂy!

Teacher information

Answers

• This particular explanation has two parts to the description. The first explains the pressure from the surrounding air masses. The second part explains the influence caused by the person holding the kite. A paragraph spacing has been included to show these different ideas. Both of these contribute to the action of flying a kite. The visual diagrams are intended as an aid. Students may find that including visual aids help to support their own explanations.

Page 52 1. Kites

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Kites with a short string are easier to ﬂy than kites with a long string because there is less ‘drag’ from the wind.

• Students complete the analysis on page 52.

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• Model planning and writing an explanation with the students before allowing them to attempt their own. A suggested topic is ‘How worms breathe’.

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• Students can write words, sentences or draw diagrams to complete their plan on page 53. (Note: Fogging of the inside of car windows is caused by moisture produced during breathing or perspiration. Discussion or research may need to occur before students begin their explanation.)

(b) air

3. (a) (i) quickly

(iv) presses

(b) (i) True

(ii) press

(iii) slowly

(v) up/to go up (ii) False

(iii) True

(iv) True 4. Teacher check

m . u

• Read the explanation with the students or allow them to read it on their own. Explain that ‘pressure’ is ‘the force exerted by the air on the kite’ or ‘the air pressing on the kite’.

2. (a) how kites ﬂy

o c . che e r o t r s super

• Students can place their explanation on the classroom windows or on a car shape. (Display)

• Students can write an explanation to offer helpful suggestions for dealing with a problem for classmates to utilise. (Purpose/Audience)

• Students may write the chosen explanations in conjunction with a science unit about water. (Context)

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PRIMARY WRITING

Explanation 1

Kites Do you know how a kite ﬂies? Fast moving air.

Kites need air to make them ﬂy.

r o e t s Bo r e p ok u The fast moving air causes less pressure S but there is more pressure underneath The air moving over the top of the curved surface of a kite goes faster than the air moving underneath.

Slower moving air

ew i ev Pr

Teac he r

forces the kite up.

the kite.

The slower air underneath forces the kite up.

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Kites with a short string are easier to ﬂy than kites with a long string because there is less ‘drag’ from the wind.

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m . u

Air tries to push the kite along.

Kite is

o c . che e r o t r s super

But no matter how they work, kites are always great fun to ﬂy!

tilted up.

Child holds the kite in place.

PRIMARY WRITING

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Looking at explanation

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

2. Deﬁnition

(a)

What is being explained?

(b)

What is necessary to make kites ﬂy?

r o e t s Bo r e p ok u Complete the Ssentences.

3. Description

(i) The air moving over the top of the kite moves (ii) This fast-moving air does not very much.

(iii) The air moving underneath the kite moves

down on the kite

Answer True or False. (i) Air pushes a sailboat along.

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(ii) Kites are able to go anywhere they want to.

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(iii) When the kite is tilted up, the air goes down and the kite goes up!

m . u

(b)

(iv) This slow-moving air

(v)

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Teac he r

(a)

o c . (iv) Kites with a long are hard to control. e chstring r er o t s super

4. Conclusion

Draw the type of kite you would like to have fun ﬂying.

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PRIMARY WRITING

Explanation plan

1. Plan an explanation about why car windows fog up in cold weather. Title

Deﬁnition

Description

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

ew i ev Pr

Teac he r

What is being explained?

w ww

. te

Conclusion

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

The sea

Deﬁnition

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

Have you ever wondered why the sea looks blue? There are two reasons and they both have to do with light.

Description

The first reason is that the sea acts a bit like a mirror. You can see yourself in a mirror because light is reflected back at you. The sea can reflect light as well.

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

The water sends back (reflects) the light that touches it from the sky, just like the mirror. When the sky is blue, the water reflects the blue of the sky, so the sea looks blue! When the sky is grey, the water reflects the grey of the sky, so the sea looks grey!

Teac he r

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

ew i ev Pr

The second reason is that large bodies of water, like the sea, absorb some colours of light more than others.

• subjectspeciﬁc vocabulary if appropriate; e.g. reﬂects

When light enters the sea, the blue light isn’t absorbed as much as the red colours of light. Because our eyes see this blue light, the water itself looks blue! (This is also why big icebergs can look blue.)

Conclusion

Even if you are under the water, the sea still looks blue!

Teacher information

Answers

• This explanation is easier to understand with diagrams. Students may ﬁnd they are a valuable aid when writing their own explanations.

Page 56

• Students complete the analysis on page 56.

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• Model planning and writing another explanation with the students before allowing them to attempt their own. A suggested topic is ‘Why rainbows are coloured’. • Students can write words, sentences or draw diagrams to complete their plan on page 57. Some discussion or research may need to occur before students begin their explanation.

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2. (a) … why the sea looks blue. (b) 2

3 – 4. Teacher check

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• Read the explanation with the students or allow them to read it on their own. Discuss the diagrams.

1. The sea

o c . che e r o t r s super

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

• Students can write their explanation and use it to initiate an oral presentation for the class. (Purpose/Audience) • An explanation about how a toaster works can be used in conjunction with a theme about healthy eating or a science unit about energy. (Context)

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PRIMARY WRITING

Explanation 2

The sea Have you ever wondered why the sea looks blue? There are two reasons and they both have to do with light.

r o e t s Bo r e p ok You can see yourself in a mirror because u Sback at you. The sea light is reﬂected can reﬂect light as well.

The water sends back (reﬂects) the light that touches it from the sky, just like the mirror.

Sun

The colour of the sky is reflected to our eyes.

ew i ev Pr

Teac he r

The ﬁrst reason is that the sea acts a bit like a mirror.

Blue light is able to travel through the water to our eyes.

When the sky is blue, the water reﬂects the blue of the sky, so the sea looks blue!

When the sky is grey, the water reﬂects the grey of the sky, so the sea looks grey! The second reason is that large bodies of water, like the sea, absorb some colours of light more than others.

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m . u

w ww

o c . ch e Even if you are under the water, the sea still looksr blue! er o st super

PRIMARY WRITING

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Looking at explanation

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

The title is 2. Deﬁnition

(a) The explanation tells about

There are

3. Description

(a)

Write a sentence or two to explain: (i)

the ﬁrst reason

(ii)

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Teac he r

(b)

r o e t s Bo r e p given to explain why theo reasons sea is blue. u k S

the second reason

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(b)

m . u

. te o c Did the diagrams help to explain the two reasons? . Yes No che e r o t r How? s super

4. Conclusion

Write another sentence which could be used as a conclusion.

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PRIMARY WRITING

Explanation plan

1. Plan an explanation about how a toaster works. Title

Deﬁnition

Description

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

ew i ev Pr

Teac he r

What is being explained?

w ww

. te

Conclusion

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

Clouds

Deﬁnition

Have you ever wondered how the clouds we see in the sky are formed?

Description

First, the sun heats the ground.

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

The warm ground heats the air above it. The warm air near the ground is lighter than the air above it, so it starts to rise. As the air rises, it begins to form a circular shape or ‘parcel’ of air.

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

As the parcel of air rises through the sky, it gets bigger and wider. It also gets cooler.

As the air cools, water drops are made inside the parcel of air.

The higher the parcel rises, the more it cools and the more water drops are formed inside.

Conclusion

Now when you look up into the sky and see clouds of different shapes and sizes ﬂoating around, you will understand how they got there!

Teacher information

Answers

• Explanations usually outline how something occurs, works or is made. This particular explanation shows how something occurs.

Page 60

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

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Teac he r

Finally, when the parcel of air is as cool as the air around it, it stops moving and can now be seen as a cloud in the sky!

• subjectspeciﬁc vocabulary if appropriate; e.g. air

• Read the explanation with the students or allow them to read it on their own. Discuss the diagrams and ensure that the explanation has achieved its primary purpose — to explain clearly how clouds form.

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• Students complete the analysis on page 60. • Model completing another explanation with the students before allowing them to attempt to write their own. A suggested topic is ‘How our bodies use water’.

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2. how clouds form

3. (a) 6, 4, 1, 8, 2, 5, 3, 7 (b) Teacher check

4. Answers should indicate that clouds come in different shapes and sizes. The illustration should also be an indication of this.

m . u

• Some explanations are easier to understand once diagrams are added. Students may ﬁnd that they are a valuable aid when writing their own explanations.

1. Clouds

o c . che e r o t r s super

• Students can write words, sentences or draw diagrams to complete their own plan on page 61. Some discussion may need to occur before students begin their explanation. • Students can type and print their new explanation on the computer and display it on a seesaw shape. (Publishing/ Display)

• Students can give an oral presentation to the class explaining how a seesaw works, when completing a unit about weighing or measuring. (Purpose/Audience/Context)

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PRIMARY WRITING

Explanation 3

Clouds Have you ever wondered how the clouds we see in the sky are formed?

r o e t s Bo r e p is lighter than theu air above it, so it starts to rise. Aso k S the air rises, it begins to form a circular First, the sun heats the ground. The warm ground

shape or ‘parcel’ of air. As the parcel of air rises through the sky, it gets bigger and wider.

ew i ev Pr

Teac he r

heats the air above it. The warm air near the ground

It also gets cooler. As the air cools, water drops are made inside

the parcel of air. The higher the parcel rises, the more it cools and the more water drops are formed inside.

Now when you look up into the sky and see clouds of different

w ww

got there!

Sun

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Clouds

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shapes and sizes ﬂoating around, you will understand how they

o c . che e r o t r s super Rising warm air parcels

Sun’s heat Warm air above ground

Warm ground

PRIMARY WRITING

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Looking at explanation

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

Write the title. 2. Deﬁnition

The explanation tells

r o e t s Bo r e Read the sentences, then write a number next to each to show the p ok correct order. u S

3. Description

(i)

Water drops form inside the parcel of air.

(ii)

The warm, rising air forms a parcel of air.

(iii)

The sun heats the ground.

(iv)

It now looks like a cloud in the sky.

(v)

(vii)

The warm air rises.

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The rising parcel of air gets bigger, wider and cooler.

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(vi)

(viii) When the parcel of air is as cool as the air around it, it stops moving. (b)

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Teac he r

(a)

. tthe diagram was helpful? Yes No o Did you ﬁnde c . c e Why? her r o st super

4. Conclusion

The conclusion gives another interesting feature about clouds. Write what it was and draw a picture of two different shapes of clouds.

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PRIMARY WRITING

Explanation plan

1. Plan an explanation about how a seesaw works. Title

Deﬁnition

Description

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

ew i ev Pr

Teac he r

What is being explained?

w ww

. te

Conclusion

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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Expositions

TEACHERS NOTES

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

Title

Tooth care

Overview –

Many people do not take good care of their teeth. I think people need to understand why they should look after their teeth and how to do it.

states the topic and what the writer thinks should happen

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

If we don’t look after our teeth, they will decay and then break and fall out. Then they will look horrible and may hurt a lot.

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

We need our teeth for biting our food. Imagine trying to eat meat, carrots and crisp apples without any teeth. We would be like little babies and have to eat soft or mashed up food. Yuk!

• controlling words; e.g. need, must • paragraphs to state and elaborate each point

Our teeth help us to speak clearly. I know when my grandfather takes his false teeth out, he sounds funny. I would hate to sound like that.

Looking after our teeth is really not that hard. We need to: • Clean them properly after eating. • Try not to eat or drink too many sweet things. • Visit the dentist to have our teeth and gums checked.

Conclusion –

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Teac he r

My little sister told our grandfather she wished she could take her teeth out like he does. He said he’d love to have his own teeth back because he can’t chew his food properly and they hurt his mouth. They also cost him a lot of money.

Our teeth are very important. I would hate to live without my teeth or with rotten ones. We must look after our teeth. It is quite easy.

a restating of the writer’s opinion

• 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. Tooth care

• 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.

3. (a) They could decay, break and fall out.

• Ask students to think of other arguments for looking after their teeth and any additional ways to do this. • Students can ﬁnd and copy words from the exposition on page 63 to complete the analysis on page 64. Some students will beneﬁt from working through the steps of the analysis with an adult.

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2. The writer wants people to understand why they need to look after their teeth and how to do it. (b) biting (c) speak

m . u

w ww

Teacher information

(d) … he can’t eat with them properly and they hurt his mouth. (e) Any two of:

o c . che e r o t r s super

• Provide opportunities for students to think about and discuss if and how they should protect their skin before they complete the exposition plan on page 65. • A class ‘Protect your skin’ poster could be developed, displaying individual student’s most persuasive arguments. (Display)

(i) Clean our teeth.

(ii) Do not eat or drink too many sweet things. (iii) Visit the dentist.

4. (a) important (b) easy

• Compose one class exposition, ordering 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) • The concept of skin protection is related to the health and physical education learning area. (Context)

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PRIMARY WRITING

Exposition 1

Tooth care Many people do not take good care of their teeth. I think people need to understand why they should look after their teeth and how to do it.

ew i ev Pr

Teac he r

r o e t s B r e o If we don’t look after our teeth, they will decay and then break p o u ka lot. and fall out. Then they will look horrible and may hurt S We need our teeth for biting our food. Imagine trying to eat meat, carrots and crisp apples without any teeth. We would be like little babies and have to eat soft or mashed up food. Yuk!

Our teeth help us to speak clearly. I know when my grandfather takes his false teeth out, he sounds funny. I would hate to sound like that.

w ww

• Clean them properly after eating. • Try not to eat or drink too many sweet things.

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• Visit the dentist to have our teeth and gums checked.

m . u

Looking after our teeth is really not that hard. We need to:

o c . che e r Our teeth are very o t r s super important. I would hate to live without my teeth or with rotten ones. We must look after our teeth. It is quite easy. PRIMARY WRITING

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Looking at exposition

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

2. Overview

The writer wants people to

(a)

r o e t s Bo r e p ok u S to our teeth if we don’t look after them? What could happen

(b)

What do we use our teeth for when we eat?

(c)

ew i ev Pr

Teac he r

3. Arguments

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(e)

Grandfather doesn’t like his teeth because

m . u

(d)

. tethings we should do to look after our teeth? What are two o c . che e r o t r s super

4. Conclusion

(a)

Our teeth are very

(b)

Looking after our teeth is quite

. 64

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. PRIMARY WRITING

Exposition plan

1. Plan an exposition to tell what you think about protecting skin from the sun. Think of some good ideas and make your arguments strong. Title

Overview

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

What do you think about it?

ew i ev Pr

Teac he r

Arguments

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m . u

o c . che e r o t r s super

Conclusion

What do you think people should 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

Making beds

Overview –

Making beds is so stupid! I can’t believe that people do it everyday. I think that bed making should be banned.

the topic and the writer’s point of view

Arguments –

Making a bed is such a waste of time. There are better things to do. I would much rather watch TV or play outside.

persuasive arguments in support of the writer’s opinion

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

I don’t think my bed makes my room look messy. I think it just makes it look lived in, but my mum doesn’t agree. But it’s not her room, it’s mine.

• controlling words; e.g. should not • paragraphs to state and elaborate each point

It’s not fair! If Mum likes beds made, then she can make mine. I just don’t think she should make me do it.

I think made beds are very uncomfortable. I like to stick my feet out the side of the bed. I can’t do this if it’s all tucked in.

Teac he r

Conclusion –

I’m sure that other boys and even some girls will agree with me. We just should not have to make our beds.

a restating of the writer’s opinion

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 1. Making beds

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My cat loves to sleep in my bed but she can’t climb in if it’s made. That’s why she likes my bed. I think that we should be kind to animals don’t you?

• Discuss what students think about making their beds and to decide if they agree or disagree with each of the writer’s arguments. • Ask students to think of other arguments for or against making their beds. • Students should then complete the analysis on page 68.

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• Discuss the jobs that students do to help at home and ask them to decide if they think doing jobs is a good or bad idea. When they have determined their position on the issue, they need to identify their arguments and to start with the strongest. Students can then complete their exposition plan on page 69.

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2. The author thinks bed making is stupid and wants it to be banned. 3. (a) Teacher check (b) Teacher check

(d) The cat can get into the bed if it isn’t made.

4. (a) The writer thinks that we should not have to make our beds. (b) He is sure that many boys and some girls will agree.

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

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• The concept of making beds can be related to the issue of young people needing sufﬁcient sleep as part of a healthy lifestyle in the health and physical education learning area. (Context) • Arguments for and against doing jobs can be written on strips of card and displayed on a mural around an illustration of a house and garden. (Purpose/Display)

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PRIMARY WRITING

Exposition 2

Making beds Making beds is so stupid! I can’t believe that people do it every day. I think that bed making should be banned.

r o e t s Bo r e p ok or play outside. u S Making a bed is such a waste of time. There are

ew i ev Pr

Teac he r

better things to do. I would much rather watch TV

I don’t think my bed makes my room look messy. I think it just makes it look lived in, but my mum doesn’t agree. But it’s not her room, it’s mine.

It’s not fair! If Mum likes beds made, then she can

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feet out the side of the bed. I can’t do this if it’s all tucked in.

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My cat loves to sleep in my bed but she can’t climb in if it’s made. That’s why she likes my bed, it’s easy to get into. I think

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that we should be kind to animals don’t you?

o c I’m sure that other boys . che e r o and even t r s some girls will super agree with me. We just should not have to make our beds.

PRIMARY WRITING

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Looking at exposition

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

2. Overview

What does the writer believe?

(a)

r o e t s Bo r e p ok u S do you think is the best? Which argument

(b)

Is it the ﬁrst one?

(c)

Why does the boy think that a made bed is uncomfortable?

(d)

Why does the cat like an unmade bed?

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Teac he r

3. Arguments

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4. Conclusion

(a)

The writer thinks that we should not have to

(b)

He is sure that many other boys and some girls will .

our beds. 68

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PRIMARY WRITING

Exposition plan

1. Think about children doing jobs to help at home. Do you think this is a good or a bad idea? Plan an exposition to try and persuade other people to agree with you. Start with your strongest argument. Title

Overview

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

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Teac he r

I think

Arguments

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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

Friends

Overview –

Some people are not kind to their friends. I think we should look after friends because our friends are very important.

states the topic and what the writer thinks should happen

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

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

• controlling words; e.g. must • paragraphs to state and elaborate each point

Some people don’t share things with their friends. I think this is silly, because if you share your things, then they will share with you and you’ll both have more fun things to do.

Teac he r

You should speak nicely to your friends. You don’t like people yelling at you, do you? If you get cross and shout and yell at them, they will feel bad and then they will not want to play with you.

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Friends have feelings. It is very important not to hurt their feelings by saying or doing something to make them feel bad. When you do hurt them, then I think you should tell them you’re sorry, and mean it. After that, you can be friends again.

Sometimes our friends do something mean to us and make us feel really bad. But, if they say they didn’t mean it and they’re sorry, I think we should still be friends with them, don’t you? I like doing kind things for my friends and sometimes I give them little things and this makes them smile. I like it when my friends are happy, it makes me feel happy too.

Answers

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

Page 72

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Teacher information

• Discuss how people should treat their friends and the different problems involved with friendship.

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• Work through the analysis on page 72. Students should be encouraged to refer back to the text as needed.

1. Friends

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Conclusion – a restating of the writer’s opinion

2. The writer wants people to look after their friends. 3. Teacher check

4. It’s only fair that if we are good friends to our friends, they will be good friends to us.

o c . che e r o t r s super

• Provide opportunities for students to think and talk about why they believe people should look after their pets and some persuasive arguments to support their ideas for the plan on page 73.

• Before asking students to plan and write their expositions, model the process of planning and writing an exposition about Being kind to older people.

• A collection of completed expositions could be made into a book titled, Pets are important. (Display) • An exposition incorporating the most persuasive arguments for looking after pets, could be composed and written by the class for display on a board featuring photographs of students’ pets. (Purpose/Audience)

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PRIMARY WRITING

Exposition 3

Friends Some people are not kind to their friends. I think we should look after friends because our friends are very important.

r o e t s Bo r e p ok u S Some people don’t share things with their friends. I think this is

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Teac he r

Think about what it would be like if you didn’t have any friends. I think it would be horrible and I would feel very lonely. You must remember that your friends won’t stay friends with you if you’re mean to them. silly, because if you share your things, then they will share with you and you’ll both have more fun things to do. You should speak nicely to your friends. You don’t like people yelling at you, do you? If you get cross and shout and yell at them, they will feel bad and then they will not want to play with you.

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bad. When you do hurt them, then I think you should tell them you’re sorry, and mean it. After that, you can be friends again.

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Sometimes our friends do something mean to us and make us feel really bad. But, if they say they didn’t mean it and they’re sorry, I think we should still be friends with them, don’t you?

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o c . che e r o t r s super

I like doing kind things for my friends and sometimes I give them little things and this makes them smile. I like it when my friends are happy, it makes me feel happy too. I think that if we are good friends to our friends then they will be good friends to us. That’s only fair isn’t it?

PRIMARY WRITING

R.I.C. Publications®

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Looking at exposition

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

2. Overview

What does the writer want people to do?

r o e t s Bo r e p ok u Sthe writer give? (Start What reasons does with the argument you think is the best.)

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3. Arguments

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4. Conclusion

What did the writer say in the conclusion?

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PRIMARY WRITING

Exposition plan

1. Plan an exposition to persuade people to look after their pets. Think of some good arguments and start with the strongest one. Title

Overview

I think

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Teac he r

Arguments

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

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Conclusion

2. Write your exposition. PRIMARY WRITING

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