The English Workbook - Teachers Resource Books: Book C - Ages 8+ by Teacher Superstore

RIC-6303 3/560/1615

Additional titles available in this series:

TEACHERS RESOURCE BOOK – Book 2 (9 years+) TEACHERS RESOURCE BOOK – Book 3 (10 years+) TEACHERS RESOURCE BOOK – Book 4 (11 years+) TEACHERS RESOURCE BOOK – Book 5 (12 years+)

Also available in this series:

Copyright Notice Blackline masters or copy masters are published and sold with a limited copyright. This copyright allows publishers to provide teachers and schools with a wide range of learning activities without copyright being breached. This limited copyright allows the purchaser to make sufficient copies for use within their own education institution. The copyright is not transferable, nor can it be onsold. Following these instructions is not essential but will ensure that you, as the purchaser, have evidence of legal ownership to the copyright if inspection occurs.

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THE ENGLISH WORKBOOK – Book 1 (8 years+) THE ENGLISH WORKBOOK – Book 2 (9 years+) THE ENGLISH WORKBOOK – Book 3 (10 years+) THE ENGLISH WORKBOOK – Book 4 (11 years+) THE ENGLISH WORKBOOK – Book 5 (12 years+)

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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.

Name of Purchaser:

Date of Purchase:

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School Order# (if applicable):

Signature of Purchaser:

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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.ricpublications.com.au Email: mail@ricgroup.com.au

INTRODUCTION This teachers resource book provides information to support the implementation of The English workbook, designed to develop and improve students’ literacy skills, focusing on procedures, recounts, expositions, narratives and reports. The following sections are included within each format. • speaking and listening • vocabulary • proofreading and editing • language features • spelling • reading comprehension • student evaluation • writing activities

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Features of The English workbook – Teachers resource book • Descriptions of the five different writing formats • Photocopiable planning outlines for the five writing formats • Speaking and listening notes and photocopiable charts • Additional information about vocabulary, useful reference lists and spelling rules • Clear and concise explanations of the included language features • Photocopiable student editing and proofreading checklists specific to each writing format • Comprehensive integrated activity sheets provide cross-curricular extension to stimulate student interest • Analytical notes on activities such as advertisements and cartoons • Class evaluation sheets to record information about student understanding and performance • Answers for student activities

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Introduction .......................................................................... 1 Writing format descriptions ..........................................2–3 Planning outlines ............................................................3–8 Editing and proofreading checklists .........................9–14 Class evaluation record sheet ..................................15–16 Speaking and listening ..............................................17–21 Speaking skills .......................................................... 17 Listening skills ........................................................... 17 Speeches ................................................................... 17 Debating ...............................................................18–19 Speaking chart .......................................................... 20 Listening chart .......................................................... 21 Vocabulary .......................................................................... 22 Compound words...................................................... 22 Homographs .............................................................. 22 Synonyms................................................................... 22 Antonyms ................................................................... 22 Overused words........................................................ 22 Spelling .........................................................................23–25 Syllables ..................................................................... 23 Plurals...................................................................23–24 Adding sufﬁxes (1-1-1 rule, dropping ﬁnal ‘e’, adding ‘ly’) .......24–25

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Language features .......................................................26–29 Parts of speech (verbs, adverbs, nouns, pronouns, adjectives, prepositions, conjunctions) ..............................26–27 Punctuation (capital letters, commas, apostrophes for possession, grammatical contractions, quotation marks, paragraphs) .................................................. 27 Collective nouns .................................................28–29 Integrated activities ....................................................30–34 Graphic organisers .....................................................35–41 Mind maps ................................................................. 35 Flow chart .................................................................. 36 Problem-solving chart ............................................. 37 Senses chart ............................................................. 38 Tree chart ................................................................... 39 Semantic web ........................................................... 40 Reading journal ......................................................... 41 Additional information ..................................................... 42 Cartoons ..................................................................... 42 Advertisements ......................................................... 42 Scope and sequence chart .............................................. 43 Answers ........................................................................44–57

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CONTENTS

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The English workbook – Teachers resource book – 1

WRITING FORMAT DESCRIPTIONS

1. Procedure

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The main purpose of a procedure is to direct, inform or explain how something is done. It usually includes: • a goal – to tell what is to be done • a list of requirements • steps – a list of instructions in a particular order • a test – to see if the task was completed successfully. A procedure uses: • command verbs • present tense • short, clear statements. A procedure may be written in the form of instructions for a task such as playing a game, constructing something, operating an appliance, using a reference book, dealing with a problem, or as a recipe or an experiment.

2. Recount

The purpose of a recount is to retell past events in time order. It usually includes: • a title – tells what the recount is about • a setting – who was involved and where and when the events happened • the events – what happened in chronological order • an ending or comments – how the events ended and what the writer thinks about it. A recount uses: • the past tense • paragraphs to separate signiﬁcant events. A recount may be written in the form of a diary, a letter, a newspaper or magazine article, an eyewitness account, a biography or autobiography.

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3. Exposition

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An exposition is written or spoken to persuade others to think or do something. It usually includes: • a title – tells what the exposition is about • an overview – a brief summary of what the writer thinks about the topic • reasons – the arguments to persuade people • a conclusion – a ﬁnal comment or summing up. An exposition uses: • persuasive language • facts to support the arguments • a new paragraph for each new argument. An exposition may be written in the form of an essay, a letter, an advertisement, a review, a speech or an editorial.

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WRITING FORMAT DESCRIPTIONS

4. Narrative

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The main purpose of a narrative is to describe a series of events and circumstances often involving ﬁctitious characters. It usually includes: • a title – gets the attention of the reader and indicates what the story is about • an orientation – introduces the main characters, the setting or location, the time of the story and the initiating event • a complication – a problem which involves the main character(s) • a resolution – how the problem is solved. A narrative uses: • descriptive vocabulary • interesting characters • suitable paragraphing. A narrative may be written in the form of a story, a play, a fairytale, a myth, a legend, a science ﬁction work, a ballad or a poem.

5. Report

The main purpose of a report is to give facts clearly without unnecessary information or opinions. It usually includes: • a title – tells what the report is about • a classiﬁcation – provides information about the focus of the report • a description – expands on the focus • a conclusion – a summary or comment. A report uses: • facts, not opinions • no unnecessary information • the third person • the timeless present tense. A report may be written in the form of a review, a newspaper or magazine article, an eyewitness account or a scientiﬁc report.

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The following pages (4–8) are photocopiable planning outlines for each of the ﬁve writing formats, designed for students to use when planning their writing. They provide a structure for writing and include elements unique to each format. The planning outlines can be used in conjunction with the ‘Editing and proofreading checklists’ (pages 9–13) to encourage students to review and correct their writing. Teachers can assess and then record their students’ understanding of the elements of each writing format on the ‘Class evaluation record’ on pages 15–16.

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Planning a procedure Name:

Date:

Title: Goal (What you need to do):

Requirements (Things you’ll need):

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Steps:

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Test (How you’ll know if your procedure was successful):

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Planning a recount Name:

Date:

Title: Setting: Who?

Where?

Why?

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When?

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Events: 1.

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Concluding statement/comment:

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Planning an exposition Name:

Date:

Title:

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Introductory statement (What you believe):

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Arguments (Thoughts and ideas which support your belief):

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Conclusion (Link your ideas to form a ﬁnal comment which summarises your position):

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Planning a narrative Name:

Date:

Title: Orientation: Characters (appearance, personality, likely actions):

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Time:

Initiating event: What event starts the action?

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Setting/Location:

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Complication: What problems do the characters have?

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What caused the problems?

Resolution (How are the problems solved?):

Conclusion (What happened in the end?):

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Planning a report Name:

Date:

Title: Classiﬁcation (gives information about the focus of the report):

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Description (special features):

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Conclusion (summing up):

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EDITING AND PROOFREADING CHECKLISTS

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The primary purpose of writing and the use of language is communication—to get one’s message or ideas across to another person in an effective manner. It is important that the message is clear so that there are no misunderstandings. Ensuring that there are no barriers to effective communication, due to poor spelling and grammar or incorrect structure, is vital. Provided on the following pages is a series of checklists for each of the five writing formats: procedures, recounts, expositions, narratives and reports. Each of the writing formats has its own particular structure or elements which help the students communicate their ideas within the given format. The checklists allow students to ensure that these elements are included and that they have thoroughly checked and edited their work for any errors. The checklists, which list specific points, provide an opportunity for students and their peers to evaluate their writing and develop their writing and editing skills. Ideally, providing this opportunity for self-evaluation will allow students to develop a habit of always editing and proofing their work.

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Editing and proofreading a procedure Name:

Date:

Title of procedure: Editing and proofreading are very important parts of writing. Use the checklist below to edit and proofread your work. Checklist

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1. Does your procedure make sense to you? ........................................................................... Yes No 2. Did you include a goal? ............................................................................................................ Yes No 3. Did you list the things you needed? ....................................................................................... Yes No

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4. Have you included all the steps in the correct order? ........................................................ Yes No

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5. Did you add a test to check that your procedure works? .................................................. Yes No 6. Spelling: (a)

Have you corrected any spelling errors? .................................................................... Yes No

(b)

Did you check that your works look right? .................................................................. Yes No

(c)

Did you use a dictionary? ............................................................................................... Yes No

(d)

Did you ask someone to help you with spelling? ....................................................... Yes No

8. Are your statements short and clear? ................................................................................... Yes No 9. Did each statement make sense when you read it on its own? ........................................ Yes No

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10. Do your statements all start with a capital letter and end with a full stop? .................... Yes No 11. Ask a partner to read your procedure. .................................................................................. Yes No (a)

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Did he/she ﬁnd it easy to understand? ........................................................................ Yes No

I think my procedure is short my procedure is clear

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my procedure would work

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Editing and proofreading a recount Name:

Date:

Title of recount: Editing and proofreading are very important parts of writing. Use the checklist below to edit and proofread your work. Checklist Title:

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Does your title reﬂect the topic? ............................................................................................ Yes No Does it generate interest? ....................................................................................................... Yes No

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Setting: Does your recount include:

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• speciﬁc characters? ........................................................................................................... Yes No • location?................................................................................................................................ Yes No • time of the events? .............................................................................................................. Yes No

• the reason for the events? ................................................................................................. Yes No Events: Were the events sequenced correctly? ................................................................................ Yes No

Were all relevant events included? ....................................................................................... Yes No Concluding statement: Yes No

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Have you corrected any spelling errors? .............................................................................. Yes No Punctuation:

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Have you checked your punctuation? ................................................................................... Yes No

Is each event recorded in a separate paragraph? .............................................................. Yes No Language features:

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Have you used the past tense? ............................................................................................... Yes No

Is the vocabulary you used interesting and varied? ........................................................... Yes No Peer editor: Did you use a peer editor? ....................................................................................................... Yes No Did she/he make any constructive comments? ................................................................... Yes No I think my recount is interesting my spelling and punctuation are the presentation of my work is R.I.C. Publications® www.ricpublications.com.au

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Editing and proofreading an exposition Name:

Date:

Title of exposition: Editing and proofreading are very important parts of writing. Use the checklist below to edit and proofread your work. Checklist Do you understand the purpose of an exposition? 1. Does your exposition:

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(a) clearly state a problem in the introduction? ............................................................. Yes No (b) provide background information?............................................................................... Yes No

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(c) list facts to support your arguments? (diagrams, photos, facts and ﬁgures) ..... Yes No (d) sequence arguments from strongest to weakest? .................................................. Yes No (e) include a ﬁnal paragraph which reinforces and summarises the main points? Yes No

2. Have you used persuasive language? ............................................................................. Yes No

Spelling

3. Have you corrected any spelling errors? ........................................................................ Yes No

© R. I . C.Publ i cat i ons 4. Have you checked your punctuation? ............................................................................. •f orr evi ew pur posesonl y• 5. Have you used a separate paragraph for each argument? .........................................

Punctuation

Yes No Yes No

Peer edit 6. Ask a partner to read your exposition

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(a) Did he/she understand your point of view? .............................................................. Yes No (b) Did it make sense? ........................................................................................................ Yes No

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I think my exposition is persuasive

my spelling and punctuation are the presentation of my work is

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Editing and proofreading a narrative Name:

Date:

Title of narrative: Editing and proofreading are very important parts of writing. Use the checklist below to edit and proofread your work. Checklist Title:

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Does your title indicate what the story is about? ................................................................ Yes No Does it get the attention of the reader? ................................................................................ Yes No Orientation:

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Does the beginning draw the reader into the characters’ world? ................................... Yes No

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Are the characters believable? .............................................................................................. Yes No Do their actions ﬁt their personalities? ................................................................................. Yes No

Is the setting realistic? ............................................................................................................. Yes No Initiating event: Is the problem known at the beginning of the story? .......................................................... Yes No Complication:

Is the problem believable? ...................................................................................................... Yes No Resolution: Yes No

Have the problems been solved? ........................................................................................... Yes No Conclusion:

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Is the ending satisfying to the reader? .................................................................................. Yes No Punctuation and spelling: Check the following: Spelling – use a dictionary or ask someone. Punctuation – including capital letters, full stops, question marks, commas and direct speech. Paragraphs for new ideas. Vocabulary:

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Have you used some interesting adjectives? ....................................................................... Yes No Have you used any compound words? ................................................................................. Yes No Have you used more interesting verbs instead of ‘said’? .................................................. Yes No I think my narrative is interesting my spelling and punctuation are the presentation of my work is

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Editing and proofreading a report Name:

Date:

Title of report: Editing and proofreading are very important parts of writing. Use the checklist below to edit and proofread your work. Checklist

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1. Does your report include a classiﬁcation? ........................................................................... Yes No 2. Does it include an accurate and detailed description of the topic? ................................ Yes No 3. Have you ended with a conclusion? ...................................................................................... Yes No

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4. Have you written facts not opinions? .................................................................................... Yes No

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5. Have you used action verbs? .................................................................................................. Yes No 6. Have you corrected any spelling errors? .............................................................................. Yes No 7. Have you used capital letters and full stops correctly? ..................................................... Yes No 8. Did your peer editor: (a)

understand your report? ................................................................................................ Yes No

(b)

believe your facts to be true? ........................................................................................ Yes No

my report gives facts

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the presentation of my work is

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I think my report is interesting

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Class evaluation record

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Names

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Procedure Understands the format Uses clear concise language Sequences steps logically

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Self-edits Recount Understands the format

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Sequences events Uses past tense Self-edits Exposition Understands the format Presents persuasive arguments Supports arguments Self-edits

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Class evaluation record

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Names

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Narrative Understands the format Uses descriptive language Appropriate paragraphing Imaginative ideas Self-edits Report Understands the format Uses factual language Accurate information Self-edits

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The English workbook – Teachers resource book – 1

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SPEAKING AND LISTENING

SPEAKING SKILLS Students need to have a sense of audience and to learn how to engage and communicate effectively. The chart, ‘Are you a good speaker?’ on page 20, can be photocopied and enlarged for classroom use. It focuses attention on the preparation and presentation of information as well as oral communication skills. Opportunities are provided for students to organise and communicate their ideas to a partner, a small group or the class. Students should be encouraged to set individual speaking goals on which to focus and to evaluate their performance.

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

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Providing opportunities for students to engage in active listening is essential, but some students may need to have explicit instruction to understand the requirements of effective listening. The ‘Are you a good listener?’ chart on page 21 can be photocopied and enlarged for classroom use. It is suggested that teacher and students set a goal—e.g. sitting still—as a focus for a particular lesson and then evaluate how well this goal was achieved.

SPEECHES

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Purpose 1. To inform the audience of the views, facts and news of the speaker. 2. To inﬂuence the audience to support the speaker’s perspective or cause. 3. To justify an action or proposed action. 4. To entertain a speciﬁc audience.

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A speech is a talk or address delivered to an audience.

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Features 1. Ideas and facts must have a logical sequence. 2. Format includes: • introduction • statement of case • argument or explanation of position • conclusion 3. May include some visual presentation (video, slides, photographs, diagrams). 4. Personal experience and humour may be used to maintain interest and to emphasise point of view. 5. May include some informal language or idioms. 6. Short sentences may be used to enable members of the audience to remain focused and attentive.

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SPEAKING AND LISTENING DEBATING A debate is a formal organised argument on a particular matter or topic, between two opposing teams. Purpose 1. To win by presenting a convincing argument and by out-scoring the opposing team.

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Features 1. A debate is made up of: • an afﬁrmative team of 3 members who argue for the topic • a negative team of 3 members who argue against the topic • a chair • a timekeeper • an adjudicator. 2. A debate is about a topic, also known as the moot. (A moot is a claim that something is true.) 3. Team members work together to prepare their argument by researching the topic. 4. Use palm cards to summarise discussion points. 5. Speakers must consider audience intelligence and experience. 6. Humour may be used. 7. Each team member has a different task.

Format A classroom plan could be as follows.

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M A 2, E r E T ake V I e AT , sp r 1 M e IR er 3 eak F F k A ea sp sp

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Chairperson The chair

1. 2. 3. 4.

CHAIR

AUDIENCE

sp NE ea G ke AT I sp r 1, VE ea sp TE ke ea AM r 3 ke r2 ,

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TIMEKEEPER

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States the topic. Introduces each speaker for both teams. Deals ﬁrmly with interjections or comments from the audience. Announces the winner at the conclusion of the debate after consulting with the adjudicator.

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SPEAKING AND LISTENING Timekeeper • The timekeeper allocates each speaker a set time to speak. • The timekeeper rings three sets of bells. 1. A single bell – warns the speaker the time is almost up. 2. A double bell – the speaker’s time is up. 3. A continuous bell – the time is up and the adjudicator will disregard any further argument.

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Speakers Each speaker has a different role: Affirmative 1 • defines the subject of the debate • outlines the argument • allocates responsibility to each member Negative 1 • must accept affirmative definition or show why it is unacceptable and amend it Affirmative 2 • restates affirmative case • deals with each argument presented by Negative 1 • may add new aspects to the affirmative argument Negative 2 • attacks the arguments put forward by the two affirmative speakers • develops his or her argument Affirmative 3 • persuades audience that Negative team’s argument is worthless • ends on a positive note that affirms the topic Negative 3 • role is similar to that of Affirmative 3 • stresses negative aspect

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Judges the performance of both teams based on: Matter: • subject knowledge • deﬁnition of topic • the outline and explanation of the argument • examples that support the argument Manner: the way in which the speech is presented. • language • gestures • stance • voice quality • verbal skills Method: how the matter is planned • introduction • technique • strategy

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Are you a good speaker?

Good speakers …

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Choose:

• interesting information • relevant facts

Present:

• their facts and opinions

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Organise: • their ideas (introductions, information, conclusion) • their time

Speak:

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• good and don’t bury their face in what they’re reading • interested • conﬁdent

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Are you a good listener?

Good listeners:

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r o e t s Bo r e p ok u at the speaker Look S Sit still

Listen carefully

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about what the speaker is saying

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VOCABULARY

To enrich the communication skills of students, it is important that they understand all of the concepts of English vocabulary. An increased vocabulary develops the students’ ability to communicate their ideas, making their writing and speaking more descriptive and interesting to read or listen to.

COMPOUND WORDS

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‘Compound’ comes from the Latin meaning ‘putting together’. Each part of a compound word must be a word that can stand alone. For example: toothbrush mother-in-law Note: As language changes, many words that were previously hyphenated no longer need a hyphen. Students should be encouraged to consult a recent dictionary.

HOMOGRAPHS

Homo – same graph – write Homographs are words that are written in the same way, but have different meanings and origins and sometimes are pronounced differently. Homographs that sound the same include: sack, ruler, pupil, spring, squash, stole, swallow, bear, saw, felt, train, fast, hold, park, club, court, duck, cape, chop, coach, grave, cricket, march, prune, right, ring, table, wake, dear, watch, last, kind, cross, blind, bored, down, iron

Homographs that are pronounced differently include:

Synonyms are words with the same or similar meaning.

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ANTONYMS

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SYNONYMS

Antonyms are words with the opposite meaning. Finding synonyms and antonyms helps students to develop a wider vocabulary and allows them to write more precisely and interestingly. Some antonyms are formed by adding a preﬁx; for example: un, dis, in, im, mis.

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OVERUSED WORDS

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Students should be encouraged to communicate more exact meaning by avoiding the overuse of some words; e.g. ‘asked’ and ‘said’. Words that can be used instead of ‘asked’ include: enquired, requested, queried, questioned, begged, quizzed, appealed, demanded, beseeched, required, implored Words that can be used instead of ‘said’ include: spoke, uttered, yelled, shouted, whispered, cried, sobbed, commented, replied, stated, talked, voiced, announced, remarked, repeated, breathed, declared, recited, expressed, protested 22

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SPELLING

Because of the complexity of the English language, there are a number of exceptions to most of the spelling rules. After students have learned a rule, they should be encouraged to consolidate this learning by seeking exceptions to the rule.

SYLLABLES

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con/test

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Breaking words into syllables is very useful for pronouncing and spelling words. A syllable has one vowel sound. The following is a list of rules to determine how words are divided into syllables. 1. When two consonants (same or different) come between two vowels, divide between the consonants.

2. When there is only one consonant between two vowels, divide before the consonant. fa/mous

mu/sic

3. When consonants make one speech sound, they are kept together. pro/phet

me/thod

dol/phin

4. The letters ‘re’ and ‘le’ cannot stand alone at the end of a word and must take the preceding consonant.

joy/ful

sub/mit

dis/o/bey

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PLURALS

rain/coat

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6. Compound words divide between the small words. la/dy-/in-/wait/ing

• Most nouns form their plural by just adding ‘s’.

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• Words ending in ‘ch’, ‘sh’, ‘s’, ‘x’, and ‘z’ usually add ‘es’ to make the plural word easier to pronounce. churches, wished, bused, boxes, quizzes exceptions include: stomachs, monarchs, matriarchs, patriarchs

Note: The ‘ch’ is pronounced like ‘ck’ in these words, so the ‘es’ is not needed for ease of pronunciation.

• Many words ending in ‘o’ also add ‘es’ in the plural form. tomatoes, potatoes, heroes, echoes But there are numerous exceptions, including words ending with ‘oo’ and some words associated with music. In many recent dictionaries, both endings are included. ‘oo’ words: bamboos, kangaroos, cockatoos, zoos, shampoos music: banjos, solos, duos, trios, pianos, sopranos, radios, altos, cellos, videos others: ratios, zeros, merinos, silos R.I.C. Publications® www.ricpublications.com.au

The English workbook – Teachers resource book – 1

SPELLING • Nouns ending in ‘f’ or ‘fe’ change the ‘f’ or ‘fe’ to ‘v’ and add ‘es’. knives, wolves, halves, selves Note: Both forms of some words are accepted: dwarves or dwarfs, wharves or wharfs, hooves or hoofs.

Exceptions include: words ending with ‘ff’: stuffs, puffs, skiffs, cliffs, staffs, sheriffs others: reefs, gulfs, chiefs, roofs, waifs

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• Nouns ending with a consonant and a ‘y’ change the ‘y’ to ‘i’ before adding ‘es’. babies, puppies, ﬂies, spies, libraries

• Some plurals are made by changing some letters of the base noun or by adding an unusual sufﬁx.

Teac he r

woman – women die – dice radius – radii, radiuses axis – axes emphasis – emphases medium – media, mediums sphinx – sphinges, sphinxes cherub – cherubim, cherubs

foot – feet cactus – cacti, cactuses fungus – fungi, funguses crisis – crises louse – lice phenomenon – phenomena child – children

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tooth – teeth mouse – mice, mouses (comp.) oasis – oases person – people goose – geese parenthesis – parentheses criterion – criteria ox – oxen

© R. I . C.Publ i cat i ons ﬁsh, cod, salmon, trout, deer, sheep, reindeer, swine, elk, dozen, score, innings, gallows •f orr evi ew pur posesonl y• Some nouns have no singular form; many of them are thought of as ‘a pair of’.

• Some words may have the same singular and plural forms.

•

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trousers, bathers, spectacles, glasses, pants, tweezers, pliers, clippers, scissors, secateurs, bellows, tongs, measles, billiards

ADDING SUFFIXES

A suffix can be described as a group of letters added to the end of a word. Suffixes changes the meaning of words. Examples of suffixes include:

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able, age, al, an, ance, ence, ary, ery, ate, en, er, ese, est, ful, fy, hood, ible, ic, ion, ish, ist, ive, less, ling, ly, ment, most, ness, or, ous, ship

• Sufﬁxes are usually just added to the end of the word.

work, worked, workable, working, worker

• Sometimes the spelling of the base word changes. shut–shutting, happy–happily, shape–shaping

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SPELLING The one-one-one rule for adding sufﬁxes beginning with a vowel requires understanding of: • consonants and vowels • short and long vowels • syllables.

one-one-one rule When adding a sufﬁx beginning with a vowel to words of one syllable, with one short vowel sound followed by one consonant, double that consonant.

r o e t s Bo r e p ok u S shop–shopper

cut–cutting

reﬁtting

babysitter

outrigger

dropping the ﬁnal ‘e’

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Note: Words of more than one syllable with a preﬁx or which are compound words also double the ﬁnal consonant.

Another rule for adding a sufﬁx beginning with a vowel to a word, usually with a long vowel sound and ending with a silent ‘e’, is that the ‘e’ is dropped before adding the sufﬁx. shape – shaping

close – closing

Note: An interesting exception is ‘likable’. Macquarie dictionary prefers ‘likeable’, but also acknowledges ‘likable’. A simple way for students to remember part of this rule is:

quick – quickly

love – lovely

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There are some exceptions: 1. Whole – wholly. The ‘e’ is dropped before adding ‘ly’. 2. True – truly, due – duly. There are already two vowels at the end of these words so one is dropped before adding ‘ly’. 3. Horrible – horribly, simple – simply. These are two examples of words ending in ‘le’ after a consonant. The ‘e’ is changed to ‘y’.

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The English workbook – Teachers resource book – 1

LANGUAGE FEATURES PARTS OF SPEECH Understanding the different parts of speech will help students construct effective sentences.

Verbs Verbs are words used to show actions or states of being or having; e.g. eat, was, has. Command verbs are imperatives and are often used in procedures at the beginning of a sentence; e.g. ‘Roast the meat’. Verb tense: There are three basic tenses. However, because there are so many irregular verbs in English, these can be complex. the future

walked

walk

will walk

has walked

walks

should walk

see

will see

sees

should see

irregular saw

has seen

Adverbs

Note: The future and past tenses often use auxiliary or ‘helping’ verbs to form a compound verb; e.g. have written, can open, may visit, were asleep.

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the present

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regular

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the past

Adverbs are words that can modify or enhance the meaning of verbs; e.g. He swam slowly, I sang yesterday. There are adverbs of time, place and manner. time; e.g. tomorrow place; e.g. outside manner; e.g. quickly

Nouns

Pronouns

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Pronouns are words substituted for nouns; e.g. We asked them to help us.

Adjectives

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Nouns are words used to name people, places, things, feelings or ideas; e.g. boy, school, book, joy, courtesy. Proper nouns are used to name particular people, places or things. Proper nouns are written with capital letters; e.g. John, Singapore, February. Collective nouns are words used to name groups of people, animals or things; e.g. a team of footballers. An extensive list of common and less familiar collective nouns used to describe many of these groups is on pages 28 and 29. Note: Some groups have more than one collective noun and some collective nouns are used for a number of different groups.

Adjectives modify or enhance the meaning of nouns and, less commonly, pronouns; e.g. deserted playground, lucky me.

Prepositions Prepositions are words that show the relationship between nouns and or pronouns in the same sentence. Common pronouns include: during, for, between, in, up, on. He rode through the park. Sally slept until dawn. I would like one of those.

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LANGUAGE FEATURES Conjunctions Conjunctions are joining words. They can join different language units. one word with another one phrase with another one clause with another one sentence with another

PUNCTUATION

hot or cold on the land and in the air sitting on the beach while watching the birds There were dark clouds in the sky so I took my umbrella.

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Punctuation is used to clarify meaning and assist with reading and comprehension.

Capital letters

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Capital letters are needed for: • sentence beginnings; e.g. I like my teacher. She is kind to me. • proper nouns; e.g. people’s names (Bob Brown), names of places (Paciﬁc Ocean), days of the week (Tuesday), months (May), countries (New Zealand), nationalities (French), languages (Russian), religious faiths (Christian), holidays and festivals (Passover) • titles; e.g. Red Cross, The sound of music, Note: R.I.C. Publications® employs minimal capitalisation for titles of books and other publications as recommended by Style ‘Goldilocks and the three bears’. manual for authors, editors and printers, 6th edition 2002.

Commas

Commas are used to separate items in a list or series; e.g. I like ice-cream, carrots, apples and chocolate.

© R. I . C.Publ i cat i ons Apostrophes are used to show that something belongs to someone or something. • f o rr e vbei e wp u r p orule se sito nl y The placement of the apostrophe can challenging but the simple is that is placed after• the owner or Apostrophes for possession

owners. (The ‘tail’ of the apostrophe ‘points’ to the owner[s].)

the girls’ dresses (more than one girl) the babies’ shoes (more than one baby)

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Grammatical contractions

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the girl’s dresses (one girl) the baby’s shoes (one baby)

Grammatical contractions are words that have been made by joining and shortening two words. An apostrophe is used in place of the missing letters.

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Quotation marks

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he will – he’ll it has – it’s

Quotation marks (inverted commas) are used to enclose quoted speech or thoughts. Single or double quotation marks are acceptable but must be used consistently. ‘Please feed that noisy cat’, Mum shouted. ‘I fed him yesterday, it’s Ben’s turn’, Adam replied.

Note: R.I.C. Publications® punctuates speech as recommended by Style manual for authors, editors and printers, 6th edition 2002.

Quoted text must start on a new line, unless the same speaker is continuing.

Paragraphs Paragraphs separate text into meaningful sections to facilitate reading and understanding. Paragraphs start on a new line. A space is often left between paragraphs. R.I.C. Publications® www.ricpublications.com.au

The English workbook – Teachers resource book – 1

LANGUAGE FEATURES COLLECTIVE NOUNS Birds

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A herd of buffalo A caravan of camels A train of camels A clowder of cats A clutter of cats A herd of cattle A mob of cattle A coalition of cheetahs A litter of cubs A herd of deer A parcel of deer A pack of dogs A ﬂock of dolphins A pod of dolphins A school of dolphins A herd of donkeys A drove of donkeys A herd of elephants A parade of elephants A skulk of foxes A leash of foxes A tower of giraffes A group of giraffes A trip of goats A ﬂock of goats A tribe of goats A band of gorillas A bloat of hippopotamuses A herd of hippopotamuses A pod of hippopotamuses A stable of horses A stud of horses A team of horses A mob of kangaroos A litter of kittens A leap of leopards A pride of lions A nest of mice A troop of monkeys A herd of moose A family of otters

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A flock of birds A flight of birds A brood of chickens A clutch of chickens A flight of cormorants A murder of crows A head of curlews A dole of doves A flight of doves A flush of ducks A flock of ducks A team of ducks A skein of ducks A convocation of eagles A cast of falcons A charm of finches A trembling of finches A stand of flamingos A gaggle of geese A flock of geese A skein of geese A colony of gulls A kettle of hawks A mews of hawks A brood of hens A charm of hummingbirds A colony of ibises A band of jays A congregation of magpies A flock of magpies A littering of magpies A sord of mallards A flush of mallards A pride of ostriches A parliament of owls A company of parrots A pandemonium of parrots A muster of peacocks A pod of pelicans A colony of penguins

A flight of pigeons A flock of pigeons A run of poultry A bevy of quail An unkindness of ravens A conspiracy of ravens A parliament of rooks A squabble of seagulls A host of sparrows A quarrel of sparrows A chattering of starlings A cloud of starlings A congregation of starlings A mustering of storks A flight of storks A flight of swallows A gulp of swallows A herd of swans A bevy of swans A bank of swans A team of swans A flock of turkeys A raft of turkeys A pitying of turtledoves A wake of vultures A bunch of waterfowl A descent of woodpeckers A herd of wrens A flock of wrens

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A cluster of antelope A herd of antelope A tribe of antelope A troop of apes A congress of baboons A colony of badgers A cloud of bats A colony of bats A family of beavers A gang of buffalo

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LANGUAGE FEATURES COLLECTIVE NOUNS Fish

A troupe of performers A crew of sailors A squad of soldiers An army of soldiers A company of soldiers A platoon of soldiers A class of students A ﬂock of tourists A congregation of worshippers

A host of angelfish A fleet of bass A school of butterfly fish A swarm of eels A glide of flying fish A shoal of mackerel A flotilla of swordfish A hover of trout A float of tuna A shoal of minnows A pack of perch A shoal of pilchards A bind of salmon A leap of salmon A family of sardines A herd of seahorses A shiver of sharks A school of sharks A pod of whiting

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Others

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A team of oxen A drove of pigs A herd of pigs A string of ponies A school of porpoises A pod of porpoises A colony of rabbits A colony of seals A rookery of seals A herd of seals A ﬂock of sheep A mob of sheep A parcel of sheep A dray of squirrels An ambush of tigers A huddle of walruses A mob of wallaby A sneak of weasels A gang of weasels A school of whales A run of whales A pod of whales A pack of wolves A herd of yaks A cohort of zebras A herd of zebras

A wing of aircraft A quiver of arrows A belt of asteroids A bunch of bananas A hand of bananas A library of books A batch of bread A fleet of cars A pack of cards A deck of cards A network of computers A clutch of eggs A bed of flowers A bouquet of flowers A patch of flowers A ring of keys A range of mountains An anthology of poems A fleet of ships A flotilla of ships A pair of shoes A choir of singers A galaxy of stars A constellation of stars A stand of trees A grove of trees A clump of trees

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Insects

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People

A troupe of acrobats A cast of actors A company of actors A chorus of angels A troupe of artists A bevy of beauties A board of directors A staff of employees A panel of experts A gang of hoodlums An audience of listeners A den of thieves A coven of witches A faculty of academics A band of men A cortege of mourners An orchestra of musicians A crowd of onlookers A crowd of people

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A colony of ants A flight of butterflies An army of caterpillars An intrusion of cockroaches A swarm of flies A colony of wasps A cloud of grasshoppers A swarm of grasshoppers A flock of lice A plague of locusts A swarm of mosquitos A colony of termites A cloud of gnats

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The English workbook – Teachers resource book – 1

INTEGRATED ACTIVITIES These are a series of activities designed for each speciﬁc writing format as it appears in the student workbook. They will hopefully provide ideas as to how the formats can be used in relation to a variety of subjects other than English.

Procedure 1 Health

Arts

List drinks suitable for summer under the headings healthy/unhealthy. List drinks suitable for winter under healthy/ unhealthy. Research the ingredients of canned drinks. Complete a list of safety requirements in the kitchen. Include: • use of knives • use of hot liquids • use of ovens/stove tops • use of electrical appliances • adult supervision

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Technology and enterprise

Maths

Design a machine which makes hot chocolate. Include: – something to heat water – a holder for the cup – something to stir the mixture – something to measure the ingredients

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Using the library, Internet, magazines and home 1. resources, collect as many recipes as possible which use chocolate as one of the ingredients. Present your recipes in your own cookbook, which could include some of the following headings: 2. – Drinks 3. – Biscuits/Slices – Cakes – Puddings/Desserts Include illustrations with some of the recipes. Design an interesting cover for your book. Design a box of chocolates. Make the cover attractive and colourful. List the ﬂavours included in the box.

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List the ingredients needed for making hot chocolate. Using a newspaper or supermarket catalogue, estimate the cost involved. Estimate how many cups of hot chocolate you could make from a container, then try to see if you were correct. Work out the cost of each cup.

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Health

Technology and enterprise

Design a nutritious and balanced menu suitable for hospital patients. The meals must cover all food groups. The menu must include sufﬁcient variety of food to cater for patients who may stay in hospital for a week. Many doctors choose to specialise in one ﬁeld of medicine. Some of these are: – pathology – pediatrics – oncology – obstetrics – neurology – cardiology – haematology – radiology – ear, nose and throat (ENT) – anaesthetics – rheumatology Research and describe each specialty in no more than two sentences.

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Recount 1

Many hospitals rely on fundraising activities to purchase additional equipment. Work with a partner and design a fundraising activity for a hospital of your choice. Consider the following and include in your project: – venue of activity – which hospital and why? – purpose—why do you need to raise money? – when do you expect to hold the functions? – what is your target? – will these functions be ongoing? (i.e. annual, biannual) – who will be involved?

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The English workbook – Teachers resource book – 1

The arts In small groups, dramatise a hospital visit. Consider: • Who you will visit? • Who is going with you? • What hospital staff you may meet? R.I.C. Publications® www.ricpublications.com.au

INTEGRATED ACTIVITIES Exposition 1 English 1.

Using the library as a resource, create a list of titles 1. from books, magazines and newspaper articles. Write the titles on the worksheet on page 43. Assess each title according to its level of interest to you. H = high, M = moderate, L = low. Write your comments, such as your thoughts, ideas and opinions on each title. Choose one from each category to read. Examine the topic ‘Play is no longer important in today’s society’. Gather and organise information that either agrees or disagrees with this statement. 2. Use library resources, the Internet or interview adults and peers to ﬁnd information to support your opinion. 3. Present your talk to the class. Remember: You will be judged on your ability to persuade your audience.

Draw a fantasy adventure playground for your local park/school. You may like to include: – a treehouse – a pool – climbing equipment – slides – swings – seesaws – trampolines. Make it as exciting and enjoyable as you can. Design a poster for a piece of playground equipment. Compile a list of songs having something to do with play/play equipment; for example, My new playground. Choose a favourite song to learn.

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Design and technology Design a playground suitable for children from 7 to 10 years of age. The playground must be safe and secure, as well as sun-safe. Include equipment for physical exercise and challenge. Draw a detailed, labelled map of the playground. Explain each piece of equipment. Create a model.

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The arts

Narrative 1 Research types of housing found in cities. Research types of housing found in country areas. Compare and contrast them. Research any unusual types of housing found in other countries; for example, igloos. Map out the route Peter took from his cottage to the old man’s house. (Include the ditch where he found the old man, the hill and other features of the countryside.)

List some values that Peter showed in the story; for example, caring. List some values that the old man showed; for example, kindness. Discuss some other important values. Dramatise Peter’s act of caring. Dramatise the old man’s kindness.

Health

Maths

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Values

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Society and environment

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Plan a healthy, nourishing meal for 20 hungry children. 1. Include all five food groups. Research the five food groups and explain why we need some foods from each group daily. List five foods from each group.

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Work out the approximate quantities of food needed for the meal for 20 children. Estimate the quantities of water needed for each child to have two glasses and the amount of juice needed for each child to have one glass. Estimate the size of the table needed to seat 20 children. (Hint: Use your desk as an average space for one.) Using a trundle wheel, measure how far an average child walks in 10 minutes. Use this to estimate how far Peter walked in two days. Don’t forget to allow for rest periods and sleep. The English workbook – Teachers resource book – 1

INTEGRATED ACTIVITIES Report 1 Science

The arts

Using a paper plate, make an elephant mask. Use the mask to give a five-minute talk to the class about elephants. Find as many stories, songs or poems about elephants as you can. Choose your favourite story and make a story map for it using illustrations. Choose your favourite song and learn it. Design a poster that tells people about the need to protect elephants. Draw a well-known elephant made famous by Disney films. Research to find out about elephants used in cartoons. Make up your own cartoon about an elephant.

r o e t s Bo r e p ok u S 3. 4. 5. 6.

Society and environment

English

Plan a debate on ‘Elephants should be kept in captivity’. Use the teachers notes to help plan and judge the debate. Write an acrostic poem about elephants. Read some of the Just so stories by Rudyard Kipling, including ‘The elephant’s child’. Make up your own ‘Just so’ story to explain why the elephant has large ears.

2.u © R. I . C.P bl i cat i ons 3. •f orr evi ew pur posesonl y•

English 1.

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Procedure 2

Mathematics

Write and illustrate a poem. Choose one of the topics below. Rain Flood Storm Drought Heatwave Choose your favourite season and write about it. Include: • clothing worn • suitable games • sports played • food/drinks • weather • your feelings

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On a map of the world, show where elephants are found and indicate the approximate numbers in each area. Research to ﬁnd out the many ways in which elephants have been used over the centuries and compare this to the present day. Find out about the uses of ivory, both past and present. Research to ﬁnd out how countries are working to control the poaching of ivory and how long elephants have been protected.

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Research the Internet or library to find the differences and similarities between African and Indian elephants. Find a dictionary definition for: – a carnivore – a herbivore – an omnivore Choose one animal from each category and research to find: – what type of food it eats – how it finds its food – how much food it requires. Find out the differences between an elephant and another large mammal.

1. Keep a daily record of the weather for a month. Include: • rainfall • maximum temperatures • wind • minimum temperatures • any storms Graph the results. 2. Compare the weather patterns of 10 different cities for a week. Graph the rainfall, highest and lowest temperatures and winds.

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Technology and enterprise

Health

1. Research to ﬁnd out how much water we should drink every day. Keep a record of how much water you would drink every day for a week. 2. Compare several healthy/unhealthy drinks. Include: • fat content • calories • sugar content • preservatives • colourings

2. 3.

Design a gauge to collect rain, using recycled materials. Record the rainfall for a month. Design a weather vane. Use it to record the wind directions for a week. Design a water-saving device for your home. Estimate how much water you would save by using it. The English workbook – Teachers resource book – 1

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INTEGRATED ACTIVITIES Recount 2 Society and environment

The arts

1. 2.

Design a poster to encourage people to use train travel. Think about safety on trains. List some things that you shouldn’t do. Make up a cartoon showing someone doing one of them and the possible consequences. Compile a list of songs about trains. Choose a favourite song and learn it. Design a ‘fantasy’ mode of travel. • its shape Include: • how it moves • passenger capacity • its size • where it travels • how fast it goes • what it’s called. (Hint: You could add wings, ﬂoats, helicopter blades, decorations, special features.)

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English

Mathematics

2. 3.

Conduct a class debate on ‘Train travel is better than bus travel’. Write an acrostic poem on transport, trains, buses or aeroplanes. Research to ﬁnd some children’s stories with ‘train’ in the title. Borrow one from your local or school library and read it.

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Research to ﬁnd out about trains. • who invented it Include: • the ﬁrst train • where and when it was invented • different types of trains • train travel in different countries Find out about train travel in your nearest city. Include: • how many lines there are • where they go • how frequent the trains are • the distances covered on each line • the number of stations on each line • approximate numbers of passengers on each line.

Find out about the cost of local train travel. Graph the fares for each station to the nearest city. Research to ﬁnd the time taken to travel from each station to the city. Graph the results. Estimate the cost of a train trip to the city for one adult and two children. Add the approximate costs of a drink and a sandwich for each person. Find out the distance to your nearest train station. Using a road directory, estimate the distances between stations in your local area.

English

Design and make a model of a ride or game that would be suitable for a school fete. The activity must be suitable for children from 4 years to 9 years of age. The game must be safe. The game must have clear rules and it must be fun. Draw and label your activity before you make the model. Write a clear description and instructions.

Debate

Health

English

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Design and technology

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Exposition 2

Schools should not have to raise funds to purchase books and equipment.

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Plan a debate which will persuade your audience to support your point of view. Each team will have three speakers (see teachers notes). Each member will have two minutes to present his/her argument. You will be judged on your ability to persuade your audience.

Fete food

Fun with words Choose one (or more) words and complete the following What food is fun to eat at a fete? Design a menu which is new and fun to eat. (You cannot activities using the words below. Castle Rock School Mother’s Day fete use pies, hot dogs, chips, fairy ﬂoss or toffee apples.) Describe each item on your menu. 1. Make a word snake. Illustrate your new idea. 2. How many words can you make using the letters in the title (e.g. or, cool, to)? You can only use the letters once. Label and list ingredients 3. Make a crossword puzzle. Make a sample and share with the class. 4. Make up your own word game. R.I.C. Publications® www.ricpublications.com.au

The English workbook – Teachers resource book – 1

INTEGRATED ACTIVITIES Narrative 2 Health

Society and environment

3. 4.

Use the library or Internet to ﬁnd out abut caves: • how they are made • their uses • the oldest caves known • famous caves • cave paintings Research eggs to ﬁnd: • the largest type of egg • the smallest type of egg • egg-laying mammals • crafts using eggs • Fabergé eggs. Plan a treasure hunt for eggs.

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Technology and enterprise

The arts

1. 2.

2. 3.

Design and make a suitable carrier bag for an egg. (Hint: You need to protect it from breakage.) Design and make a hatchery for chickens. (Hint: Remember the eggs need to be kept warm.) Design and make a cave suitable for an animal to live in. (Hint: It will need food and water sources and protection from sun, wind and predators.)

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Teac he r

Research: • safety rules for motorcycles • safety rules for bicycles • road rules for bicycles Research: • edible eggs • egg recipes Hold a games day and include an egg and spoon race. Research: • animal skeletons • human skeletons • dinosaur bones • the oldest bones Find out about X-rays. (Include how they work, where they’re used, who invented them.)

Use crushed eggshells to make a mosaic. Decorate eggs using crayons (wax-resist), paints or food dye. Use your research on caves, then do some cave paintings of your own. Cut out some cardboard templates of bones and use them to make a design. Find some songs about bikes, then learn one. Learn the Dem bones song.

Health

Research to find out about teeth. 1. Keep a diary for two weeks showing when you brushed your teeth and how long you spent brushing Include: them. • how many sets of teeth we have Graph the results. • how many are in each set 2. Research to find out the costs of toothbrushes and • what types of teeth we have toothpastes. • what each type is used for Graph the results. Note: Check the weight of the • the structure of a tooth. tubes of toothpaste before comparing results. Compile a list of things necessary for good dental 3. Choose five or six different types of toothbrushes and hygiene. Discuss the importance of each. experiment to find out how long each will last. Hint: Compile a list of the different types of dentistry. Try rubbing them on a rough surface. Write a definition for each type. Graph the results. Research to compile a list of healthy and unhealthy foods or use magazine pictures to make a poster.

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GRAPHIC ORGANISERS

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Graphic organisers are visual frameworks that are used to represent ideas and to organise them in a way that promotes learning and facilitates understanding. They are particularly useful for planning the content, sequence and organisation of a writing task. Graphic organisers allow students to: • make connections and understand how things are related • develop their more complex thinking skills; e.g. analysing, categorising and evaluating • use visual representations to assist memory and facilitate recall • apply multiple intelligences simultaneously. Graphic organisers include: • mind maps • ﬂow charts (page 36) • problem-solving charts (page 37) • senses charts (page 38) • tree charts (page 39) • semantic webs (page 40).

MIND MAPS

Mind maps can be used for note taking and as visual prompts for oral presentations. They usually use keywords, colour, drawings and symbols linked with arrows and branches. They are intended to be understood only by their creators. Space should be left so further ideas can be added.

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Flow chart

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Problem-solving chart

Problem

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Possibilities

Positives

Negatives

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Goal

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Solution

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Why

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Senses chart Subject:

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Looks

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Sounds

Feels

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Tastes

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Smells

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Tree chart

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Semantic web

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Reading journal Category

Rating

Comment

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Title

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Which titles caught your interest? What did you notice about the length of these titles? How much information was given in the title? Write your comments.

H = High interest

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M = Moderate interest

L = Low interest

The English workbook – Teachers resource book – 1

ADDITIONAL INFORMATION CARTOONS Cartoons use a picture or a series of pictures to communicate a story or message. Cartoons are often found in newspapers and comment on current political events, politicians and prominent people; for example, Michael Jackson’s nose. Usually the cartoonist aims to make his audience laugh. There are four types of cartoons. 1. A comic strip Generally found in newspapers, they can vary from two to several panels. Often the comic strip will be a complete story; however, it can be written as a serial and continued in the next issue of the newspaper. Examples of a comic strip include Garﬁeld, Snake, Wizard of Id.

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2. A single cartoon Also found in newspapers, the single cartoon has only one picture. Even though they are funny, often a serious message is portrayed. 3. A comic book This is a collection of cartoons in one book or magazine. The cartoons may be presented as one long story or a series of short stories. Some well-known examples include Calvin and Hobbs, Mad Magazine, The Phantom and Archie. 4. TV and ﬁlm cartoons Cartoons may be used as a series or a complete work to create a feature-length ﬁlm. The detail in the drawing and the story line is more complex and may require thousands of pictures to create movement. Voice-overs, music and sound effects are also required. Some well-known animated cartoons include Beauty and the beast and The Simpsons.

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• Unusual facial features • Larger than life situations • Thought bubble • Description of actions • Exaggerated characteristics or action • Speech balloon containing exclamation, caption or dialogue. • Cartoonist’s signature

An aural (radio) or visual message in the form of billboards, ﬂiers, circulars, notice, pamphlets or posters promoting a product, cause, event or person.

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Purpose • To tantalise, persuade and invite purchase of a service or product. • To disseminate information. • To encourage loyalty to a cause, person or product. Features • Uses concise language • May include sponsorship • Uses abbreviated language and abbreviations • Uses graphics, colour, font, size • Emphasises price, quality and reliability • Designed for a speciﬁc audience or to create a new audience 42

The English workbook – Teachers resource book – 1

• To endorse a product over that of a competitor. • To correct actual or perceived misinformation.

• May create sense of emergency (limited availability, sale, special offer) • Includes contact information • Radio and television may include jingle or song • Excellence often claimed rather than proven or backed by research • Asterisk often refers to ﬁne print outlining conditions, limitations or warnings R.I.C. Publications® www.ricpublications.com.au

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Speaking and listening

Reading

Facts and opinions about elephants

For information, For understanding, Application – Farm and wild animals

For information, For understanding, Application – A wanted poster

Report 2

Cloze, Crosswords, Letter crossouts

‘m’ graphemes, Plurals (s, es, ves)

Long/Short vowels, Adding and taking ‘e’ (spelling rule)

Report 2

‘f’ graphemes, Plurals (s, es, ves, o + es/s, words ending in y/ey), Interesting plurals

Narrative 2 ‘r’ graphemes, ‘a’ or ‘an’ (with ‘h’ words)

Exposition 2 Short ‘u’ graphemes

Recount 2

Procedure 2 Sufﬁxes (s, er, ed, ing), 1-1-1 rule

Report 1

Narrative 1 ‘n’ graphemes, Rhyming words

Exposition 1 Compound words, Contractions

Recount 1 Vowels, Consonants, Short and long vowels

Narrative 2

Match animal sounds, Mother/father/baby animals, Alphabetical order Occupations and work places, Identifying ‘add’ Report 2 words, Jumbled sentences Compound words, Short vowels, Consonants, Procedure 1 Syllables

Exposition 2 Cloze, Category nouns

Recount 2 Homographs, Alphabetical order

Procedure 2 Word meanings, Word search, Jumbled words

Report 1

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For information, For understanding, Application – Healthy drinks For information, For understanding, Application – Sequencing For information, For understanding, Application – Your school playground For information, For understanding, Application – ‘One good turn deserves another’ For information, For understanding, Application – Endangered elephants and other animals For information, For understanding, Application – A water conservation poster For information, For understanding, Application – Story map (sequencing) For information, For understanding, Application – Fund-raising activities

Brainstorming dentists, role-plays

Jumbled words, Word search, Better words for ‘ask’ and ‘said’

Narrative 1 Adjectives, Synonyms and antonyms, Preﬁx – ‘-un’

Exposition 1

Recount 1 Opposites, Synonyms, Preﬁxes, Alphabetical order

Topics

Recount 1

Nouns, Proper nouns, Recognising nouns, Conjunctions Punctuation – capital letters, full stops, Exposition 1 question marks; Question words; Apostrophes for ownership Narrative 1 Adjectives; Punctuation – commas, paragraphs

Procedure 1 Verbs, Command verbs, Adverbs

Chapter

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Narrative 2

Exposition 2

Recount 2

Procedure 2

Report 1

Narrative 1

Exposition 1

Recount 1

Procedure 1

Report 2

Narrative 2 Imaginative descriptions

Exposition 2 Discussion on fete activities and consensus

Recount 2 Comparing buses and trains

Procedure 2 Semantic web – Conserving water

Report 1

Narrative 1 Recounting a dream, Role-playing, Characters

Exposition 1 Playing areas and equipment

Recount 1 Hospital workers

Procedure 1 Speaking and listening, Taking turns, Brainstorming

Vocabulary

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Topics

Word meanings, Using a dictionary, Procedure 1 Alphabetical order

Chapter

Language feature

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Command verbs; Tense – past/present/future; Adverbs; Correct form (ly)

Prepositions – time, place, general; Read and draw

Prepositions – choosing, sentences, ﬁnding

Report 1

Exposition 1

Report 2

Procedure 2

Report descriptions, Report – Occupations

Short, clear statements; Procedure: ‘Watering a garden’ Sequencing, Before and after statements, Recount 2 Recount – student choice Introductory statements, Exposition 2 Expansion – student choice Character proﬁles, Complications and resolutions, Narrative 2 Planning paragraphs, Narrative – student choice

Facts and opinions, Report: Animals

Titles; Exposition – ‘Mother knows best’, student choice Parts of a narrative, Sequencing, A fairy story, Narrative 1 Narrative – student choice

Recount 1 Sequencing, Recount: A visit

Procedure 1 Short, clear statements; Procedure: To make toast

Report 2

Punctuation – commas; Exposition 2 Changing meaning – capital letters, full stops, question words, capital letters for proper nouns Adjectives for boats, Choosing adjectives, Narrative 2 Punctuation – direct speech

Recount 2 Collective nouns, Pronouns, Conjunctions

Procedure 2

Report 1

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Chapter

SCOPE AND SEQUENCE CHART

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ANSWERS Procedure 1 Hot chocolate: pp 1–19 Page 1 1–2. Teacher check 3. yes, Teacher check

Page 2 1–3.

Teacher check

Page 3

Page 8 1. fix, beds, tap, from, fill, that 2. (a) bed (b) tap (d) fix (e) that 1. (a) Teacher check

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(b) Teacher check (c) Teacher check 1–2. Teacher check 3. In/struc/tions (3); care/ful/ly (3)

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1. Goal How to make hot chocolate Requirements a cup or mug, drinking chocolate, sugar, milk, kettle, water, teaspoon Steps (a) add sugar (b) ﬁll the kettle (c) measure chocolate (d) add water Test The hot chocolate tastes good. Answers may vary.

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2. answers may include: football, footman, toothpaste, workman, workload, newspaper, goodbye, download 3. Compound words are made from two or more smaller words. (al, re and de are not words)

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1. (a) riding, buttoning, swimming, sweeping, eating, taking, putting, driving, watching, brushing, making, getting, washing, packing, reading (b) Teacher check (c) Teacher check (d) Teacher check 2. (a) ﬁll, place, switch, measure, pour, stir, add, enjoy (b) place, stir

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(d) true (e) true Reading for understanding 1–4. Teacher check

3–4. Teacher check 1. Teacher check

Applying your knowledge 1. Teacher check

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(b) Teacher check (b) ﬁll, full (d) stir

2. Teacher check 3. drink, milk, pour, switch, water 4. pour, milk, water

Page 7 1. (a) care + less (c) cup + board (e) in + side

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(b) tea + cup (d) table + spoon (f) to + night

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2. (a) draw, make, add, put, place, give (b) Teacher check

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1. (a) everywhere (c) now (e) already 2. (a) carefully (c) safely (e) quickly 3. Teacher check

(b) (d) (f) (b) (d)

loudly outside quietly neatly loudly

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ANSWERS Page 14 1. Answers may include: (a) Put on your shoes and socks. (b) Cook the cake. (c) Watch me carefully. (d) Feed the dog. (e) Get your sister. 2. Teacher check

Page 16 Teacher check

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1–11. Teacher check

Page 18 – Evaluation 1. Teacher check 2. A procedure has a goal, a list of requirements, steps or instructions to follow and a test. A procedure uses short, clear statements. 3. Teacher check

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Setting Who – Mum, Tim and the writer Who – Aunty Jenny When – Sunday afternoon Where – The hospital Why – To visit Aunty Jenny, because they were curious Events – They stopped to buy chocolate. – They couldn’t ﬁnd a parking spot and Mum didn’t have any change for the parking ticket. Ending/Comment – They went inside and asked directions to Ward 44.

– They saw Aunty Jenny and then left. – The hospital seemed nice but the writer was pleased she was not to be a patient. Reading for information 1. (a) false (b) true (c) false (d) true (e) false Reading for understanding 1–2. Teacher check

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(b) kitch/en (2), slow/ly (2) 7. Sometimes, Ben cooks dinner. Wash your hands carefully. We ate the biscuits outside. They packed the dishwasher quickly. 8. (a) Keep the kitchen clean. (b) Wash the ﬂoor. (c) Wipe the benches. (d) Butter the toast. (e) Spread the jam.

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3. Teacher check Applying your knowledge 1. (a) 3 (b) 2 (d) 4 (e) 5 (g) 7 (h) 1 1. (a) sister – brother (c) uncle – aunty (e) started – stopped (g) boy – girl (i) sell – buy

(b) (d) (f) (h) (j)

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Recount 1 Hospital visit: pp 20–36 Page 21 1–2.

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Teacher check

Page 22 Answers may include: 1. Title A visit to a hospital

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lost – found noisy – quiet small – big outside – inside hello – goodbye

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2. (a) (c) (d) 3. (a)

sick – unwell (b) large – big directions – instructions find – locate (e) buy – purchase unwell, unhappy, unselfish, unkind, unfriendly (b) not (c) true 4. seemed, selfish, spot, stay, stress

The English workbook – Teachers resource book – 1

ANSWERS Page 26

Page 33

1. Teacher check 2. (a) Teacher check (b) 21 consonants 3. mum, us, much, next, lift, shop, had, help, but, desk, that 4. (a) left, loft (b) bat, bet, bit (c) hid (d) spat, spit (e) ship (f) sack, sock, suck (g) Tom (h) quack

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1–5.

Teacher check

Page 35 – Evaluation

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(b) Teacher check

1. Teacher check 2. (a) A recount is: a retelling of past events in time order. (b) A recount has: a title, setting, events and a concluding statement/comment. Answers may vary 3. (a) The setting discusses who, where, when and why the events happen. (b) The events tell what happens and are told in correct sequence. (c) The comment is a concluding statement which tells what the writer thinks about the events. 4. (a) Synonyms are words with similar meanings. (b) Teacher check

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5. head, bread, threat, thread, tread 6. see, me, people, stay, need, key, find, weak, been, they, kind, so 7. (a) coat (b) quiet (c) read (d) meat (e) rain (f) sheep (g) tail (h) seat 1–2. Teacher check 3. (a) Teacher check

Teacher check

© R. I . C.Publ i cat i ons (c) Teacher check (d) Teacher check Page 36 – Evaluation (e) Teacher• check f o r r e v i e w p ur ses ounsold, nl y • unhook, 5. p (a) o unhelpful, unseat, unskilled, 1. (a) Tim (b) Sunday

Page 30 1. (a) (b) (c) (d)

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The car went very fast. I like this hospital. The bed could go up and down. She enjoyed going in the lift because it was quiet and smooth. (e) He wanted to work in the garden. 2. (a) I gave my dog a wash. (b) The cook works in the kitchen.

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Page 31 1. (a) until (c) before 2–3. Teacher check

(b) although (d) while

Page 32 1. Teacher check 46

undo (b) not 6. (a) people, places, things (b) Teacher check 7. (a) Proper nouns are the names of particular people, places, days and months. (b) Sydney, Thursday, Janet, Mr Tan, Wilson, Singapore, George, Monday, July 8. Teacher check

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Exposition 1 Year 3 playground: pp 37–53

Page 38 1–4.

Teacher check

Page 39 Answers may include: 1. Title: A playground for Year 3s Overview: Give them a good place to play Reasons: (i) They are not allowed to play there, only the Years 1 and 2 can. R.I.C. Publications® www.ricpublications.com.au

ANSWERS

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Page 44 1. (a) The boys were playing. Their football was kicked over the fence. (b) They are cooking. Cakes are easy to make. 2. (a) The children from Yarrabank Primary School wanted to have a good place to play. They wrote a letter to the principal and asked her to help them. She will probably write them a letter. (b) I think that it is important to have a safe place to play. Bigger boys and girls sometimes don’t notice smaller ones and can knock them over. They don’t always look where they are going. (c) Teacher check

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Reading for information 1. (a) false (b) true (d) false (e) true Reading for understanding 1–4. Teacher check

Page 45 1. (a) (c) (e) 2. (a) (b) (c) (d) (e)

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(ii) They are not allowed to play there because the older children can be rough. (iii) It is crowded. (iv) They want to play on the top part of the oval, near the classroom. (v) They want the principal to let them use part of the oval. (vi) They will look after the area and plant some shady trees. Conclusion: They hope the principal will let them have their own playground.

full stop (b) question mark question mark (d) full stop question mark Will you play tennis with me? I would love to play tennis with you. Where would you like to meet? Let’s meet at the tennis club gates. If I’m going to be late, I’ll let you know.

Applying your knowledge 1. Teacher check 1. (a) play (b) school (d) help (e) plant

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cats (b) book (c) children lion (e) spiders (f) Mum my uncle’s book (b) the plane’s wings the farmers’ horses (d) the plumber’s tools the teacher’s (f) the teachers’ cars computers

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3. (a) request, demand, question, beg (b) yelled, whispered, told, cried 1. (a) play + ground (b) under + cover (c) class + room

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1. (a) (d) 2. (a) (c) (e)

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(d) are + not (e) 2. (a) did + not (b) (c) have + not (d) (e) I + would or I + had (f) it + is or it + has 3. (a) can’t (b) I’ve (d) he’s (e) she’ll 4. (a) inside (b) (c) toothbrush (d)

can + not could + not you + have

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1. Teacher check 2. Teacher check

Page 49 Teacher check

Page 50 Teacher check

Page 51 1–3. Teacher check The English workbook – Teachers resource book – 1

ANSWERS Page 52 – Evaluation

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5. (a) large, enormous, huge (b) hazardous, unsafe 6. (a) football (b) basketball (c) classroom (d) playground (e) afternoon (f) cupboard (g) lunchtime (h) bathroom (i) outside (j) blackboard 7. (a) it’s (b) can’t (c) aren’t (d) don’t (e) haven’t (f) you’ve (g) I’d (h) couldn’t 8. Last Friday, Tom and Frank rode to the park and found a lost dog. Tom checked his tags. On the tag was the dog’s name, Charlie. 9. (a) question mark (b) full stop (c) full stop (d) question mark (e) question mark (f) full stop

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1. Teacher check 2. (a) An exposition can be in the form of a(n) essay, letter or advertisement. (b) An exposition usually has: a title, an introductory statement, arguments and a conclusion. 3. (a) The title tells us what the exposition is about. (b) The overview tells what the writer thinks about the subject. (c) The reasons are arguments to persuade the audience. (d) The conclusion is the ﬁnal comment and summing up. Answers may vary 4. (a) run (b) climb (c) skip (d) throw (e) hop (f) jump

Setting Who – Peter, old man, servants What – Help hungry children Where – Resting beside the road When – Once upon a time Complication He was worried about the poor, hungry children and how they needed food. Resolution He helped Peter make his dream come true and opened his house to poor, hungry children. He also asked Peter to live in the house.

Reading for information 1. (a) true (b) false (c) false (d) true (e) true Reading for understanding 1. He was in a ditch 2. He was weak, with no money or clothes 3–4. Teacher check

Page 55 Teacher check

Page 56 1. Title House of dreams

2. Teacher check. Answers may include: cute, old, small, cozy, snug, rickety, ugly, drab 3. Teacher check. Answers may include: little, minute, teeny, wee, mini, petite 4. Teacher check. Answers may include: large, gigantic, big, enormous 5. Teacher check. Answers may include: small, little, tiny, mini, wee 6. (a) unkind (b) unable (c) unhappy (d) uncovered (e) uninvited (f) uninteresting (g) unhelpful (h) unopened (i) undressed (j) untrue 7. Answers may vary (a) man (b) rich, wealthy (c) new, young (d) hot, warm

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Narrative 1 House of dreams: pp 54–69 1–2.

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The English workbook – Teachers resource book – 1

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ANSWERS Page 60 1. Groaning, runner, knocked, sign, hungry, know, invited, gnome, winner, ﬁnally 2–5. Teacher check

Page 61 1–3.

Teacher check

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tired, grumpy, wrinkled, old man ferocious, snarling, scary, brown dog beautiful, tall, shady, gum tree cool, clean, inviting, swimming pool frightened (b) amazing (c) old huge (e) chocolate (f) adventure new (b) capital, ﬁrst space

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1. (a) 4 (b) 5 (d) 3 (e) 2 2. Teacher check

Report 1 Elephants: pp 70–86 Page 71 1–2.

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1. (a) The bright, sunny, cloudless sky (b) A wonderful, kind, generous man (c) The cute, cuddly, ﬂuffy kitten (d) The snappy, noisy, annoying dog 1. Teacher check 2. (a) 5 (b) hungry (c) Peter (d) yes (e) ﬁnally (f) To make their writing easier to read and understand. (Answers may vary)

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8. (a) (b) (c) (d) 9. (a) (d) 10. (a) (c)

Teacher check

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1. Title Elephants Classiﬁcation mammal Description Teacher check Conclusion: Because their numbers are decreasing

Teacher check

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Reading for information 1. (a) true (b) true (c) false (d) false (e) true Reading for understanding 1. Asian elephants are easier to train. 2. Poachers are only interested in their tusks. 3. 3 years, They feed on their mother’s milk. 4. Answers may include: work, forests, transport, parades, tourist attractions

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1. Teacher check 2. (a) A narrative has four parts, which are a title, an orientation, a complication and a resolution. (b) what, where (c) solved 3. (a) meaning (b) Teacher check 4. (a) opposite (b) Teacher check 5. (a) knife (b) nut (c) running (d) sign (e) night (f) knight 6. Teacher check

Page 69 – Evaluation 7. Teacher check

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Page 74

Applying your knowledge 1. Elephants are in danger of disappearing. 2–3. Teacher check 1. (a) poachers (b) mammals (c) herbivores (d) protected (e) transferring (f) tusks, teeth (g) decreasing

Page 75 2. Teacher check The English workbook – Teachers resource book – 1

ANSWERS Page 76

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3. (a) Elephants never forget. (b) Snakes shed their skin. (c) Never smile at a crocodile.

Teacher check

Page 84 1–5.

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4. (a) (d) (g) (j) 5. (a) (d) (g)

boys wins wishes poachers shelves knives lives

(b) (e) (h) (k) (b) (e) (h)

Page 85 – Evaluation

ﬁnches waltzes foxes classes leaves selves wolves

glasses gases beaches trunks loaves halves

1. Teacher check 2. (a) Reports give facts clearly without unnecessary information or opinions. (b) A report has: a title, a classiﬁcation, a description, a conclusion. Answers may vary. (c) facts 3. (b) A cat has nine lives

Page 86 – Evaluation

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1. (a) mud, lamb, autumn, drum, hammer, summer, comb (b) m, mm, mn, mb 2. (a) summer (b) lamb (c) mouse (d) hymn (e) autumn (f) comb, messy 3. (a) animals (b) tigers (c) bears (d) lions (e) cubs (f) birds (g) apes (h) horses

Teacher check

4. summer, machine, numb, march, thumb, autumn, humming, hymn 5. (a) lamb, autumn (b) hammer, mend, machine 6. (a) boxes (b) dresses (c) trees (d) elephants (e) churches (f) dishes 7. (a) wolves (b) wives (c) calves (d) elves 8. (a) He swam across the pool under the water and came up near the steps. (b) Melissa had a shower after her early morning swim. 9. (a) Some elephants live in Asia. (b) I wish I could ride on an elephant. (c) We visited the elephants before going to see the monkeys. (d) The elephant squirted water after it had a drink.

wives carrying sharp knives. (b) Teacher check (c) Teacher check

1–2.

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3. (a) on (b) at (c) on (d) in (e) at (f) in 4. (a) round (b) under (c) in (d) down (e) beside (f) behind (g) on 5. Teacher check 6. (a) The children are swimming across the pool. (b) Jane’s cat sleeps in a basket. (c) He kicked the ball between the goalposts. (d) The ladder was leaning against the wall. (e) The tiger was prowling through the jungle.

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1. (a) fact (b) opinion (d) opinion (e) fact 2. Teacher check

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The English workbook – Teachers resource book – 1

Procedure 2 Water conservation: pp 87–104 Page 88 1–2.

Teacher check

Page 89 1. (a) Yes (b) Answers may include: to consume water, to save water or similar 2. (a) No (b) Teacher check 3. (a) Yes (b) No (c) Teacher check (d) Teacher check R.I.C. Publications® www.ricpublications.com.au

ANSWERS 4. Answers may include: water consumption has been reduced

Page 90 Reading for information 1. (a) true (b) false (d) true (e) false Reading for understanding 1–3. Teacher check

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Page 96 2. (a) (d) (g) 1. (a) (b) (c)

present (b) past (c) past future (e) present (f) future present (h) future The boys reluctantly weeded the garden. My mother uses water wisely. Tom carelessly splashed water out of the pool. (d) Yesterday, my grandfather ﬁxed the leaking tap. (e) People should always avoid having long showers.

1. (a) conservation – the preservation of the natural environment (b) reduce – to make smaller or less (c) recycle – to reuse material (d) secure – safe 2.

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(d) 6 (e) Teacher check 1. clean, secure, sprinkle, sweep, swim, run (a), (b), (c), (d), (e), (f) Teacher check

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2. Teacher check 3. ‘ly’ 4. (a) quickly (b) gracefully (c) loudly (d) proudly (e) cheerfully 5. (a) The teacher spoke quietly (b) She cried sadly. (c) He drove slowly. (d) Bill did his work badly. (e) The present was tied neatly.

3. (a) Fix the leaking tap. (b) Collect rainwater.

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1. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j)

work – works, worker, worked, working play – plays, player, played, playing jump – jumps, jumper, jumped, jumping walk – walks, walker, walked, walking paint – paints, painter, painted, painting climb – climbs, climber, climbed, climbing help – helps, helper, helped, helping look – looks, looker, looked, looking crawl – crawls, crawler, crawled, crawling clean – cleans, cleaner, cleaned, cleaning

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Page 94 2. (a) hop – yes, yes, yes; spin – yes, yes, yes; ﬁnd – yes, no, no; shut – yes, yes, yes; swim – yes, yes, yes; shop – yes, yes, yes; look – yes, no, yes; swell – yes, yes, no (b) –5 (c) Teacher check R.I.C. Publications® www.ricpublications.com.au

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1–11. Teacher check

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1. Teacher check 2. (a) A procedure usually has a goal, requirements, a set of instructions and a test. (b) A procedure uses short, clear statements. 3. (a) Teacher check (b) Teacher check 4. (a) water (b) clean (c) plant (d) turn (e) care (f) ﬁll (g) wash The English workbook – Teachers resource book – 1

ANSWERS 5. (a) reader (b) washer (d) gardener (e) watcher (g) stopper (h) batter

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past (b) future (c) present past (e) future (f) present He carefully watered the garden. They use water wisely. The water trickled slowly from the tap. He ﬁlled the kettle silently. The gardener watered regularly. The pipe is leaking badly. Turn off the tap quickly! He cut the lawn very slowly. Mum looked sadly at the weeds in the garden.

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Recount 2 My ﬁrst train ride: pp 105–120

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2–3. Teacher check Applying your knowledge 1. Teacher check

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6. (a) (d) 7. (a) (b) (c) (d) 8. (a) (b) (c) (d) (e)

Comment Answers may include: the writer was impressed, he wished he lived closer to the station. Reading for information 1. (a) false (b) true (c) false (d) false (e) true Reading for understanding 1. Teacher check

1. Teacher check 2. (a) hold – to have something in your hands; part of a ship where cargo is stored (b) train – to practise; a long part of a dress that trails on the ground (c) park – a large garden for public use; to leave a vehicle somewhere for a time 3. that, ticket, time, told, took, town, train, travel

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1. Title Answers may include: a train ride Setting Who – Uncle Pete, Sam and the writer When – Saturday afternoon Where – To the town or city Events – Answers may include: Uncle Pete drove us to the station, he parked the car. – Answers may include: Uncle Pete parked the car, led the way to the platform, organised and bought the tickets. – Answers may include: the doors opened, a few people got off, they hurried on. – Answers may include: they sat on the long side seat.

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(b) (d) (f) (h) (j) (l) (b) (d) (f) (h) (j)

stand – short stamp – short blind – long send – short pond – short skip – short toe – long ﬂoat – long sweet – long cried – long chain – long

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1. a, e, i, o, u 2. (a) hug – short (c) spin – short (e) find – long (g) plot – short (i) go – long (k) she – long 3. (a) spread – short (c) faint – long (e) cream – long (g) true – long (i) bread – short 4. measure, daily, cough

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Answers may include: they visited a coffee shop, they walked around the shops. Answers may include: they walked around the shops, they caught another train home.

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Page 112 1. (a) cute (b) (d) cane (e) (g) tube (h) 2. (a) rob (b) (d) bit (e) 3. Teacher check 4. (a) cute (b)

kite note Pete cub Sam

tube

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ANSWERS Page 113

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Page 114 2. (a) (c) (e) (f) (g) 3. (a) (d)

we/they/you (b) she/he/they/you she/he/they/you/it (d) he me/him/her/them/us it me/him/her/you/them/us me (b) she (c) you his (e) we

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6. (a) safe – to be secure; a box to lock things in (b) light – opposite of heavy; that which comes from the sun or a lamp 7. (a) sit – site (b) hug – huge (c) cap – cape (d) hat – hate (e) ﬁn – ﬁne (f) dot – dote (g) tap – tape (h) pet – Pete (i) rip – ripe (j) strip – stripe 8. (a) he (b) they (c) we (d) she

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1. (a) ﬂock (b) team (c) bunch (d) class (e) herd 2. Answers may include: (a) troop/platoon (b) team (c) swarm/hive 1. (a) I like travelling on trains. They seem to go quite fast. When they glide into the station, they often surprise me because they arrive so suddenly. My brother likes to sit by the door so that he can get off the train ﬁrst. Do you like trains? We think that they are much better than buses. (b) they

(c) The concluding statement tells what the writer thinks about the events. 4. (a) bees – swarm (b) soldiers – platoon (c) birds – ﬂock (d) cattle – herd (e) ﬂowers – bunch 5. (a) After they had eaten lunch, the boys played cricket. (b) I would like to come with you if there is room.

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1. Teacher check 2. Teacher check

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1. (a) 4, 1, 2, 3, 5

1. Answers may vary. Title The Castle Rock School Mother’s Day fete Overview The school wants people to attend the fete and help raise funds. Reasons – sausages, hot dogs, salads, cakes, fairy floss – cold drinks, tea, coffee – merry-go-round, pony rides, fire engine rides – craft, pot plants, flowers – fun Overview To raise money for books and computers for the library 2. Teacher check

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1. Teacher check 2. Answers may vary (a) A recount is a retelling of past events in time order. (b) A recount has: a title, a setting, events and an ending or comment. 3. Answers may vary (a) The setting discusses when, where and why the events happen. (b) The events tell what happened in order. R.I.C. Publications® www.ricpublications.com.au

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ANSWERS Page 124

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Reading for information 1. (a) false (b) true (d) true (e) true Reading for understanding 1. Teacher check

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Applying your knowledge 1. Teacher check 1. (a) castle (b) ﬂowers (c) clay (d) cakes (e) tea/coffee (f) books (g) rafﬂe

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1. Teacher check

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Answers may include: 2. (a) pony, fire engine, merry-go-round, bouncing castle (b) sausages, hot dogs, cakes, fairy floss, salads (c) craft, pot plants, flowers, raffle tickets 1. (a) o (b) brother, other, cover, smother, some, come, done, glove (c) yes 2. (a) mum, dove, sunny, funny, lucky, son, won, run, shove, another, love, stuck (b) no 3. Answers may include: (a) run (b) son, brother, mum

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1. (a) The sound of music is a ﬁlm starring Julie Andrews. (b) Next Tuesday our class will be visiting Woodlands Primary School. (c) London is a city in England. (d) There is less water in Wellington Dam now than there was in August last year. (e) Last July, we went to Disneyland in California.

1. Teacher check 2. (a) An exposition is something that is written to persuade others. (b) An exposition can be in the form of a letter, an essay or an advertisement. An exposition has: 3. a title, which tells what the exposition is about an overview, which tells what the writer wants to happen reasons, which are arguments why the audience should be persuaded conclusions, which link the reasons and summarise the ideas. (b) dove (c) tough 4. (a) mum (d) love (e) enough (f) jump Teacher check 5.

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1. Teacher check 2 (a) Teacher check (b) Teacher check (c) I went out. Ben was outside and he was waiting to go to the fete. Then the rain started. It poured down and we couldn’t leave. When the sun came out again we walked to the fete. It was fun. (d) Teacher check 3. (a) how (b) who (c) Teacher check

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6. Kate and Andrew had a lot of fun at the fete. Kate won a prize on the chocolate wheel and Andrew ate three hot dogs. They saw their friends, Jake and Tom, and the four of them had a ride on the merry-go-round. They went home tired, but happy. 7. Singapore, London, Wednesday. Sydney Harbour, New Zealand, September, Australia, Orchard Road, Wellington Street, Bronx Zoo, William, Tom, Ben Smith, Star trek, Atlantic Ocean, Straits of Malacca, Hawaii 8. Teacher check R.I.C. Publications® www.ricpublications.com.au

ANSWERS Narrative 2 The egg: pp 135–153 Page 136 1–3.

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1. (a) Teacher check (b) rhyme, ride, dropped, rhino, worry, write, hurry, wreck, wren, wriggle, wrap, wrong (c) (i) wren (ii) wriggle (iii) wreck (iv) hurry (v) ride (vi) rhyme (vii) worry 2. (a) sorry (b) write (c) curry (d) resting (e) rhubarb (f) reason

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an egg (b) Teacher check Teacher check (d) Teacher check a (b) a (c) an an (e) an (f) a a (h) an Teacher check Answers may vary. The ‘h’ is silent, making the word start with a vowel sound. 4. (a) a (b) a (c) an (d) a (e) an (f) an

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1. Title ‘The egg’ Orientation Answers may vary Who – Jenny, Ian, Sam, Shannon, Auntie Debbie What – They decided to visit some caves Where – On a farm When – In the Christmas holidays Complication – An egg – She didn’t know what sort of an egg it was Resolution She was going to keep the egg warm and try to get it to hatch.

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(d) false (e) true Reading for understanding 1–5. Teacher check

3. Teacher check 4. Picture A (a) Shannon (b) to the caves (c) ‘Shannon, how long before we reach the caves?’ Picture B (a) Jenny (b) the egg (c) ‘I haven’t a clue what kind of egg that is, Jenny.’

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1. (a) quack – ducks (b) moo – cows (c) meow – cats (d) bleat – goats (e) oink – pigs (f) neigh – horses (g) woof – dogs (h) squeak – mice (i) baa – sheep (j) cluck – hens (k) gobble – turkeys 2. (a) mare, stallion, foal (b) nanny, billy, kid (c) ewe, ram, lamb (d) cow, bull, calf (e) duck, drake, duckling (f) hen, rooster, chicken 3. cats, cows, dogs, ducks, goats, hens, horses, mice, pigs, sheep, turkeys

Page 146 5. (a) ‘Go faster’, said the boy. (b) Shannon said, ‘I love motorbikes’. (c) ‘Make sure that you are home before 3 o’clock’, instructed Mum. (d) Dad yelled, ‘Close all the gates’.

Page 147 1. Teacher check

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ANSWERS Page 148

What – Dentists study for at least ﬁve years. What – Dentists need good manual skills to work quickly and accurately and to be able to make patients feel relaxed and comfortable. Where – They can work in surgeries, schools, hospitals, large companies and in dental schools or universities. Conclusion Dentists look after people’s teeth and gums.

2. Teacher check 1. Teacher check

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1. Teacher check 2. (a) title (b) orientation (c) complication (d) resolution (e) conclusion 3. (a) bull, calf (b) duck, duckling (c) ram, lamb 4. baboon, bear, eagle, elephant, giraffe, leopard, lion, monkey, tiger 5. wrote, furry, rabbit, dress, wrist, horrible, rhythm, wren, rhinoceros

Reading for information 1. (a) false (b) true (c) true (d) true (e) false Reading for understanding 1. They may have problems with their teeth and gums. 2. Dentists try to help patients feel relaxed and comfortable. 3. Teacher check

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Applying your knowledge © R. I . C.Pub l i cat i ons 1. Teacher check •f orr evi ew p ur posesonl y• Page 159 Page 153 – Evaluation

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Reports 2 Dentists: pp 154–170 Page 155 1–2.

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1. (a) Mum had a coffee and a muffin in the cafe near the pharmacy while Phillip and Fiona were at the dentists on Friday afternoon. (b) Father phoned to say that he had a bad cough and was not well enough to meet the family at five o’clock to have their photos taken. 2. f – knife, film, finger, fluffy, favourite ff – office, huffed, fluffy, offer ph – dolphin, elephant, graph, phonics gh – tough, trough, rough, laugh

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1. Title Dentists Classiﬁcation A dentist is a person responsible for making sure his or her patients’ teeth are healthy. Description Answers may vary What – Dentists perform check-ups, give treatment, deal with emergencies and advise people about caring for their teeth. 56

1. Teacher check 2. (a) chair (b) lamp (c) nose (d) peach (e) whale 3. (a) The dentist ﬁlled three of the girl’s teeth. (b) She was very brave.

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6. (a) an (b) an (c) a (d) an (e) an (f) a 7. Teacher check 8. (a) The teacher said, ‘Put your books away’. (b) ‘I can’t ﬁnd my mummy’, cried the little girl. (c) ‘Do I have to go to bed now?’ Brad begged.

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Page 161 3. (a) (d) (g) (j)

foxes (b) wishes nurses (e) calves buses (h) dresses churches

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ANSWERS Page 162 4. (a) babies (b) lollies (d) ponies (e) boys (g) fairies (h) puppies 5. Teacher check

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The baby is in the bath. Put your hands on your head. I left my bat behind the shed. He fell during the running race. My teacher saw the children playing near the road. (f) I went to football training after school. (g) Karen went shopping with her grandfather. 8. (a) Our netball team defeated by four points. (b) I enjoyed the movie showing at our local cinema. (c) I borrowed the book from the school library. (d) The jumped into the pool. (e) She looked after the baby while Mum was shopping. (f) I often sing in the shower 9. Teacher check

4. Teacher check 5. (a) The girl fell down the stairs. (b) Scott was born on Friday. (c) There are twelve months in a year. (d) Sarah is chasing after the rabbit. (e) Why are you in trouble?

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Paul is going to the movies with his brother. We went to Cape Town by train. The book is about dinosaurs. What did you have for breakfast? The team rowed across the lake. Would you like an ice-cream cake for your birthday? (c) The girl threw her noisy alarm clock through her window. (d) The school concert was on Friday. (e) They climbed up the steep hill. 3. Teacher check

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1. (a) (b) (c) (d) 2. (a) (b)

(c) The waitress broke the coffee cup because she wasn’t careful enough. (d) Sophie forgot to put an apostrophe in the word ‘don’t’. (e) Frank went to the pharmacy to get his prescription tablets. 4. (a) wives (b) locks (c) boxes (d) tomatoes (e) dishes (f) calves (g) pianos (h) churches (i) ﬂies (j) monkeys 5. (a) tooth (b) child (c) man (d) foot (e) goose (f) woman 6. Teacher check

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Page 169 – Evaluation 1. Teacher check 2. (a) Reports should give facts, not opinions. (b) Reports should not have unnecessary information. 3. (a) Please answer the telephone, Phillip, I think it might be your father. (b) The children laughed as the dolphin took some fish from the man’s hand. R.I.C. Publications® www.ricpublications.com.au

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