Primary Literacy - Back to Basics: Book G - Ages 11-12 by Teacher Superstore

RIC-6317 5.4/1223

Titles available in this series:

Primary literacy: Back to basics (Book A) Primary literacy: Back to basics (Book B) Primary literacy: Back to basics (Book C) Primary literacy: Back to basics (Book D) Primary literacy: Back to basics (Book E) Primary literacy: Back to basics (Book F) Primary literacy: Back to basics (Book G)

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.

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

For your added protection in the case of copyright inspection, please complete the form below. Retain this form, the complete original document and the invoice or receipt as proof of purchase.

ew i ev Pr

Teac he r

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:

w ww

. te

Signature of Purchaser:

m . u

School Order# (if applicable):

o c . che e r o r st super

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

Foreword

Teacher notes

Primary literacy: Back to basics is a comprehensive resource designed to teach and revise basic literacy concepts. Essential skills are covered in spelling and word study, punctuation and grammar; with phonics included in Books A – C. Each of the pages focuses on one concept, which is developed through relevant, graded activities. This series of seven books is ideal for: • teaching a new concept • consolidation

• assessment

• revision.

Primary literacy: Back to basics – Book A Primary literacy: Back to basics – Book B Primary literacy: Back to basics – Book C Primary literacy: Back to basics – Book D Primary literacy: Back to basics – Book E Primary literacy: Back to basics – Book F Primary literacy: Back to basics – Book G

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

ew i ev Pr

Teac he r

Titles in the series are:

• homework

Identifying correct spelling....................................... 28–29 Consonant digraphs................................................... 30–31 Dictionary use............................................................. 32–33 Word origins................................................................ 34–35

Teacher notes

Overview..............................................................................iv Curriculum content descriptors .......................................v Spelling and vocabulary lists............................................vi Spelling rules.......................................................................vi Spelling list – word building.............................................vii Glossary..................................................................... viii – xii Additional word lists..........................................................xii Vowel sounds....................................................................xiii Consonant sounds............................................................xiv Prefixes................................................................................xv Suffixes...............................................................................xvi Word origins.....................................................................xvii Words commonly misspelt................................... xviii – xx Words easily confused or misused..................... xxi – xxii

Punctuation © R. I . C.Publ i cat i o ns •f orr evi ew pur posesonl y•

m . u

w ww

. te

Capital letters.............................................................. 36–37 Sentence endings....................................................... 38–39 Commas........................................................................ 40–41 Quotation marks.......................................................... 42–43 Apostrophes................................................................ 44–45 Colons........................................................................... 46–47 Semicolons, dashes and hyphens........................... 48–49 Brackets, ellipses and forward slashes.................. 50–51 Editing........................................................................... 52–53

Grammar

o c . che e r o r st super

Spelling and word study

Nouns............................................................................ 54–55 Verbs............................................................................. 56–57 Verb tenses.................................................................. 58–59 Pronouns...................................................................... 60–61 Adjectives.................................................................... 62–63 Adverbs........................................................................ 64–65 Conjunctions................................................................ 66–67 Prepositions................................................................. 68–69 Elements of a sentence............................................. 70–71 Phrases and clauses.................................................. 72–73 Sentences.................................................................... 74–75 Paragraphs.................................................................. 76–77 Review.......................................................................... 78–79 Editing........................................................................... 80–81

Spelling 1.......................................................................... 2–3 Spelling 2.......................................................................... 4–5 Plurals............................................................................... 6–7 Base words...................................................................... 8–9 Prefixes......................................................................... 10–11 Suffixes......................................................................... 12–13 Alphabetical order...................................................... 14–15 Syllables....................................................................... 16–17 Synonyms..................................................................... 18–19 Antonyms..................................................................... 20–21 Homophones and homographs................................ 22–23 Compound words........................................................ 24–25 Abbreviated words..................................................... 26–27

R.I.C. Publications®

www.ricpublications.com.au

iii

Primary literacy: Back to basics

Overview

Teacher notes

Format This series of books contains student and teacher pages focusing on skills in the following areas: • spelling and word study • punctuation • grammar • phonics (Books A – C).

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

Features

Teac he r

Purpose

This series of books is ideal for: • teaching a new concept • consolidating and revising knowledge and skills • homework activities to revise skills taught in class • assessment.

ew i ev Pr

This series of books: • provides activities on each page that relate to one literacy concept • follows an organised format in which concepts are repeated and expanded across year levels • uses a focal list of vocabulary • has a student page supported by a corresponding teachers page • has a teachers page that includes answers and detailed information explaining each concept • provides additional reference information for teachers.

Spelling and vocabulary

. te

Additional reference material

m . u

w ww

There are two different lists of words used in each book: • an age-appropriate spelling list of 40 words, and • a high-frequency vocabulary list. Both lists are used frequently throughout each book in the areas of spelling and word study, punctuation and grammar.

This book includes: • a word-building table which shows the base word, plural form, prefixes, suffixes, syllables, synonyms and antonyms • an extensive glossary of terms used in spelling and word study, punctuation and grammar • vowel sounds and the different ways they are represented • consonant sounds and the different ways they are represented • spelling rules • prefixes, their meanings and examples • suffixes, their meanings and examples • word origins – Latin and Greek root words with their meanings and examples • words commonly misspelt • words easily confused or misused • prepositions and prepositional phrases • words that can be used as adjectives or adverbs.

Primary literacy: Back to basics

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Curriculum content descriptions Language – Year 7

Teacher notes

Literacy – Year 7

English in Asia

Purpose of texts

Evaluative vocabulary

Comprehension strategies

Alternative perspectives

Comprehension strategies

Modality

Reflecting on texts

✔

Vocabulary expansion

Evaluating texts

✔

Verb groups

Comprehension strategies

✔

Connecting ideas

Vocabulary

✔

Noun phrases

Research skills

Text stages

Creating texts

10.

Features of texts

10.

Responding to texts

✔

r o e t s Bo r e p ok u S ✔

ew i ev Pr

Teac he r

✔

11.

Features of texts

✔

12.

Spelling

12.

Oral communication skills

✔

13.

Punctuation

13.

Listening and responding

✔

14.

Organising information

✔

15.

Handwriting/word processing

16.

Multimodal

. te

m . u

11.

w ww

✔

o c . che e r o r st super

Based on Draft Consultative Version 1.0.1 of the Australian Curriculum (Viewed on 12 March 2010) R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Word lists

Teacher notes

Spelling list accept achieve advantage argument automatic avoid behaviour

necessary nervous occasion occupation opinion permission pressure

extreme foreign frequent humour independent medicine mystery

character competition decision definite description difficult disappear

process purpose receipt recognise require serious source

success suggest suitable unconscious various

role schedule sequence statistic structure survey symbol

technology theme traditional viewer

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

Teac he r

official percentage political possible punctuation represent result

fiction function identify information instruction issue kilometre

data decimal discussion environment essay estimate explanation

ew i ev Pr

adventure angle average awareness calendar charity concept

Drop the final e to most words when adding a suffix beginning with a vowel.

w ww

For example: friend, believe, receive, receipt Some exceptions: foreign, either, science, weird, height, species

For example: use—usable make—making

Double the consonant when adding a suffix starting with a vowel (e.g. -ing) to:

Write ie after c for words with a shuhn sound.

. te

For example: sufficient, ancient, conscience, efficient

o c . che e r o r st super

• a word of one syllable ending in a single consonant, preceded by a vowel; for example: drip—dripping sit—sitting • a word of more than one syllable ending in a single consonant, preceded by a vowel if the stress is on the final syllable; for example: begin—beginning commit—committed. When the stress is not on the final syllable, the single consonant remains; for example: develop—developing—developed. Exceptions include many words ending in l, where the l is always doubled; for example: appal—appalling travel—travelling.

Write ei when the vowel sounds like an a. For example: weigh, rein, reign, neighbour

For words ending in y:

• retain the y when adding –ing; for example: crying, studying • retain the y if it is preceded by a vowel, when adding s or a suffix; for example: employs, employer • change the y to i if it is preceded by a consonant, when adding a suffix; for example: cries, studies Some exceptions: dryness, shyness.

Primary literacy: Back to basics

m . u

Write i before e, except after c.

www.ricpublications.com.au

R.I.C. Publications®

Spelling list — Word building Word

Base

Plural

Prefixes

Suffixes

Teacher notes

Syllables

Synonym

Antonym

un(able)

ed ing able(ly)

ac–cept

believe

deny

achieve

un(able)

ed ing er ment

a–chieve

accomplish

fail

dis

ous

ad–vant–age

gain

disadvantage

ative

ar–gu–ment

dispute

ally

au–to–mat–ic

programmed

manual

un(able)

ed ing ance able

a–void

shun

face

behaviours

mis

ist ally

be–hav–iour

actions

characters

un(ise)

ise

char–ac–ter

nature

com–pe–ti–tion

rivalry

cooperation

de–ci–sion

choice

indecision

def–in–ite

certain

unsure

de–scrip–tion

ew i ev Pr

advantage

advantages

argument

argue

arguments

automatic avoid behaviour

behave

character compete

decision

decide

Teac he r

competition

definite

description

scribe

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

descriptions

difficult

disappear

appear

extreme

extremes

foreign

frequent

independent medicine mystery

dif–fi–cult

ed ing

dis–ap–pear

ly ist ity ness

ex–treme

er ness

fo–reign

ly ed ing

fre–quent

account hard

easy

vanish

appear

excessive

moderate

strange

familiar

regular

infrequent

hu–mour

in–de–pend–ent

medicines

al ally

med–i–cine

drug

mysteries

ious(ly)

mys–te–ry

puzzle

nec–es–sar–y

essential

unnecessary

ly ness

ner–vous

anxious

calm

occasions

al ly

oc–ca–sion

event

occupations

al ly

oc–cu–pa–tion

opinions

ated

o–pin–ion

depend

necessary

nervous

nerve

occasion

w ww

occupation

occupy

opinion

. te

permission

permit

pressure

press

per–mis–sion

funniness

seriousness

self-sufficient

dependent

m . u

humour

job

view

consent

o c . che e r o r st super ed ing

pres–sure

processes

ed ing

pro–cess

procedure

purpose

purposes

ful(ly)

pur–pose

intent

receipt

receipts

re–ceipt

acknowledgment

ed ing able tion

re–cog–nise

identify

require

ed ing ment

re–quire

need

serious

ly ness

ser–i–ous

solemn

process

recognise

pressures

un(ed)

un(able)

stress

invoice

lighthearted

source

sources

ed ing (re)ful

source

basis

success

successes

un(ful)

ful(ly) or

suc–cess

achievement

failure

ed ing ion able ive

sug–gest

propose

oppose

sui–ta–ble

appropriate

unsuitable

suggest suitable

suit

unconscious

conscious

ly ness

un–con–scious

unaware

conscious

vary

var–i–ous

assorted

same

various R.I.C. Publications

www.ricpublications.com.au

vii

Primary literacy: Back to basics

Glossary

Teacher notes

Spelling and word study

Abbreviation

Digraph

Plural

An abbreviation is a word written in shortened form. A full stop may be used to show part of the word is missing. However, if the last letter of the word is used, there is no full stop. For example: Mon. for Monday Dr for Doctor

Two letters representing one phoneme. For example: th, sh, wh, er, ck, ou

Indicates more than one person or thing. For example: two books three wishes four children

Acronym

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

A word made up from the initial letters of a phrase. For example: SIDS (sudden infant death syndrome) radar (radio detecting and ranging) (Note: If it is not pronounced as a word, it is an intialism; e.g. LPG.)

Teac he r

Eponyms Eponyms are words that come from a person’s name or name of a place. For example: Jules Leotard Anders Celsius Earl of Cardigan

Etymology

Prefix

Used at the beginning of a base word to change meaning. For example: inedible, unconscious, illegal, disobey

Singular

Antonyms

Grapheme

Words that are opposite in meaning. For example: hot/cold dark/light wet/dry

The written representation of a sound. For example: ew, ing, th

Used at the end of a base word. For example: working, lonely, walked, editor

Suffix

Syllable © RHomographs . I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Words that are spelt the same but have different origins and meanings and are sometimes pronounced differently. For example: cricket, wind

The root word or main part of the word. Prefixes and suffixes can be added to the base word. For example: reading, misguided, carefully

Homophones

w ww

Compound word

Two or more words joined together. For example: pancake, teaspoon, underground

Consonant

Only one person or thing. For example: one book, a table, an apple

. te

A shortened form of a word. An apostrophe is used to replace the deleted letters. For example: I’m, we’re, they’ll, she’d, can’t

Derivative A word made from adding prefixes and suffixes to a base word. For example: sleeping, unusual, happily Primary literacy: Back to basics

Synonyms Words that are similar in meaning. For example: big/large small/tiny wet/damp

Thesaurus

o c . che e r o r st super

Any letter of the alphabet that is not a vowel. For example: b, c, d, f, g, h, j

Contraction

Words that sound the same but are spelled differently. For example: peace/piece threw/through bored/board

A unit of sound which contains a vowel sound. All words are made up of one or more syllables. For example: talk, nerv-ous, in-de-pen-dent

m . u

Base word

ew i ev Pr

The study of the origin and history of words. For example: annual from the Latin word annu, meaning ‘year’

Morpheme

The smallest unit of meaning. For example: house/keep/ing

Phoneme

The smallest unit of sound in a word that can be represented by one, two, three or four letters. There are 44 phonemes in English. For example: to, shoe, through

A reference book which groups words by meaning. For example: promise—pledge, guarantee, engagement, commit, assure, secure

Trigraph

Three letters representing one phoneme. For example: high, fudge, pear

Phonetics

Vowel

System of spelling words that represents sounds by symbols.

The five letters of the alphabet that are not consonants. These are: a, e, i, o and u.

viii

www.ricpublications.com.au

R.I.C. Publications®

Glossary

Teacher notes

Punctuation

/ :, (: ; -

Apostrophe

Exclamation mark

Quotation marks

Used to show ownership and in contractions to show where letters have been dropped. For example: Jackie’s dog wasn’t barking.

Used to show strong emotion. For example: That’s fantastic news!

Used to indicate direct speech, quotations and specific titles. For example: ‘Did you know the Spanish word “siesta” means a short nap?’ Ben asked.

Capital letters

Used to introduce additional information. For example: Use the following: eggs, bacon, milk, salt and pepper.

Full stop

Used at the end of a sentence or in some abbreviations. For example: His birthday was on 21 Feb.

Hyphen Used to join words and word parts, clarify meaning and divide words at the end of a line. For example: re-signed a contract brother-in-law three-quarters

Semicolon

Used to separate short, balanced and linked phrases or clauses. It is stronger than a comma, not as strong as a full stop. It can also be used to separate items in a list of phrases or clauses. For example: I bought new shoes; they were on sale. I need 12 pens, pencils and rulers; 24 books, six erasers and two bags.

ew i ev Pr

Teac he r

Used to show options, shortened forms, in web addresses and instead of per, an or a. For example: true/false 60km/h

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

Used to start a sentence, as the first letter of proper nouns, for the pronoun I, in titles, and to start direct speech.

Colon

Forward slash

-/ <. . . . ( “ . ! te o ): c . che ? e r o ? r st super , / -; ; ( ? . , . . , / “ ; ( ) . : . , . .; ?.. ;/./< ? ;?/ . “.. Comma

Used as a short pause to separate parts of a sentence and items in a list. For example: The boy, a great athlete, was competing in most events. I took pens, pencils, paper and paints to the class.

Dash

w ww

Used to provide additional information or show that something is unfinished. For example: I opened the gift—it was just what I wanted.

Ellipsis

Used to mark letters or words that have been left out and a pause or interruption For example: Her birthday party was wonderful … the best ever!

R.I.C. Publications®

www.ricpublications.com.au

Used to enclose additional information such as a comment, explanation or example. For example: Tia (my sister) showed me how to use the program.

Question mark

Used at the end of a sentence to show a question to be answered. For example: Did you finish everything you wanted to?

m . u

...

Primary literacy: Back to basics

Glossary

Teacher notes

Grammar

Abstract noun

Auxiliary verb

Conjunction

A word which describes things that can not actually be heard, seen, smelt or tasted. For example: anger, beauty, danger, jealousy, loyalty, pain

A ‘helping’ verb that is used in forming tense, mood and voices with other verbs. The verbs to be, to have and to do are often used as auxiliary verbs. For example: I was thinking of you. He does leave his room in a mess. We have seen it.

A joining word for words, phrases, clauses and sentences. For example: I ate an apple and a pear. I was tired but I had to work because the assignment was due.

Active voice

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

Teac he r

Adjective

A group of words with a subject and its verb. For example: She walked to the station.

Collective noun

A describing word used to add meaning to a noun or pronoun. For example: He wore a blue shirt. The meal was delicious.

A group of persons or things. For example: a class of students, a flock of sheep, a herd of elephants

A connecting word that tells order and what is coming next. For example: I’ll finish the dishes first and then watch a movie.

Determiner

A word that is used in front of a noun or pronoun to tell something about it. For example: a tiger, the tiger, some tigers, both tigers, that tiger, three tigers

verb (imperative) © RCommand . I . C. Publ i cat i ons •f orr ev i ew pur posesonl y• Common noun Direct speech

Adds meaning to a verb, adjective or other adverb. It can tell how, where or when. For example: He worked carefully. Yesterday, they walked to school. She finally finished.

w ww

Agreement

Shows that linked words or phrases agree in terms of case, number, gender and person. For example: He is welcome. They are welcome. She tried to write the story herself.

. te

Article

Exactly what is spoken, enclosed in quotation marks. For example: ‘Are you feeling thirsty?’ she asked.

A word naming general rather than particular things. For example: apple, river, table, colour

Double negative

Complex sentence Has a main (independent) clause and at least one subordinate (dependent) clause. For example: I like swimming before I walk along the beach.

When two negatives are used together, with the effect of cancelling each other so the negative meaning is lost. For example: She wasn’t doing nothing. He didn’t get no lunch.

o c . che e r o r st super

A subclass of determiners where a and an are indefinite and the is definitive. For example: a computer, an apple, the dog

Primary literacy: Back to basics

A verb used as an order or command. For example: Stop talking so loudly.

m . u

Adverb

Clause

Connective

ew i ev Pr

The voice of the verb which shows that the subject of the sentence is performing the action. For example: Her friend drove the car. The dog frightened the child.

Compound sentence

Has two or more independent clauses with a linking word. For example: The nurse worked hard and helped the sick child.

Finite verb

A verb that has a subject. A finite verb must be a part of every sentence and agree with its subject. For example: The ball rolls. The balls roll.

Idiom A phrase that is not meant literally. For example: over the moon frog in my throat

www.ricpublications.com.au

R.I.C. Publications®

Glossary

Teacher notes

Grammar

Indefinite pronoun

Passive voice

Preposition

A pronoun that refers to people or things generally and not specifically. For example: anybody, anything, everybody, everyone, somebody, something

The voice of the verb which shows that the subject is having an action done to it. For example: Max was tickled by his sister. She was surprised by the visitors.

Used in front of a noun or pronoun to describe the relationship. For example: under the water, to him, at the concert, before lunch, around them

Indirect speech

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

Main (independent) clause

A group of words that can stand alone and make sense without being dependent on any other part of a sentence. For example: I decided to go shopping after I had my lunch.

Person

Text may be written as the first, second or third person and is indicated by the use of pronouns and verbs. For example: I wrote the book. It must be yours. Did he write the book?

Personal pronoun Used in place of a person. First person personal pronouns are: I, me, mine, we, us, ours. Second person personal pronouns are: you, yours. Third person personal pronouns are: he, his, him, she, hers, her, it, its, they, them, theirs.

Pronoun

Used in place of a noun to reduce repetition. For example: Peter is conscientious. He works quietly.

Proper noun

ew i ev Pr

Teac he r

Reports, and often alters, direct speech without the use of quotes. For example: I asked her to be quiet. She told me she would leave early.

Used to specifically name a person or thing. For example: Jemma, Antarctica, Sahara Desert

Relative pronoun

Used to connect or relate one part of a sentence to another. For example: Here is the house that I want to buy. I met the man whose story I had read.

w ww

A word or group of words that affect the meaning of another word in some way by giving more information. They might describe, define or make a meaning more precise. For example: The TV is in the largest room. Bright-eyed and inquisitive, the squirrel searched for food.

Noun

. te

A word that names a person, place, thing, feeling or idea. For example: doctor, Paris, suitcase, fear, courage

Object

A group of words in a sentence which does not contain a finite verb. For example: She walked towards the house. The car crashed into the tree.

A group of words that makes sense on its own. It may have one or more clauses. It must have a finite verb, a capital letter at the start and end in a full stop, question mark or exclamation mark. For example: I’ll eat breakfast after I’ve had a shower.

o c . che e r o r st super

Shows what or whom the verb affects. For example: They purchased a house. She wore blue jeans.

Paragraph A group of sentences that are about one main idea. The sentences should follow in a logical order.

R.I.C. Publications®

Phrase

m . u

Modifier

www.ricpublications.com.au

Possessive pronoun

A pronoun used to show ownership. For example: That book is his. I think it’s hers. I have mine here. It must be yours.

Simple sentence

A sentence with only one verb (part of the predicate) and one subject. For example: I played a game. They ate dinner together.

Slang

Predicate What is written or said about the subject of a sentence. For example: The teacher was tired and hungry. The kitchen was clean and tidy.

Words or phrases in common use that are not considered to be part of standard English. For example: aggro, dude.

Statement A sentence which states a fact. For example: We will not be leaving today. Primary literacy: Back to basics

Glossary

Teacher notes

Grammar

Subject

Tense

The person or thing who is doing the action in a sentence. For example: Mrs Green taught music. The football team won the game with the last kick.

Verb tenses tell whether the action is happening in the past, present or future. For example: I walked, I walk, I am walking, I will walk.

Subordinate (dependent) clause

An action or state of being word. For example: She read the book. He has written a story. They will eat dinner. We thought about it.

Verb

Teac he r

according to ahead of apart from as far as

Words used as prepositions

. te

aside from as to back of because of

in inside into like near of off on onto out

beyond but by concerning despite down during except for from

over past per round since through throughout till to towards

under until up upon via with within without

m . u

among around at before behind below beneath beside besides between

w ww

aboard about above across after against along alongside amid amidst

Additional word lists

ew i ev Pr

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

A group of words that can not stand alone and make sense. It is dependent on the main clause for its meaning. For example: I ate everything on the plate because I was hungry.

o c . che e r o r st super Prepositional phrases in front of in lieu of in light of in place of

behind in due to in addition to in the back of

in regard to in spite of instead of in view of

on account of on board out of owing to

Words used as adjectives or adverbs bad better bright cheap close deep

doubtless early enough even fair far

Primary literacy: Back to basics

loose loud low much near quick

fast first hard high late little xii

right rough second sharp slow smooth

straight third tight well worse wrong

www.ricpublications.com.au

R.I.C. Publications®

Vowel sounds

Teacher notes

There are 19 vowel sounds listed below. Most of these vowel sounds can be written in a number of different ways. The letters used to represent sounds in words are called ‘graphemes’. Knowledge about common graphemes and an understanding of how to use them when selecting the particular one needed to spell a word correctly, are essential spelling skills. Some of the most commonly used graphemes for each vowel sound are found in the table below.

Sound

Graphemes

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

‘a’ as in rain

ai (pain) ay (tray) a-e (plate) a (baby) ea (break) ei (rein) ey (grey)

‘ar’ as in bar

ar (car) a (class) al (calf) au (laugh)

‘air’ as in pair

air (chair) are (care) ear (bear) ere (there) eir (their)

‘aw’ as in paw

aw (yawn) or (fork) au (sauce) a (ball) ore (store) oar (roar) oor (poor) ough (fought) augh (caught) al (walk)

‘e’ as in tell

e (jet) ea (spread)

‘ee’ as in tree

ee (sheep) ea (beat) y (funny) ie (thief) ei (ceiling) ey (key) i (ski) e-e (athlete)

‘er’ as in fern

er (germ) ir (girl) ur (purse) or (word) ear (earn) our (journey)

‘ear’ as in appear

ear (near) eer (deer) ere (here) ier (tier)

‘i‘ as in bit

i (fin) y (pyramid) ui (build)

‘i’ as in hive

i (find) ie (pie) y (sky) i-e (fine) igh (sigh)

‘o’ as in top

o (clot) a (wasp) au (sausage) ou (cough)

‘o’ as in hope

o (no) oa (boat) oe (toe) ow (slow) o-e (home)

‘ow’ as in cow

ow (down) ou (loud)

‘oy’ as in toy

oy (boy) oi (coin)

‘oo’ as in cook

oo (book) u (bush) ou (should)

‘oo’ as in boot

oo (spoon) ew (flew) ue (true) ou (soup) ui (fruit) o (to)

‘u’ as in mud

u (truck) o (some) ou (young)

‘yu’ as in use

u-e (fuse) u (duty) ew (new) ue (avenue) eau (beauty)

Teac he r

a (cat)

ew i ev Pr

‘a’ as in bat

w ww

. te

R.I.C. Publications®

m . u

o c . che e r o r st super

www.ricpublications.com.au

xiii

Primary literacy: Back to basics

Consonant sounds

Teacher notes

There are 25 consonant sounds listed below. Most of these consonant sounds can be written in a number of different ways. The letters used to represent sounds in words are called ‘graphemes’. Knowledge about common graphemes and an understanding of how to use them when selecting the particular one needed to spell a word correctly, are essential spelling skills. Some of the most commonly used graphemes for each consonant sound are found in the table below.

Sound

Graphemes

‘g’ as in get

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

‘h’ as in hat

h (have) wh (who)

‘j’ as in jam

j (jet) g (giant) dge (hedge) gg (suggest)

‘l’ as in look

l (lot) ll (hill) le (little)

‘m‘ as in met

m (mother) mm (hammer) mb (climb) lm (calm) mn (autumn)

‘n’ as in now

n (nurse) nn (runner) kn (knot)

‘ng’ as in sing

ng (strong) n (sink)

‘p’ as in pot

p (pin) pp (ripped)

‘b’ as in big

b (bat) bb (rabbit)

‘c’ as in cat

c (clean) ck (pack) ch (school) k (kite) cc (occupy) que (cheque)

‘ch’ as in chin

ch (church) tch (watch)

‘d’ as in dog

d (doll) dd (rudder) ed (talked)

f (fed) ff (giraffe) ph (phone) gh (laugh)

‘s’ as in sat ‘sh’ as in ship ‘t’ as in tap

s (sun) ss (toss) c (cent) ce (rice) sc (scene)

sh (sheep) s (sugar) ss (pressure) ch (machine) ci (special) ti (station) si (tension) t (tent) tt (written) th (Thomas) ed (cooked) th (think)

‘th’ as in then

th (that) the (breathe)

‘v’ as in van

v (vase) f (of)

‘w’ as in was

w (watch) wh (when)

‘x’ as in box

x (fox) cks (socks)

w ww

‘th’ as in thin

‘y’ as in yes

‘z’ as in zebra

‘zh’ as in measure

. te

Primary literacy: Back to basics

m . u

‘r’ as in run

g (goat) gg (egg) gu (guide) gh (ghost)

ew i ev Pr

Teac he r

‘f’ as in fat

y (yell)

o c . che e r o r st super

z (zip) zz (fizz) s (has)

s (treasure) si (television)

xiv

www.ricpublications.com.au

R.I.C. Publications®

Prefixes Prefix

Meaning

Teacher notes

Example(s)

opposed, against

antiseptic

bi-

two, twice

bicycle

bio-

life

biography

circum-

around

circumference

co-

together

cooperate

contra-

opposite, against

contradict

de-

away, from, down

defer, descend

dis-

apart

disconnect

en- em-

make

enable, embrace

ex-

former

ex-premier

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

for-

not

fore-

before

forecast

giga-

billion

gigabyte

hyper-

over, exclusive

hyperactive

il-

not

illegal

in-

not, in

incomplete, inside

im- ir-

not

impossible, irregular

inter-

between, among

interview

wrong

malfunction

million

megabyte

small

microscope

thousand

millilitre

mini-

small

miniskirt

mis-

wrongly

misjudge

non-

not

nonsense

out-

outside, detached

outpatient

post-

after

postgraduate

before

preheat

megamicromilli-

w ww

prere-

semisub-

. te

o c . che e r o r st super

again, back

repeat, return

half

semicircle

under

submarine

super-

over, above

superhuman

trans-

across

transport

tri-

three, triple

tricycle

un-

not

undone

uni-

one, single

uniform

with-

against, away

withhold

R.I.C. Publications®

m . u

mal-

forget

ew i ev Pr

Teac he r

anti-

www.ricpublications.com.au

Primary literacy: Back to basics

Suffixes Suffix

Meaning

Teacher notes

Example(s)

capable of, for

adaptable, possible

-al, -ical

of, relating to

maternal, magical

-ar

circular

-ate

to make

aggravate

-ation

act of

invitation

-dom

state of

-er, -or

one who

-ess

feminine of nouns

princess

-fold

number of parts, times

twofold

-ful

able to, full of

helpful, plateful

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

farmer, actor

-ion

action, state, quality

consideration, promotion

-ise

make into

humanise

-ish

belonging, like

girlish, Swedish

-ism

state, quality, act of

heroism, baptism

-ist

one who

artist

-ive

like, connected with

native, protective

-less

without

childless

-ly

like, how, when

manly, darkly, yearly

result, state, quality of

achievement, judgment

full of

nervous

fear, dread

claustrophobia

-ous -phobia

w ww

. te

Primary literacy: Back to basics

m . u

-ment

ew i ev Pr

Teac he r

-able, -ible

o c . che e r o r st super

xvi

www.ricpublications.com.au

R.I.C. Publications®

Word origins

Teacher notes

Latin root words Root word

Meaning

Example(s)

scribe

writing

describe, inscribe, scribble, prescribe, transcribe

port

carry

transport, portable, report, export, import, support

ped

foot

pedestrian, pedal, pedestal, impede, expedition

spire

breathe

inspire, conspire, respire, transpire

mit

r o e t s Bo r e p ok u S transmit, omit, admit, permit, remit

make, do

manufacture, factor, faction, satisfaction, factory

to lead

conduct, introduce, produce, educate, conductor

head

capital, captain, decapitate, capitulate

flow

fluid, fluent, influence, affluent, effluent

hand

manual, manufacture, manuscript, manipulate

aqua, aque

water

aquatic, aquarium, aquaplane, aqueduct, Aquarius

aud

hear

audio, audience, audible, audition

anni, annu

year

annual, anniversary, biannual, annuity

bene

well

benefit, beneficial, benefactor, beneficiary, benevolent

prem, prim

first

primary, prime, primitive, primer, premier

unus

one

unit

duo

two

duet

tres

three

triangle

quatuor

four

quarter

quinque

five

quintet

sex

six

sextuplet

septum

seven

September (7th month on Roman calendar)

octo

eight

octopus

novem

nine

November (9th month on Roman calendar)

decem

ten

decimal

centum

hundred

century

thousand

millimetre

fact duc, duce, duct cap, capit

Teac he r

flu mani, manu

ew i ev Pr

send, let go

w ww mille

. te

Root word

m . u

o c . che e r o r st super Greek root words

Meaning

Example(s)

meter, metre

measure

centimetre, millimetre, thermometer, barometer, pedometer, speedometer

micro

small

microscopic, microscope, microphone

aero

air

aeronaut, aerate, aeroplane, aerial

sphere

globe, ball

atmosphere, stratosphere, hemisphere

tele

far off

telephone, teleport, televise, television

logy

word, knowledge, science of

psychology, biology, zoology, neurology

auto

self

automatic, autobiography, autograph, automobile

logos

word, reason

logic, logistic, logical

R.I.C. Publications®

www.ricpublications.com.au

xvii

Primary literacy: Back to basics

Words commonly misspelt

Teacher notes

LIST 1 about

choose

friend

none

their

ache

colour

guess

ocean

though

address

coming

half

often

through

afraid

cough

heard

once

together

could

hospital

people

tomorrow

country

hour

picture

tonight

couple

hungry

piece

touch

cousin

important

please

trouble

among

daughter

insect

promise

Tuesday

answer

decide

instead

question

uncle

any

definite

interesting

quick

used

around

different

invite

ready

useful

August

difficult

January

reason

vegetable

discuss

knew

remember

voice

doctor

know

rough

Wednesday

does

lately

said

welcome

balloon

don’t

laugh

separate

where

beautiful

done

library

September

which

during

listen

sign

lose

since

agree

Teac he r

almost

Australia autumn

w ww

because been

beginning

behaviour

. te

early easy eight

making

some

m . u

aunt

ew i ev Pr

always

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

again

many

someone

would

who

women

o c . che e r o r st super won’t

breakfast

every

meant

special

write

built

exercise

message

spread

writing

business

famous

might

straight

wrong

busy

February

minute

strange

wrote

buy

finish

naughty

sure

yesterday

careful

forgotten

nearly

surprise

Primary literacy: Back to basics

xviii

www.ricpublications.com.au

R.I.C. Publications®

Words commonly misspelt

Teacher notes

LIST 2 customer

incident

private

accident

damage

information

procedure

adventure

decoration

injury

punishment

altogether

delicious

instrument

pure

ambulance

disappointing

intelligent

pyjamas

amusing

discovery

jealous

quantity

anxious

disgraceful

knowledge

reasonable

appear

distract

lawyer

recreation

appreciate

division

league

religion

argument

doubt

machine

repair

assembly

election

material

request

association

electric

medicine

scarce

athlete

enormous

migrate

separate

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

ew i ev Pr

Teac he r

aboriginal

serious

audience

excitement

museum

silence

author

extreme

musical

skilful

automatic

failure

mystery

subtraction

avenue

fashion

necessary

support

awful

favourite

neighbour

surround

balance

finally

nephew

technology

believe

forty

nervous

unknown

. te

o c . che e r o r st super frequent

niece

valuable

generous

opinion

variety

gradual

oxygen

visitor

heritage

parliament

weary

hesitate

passenger

weight

comfortable

honest

permission

weird

committee

horrible

persuade

yacht

conversation

imagination

physical

youth

curtain

immediately

population

careless

celebrate centre certain

chocolate

R.I.C. Publications®

m . u

enough

w ww

attendance

www.ricpublications.com.au

xix

Primary literacy: Back to basics

Words commonly misspelt

Teacher notes

LIST 3 convenient

foreigner

irrelevant

outrageous

silhouette

acquaintance

cooperate

fortunately

irreplaceable

paralyse

sincerely

acquire

courageous

freight

irresponsible

participant

sophisticated

admittance

curious

fugitive

itinerary

permitted

spaghetti

adolescence

deceased

anniversary

definite

anonymous

desperate

appalling

diabetes diarrhoea

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

jewellery

phenomenon

spontaneous

gauge

kidnapped

pneumonia

statistics

genuine

knowledgeable

politician

successful

glamorous

labelled

possession

sufficient

government

legendary

possibility

supervisor

ew i ev Pr

Arctic

Teac he r

accessories

surgeon

assistance

difference

grammar

limousine

professional

asthmatic

disappearance

grieve

maintenance

pronunciation

suspicious

basically

disapproval

guarantee

manageable

prosecute

technique

bouquet

disastrous

guard

manually

protein

boutique

discipline

hallucination

millionaire

questionnaire

tragedy

discrimination

harass

miraculous

queue

transferred

discussion

hereditary

mortgage

reassurance

twelfth

disease

hilarious

muscle

rebellious

unanimous

cautious

disinfectant

humorous

mysterious

receipt

unconscious

cemetery

distinguish

hypothetical

nausea

recommend

unique

chauffeur

documentary

hysterical

negotiate

referee

unnecessary

choreography

economically

ignorance

numerous

regretted

coincidence

efficient

illiterate

nutritious

rehabilitation

vague

colleague

eightieth

imaginative

obedient

relevant

visibility

immaculate

obese

responsibility

volunteered

inappropriate

obscene

restaurant

vulnerable

independence

obsessive

resuscitate

wintry worshipped

therapeutic

campaign casualty

w ww

. te

vaccinate

o c . che e r o r st super

commercial

electrician

commitment

embarrass

communicate

encourage

competitive

escalator

indigenous

occasion

rhythm

concussion

essential

ineligible

occurred

rumour

congratulations

eventually

ingredient

offence

satellite

conscientious

fascinate

inseparable

omitted

schedule

conscious

fatigue

intermediate

opportunity

siege

controversial

fierce

interrupt

ordinary

significant

Primary literacy: Back to basics

m . u

bureau

www.ricpublications.com.au

R.I.C. Publications®

Words easily confused or misused

Teacher notes

LIST 1 Words

Examples We put the angel on the Christmas tree. A triangle might have a right angle. I did as I was told. I was like my sister. I ate breakfast. I have eaten breakfast. We will beat them. We should have beaten them. She became a star. She will become a star. He began the work. He has begun to work. I have been to school. I like being at school. I stood beside him. Who, besides your dad, is home? The wind blew. The papers have blown away. He took a deep breath. He can breathe deeply. She can do that. May I do that? I may do that. I might be able to do that. She came late. They will come later. I chose the apple. I will choose an apple. The milk came from the dairy. He wrote in his diary. The desert was dry. He deserted them. We had ice-cream for dessert. He did the work. He has done the work. She forgot the number. He has forgotten to bring it. She gave me the book. I will give you the book. He has gone to school. She went to school. Mum hid the Christmas presents. The presents were hidden from us. The dog is wagging its tail. It’s a sunny day. I knew the teacher. I know who she is. I wish I had known before. It was laid on the table. It had lain on the table for a while. I had to learn the words. She can teach me how to do it. I will lend you the book. Can I borrow the book? These trousers feel loose. Don’t lose your phone. The meter was running. It was a metre long. I was tired of working. I took off my hat. Cricket is an outdoor sport. We played it outdoors. I passed the test. I walked past her. He is going to soccer practice. He will practise his skills. She is the principal of the school. She followed a basic principle. I was very quiet. It was quite funny. I was rapt with the result. I wrapped a present. The sun had risen before I woke. The sun rose before I did. She played the role of a doctor. She ate a salad roll for lunch. I showed her where I lived. He has shown me the way to go. They lived on the top storey of the building. I read the story. That is their house. They live there. They’re going out. I threw the ball. I walked through the room. He tore the shirt he was wearing. The shirt is torn. I will wear the dress. Where are you? We’re going to school. They went an hour ago. They have already gone. I have two brothers who are older. I have two kittens which are cute. Who’s leaving now? Do you know whose dog it is?

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

ew i ev Pr

Teac he r

angel/angle as/like ate/eaten beat/beaten became/become began/begun been/being beside/besides blew/blown breath/breathe can/may/might came/come chose/choose dairy/diary desert/dessert did/done forgot/forgotten gave/give gone/went hid/hidden its/it’s knew/know/known laid/lain learn/teach lend/borrow loose/lose meter/metre of/off outdoor/outdoors passed/past practice/practise principal/principle quiet/quite rapt/wrapped risen/rose role/roll showed/shown storey/story their/there/they’re threw/through tore/torn wear/where/we’re went/gone who/which who’s/whose

w ww

. te

R.I.C. Publications®

m . u

o c . che e r o r st super

www.ricpublications.com.au

xxi

Primary literacy: Back to basics

Words easily confused or misused

Teacher notes

LIST 2 Words

Examples

Teac he r

Please accept this gift. Everyone went except Drew. I completed the addition problems. There is a new edition of that book. She asked for my advice. I would advise you to finish it. She was affected by the news. It had a good effect on her. They should amend the rule. He needs to emend (edit) his work. Her ballet dress was beautiful. We needed a ballot paper to vote. My belief is that you will do well. I believe you will win. He charted the data. He chartered a boat for the day. She was in continual pain. It was a continuous line. The local councillor approved the plans. The counsellor listened to her. The woman had two dependants. The child was dependent on her mother. The electronic device was expensive. She had to devise a new plan. He tried to elicit information. The drug was illicit. The school was eligible for the grant. Her writing was legible. The emigrant left his country. The immigrant arrived in his new country. There was a gas emission. The omission of her name was an oversight. The new employee worked hard. The boss was their employer. I easily forgave my best friend. I told her she was forgiven. I was dressed formally. I was formerly at another address. He is a human being. They had to treat the animal in a humane way. He had a driver’s licence. He had to license the car. She had to mediate between the groups. I took time to meditate and relax. I was mistaken about the time. I mistook the time it would take. They had overtaken the slow car. They overtook the car. The premier is the state leader. We went to the movie premiere. You need the right proof first. You will have to prove it’s true. He took refuge from the storm. The refugee arrived from another country. Write a review of the book. The musical revue was very funny. I was scared of the dark. The burn scarred my skin. She scraped her knee when she fell. I scrapped the work I was doing. The train was stationary. The stationery included pencils. He wore the new suit to the party. We stayed in an expensive hotel suite. The summary was very brief. It was a fine, summery day.

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

ew i ev Pr

accept/except addition/edition advice/advise affect/effect amend/emend ballet/ballot belief/believe charted/chartered continual/continuous councillor/counsellor dependant/dependent device/devise elicit/illicit eligible/legible emigrant/immigrant emission/omission employee/employer forgave/forgiven formally/formerly human/humane licence/license mediate/meditate mistaken/mistook overtaken/overtook premier/premiere proof/prove refuge/refugee review/revue scared/scarred scraped/scrapped stationary/stationery suit/suite summary/summery

w ww

. te

Primary literacy: Back to basics

m . u

o c . che e r o r st super

xxii

www.ricpublications.com.au

R.I.C. Publications®

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

w ww R.I.C. Publications®

m . u

. te

I N F O R M A T I O N

ew i ev Pr

Teac he r

T E A C H E R

o c . che e r o r st super

www.ricpublications.com.au

A N D S T U D E N T P A G E S

Primary literacy: Back to basics

Spelling 1

Spelling and word study

Teacher information This list of 20 words forms part of the vocabulary consistently used throughout the book. The activities revise concepts previously introduced at other levels.

Answers 1. Answers may include: various—differing from one another, or of different kinds, as two or more things unconscious—not conscious, unaware serious—of grave or solemn disposition or character, thoughtful nervous—of or pertaining to the nerves. Highly excitable, unnaturally or acutely uneasy or apprehensive.

Teac he r

2. Answers may include: It is necessary to limit junk food to maintain a healthy diet. The dedicated athlete experienced success at the Olympic Games. Someone who is under pressure may find it difficult to relax. The injured man went through a long process to recover from the accident.

3. accept, argument, definite, difficult, disappear, independent, medicine, mystery, necessary, nervous, occasion, pressure, process, serious, source, success, suggest, suitable, unconscious, various 4. Answers may include: (a) successful (d) disappearance

(b) definitely (e) acceptable

ew i ev Pr

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

5. Answers may include: (a) process—The process of making something; process the data, an idea (b) pressure—exertion of force; compression, influence

7. (a) argue (d) serious

w ww

8. (a) definite (d) serious

. te

Primary literacy: Back to basics

(b) pressure—press, sure (d) suitable—suit, able, table, tab, it

(b) suit (e) mystery

(b) success (e) nervous

m . u

6. (a) source—sour, our, so (c) argument—gum, men, me

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Spelling 1 disappear suggest unconscious

source suitable necessary medicine argument mystery success various independent definite accept pressure serious process

occasion difficult nervous

1. Write the words that have ous as an ending. Use a dictionary and write a meaning for each word.

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

3. Write the words in alphabetical order.

4. Write a suffix that can be added to these words. Use a different suffix for each word. (a) success

(b) definite

(d) disappear

(e) accept

w ww

5. These words have more than one meaning. Write two sentences showing a different meaning for each word.

m . u

STUDENT NAME

ew i ev Pr

Teac he r

2. Write the words that have a double s. Show the meaning of each word in a sentence.

(a) process

. te

(b) pressure

o c . che e r o r st super

6. Write the small words in each. (a) source (c) argument

(b) pressure (d) suitable

7. Write the base word for each. (a) arguments

(b) unsuitable

(d) seriousness

(e) mysterious

(f) medication

(a) unsure

(b) failure

(d) funny

(e) calm

(f) same

8. Write the word that is opposite.

R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Spelling 2

Spelling and word study

Teacher information This list of 20 words forms part of the vocabulary consistently used throughout the book. The activities revise concepts previously introduced at other levels.

Answers 1. (a) opinion (d) occupation

(b) frequent (e) require

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

2. (a) advantage—benefit, gain, profit; game score in tennis after deuce. (b) occupation—employment; possession as of a place; seizure, as of a foreign territory.

4. (a) foreign (d) humour (g) recognise

(b) avoid (e) require (h) decide

(b) advantage (e) automatic (h) extreme

5. (a) description—representation by written or spoken words; a statement that describes (b) recognition—the perception of something as identical with something previously known (c) decision—a determination, judgment; making up of one’s mind

ew i ev Pr

Teac he r

3. (a) behave (d) automatic (g) humour

w ww

. te

Primary literacy: Back to basics

(b) advantage (e) permission

m . u

6. (a) foreign (d) avoid

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Spelling 2 automatic

opinion

avoid

foreign

decision

description

behaviour

purpose

frequent

competition

achieve

humour

require

receipt

permission occupation

recognise advantage

character

extreme

1. Write the word that means: (a) a personal view

(b) often/common

(d) profession, job

(e) have a need of

(f) keep away from

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

(b) occupation

3. Write the base word for each. (a) misbehaviour

(b) avoiding

(d) automatically

(e) requirement

4. Write a word that is opposite. (b) disadvantage

(d) seriousness

(e) manual

(f) rare

(g) ignore

(h) average

w ww

(a) local

. te

o c . che e r o r st super

5. Write a dictionary meaning for each word. (a) description

(b) recognition (c) decision

m . u

STUDENT NAME

(a) advantage

ew i ev Pr

Teac he r

2. These words have more than one meaning. Write two different sentences for each.

6. Write a list word to complete the sentence.

(a) When I am older, I’d like to travel to as many (b) Kirsty had an

countries as I can. over the other player because she was much taller.

after making an important purchase. people who are always whingeing because it can be

(e) We were quite nervous when we had to ask our parents for concert. R.I.C. Publications®

www.ricpublications.com.au

to attend the

Primary literacy: Back to basics

Plurals

Spelling and word study

Teacher information The plural of a word indicates more than one person or thing. Adding an s is the most common way to make most singular words plural. • For words ending in y, with a vowel before the y, just add s; e.g. boy—boys. • For words ending in y, with a consonant before the y, change the y to i and add es; e.g. lady—ladies. Note: Proper nouns do not change; add an s only; e.g. Mr and Mrs Henry—The Henrys.

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

• For words ending in sh, ch, s or x, add es; e.g. dish—dishes, church— churches, box—boxes, dress—dresses.

Teac he r

• For some words ending in o add an s; e.g. piano—pianos, avocado— avocados, radio—radios. For others, add es; e.g. hero—heroes, tomato—tomatoes, potato—potatoes, cargo—cargoes. Note: Some words ending in o now have two acceptable plural forms; e.g. mosquitoes—mosquitos, buffaloes—buffalos.

• For words that are hyphenated, add s to the main noun; e.g. sister-in-law— sisters-in-law.

ew i ev Pr

• For words ending in f or fe, change the f or fe to v and add es; e.g. leaf— leaves. Note: There are exceptions, such as chief, belief, chef and cafe. (These words would sound strange with a v sound.)

• Some words retain the same form; e.g. sheep, aircraft, fish, deer.

• Some words change completely; e.g. tooth—teeth, mouse—mice, child—children, foot—feet.

1. (a) successes (d) processes

w ww

2. (a) mysteries (d) essays

. te

3. (a) suggestions (d) results (g) viewers 4.

(a) (b) (c) (d) (e) (f) (g)

(b) advantages (e) decisions

(b) charities (e) difficulties

(b) halves (e) heroes (h) thieves

m . u

Answers

o c . che e r o r st super

schedules, weeks tourists, kangaroos, wildflowers officers, women, descriptions, men photographs, fishermen, dolphins viewers, advertisements, shows men, women, committees, ideas, charities chefs, menus, customers, restaurants

5. (a) sisters-in-law (d) lawmakers (g) mothers-in-law

(b) children (e) tattoos (h) crises

6. (a) disappearances (c) teeth

(b) mosquitoes/ mosquitos (d) scissors (e) injuries

Primary literacy: Back to basics

www.ricpublications.com.au

R.I.C. Publications®

Plurals 1. Write these words as plurals. (a) success

(b) advantage

(d) process

(e) decision

(f) estimate

2. These words ends in a y. Write each word as a plural. (a) mystery (d) essay

r o e t s Bo r e p ok u S (b) charity

(e) difficulty

(f) dictionary

(b) halfs

(d) resultes

(e) heros

(f) trialls

(h) thifes

(i) officiales

Teac he r

(a) suggestiones (g) vieweres

ew i ev Pr

4. Underline the words that should be plural. Write the correct words above them. (a) Both their schedule were full so it would take week before they could meet.

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• (d) She took photograph of the three fisherman and the pod of dolphin swimming nearby. (b) Many tourist were curious to see kangaroo, koalas and the beautiful wildflower.

(e) Television viewer are not always happy with too many advertisement during show they enjoy. (f) All the man and woman on the two committee had many idea to help the three charity.

w ww

m . u

STUDENT NAME

3. These words have incorrect plural endings. Write each correctly.

(g) The group of chef created different menu to serve customer at both restaurant.

. te

o c . che e r o r st super

5. Write the plural of each word. (a) sister-in-law (d) lawmaker

(g) mother-in-law

(b) child

(e) tattoo

(f) zigzag

(h) crisis

(i) person

6. Write a sentence that includes the plural form of each words (a) disappearance (b) mosquito (c) tooth (d) scissors (e) injury

R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Base words

Spelling and word study

Teacher information The base word is the main part of the word; e.g. independent. Prefixes and suffixes are added to a base word to change its meaning. These new words are called derivatives.

Answers

1. (a) argue (d) define (g) permit

r o e t s Bo r e p ok u S (b) depend (e) form (h) educate

(a) (b) (c) (d) (e) (f)

Teac he r

Answers may include: (a) plants, planted, planting, implant, implanted, plantation (b) settles, settled, settling, unsettled, unsettling, settlement, settler (c) competes, competing, competed, competition, competitive, competitor (d) issues, issued, issuing, reissue, reissued, unissued (e) occupying, occupied, occupation, unoccupied, occupational, occupant (f) differs, differed, differing, different, difference, indifferent humour, mystery sense, expect attract, athlete, promote child, usual, respect, teach, arrive fortune, nerve, able, clear, hear employ, press, vent, possible, lose, position

ew i ev Pr

5. (a) successful

(b) succeed

6. (a) behaviour

(b) misbehaviour

w ww

. te

Primary literacy: Back to basics

m . u

4. (a) represent

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Base words

A base word is the main part of a word. Other words can be made from a base word by adding prefixes and suffixes. These new words are called derivatives.

1. Write each base word. (a) argument

(b) independent

(d) definite

(e) information

(f) symbolic

(h) educational

(i) conversation

(g) permission

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

2. Write five derivatives for each base word. (a) plant

(d) issue

(e) occupy

(f) differ

Teac he r (c) compete

3. Write the base words of each underlined word above it. (a) The book was humorous and quite mysterious in some parts.

© R. I . C.Publ i cat i ons (c) The attractive, athletic women were promoting their sporto at Bondi Beach. • f or r e vi e w pu r p se sonl y• (b) She is a sensible person and I don’t think she will do anything unexpected.

(d) The children were unusually disrespectful when the new teacher arrived. (e) It was unfortunate that the nervous boy was unable to speak clearly enough to be heard.

w ww

m . u

STUDENT NAME

(b) settle

ew i ev Pr

(f) The employees were under pressure to prevent the possibility of losing their positions. 4. Add to the base word present to complete each sentence.

. te

o c . che e r o r st super

(a) The school captain was chosen to (b) The cyclist was

the other students.

with an award for his outstanding results.

an in-depth interview with the novelist.

5. Add to the base word success to complete each sentence. (a) The stage show was so (b) The best way to

it toured the country for two years.

is to do something you enjoy, try hard and ask questions.

6. Add to the base word behave to complete each sentence. (a) The children’s (b) The student’s serious police.

at the birthday party was fantastic and there were no tears. meant the principal had no option but to speak with the

www.ricpublications.com.au

badly after their team was thrashed in the final. 9

Primary literacy: Back to basics

Prefixes

Spelling and word study

Teacher information A prefix is one or more letters added to the beginning of a base word to change its meaning; e.g. dislike, unhappy, replay, irresponsible, misunderstood, improper, disappear, preheat, illegal.

Answers

2. (a) (d) (g) (j)

immature inexpensive irregular irrelevant

Teac he r

unsuitable disapprove indefinite preface (de-) antidepressant

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

return (down-) bicyclist (motor-, tri-, uni-) impossible submerge misbehave

r o e t s Bo r e p ok u S (b) (e) (h) (k)

import incomplete illegible illegal

impure infrequent irrational irresponsible

3. (a) embrace (d) enforce (g) encourage

(b) enable (e) employ (h) ensure

4. (a) descend (d) demolish (g) delay

(b) defrost (e) derail (h) deport

(a) (b) (c) (d) (e)

deodorise—to deprive, rid of odour destabilise—to make unstable; to create uncertainty degrade—to reduce from a higher to lower rank, grade demerit—a mark against a person for misconduct or deficiency decontaminate—to make an object or area safe

ew i ev Pr

1. (a) (c) (e) (g) (i)

(a) (b) (c) (d) (e) (f)

depressed—unhappy, sad malnourished—improperly fed inhumane—cruel, lacking kindness impolite—rude, lacking manners irreplaceable—valuable, treasured, can not be replaced illiterate—unable to read or write

w ww

. te

Primary literacy: Back to basics

m . u

6. (a) malfunction is to fail to function (b) malformed is improperly formed (c) maladjusted is badly adjusted

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Prefixes 1. Add a prefix to each word. (a)

suitable

(b)

turn

(c)

approve

(d)

cyclist

(e)

definite

(f)

possible

(g)

face

(h)

merge

(i)

depressant (j)

behave

2. The prefixes im-, in-, ir- and il- mean ’not’. Add one of these prefixes to each word.

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

(a)

mature

(b)

port

(c)

pure

(d)

expensive

(e)

complete

(f)

frequent

(g)

regular

(h)

legible

(i)

rational

(j)

relevant

(k)

legal

(l)

responsible

Teac he r (a)

brace

(e)

ploy

(b)

able

(c)

large

(d)

force

(f)

power

(g)

courage

(h)

sure

ew i ev Pr

4. The prefix de- means down, from or away. Write a word with this prefix to match each clue. (a) to go down

(b) to unfreeze

(d) to pull down a building

(e) to leave a (train) track

(f) the opposite of increase

to send to a place of exile © R. I . C.Pu b(h) l i cat i ons 5. Write a meaning for each of these words. •f orr evi ew pur posesonl y• (a) deodorise (g) to put off

(b) destabilise (c) degrade

m . u

STUDENT NAME

3. The prefixes en- and em- mean ’make’. Add one of these prefixes to each word.

w ww

(d) demerit

(e) decontaminate

. te

6. The prefix mal- means wrong. Write a sentence to show the meaning of each word. (a) malfunction (b) malformed

o c . che e r o r st super

7. Write a clue to match each word. (a) depressed (b) malnourished (c) inhumane (d) impolite (e) irreplaceable (f) illiterate

R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Suffixes

Spelling and word study

Teacher information A suffix is one or more letters added to the end of a base word to add to its meaning; e.g. careless, helpful, thinly, walker, agreement, talking, breakable, famous, neatness, selfish.

Answers 1. (a) removal (d) signal (g) nouns 2. (a) equalise (d) sterilise (g) itemise

(b) arrival (e) festival

(b) standardise (e) civilise (h) verbs

(a) (b) (c) (d) (e) (f)

optimism—to be hopeful, positive, optimistic mechanism—piece of machinery organism—any living animal or plant baptism—religious rite as a sign of admission to a church; purification realism—true to form nouns

(a) (b) (c) (d) (e) (f)

brighten—verb—make lighter, sunnier wooden—adjective—made from wood, stiff, dull strengthen—verb—make stronger lengthen—verb—make longer woollen—adjective—made from wool frighten—verb—make afraid of, scare

(a) (b) (c) (d) (e)

claustrophobia—fear of small spaces hydrophobia—fear of water arachnophobia—fear of spiders zoophobia—fear of animals haemophobia—fear of blood

Teac he r

ew i ev Pr

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

w ww

. te

Primary literacy: Back to basics

m . u

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Suffixes 1. The suffix -al means of or relating to. Write each word, with the suffix added, in a sentence. (a) remove (b) arrive (c) crime (d) sign (e) festive (f) approve

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

(g) Are these words nouns, verbs, adverbs, adjectives or conjunctions?

(b) to make standard

(d) to make sterile

(e) to make civil

(f) to make an apology

Teac he r

(a) to make equal

(g) to make items (h) Are these words nouns, verbs, adverbs, adjectives or conjunctions? 3. The suffix -ism means a state, quality or act of. Write a meaning for each word. (a) optimism

ew i ev Pr

(e) realism (f) Are these words nouns, verbs, adverbs, adjectives or conjunctions?

m . u

STUDENT NAME

2. The suffix -ise means to make (into). Write the correct word for each.

w ww

4. The suffix -en means of, to make or made of. Write a clue that includes the type of word; e.g. stiffen

— a

. te

(a) brighten

— a

(b) wooden

—

(e) woollen

—

(f) frighten

—

verb

that means

to become rigid

that means

o c . che e r o r st super that means

. . .

that means

5. The suffix -phobia means fear or dread. Write a meaning for each word. (a) claustrophobia (b) hydrophobia (c) arachnophobia (d) zoophobia (e) haemophobia R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Alphabetical order

Spelling and word study

Teacher information Answers (a) (b) (c) (d)

attempt, criminal, fashion, justice, possess, satisfy breathe, continent, editor, fuel, realise, severe appreciate, discuss, exactly, jealous, language, regret assistance, drought, injured, quantity, temperature, visible

(a) (b) (c) (d)

accept, advantage, agent, argument, automatic, avoid oasis, observe, occasion, opinion, organise, oxygen tangle, technology, theme, tourist, traditional, tune wardrobe, weary, whether, wiggle, worst, wrist

(a) (b) (c) (d)

decision, definite, degree, delicious, description, develop section, seize, sequence, serious, settle, severe meanwhile, mechanic, medicine, melody, memory, method backward, baffle, balance, bandage, bargain, battery

(a) (b) (c) (d)

calamari, calculation, calendar, calico, calligraphy, calorie miscellaneous, miserable, misfortune, mismatch, misquote, missile expansion, experience, expiry, explosion, export, express croak, crochet, crooked, cropped, crossroad, crouton

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

5. scrabble, scraggly, scram, scramble, scrapbook, scrape, scratch, scratchy, scrawl, scrawny

ew i ev Pr

Teac he r

w ww

. te

Primary literacy: Back to basics

m . u

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Alphabetical order 1. Number each list of words to show alphabetical order. (a)

satisfy

fashion

criminal

attempt

possess

justice

(b)

editor

realise

continent

breathe

severe

fuel

(c)

discuss

regret

jealous

language

exactly

(d)

visible

injured

appreciate

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

temperature

drought

quantity

2. These words start with the same letter. Use the second letter to write them in alphabetical order. (a) argument

observe

avoid

opinion

agent

organise

theme

technology

tangle

(d) wrist

wardrobe

wiggle

automatic

oxygen

oasis

tune

tourist

worst

weary

whether

3. These words start with the same two letters. Use the third letter to number them in alphabetical order. (a) (b)

memory

(d)

backward

balance

meanwhile

method

bandage

bargain

mechanic

melody

baffle

battery

w ww

m . u

STUDENT NAME

(b) occasion

ew i ev Pr

Teac he r

advantage

4. These words start with the same three letters. Use the fourth letter to write them in alphabetical order. (a) calculation

. te

(b) mismatch

calendar

calorie

calamari

calico

calligraphy

o c . che e r o r st super miscellaneous explosion

cropped

misfortune expansion

croak

missile

miserable

export

crochet

express

crossroad

misquote expiry crouton

5. Write these words in alphabetical order. scrabble scratch

scrawny scrawl

scramble scram

scraggly scrapbook

scrape scratchy

R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Syllables

Spelling and word study

Teacher information A syllable is a unit of sound which contains one vowel sound. All words are made up of one or more syllables. Prefixes and suffixes are usually separate syllables; e.g. im/prove/ment. Compound words have two or more syllables; e.g. note/book, out/side, sun/shine. When a word has double consonants, separate syllables between these letters; e.g. yel/low, scrib/ble, gram/mar.

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

Word endings -tle, -ble, -dle, -ple, -gle, -cle, -fle and -zle are usually separate syllables; e.g. whis/tle, sta/ble, han/dle, sam/ple, jin/gle, trea/cle, ri/fle, puz/zle.

Base words with a vowel–consonant–vowel–consonant pattern usually divide between the consonants; e.g. doc/tor, pic/ture, cen/sus, con/cert.

Answers

1. (a) avoid—2

(b) frequent—2

(d) require—2

(e) advantage—3

(f) argument—3

(g) character—3

(h) definite—3

2. (a) re/turn (d) sub/merge (g) walk/ing

(b) teach/er (e) em/bark (h) im/prove

3. (a) Face/book® (d) news/cast (g) sound/track

(b) earth/quake (e) loud/mouth (h) waist/line

4. (a) suc/cess (d) trig/ger (g) squir/rel

(b) is/sue (e) drib/ble (h) yel/low

5. (a) per/mis/sion (d) a/ver/age (g) out/stand/ing

(b) med/i/cine (e) in/de/pend/ent (h) safe/keep/ing

6. (a) calendar (d) percentage (g) represent

(b) estimate (e) logical

(b) au/to/mat/ic (e) oc/cu/pa/tion

ew i ev Pr

Teac he r

Base words with a vowel–consonant–vowel pattern usually divide before the consonant; e.g. po/lice, do/nor, o/pen, de/lete, a/gent, si/lent.

w ww

. te

7. Clues will vary: (a) un/speak/a/ble (d) tech/nol/o/gy 8. Answers will vary

Primary literacy: Back to basics

m . u

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Syllables A syllable is a word or part of a word. There is a vowel sound in every syllable. 1. Circle the vowel sounds in each word. Write the number of syllables; e.g. extreme—2 (a) avoid

(b) frequent

(d) require

(e) advantage

(f) argument

(g) character

(h) definite

2. Prefixes and suffixes are additional syllables. Show the syllables in each word; e.g. re/source. (a) return (e) embark

r o e t s Bo r e p ok u S (b) teacher

(d) submerge

(f) preface

(g) walking

(h) improve

3. Compound words have two or more syllables. Show the syllables in each compound word; e.g. side/track.

Teac he r (e) loudmouth

(b) earthquake

(f) sportswear

(g) soundtrack

(d) newscast

ew i ev Pr (h) waistline

4. When a word has double consonants, separate syllables between these letters. Show the syllables in these words. (a) success

(b) issue

(e) dribble

(f) fiddle

(g) squirrel

5. Show the syllables in these words.

(d) trigger

(h) yellow

(b) . medicine unconscious ©R I . C.Pub(c) l i c at i ons(d) average (e) independent (f) crosscurrent (g) outstanding (h) safekeeping • f o r r e v i e w p u r p o s e s o n l y• 6. Write a three-syllable word for each clue. The first letter is provided. (a) permission

c e a p l i r

(a) a table showing the days and months of a year (b) to roughly work out

w ww

. te

m . u

STUDENT NAME

(a) Facebook®

o c . che e r o r st super

(f) to come into a new country to live (g) to stand for or symbolise

7. Show the four syllables in the words and write a clue for each. (a) u n s p e a k a b l e (b) a u t o m a t i c (c) p o l i t i c a l (d) t e c h n o l o g y (e) o c c u p a t i o n 8. (a) Write three words with five syllables. (b) Write two words with six syllables. (c) Write one word with seven syllables. R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Synonyms

Spelling and word study

Teacher information Synonyms are words that are similar in meaning. Synonyms allow descriptions to be more precise and can avoid monotony. Although a group of words may be synonyms, there are usually slight differences in meaning; e.g. synonyms for walk include: saunter, stroll, amble, pace, go, move, hike and stride.

Answers 1. (a) (d) (g) (j)

disappear average necessary competition

(b) advice (e) viewer

3. Examples include: (a) receipt—acknowledgement, proof, note, tab, voucher, acceptance, delivery (b) structure—arrangement, organisation, construction, building, formation, assembly (c) essay—paper, thesis, article, story, composition, document (d) nervous—anxious, worried, edgy, jumpy, uneasy, nervy, panicky, tense (e) suggest—propose, recommend, advocate, imply, hint, indicate, evoke 4. (a) ordinary (d) quiet

(b) linked (e) pledge

ew i ev Pr

Teac he r

2. (a) funny (d) treat

r o e t s Bo r e p ok u S (b) argument (e) frequent (h) success

w ww

. te

Primary literacy: Back to basics

m . u

5. Examples include: (a) said—answered, thought, muttered, shouted, whispered, told (b) get—obtain, acquire, find, catch, become, move, progress, understand, grasp, cause, make (c) went—left, departed, exited, travelled, moved, proceeded, became, walked, sped, slowed (d) nice—pleasant, kind, lovely, polite, fine (e) good—fine, decent, respectable, pleasant, enjoyable, capable, helpful, reliable (f) saw—noticed, looked, eyed, spied, observed, witnessed, glimpsed, met, visited

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Synonyms Synonyms are words that have the same or similar meaning.

1. Choose a synonym for each word. (a) vanish

(b) disagreement

necessary

average

(d) normal

competition

mystery

(f) puzzle

frequent

argument

(h) victory

disappear

purpose

(j) contest

success

definite

(e) often (g) vital

Teac he r

(i) reason

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

(a) serious

(b) advantage

(d) process

ew i ev Pr

(e) concept

(f) necessary

grave

lead

allowed

handle

perception

optional

funny

help

informal

deal with

viewer

essential

solemn

benefit

legitimate

manage

theory

crucial

grim

advice

authorised

treat

thought

compulsory

unsmiling

gain

approved

proceed

idea

mandatory

w ww

(e) suggest

m . u

STUDENT NAME

2. Circle the word in each list that is not a synonym.

4. Circle the better of the two synonyms in each sentence.

. te

o c . che e r o r st super

(a) The television program was very (b) The dancers on stage

ordinary

joined

common

so I wasn’t keen to watch it again.

arms and performed high kicks in unison.

linked

(c) The police acknowledged that the motive for the crime was still a (d) The young children at play-group were so (e) After the bushfires, our family made a

silent

pledge

quiet

promise

mystery

problem .

while a story was read to them.

of $200 to the Red Cross.

5. Write two synonyms for each of these overused words. (a) said

(b) get

(d) nice

(e) good

(f) saw

R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Antonyms

Spelling and word study

Teacher information Antonyms are words that are opposite in meaning. Antonyms can add a contrast in description or feeling. Many words take a prefix to create an antonym; e.g. happy—unhappy.

Answers 1. (a) (d) (g) (j)

difficult unconscious suitable disappear

(b) local (e) definite (h) automatic

Teac he r

2. (a) The seats were uncomfortable, the food was awful and the company was terrible. (b) The movie was for children and suitable for younger people to watch when they stayed in. (c) She was never dishonest and told her sister she should be the same. (d) I never seem to remember whether I put my keys under the bench or below the calendar. (e) The house was insecure; all the windows were open, the doors were unlocked and the alarm was off. 3. (a) explain (d) lose

(b) modernisation

4. Answers will include:

ew i ev Pr

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

(a) generous—miserly, mean, stingy, tight, cheap

(b) private—public, shared, open, known, broadcast (c) import—export, send

(d) false—true, correct, right, factual, accurate, exact

5. Answers will include:

w ww

(a) rough—[uneven coarse, bumpy, irregular], smooth, even, flat, regular, soft (b) bare—[naked, exposed, uncovered, empty], covered, full, packed, bursting, sheltered (c) usual—[regular, standard, normal, typical], unusual, exceptional, irregular, variable, erratic (d) wealth—[money, prosperity, fortune, abundance], poverty, scarcity, shortage, deficiency, hardship (e) ordinary—[common, everyday, average, mundane], extraordinary, special, exceptional, remarkable, wonderful

. te

Primary literacy: Back to basics

m . u

(e) sensible—foolish, stupid, silly, idiotic, unwise, thoughtless

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Antonyms Antonyms are words that are opposite in meaning. suitable unconscious definite frequent difficult automatic local disappear success necessary

1. Choose an antonym to match each word. (a) easy

(b) foreign

(d) conscious

(e) uncertain

(f) rare

(g) incompatible

(h) manual

(i) needless

(j) materialise

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

Teac he r

(a) The seats were comfortable, the food was delicious and the company was wonderful.

ew i ev Pr

(b) The movie was for adults and suitable for older people to watch when they went out. (c) He was always honest and told her brother he should be the same.

(d) I always seem to forget whether I put my keys on the bench or above the calendar.

(e) The house was secure; all the windows were closed, the doors were locked and the alarm was on.

3. Write the antonym in each list.

series find

succession discover

system

classify

jumble detect

order identify

w ww

m . u

STUDENT NAME

2. Write antonyms above the underlined words.

4. Write an antonym for each word. Use both words in a short sentence. (a) generous

(b) private

. te

(e) sensible

o c . che e r o r st super

5. Write a synonym and two antonyms for each word.

synonym

antonyms

(a) rough

(b) bare

(d) wealth

(e) ordinary

R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Homophones and homographs

Spelling and word study

Teacher information Homophones are words that sound the same but have different meanings; e.g. cereal – serial, know – no, feat – feet, stare – stair. Homographs are words that are spelt the same but have different meanings and may or may not sound the same. Examples:

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

• bow (rhymes with cow)—a verb meaning to bend the body as a sign of respect • bow (rhymes with low)—a noun meaning a looped knot • fair—a noun meaning a group of sideshows

1. (a) (d) (g) (j)

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

allowed scene caught through

currant heir/ere whether/wether board

Answers should include: (a) queue—line up (b) cue—hint, guiding, suggestion, rod used to hit a ball in snooker (c) coarse—rough, bumpy (d) course—path, route, series

3. (a) The school principals met to ensure they were upholding the same principles. (b) The doctors were required to practise their skills so they could pursue the practice of medicine. (c) I needed to purchase stationery from the store but I was stuck on the freeway where the traffic was stationary. (d) The Queen may reign over her country but she is still required to rein in any excessive spending.

w ww

4. (a) suit—set of clothing, petition, set of cards, adapt or make appropriate (b) structure—building, supporting framework, complete system (c) reserve—lay aside, park area, book (restaurant)

. te

o c . che e r o r st super

5. Answers should include: (a) lead—(feed, fed)—to show the way, a type of metal (b) bow—(low, how)—a looped knot; bending the body as a sign of greeting, respect (c) row—(crow, how)—things arranged in a line, row a boat; an argument

Primary literacy: Back to basics

m . u

past minor/myna through piece

Answers

ew i ev Pr

Teac he r

• fair—an adjective meaning not cloudy.

www.ricpublications.com.au

R.I.C. Publications®

Homophones and homographs Homophones are words that sound the same but have different meanings; e.g. fare and fair. Homographs are words that are spelt the same, have different meanings and may or may not sound the same; e.g. fair and fair, wind (rhymes with kind) and wind (rhymes with tinned). 1. Write a homophone for each word. (a) passed (d) miner (g) threw (j) peace

(b) aloud

(e) seen

(f) air

(h) court

(i) weather

(k) threw

(l) bored

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

Teac he r (a) queue

ew i ev Pr

(b) cue

3. Complete the sentences using the homophones given. (a) The school

met to ensure they were upholding

. © R. I . C.Publ i cat i onsprincipals principles (b) The doctors were required to their skills so practice •could f o rr vi ew p ur posesonl y•practise they pursue thee of medicine.

the same

from the store but I was

stuck on the freeway where the traffic was

w ww

(d) The Queen may

over her country but she is still

required to

. te

in any excessive spending.

4. Give two different meanings for each of these homonyms. (a) suit

(b) structure (c) reserve

stationary

stationery

m . u

STUDENT NAME

2. Write sentences to show the meaning of each pair of homophones.

rein

reign

o c . che e r o r st super

5. These words are homographs. Write a rhyming word for each and explain its meaning.

rhyming words

homographs meanings

(a) lead

(b) bow

R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Compound words

Spelling and word study

Teacher information A compound word is formed by joining two or more words. Examples include: • waterfall, desktop, notebook, driveway, football, daybreak, nightfall, downcast, halfway, footloose, fireproof, hard-wearing, long-sighted, three-quarters, do-it-yourself.

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

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

daytime, timepiece flashover, overweight beforehand, handbrake bushfire, firefighter crackdown, downplay

(a) (c) (e) (g) (i)

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

dustpan greyhound overarm overtime shoplifter

Teac he r

Answers will vary (a) footpath, pathway (c) sunlight, lighthouse (e) downplay, playground (g) daybreak, breakfast (i) overpower, powerboat

backstroke/breaststroke fourteen hailstone seaplane handbag

3. Examples include: (a) sunrise (d) benchtop (g) hairdresser (j) breakfast

(b) firefighter (e) deadbeat (h) wineglass

ew i ev Pr

w ww

. te

Primary literacy: Back to basics

m . u

4. Answers will vary

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Compound words 1. Write two compound words for each word given; e.g. back—feedback, backfire. (a) path

path, path

(f) hand

hand, hand

(b) time

time, time

(g) break

break, break

light, light

(h) fire

fire, fire

(d) over (e) play

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

(i) power

power, power

play, play

(j) down

down, down

b d f g h o s o h s

(b) Use this with a brush to sweep up a small area (c) A number more than ten and less than 20 (d) A fast, thin type of dog that is often raced (e) A rounded ice pellet that can fall from the sky (f) Cricketers need to bowl this way (g) A means of transport than can land on water

(h) An extra period of play when scores are level (i) (j)

3. Write a suitable compound word that could follow these adjectives; e.g. beautiful sunset.

(b) strong

(d) spotless

(e) guilty

(f) sweet

(h) empty

(j) warm

w ww

(a) perfect

(g) busy

(i) tenth

. te

m . u

STUDENT NAME

(a) A swimming style

ew i ev Pr

Teac he r

2. Use the clue to write a compound word.

o c . che e r o r st super

4. Write your own clue for each compound word. Don’t use any part of the word as your clue. (a) fingernail (b) daydream (c) printout (d) breakthrough (e) download (f) championship (g) feedback (h) takeover

R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Abbreviated words

Spelling and word study

Teacher information An abbreviation is a word written in a shortened form. Generally, a full stop is used to show that part of the word is missing: • population—pop.

tablespoon—tbsp.

No full stop is used when the first and last letters are used; • Doctor—Dr

Road—Rd

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

Abbreviations which consist of more than one capital letter do not generally require full stops; • DOB (date of birth)

PO (post office)

• e.g. I am—I’m are not—aren’t

(a) (b) (c) (d) (e) (f) (g) (h)

will not—won’t

Answers

Personal Identification Number General Practitioner United Nations Royal Society for the Prevention of Cruelty to Animals Professor Captain Member of Parliament/ Military Police Justice of the Peace

2. (a) pop. (e) max.

(d) approx. (h) i.e.

3. (a) ad (e) bike (i) pram

(b) flu (f) ref (j) vet

(d) exam (h) bus

4. (a) I’d (e) they’re (i) you’ve

(b) haven’t (f) can’t (j) aren’t

(d) she’ll (h) that’s (l) hasn’t

w ww

(b) govt (f) fig.

. te

5. (a) It would take us an hour to drive 65 kilometres but they are faster. (b) She is nervous about her appointment with Doctor Stevens on Friday. (c) Use the latitude and longitude lines on the map to locate the southwest and south-east towns. (d) New York and Los Angeles are two cities in the United States of America that would be fun to visit. (e) I can not see if they are outside but I am sure they will be having fun before it is time to go. 6. Answers will vary.

Primary literacy: Back to basics

m . u

she is—she’s they are—they’re

ew i ev Pr

Teac he r

A contraction is a shortened form of two words where an apostrophe is used to replace the letters omitted;

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Abbreviated words 1. Write the full form of these abbreviations. (a) PIN

(b) GP

(d) RSPCA

(e) Prof.

(f) Capt.

(g) MP

(h) JP

2. Write the abbreviated word of each of these. (a) population (e) maximum

r o e t s Bo r e p ok u S (b) government

(d) approximately

(f) figure

(g) and so forth

(h) that is

3. Write the more common, shortened word for each of these.

(i) perambulator

(d) examination

(f) referee

(g) microphone

(h) omnibus

(j) veterinary surgeon

4. Write the contractions for each. (a) I would

(b) have not

(d) she will

(e) they are

(f) can not

(g) we would

(h) that has

(i) you have

(j) are not

(k) does not

(l) has not

5. Write each sentence using the full form of all abbreviated words.

w ww

(d) NY and LA are two cities in the USA that’d be fun to visit.

. te

m . u

STUDENT NAME

(e) bicycle

(b) influenza

ew i ev Pr

Teac he r

(a) advert

(e) I can’t see if they’re outside but I’m sure they’ll be having fun before it’s time to go.

o c . che e r o r st super

6. Make a list of abbreviated words that are typically used with modern technology. Write the full form of each abbreviation; e.g. blog (web log), CU (see you).

R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Identifying correct spelling

Spelling and word study

Teacher information Answers 1. (a) (d) (g) (j) (m)

acceptable avoidable dependable responsible achievable

2. (a) recognising (d) annoyance (g) operator

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

irresistible convertible destructible recognisable sensible

likeable manageable lovable valuable moveable

r o e t s Bo r e p ok u S (b) independence (e) mouthful (h) imaginary

Teac he r

4. (a) definitely (d) eighth (g) humorous

(b) unconscious (e) weird (h) catalogue

5. medicene (medicine) peculier (peculiar)

posession (possession) ocassion (occasion) reccomend (recommend)

ew i ev Pr

3. (a) The students had to decide which candidate they would vote for at the election. (b) It’s almost impossible to believe that the beginning of the year is just a week away. (c) On the first Wednesday in February we always celebrate my grandparents’ anniversary. (d) I truly don’t know if I have a decent explanation for my unacceptable behaviour. (e) The neighbours were suspicious of the foreign car parked beside the school library.

6. Alice has improved her results in maths but she needs to be more careful when checking for errors. Her English creative writing is usually interesting. She should pay more attention to sentence structure and edit for spelling mistakes. Alice often loses concentration in music class and will have to develop a better sense of discipline.

w ww

. te

Primary literacy: Back to basics

m . u

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Identifying correct spelling 1. Add the correct suffix -able or -ible to each word. (a) accept

(f) manage

(b) irresist

(g) depend

(k) recognise

(l) value

(d) avoid

(h) destruct

(i) love

(m) achieve

(n) sense

(e) convert

(j) response

(o) move

2. These words with a suffix are incorrect. Write each one correctly.

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

(a) recogniseing

(b) independance

(d) annoyence

(e) mouthfull

(f) requireing

(h) imaginery

(i) electricel

(g) operater

Teac he r

(a) The studentes had to deside witch candadate they wood vote for at the electshion.

ew i ev Pr

(b) It’s allmost impossable to beleive that the begining of the year is just a weak away.

(d) I truely dont no if I have a desent explaination for my unaceptible behavor.

(e) The neighboures were suspicous of the foriegn car parked besid the sckool libray.

© R. I . C.Publ i cat i ons (a) definately (b) unconsious (c) espeshially • f o r r e v i e w p u r p o s e s onl y• (d) eigth (e) wierd (f) gaurd 4. These words are often spelt incorrectly. Write each correctly.

(g) humourous

(h) cataloge

(i) millionair

5. Rewrite the five words that are spelt incorrectly. medicene

posession

ocassion

opportunity

humorous

argument

reccomend

w ww

cemetery

. te

m . u

STUDENT NAME

3. Underline the words spelt incorrectly. Write the words correctly above them.

peculier

accommodation

o c . che e r o r st super

6. Below is a brief report written by a teacher who has forgotten how to spell. Rewrite the report correctly. Alice has improoved her rezults in maths but she

needs too be more carefull wen cheking for erorrs. Her Inglish creativ wrighting is usualy intresting. She shood pay more attenshion to sentense struckure and edet for speling mistaks. Alice ofen looses consentration in music clas and will have two develep a beterr sents of disiplin. R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Consonant digraphs

Spelling and word study

Teacher information Consonants which form digraphs (i.e. two letters making one sound) with other consonants include: • b—after m; e.g. bomb, thumb • g—before n; e.g. sign, gnome, and with h; e.g. ghost • k—before n; e.g. knee, knife • l—e.g. calm, talk

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

• n—after m; e.g. hymn, autumn

• p—before n, s and t; e.g. pneumonia, psychology, pterodactyl • t—after s; e.g. castle, listen, rustle

Some consonants are silent when in a digraph with a vowel; e.g. island, honest.

1. (a)

(i) suggest (iv) difficult (vii) process (x) discussion

Answers (ii) accept (v) necessary (viii) pressure (xi) awareness

(iii) disappear (vi) occasion (ix) official (xii) affectionate

(b) (i) After the bushfire there were many official investigations. (ii) We were asked to suggest an appropriate location for our new computer. (iii) We are all involved in any discussion that affects our family. (iv) There was only one occasion last year when I was too ill to go to training. (v) Our new puppy is affectionate to everyone he meets. (vi) Programming the new TV and DVD recorder was a challenging process. (vii) It is absolutely necessary for young people to have a greater awareness of the harm caused by cyber-bullying.

ew i ev Pr

Teac he r

• w—before r; e.g. write, wring, and before h; e.g. whole

w ww

2. Clues will vary. (a) annual (d) intelligent

(vii) crumbs

. te

3. (a) (i) character (iv) subtle

(b) excellent (e) permission

(ii) foreign

(iii) schedule

(v) science

(vi) writer

m . u

o c . che e r o r st super (viii) condemned

(b) (i) The woman painted her bedroom a very subtle shade of green. (ii) The commissioner condemned the brutal attacks on police officers. (iii) Our family schedule is quite flexible, except on a Monday and Friday. (iv) A fantastic story has at least one main character who is believable and interesting. (v) The family was delighted to accept a foreign exchange student into their home. 4. Clues will vary. (a) yolk

Primary literacy: Back to basics

(b) wrinkly

www.ricpublications.com.au

R.I.C. Publications®

Consonant digraphs When two consonants together make one sound they are called a consonant digraph. For example: apple, knot. 1. (a) Write double consonant digraphs in each word.

(i) su

(v) nece

(ix) o

est ary

(ii) a

ept

(iii) disa

(vi) o

asion

(vii) proce

ear

(iv) di

(viii) pre

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

icial

(x) discu

ion

(xi) awarene

(xii) a

icult ure ectionate

(i) After the bushfire there were many

(ii) We were asked to

Teac he r

investigations.

an appropriate location for our new computer.

(iii) We are all involved in any

(iv) There was only one

(v) Our new puppy is

(vi) Programming the new TV and DVD recorder was a challenging

(vii) It is absolutely

that affects our family.

ew i ev Pr

last year when I was too ill to go to training. to everyone he meets. for young people to have a greater of the harm caused by cyber-bullying.

(d) intelligent (e) permission

w ww

3. (a) Circle the consonant digraph in each word.

(i) c h a r a c t e r

(v) s c i e n c e

. te

(ii) f o r e i g n

(iii) s c h e d u l e

m . u

STUDENT NAME

(b) Choose one of the above words with a double consonant digraph to complete each sentence.

(iv) s u b t l e

o c . che e r o r st super (vi) w r i t e r

(vii) c r u m b s

(viii) c o n d e m n e d

(b) Choose one of the above words with a consonant digraph to complete each sentence.

(i) The woman painted her bedroom a very

(ii) The commissioner

(iii) Our family

(iv) A fantastic story has at least one main

(v) The family was delighted to accept a

shade of green.

the brutal attacks on police officers.

is quite flexible, except on a Monday and Friday.

who is believable and interesting. exchange student into their home.

4. Underline the consonant digraphs. Write a clue to match each word. (a) yolk (b) wrinkly (c) signpost R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Dictionary use

Spelling and word study

Teacher information This is a sample of a dictionary entry for the word key. Key /ki/ n., pl. keys, adj., v., keyed, keyring 1. an instrument for fastening or opening a lock. 2. a means of understanding, solving etc.: the key to a problem. 3. a book or the like containing the solutions or translations of material. 4. the system or pattern used to decode. 5. an explanation of symbols used on a map etc. 6. one of a set of buttons or levers pushed to operate a typewriter, keyboard, piano etc. 7. tone or pitch 8. (mus.) system of related notes. 9. (bldg.) To prepare a surface by grooving, roughening etc. to receive paint. [ME key(e), kay(e) OF kei, kai]

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

The entry word (Key) shows how to spell the word.

Teac he r

Pronunciation (/ki/) shows how to say the word.

Part of speech (n.) shows if the word is a noun, verb, adjective etc.

Usage (the key to a problem) shows how to use the word in a sentence. Word origin ([ME—Middle English]) shows where the word comes from. Question 3 provides students with the opportunity to become familiar with the use of a thesaurus.

ew i ev Pr

Definition (1.–9.) shows the meanings of the word.

Question 4 can be completed using a compact thesaurus in which only lists of synonyms are provided.

Answers

Note: Dictionary and thesaurus examples may vary.

1. (a) verb (b) to commit theft (e) how to use the word in a sentence

(d) steak

(a) (b) (c) (d)

. te

result—remainder, follow, effect, conclusion, completion attend—accompany, be present, follow, apply the mind, medically, aid, serve leaf—part, layer, plant, of a book, turn over a new, green question—inquiry, doubt, deny, in event, topic, danger, pop the, put to the, at issue

o c . che e r o r st super

4. (a) country—region, nation (c) right—true, straight (e) aid—help, assist

Primary literacy: Back to basics

m . u

w ww

2. (a) model—a standard or example for imitation or comparison, a miniature representation; a person who poses for an artist or displays clothing for an audience (b) advance—to move forward; payment before it is due (c) settle—to place in a desired position, to take up residence in a place; to pay a bill, account; to bring to rest, make stable (d) vault—an underground chamber, arch, strongroom; to leap or spring over something

(b) request—ask, beg (d) promise—oath, honour (f) danger—peril, risk

www.ricpublications.com.au

R.I.C. Publications®

Dictionary use This is a sample of a dictionary entry for the word steal. Steal /stil/, v., stole, stolen, stealing 1. to take away dishonestly or wrongfully, esp. secretly. 2. to appropriate (ideas, credit, words etc.) without right or acknowledgement. 3. to take, get or win by sneaky or subtle means. 4. (in various games) to gain a point, goal etc. by strategy, chance or luck. 5. to gain more than one’s share: she stole everyone’s attention, he stole the show. 6. to commit theft. 7. to move, go or come secretly, quietly or unobserved. 8. something acquired at very little cost or at a cost well below its true value: the furniture was a steal. [ME stele]

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

1. Use the entry to answer the following. (a) What type of word is steal?

Teac he r

(b) Write the sixth definition.

ew i ev Pr

(d) Circle the guide word most likely to be at the top of the page for this entry. save steak strand (e) What information do the words in italics provide?

2. Use a dictionary to find each word. Write two sentences to show a different meaning for each. (a) model

(d) vault

w ww

m . u

STUDENT NAME

A comprehensive thesaurus provides synonyms by grouping words together according to topics. Topics listed for the word star include: luminary, actor, destiny, ornament, glory, decoration, success, of fashion, in drama, fame. Each of these topics will have a number that represents the page where similar words can be found.

. te

o c . che e r o r st super

3. Use a comprehensive thesaurus and write the topics listed for each word. (a) result (b) attend (c) leaf (d) question 4. Use a thesaurus and write two synonyms for each word. (a) country

(b) request

(d) promise

(e) aid

(f) danger

R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Word origins

Spelling and word study

Teacher information Many English words are derived from Latin and Greek words. See page xvii for a list of examples. An eponym refers to a person who gives his or her name (usually last name) to words; e.g. Jules Leotard introduced a one-piece, close-fitting garment worn by acrobats and dancers. The word itself is also known as an eponym.

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

Many commonly used words in English are derived from other languages; e.g. ’siesta’ is a Spanish word for ’small sleep’.

Answers

(a) (b) (c) (d) (e)

sphere—hemisphere, stratosphere, atmosphere meter—thermometer, barometer, speedometer, pedometer aero—aeronaut, aerate, aerial, aeroplane scribe—transcribe, describe, inscribe, scribble centum—century, centimetre, centigrade, centipede, percent

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

July May March December

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

banksia biro cereal macadamia

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

August October November April

January February June September

w ww

. te

Primary literacy: Back to basics

(b) Harley-Davidson (e) teddy bear (h) volcano

m . u

ew i ev Pr

Teac he r

1. (a) biannual—twice a year (b) anniversary—celebration of a yearly event

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Word origins Many of the words we use come from other languages, places and people’s names. 1. The Latin word annu means ’year’. Write a definition for each word. (b) anniversary

(a) biannual

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

(b) meter (Gr. measure)

(d) scribe (Lat. writing)

(e) centum (Lat. a hundred)

Teac he r

(a) sphere (Gr. globe, ball)

ew i ev Pr

3. Write the names of the months of the year next to each origin.

4. Find a word to match the description. Most are eponyms—words from a person or place name.

(a) Named after the emperor Julius Caesar.

(a) A small tree native to Australia and named after the English botanist Sir Joseph Banks.

(b) Augustus Caesar named this month after himself. (c) From the Roman god Janus, who is seen with two faces looking in different directions.

(b) A large powerful motorcycle made by the company founded by William S Harley and Arthur Davidson.

l (c) An Italian word that means © R. I . C.Pub i c a t i o n s freelance photographers (d) Possibly named after the Roman who pursue celebrities. goddess Maia, ther goddess ofe • f o r e v i w p u r p o sesonl y• spring and fertility. (d) A ballpoint pen named after (e) From the Latin word octo. Was the 8th month until Julius Caesar changed the calendar.

w ww

(f) Named after the Roman feast, februa, which was held on the 15th day of this month.

. te

(g) From the Roman god Mars, the god of war.

(e) US president Theodore Roosevelt was nicknamed Teddy. A bear hunter, he once spared the life of a brown bear cub. (f) This ride is named after the American engineer George Washington Gale Ferris.

o c . che e r o r st super

(h) From the Latin word novem. Was the 9th month until Julius Caesar changed the calendar.

(i) Named after the Roman goddess Juno, the goddess of the moon, women and marriage.

(j) From the Latin word decem. Was the 10th month until Julius Caesar changed the calendar. (k) Possibly from the Latin word aperire meaning, to open. (l) From the Latin word septem. Originally the seventh month. R.I.C. Publications®

the Hungarian inventor László Jozsef Biró.

m . u

STUDENT NAME

2. Write three words for each of the following. Their origin and meaning are shown in brackets.

www.ricpublications.com.au

(g) A breakfast food named after Ceres, the goddess of grain and agriculture. (h) From Vulcan, the Roman god of fire, this is an opening in the earth that can erupt. (i) From Hygeia, the Greek goddess of health, this is the science of good health and cleanliness. (j) An Australian tree with edible nuts, named in honour of John Macadam.

Primary literacy: Back to basics

Capital letters

Punctuation

Teacher information A capital letter is used: • to start a sentence; e.g. She is here today. • for the pronoun I, including I’m, I’ve, I’ll and I’d • as the first letter of a proper noun; e.g. Ireland, Thomas, Pacific Ocean

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

• to start direct speech; e.g. I said, ‘She is here today’.

• for the initial letter and proper nouns in titles of books, movies etc.; e.g. Black Beauty, Finding Nemo.

Answers

1. (a) The Australian Labor Party was elected in 2007 with Kevin Rudd as Prime Minister. (b) Stephenie Meyers‘s Twilight series of books have been on the Amazon bestseller list. (c) Mr and Mrs Taylor purchased a new Toyota in April from the showroom in Bordertown. (d) Dr Owen Russell operates at St Joseph Hospital and consults with patients in his Barker Rd rooms. (e) President Barack Obama and first lady Michelle live in the White House in Washington D.C.

ew i ev Pr

Teac he r

R.I.C. Publications® employs minimal capitalisation for titles of books and other publications, as recommended by the Style manual for authors, editors and printers, sixth edition, 2002.

w ww

3. (a) Mark and Jennifer were planning to purchase their first home. They were interested in the residential areas of Ferntree, Rosebrook and Glenfield. With a grant from the National Bank, they were able to look at threeand four-bedroom homes. Their agent, Max Christian, had organised inspections on Saturday and Sunday afternoons. Mark‘s parents, Diane and James, were hoping the couple would buy in Rosebrook. (b) It‘s hardly surprising that, on any given day, temperatures across Australia can differ greatly. Kununurra, in the far north of Western Australia, may reach 39 °C (102 °F) while Esperance in the south can be 20 degrees lower. The capital, Canberra, might expect an overnight minimum of zero (32 °F) and, along with Hobart in Tasmania, only reach 12 °C (54 °F )during the day. The Victorian capital, Melbourne, is notorious for abrupt variations during a single day! Since the far north of Queensland is tropical, rainfall is a prominent feature. Desert locations such as Alice Springs can have temperatures ranging from near freezing at night, to extreme heat during the day.

. te

4. Answers will vary.

Primary literacy: Back to basics

m . u

2. Answers will vary.

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Capital letters 1. Circle the letters that should be capitals. (a) the australian labor party was elected in 2007 with kevin rudd as prime minister. (b) stephenie meyers‘s twilight series of books have been on the amazon bestseller list. (c) mr and mrs taylor purchased a new toyota in april from the showroom in bordertown. (d) dr owen russell operates at st joseph hospital and consults with patients in his barker rd rooms. (e) president barack obama and first lady michelle live in the white house in washington d.c.

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

2. Complete these sentences with proper nouns. (a) I‘ve recently visited

and look forward to seeing

(b) The most humorous movie I‘ve seen is

Teac he r

and the worst I‘ve seen is

and

can be seen as good role models.

(d) Clothing I like the most comes from brands such as

and

3. Circle the letters that should be capitals. (a) mark and jennifer were planning to purchase their first home. they were interested in the residential areas of ferntree, rosebrook and glenfield. with a grant from the national bank, they were able to look at threeand four-bedroom homes. their agent, max christian, had organised inspections on saturday and sunday afternoons. mark‘s parents, diane and james, were hoping the couple would buy in rosebrook.

ew i ev Pr .

w ww

temperatures across australia can differ greatly. kununurra, in the far north of western australia, may reach 39 °C (102 °F) while esperance in the south can be 20 degrees lower. the capital, canberra, might expect an overnight minimum of zero (32 °F) and along with hobart in tasmania, only reach 12 °C (54 °F) during the day. the victorian capital, melbourne, is notorious for abrupt variations during a single day! since the far north of queensland is tropical, rainfall is a prominent feature. desert locations such as alice springs can have temperatures ranging from near freezing at night, to extreme heat during the day.

. te

4. Write the name of two:

m . u

STUDENT NAME

o c . che e r o r st super

(a) countries that begin with the letter S.

(b) famous landmarks.

(d) neighbouring secondary schools.

(e) breakfast cereals (brand names).

(f) animated films.

(g) popular authors.

(h) world-famous sporting teams.

R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Sentence endings

Punctuation

Teacher information A full stop ( . ) is used: • to show the end of a statement; e.g. She went to school. • for abbreviations when only the first part of the word is used; e.g. Feb., Capt. A question mark ( ? ) is used:

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

• at the end of a sentence that asks a question; e.g. How are you?

• in direct and reported speech where a question is asked; e.g. ‘How are you?’ she asked.

1. (a) full stop (d) exclamation mark (g) exclamation mark

Answers

(b) question mark (e) question mark (h) full stop

2. Answers will vary. 3. Answers will vary. 4. Answers will vary.

ew i ev Pr

Teac he r

An exclamation mark ( ! ) is used to show a strong feeling; e.g. That’s brilliant! Ouch!

w ww

. te

Primary literacy: Back to basics

m . u

5. The storm was rolling in. You could feel the air change and the sky turn dark. I wondered how much it would rain. The first clap of thunder scared me half to death! Mum even dropped the glass she was holding! ‘Can you turn on the light, please?‘ she asked, as she picked up the broken shards. Final three sentences will vary.

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Sentence endings A complete sentence can end with a full stop, question mark or exclamation mark. 1. Write a full stop, question mark or exclamation mark at the end of each of these. (a) The result of the referendum was so close that a few votes made the difference (b) I‘m trying to decide which bank I should save with. What do you think

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

(c) The purpose of the documentary was to highlight poverty in developing countries (d) That whole article is too disturbing

(e) I know your goal is to study medicine, but do you know what specialty you prefer (f) Do you realise that the magazine pictures of models are all digitally enhanced

Teac he r

ew i ev Pr

(h) The novel was so enjoyable because the characters were interesting and the plot was mysterious (i) You will need to ask for permission before you can join the after-school drama club 2. Write a statement about: (a) a long-term goal you have (b) a skill you‘d like to learn (c) a place where you feel comfortable

(a) a character from a book you’ve read (b) a charity you‘ve heard about (c) a foreign country

m . u

STUDENT NAME

(g) I am so angry that I want to scream

w ww

(d) an environmental concern. 4. Write an exclamation about:

. te

(a) a time you felt nervous (b) homework

o c . che e r o r st super

(d) an argument you’ve had with someone.

5. Add the correct punctuation. Then write three more sentences to end the paragraph.

The storm was rolling in You could feel the air change and the sky turn dark I wondered how much it would rain The first clap of thunder scared me half to death Mum even dropped the glass she was holding ‘Can you turn on the light, please’ she asked, as she picked up the broken shards R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Commas

Punctuation

Teacher information A comma ( , ) suggests a short pause and is used to make meaning clearer by separating parts of a sentence. Use a comma to: • separate items in a list; e.g. I took pens, pencils, paper and paints to the class. • separate lists of adjectives; e.g. He is talented, smart, strong and mature. • separate clauses in a sentence; e.g. If I see him today, I’ll definitely tell him.

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

• separate words, phrases and clauses at the start of a sentence; e.g. Firstly, I’m not going!

• separate words that add extra information; e.g. Kylie, my best friend, is coming to visit.

Teac he r

Answers

(a) (b) (c) (d)

April, June, September and November all have thirty days. Unless I finish this homework, I won’t be able to watch that DVD with you. My favourite relative, Aunty Ellen, is celebrating the birth of her first child. Although we were anticipating a close game, the interstate team won easily. (e) Mrs Fisher, our teacher, announced the winner of the short-story competition. (f) She organised her schedule around the children’s school, tennis, art class, the gym and work.

ew i ev Pr

• separate the carrier (I replied) from the direct speech; e.g. ‘That is Kylie’, I replied.

w ww

3. (a) She applied for her passport, which arrived by courier. (b) He started a diet yesterday, eliminating cakes, ice-cream, chocolate and pizza. (c) Unless I brush my teeth every morning, I’m not allowed out of the house. (d) How weird that Tom, Tim, Taj, Trent, Tyler and Tate are all at the same club, The Townsville Titans. (e) Although the computer expert, Nathan Jones, knew about the virus, he was unable to restore the data.

. te

4. (a) During the storm on Saturday, there was thunder, lightning, rain and very dark skies. (b) Rob Gale, the owner of the restaurant, has advertised for a kitchenhand, pastrycook, waiter and cleaner. (c) Los Angeles, usually called LA, has mild weather, good beaches, amusement parks, celebrities and mansions. (d) Although I went to three large department stores, two sports stores and a boutique, I was unable to find exactly what I was looking for. (e) As well as promoting designer gowns, exclusive jewellery and expensive shoes, Stephanie Hawkins, the country’s most popular model, works tirelessly for charity.

Primary literacy: Back to basics

m . u

2. Answers will vary

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Commas A comma can be used to: • separate items in a list • separate two or more sentences or phrases that are joined together, and • separate words added for extra information.

1. Clearly show where the commas should be in the following sentences.

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

(a) April June September and November all have thirty days.

(b) Unless I finish this homework I won’t be able to watch that DVD with you. (c) My favourite relative Aunty Ellen is celebrating the birth of her first child.

Teac he r

(d) Although we were anticipating a close game the interstate team won easily.

(f) She organised her schedule around the children’s school tennis art class the gym and work. 2. Use commas in your answers to the following. (a) What four foods do you most enjoy eating?

(b) Name four countries that end with the letter A.

(e) Write four nouns that start with the letter P.

w ww

m . u

STUDENT NAME

ew i ev Pr

(e) Mrs Fisher our teacher announced the winner of the short-story competition.

3. Delete the incorrectly placed commas in each sentence and show where they should be.

. te

(a) She applied, for her passport which, arrived by courier.

o c . che e r o r st super

(b) He, started a diet yesterday eliminating, cakes ice,cream chocolate and, pizza. (c) Unless, I brush my teeth, every morning I’m, not allowed out, of the house.

(d) How weird, that Tom Tim Taj Trent Tyler and, Tate are all, at the same club The, Townsville, Titans. (e) Although, the computer expert Nathan, Jones knew about, the virus he was unable to, restore the data. 4. Clearly show where the commas should be in the following sentences.

(a) During the storm on Saturday there was thunder lightning rain and very dark skies. (b) Rob Gale the owner of the restaurant has advertised for a kitchen hand pastrycook waiter and cleaner. (c) Los Angeles usually called LA has mild weather good beaches amusement parks celebrities and mansions. (d) Although I went to three large department stores two sports stores and a boutique I was unable to find exactly what I was looking for. (e) As well as promoting designer gowns exclusive jewellery and expensive shoes Stephanie Hawkins the country‘s most popular model works tirelessly for charity. R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Quotation marks

Punctuation

Teacher information Quotation marks ( ‘ ’ ) are used to: • enclose direct speech; e.g. ‘I can see you’, said Tim. • show quotations within quotations; e.g. ‘The song is called “Insects”, I think’, said Maya. • enclose words that the writer may not be using in their usual sense; e.g. The learner driver ‘kangaroo-hopped’ down the road.

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

• enclose the meaning of a word; e.g. The Spanish word ‘siesta’ means a ‘short nap’.

• enclose titles of books, songs, special names, plays etc. (in handwritten work); e.g. ‘The lion king’ was playing.

Teac he r

Answers

ew i ev Pr

R.I.C. Publications® follows guidelines for punctuation and grammar as recommended by the Style manual for authors, editors and printers, sixth edition, 2002. Note, however, that teachers should use their preferred guidelines if there is a conflict.

1. (a) ‘I’m really disappointed that I was too sick to visit’, she told her grandmother. (b) He told the gathering, ‘In my opinion, whales are the most fantastic creatures in the world’. (c) ‘This competition will be judged by three people and the decision is final’, the host said. (d) Our teacher repeated, ‘The instruction is clear. Do not include any information from unauthorised sites’.

w ww

m . u

2. (a) ‘I really don’t like arguing with you’, she told her brother. ‘Can’t you just leave it as it is?’ (b) ‘I’m sure I’d like an occupation similar to yours’, I told my uncle. ‘I like the idea of creating things.’ (c) ‘I suggest you take the time to listen to this new talent,’ the radio announcer said. ‘She’s fantastic!’ (d) ‘It’s not necessary for you to behave like that,’ his father warned him. ‘I know it’s out of character, so tell me what‘s wrong.’ (e) ‘Just let me know what decision you make,’ he asked Oscar. ‘Then I can ask my parents for permission to go with you.’ 3. (a) ‘The salesman asked me, “What quote did you get from the other store?”’ she told her husband. (b) The official said, ‘I presume your coach has warned, “Don’t false start”, because I will eliminate you from the race’. (c) She said to me, ‘The movie is called “Zoe’s garden” and I thoroughly enjoyed it’. (d) ‘Can I make a suggestion?’ she asked. ‘Why don‘t you simply call it “Kane’s Story”?’

. te

o c . che e r o r st super

4. Owen called and asked, ‘Have you got time to come over for a visit?’ I thought about it for a second and said, ‘Sure, but I can‘t stay for long. I’m going out with my parents later’. ‘That’s fine,’ Owen said. ‘I just want to show you some designs I finished.’ ‘Great, I’ll be there soon’, I told him. 5. Answers will vary.

Primary literacy: Back to basics

www.ricpublications.com.au

R.I.C. Publications®

Quotation marks Quotation marks are used to show the exact words that someone has spoken. 1. Show where the quotation marks should be. (a) I’m really disappointed that I was too sick to visit , she told her grandmother. (b) He told the gathering , In my opinion , whales are the most fantastic creatures in the world . (c) This competition will be judged by three people and the decision is final , the host said.

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

(d) Our teacher repeated , The instruction is clear. Do not include any information from unauthorised sites . 2. Use quotation marks to show the speech breaks.

(a) I really don’t like arguing with you , she told her brother. Can’t you just leave it as it is?

Teac he r

(c) It‘s not necessary for you to behave like that , his father warned him. I know it‘s out of character, so tell me what’s wrong.

ew i ev Pr

(d) Just let me know what decision you make , he asked Oscar. Then I can ask my parents for permission to go with you. Quotation marks can be used for quotations within quotations. Double quotation marks are used for the ‘inside quotation‘.

© R. I . C.Publ i cat i ons (a) The salesman asked me , What quote did you get from the other store? she told her husband. •f orr evi ew pur posesonl y• (b) The official said, I presume your coach has warned, Don‘t false start , because I will eliminate you from the 3. Use quotation marks to show the two sets of quotations in each sentence.

race .

(c) She said to me , The movie is called Zoe’s garden and I thoroughly enjoyed it . (d) Can I make a suggestion? she asked. Why don‘t you simply call it Kane’s Story ?

w ww

m . u

STUDENT NAME

(b) I’m sure I’d like an occupation similar to yours , I told my uncle . I like the idea of creating things.

4. The quotation marks are incorrectly placed. Write the passage correctly. Remember, each new speaker starts on a new line.

. te

‘Owen called and asked,’ Have you got time to come over for a visit? ‘I thought about it for a second’ and said, ‘Sure, but I can‘t stay for long.’ I’m going out with my parents later. ‘That’s fine, Owen said.’ I just want to show you some designs. Great, ‘I’ll be there soon, I told him.’

o c . che e r o r st super

5. Use quotation marks and write something: (a) a computer saleswoman might say to a customer (b) a director might say to an actor (c) an instructor might say to a learner driver. R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Apostrophes

Punctuation

Teacher information An apostrophe ( ’ ) is used: • in contractions to show where letters have been dropped; e.g. I’ve taken it. She’s taken it. • to show ownership with nouns in the possessive case, e.g. the boy’s bag, the children’s bags

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

• when parts of words are left out to show the way a character speaks; e.g. I like ‘em. When used to show ownership, the apostrophe is placed directly after the owner(s); e.g. a lady’s hat, the ladies’ hats, the Smiths’ dog, Mrs Jones’s cat.

1. (a) teacher’s (d) team’s

Answers

(b) Riley’s (e) man’s

2. (a) computers’ (c) members’, council’s (e) ladies’, community’s

(b) Ross’s, waiters’ (d) footballers’, coaches’

3. (a) don’t she’s I’ll mother’s (c) voters’ politcian’s wouldn’t (e) swimmer’s team’s

(b) G’day that’s he’d (d) men’s there’s everyone’s

(a) (b) (c) (d) (e) (f)

The charity’s members were all volunteers. It was hard to believe the child’s behaviour was so awful. We heard the referee’s decision loud and clear. I was excited before my cousin’s wedding. The man’s cigarette smoke was disgusting. The pressure on the athlete’s nerves was extreme.

w ww

. te

Primary literacy: Back to basics

m . u

ew i ev Pr

Teac he r

Possessive pronouns—its, his, hers, ours, yours—do not use an apostrophe.

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Apostrophes An apostrophe is used to show ownership. It is placed directly after the owner(s). It can also be used to replace missing letters when two words are contracted and when parts of a word are left to show the way a character speaks.

1. Underline the owner and clearly show where the apostrophe should be. For example: Amy’s hair is blonde. (a) The teachers new car was parked in the staff car park.

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

(b) Rileys suggestion was to design a large mural.

(c) The truck was noisy so the drivers music was turned up loud. (d) I noticed that the teams uniform was red, white and black.

Teac he r

2. Underline the words that need an apostrophe and clearly show where the apostrophe should be. (a) All the computers hard drives needed to be updated before the start of school.

ew i ev Pr

(b) Rosss restaurant was open six nights a week and the waiters shifts started at 4.30 pm.

(d) As a team, the footballers skills were terrible and the two coaches roles needed to be looked at. (e) The ladies meeting was held to discuss the communitys contributions to the fundraiser.

© R . I . C . P u b l i c a t i o n s (a) I dont know why shes absent today but Ill get her mothers number and call her to ask. (b) The tourist asked if all Aussies said ‘Gdayp mate’ because thatss what wasl true. • f o rr e vi e w u r po ehed sheard on y• 3. Clearly show where all the apostrophes should be in each sentence.

(c) The voters reactions to the politicians speech were varied, with some saying they wouldnt want to see him elected. (d) The mens issues will be discussed when theres a suitable location found and everyones available.

m . u

STUDENT NAME

(e) The lawnmower mans trailer was full of equipment.

w ww

(e) The experienced swimmers advantage was obvious when she beat the teams younger competitors. 4. Rewrite each sentence using an apostrophe where needed; eg. I heard the screams of the passenger after the accident. I heard the passenger‘s screams after the accident.

. te

o c . che e r o r st super

(a) The members of the charity were all volunteers.

(b) It was hard to believe the behaviour of the child was so awful.

(c) We heard the decision of the referee loud and clear. (d) I was excited before the wedding of my cousin. (e) The smoke from the mans cigarette was disgusting. (f) The pressure on the athletes nerves was extreme. R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Colons

Punctuation

Teacher information A colon ( : ) is used to introduce more information, which could be a list of words, phrases, clauses or a quotation; e.g. Use the following: eggs, bacon, milk, salt and pepper.

Answers 1.

(a) (b) (c) (d) (e)

For the recipe you will need: The mystery was solved: Wanted: The man was worried: Handyman available:

2. Answers will vary.

(a) (b) (c) (d) (e)

ew i ev Pr

Teac he r

3. Answers will vary.

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

The contents included: The competitors are: The prize: Information required: Your itinerary is as follows:

5. Answers will vary

w ww

. te

Primary literacy: Back to basics

m . u

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Colons A colon ( : ) is a punctuation mark used to introduce additional information. It can be used to introduce: • a word or phrase that expands, summarises or illustrates what has come before • a series of items that give more information about what has come before • a dot-point series that provides more information • the subtitles of books etc.

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

1. Show where the colon should be in each of these.

(a) For the recipe you will need lettuce, cheese, tomato, mayonnaise and mustard. (b) The mystery was solved the dog had taken the baby‘s toy. (c) Wanted junior office worker to start immediately.

Teac he r

ew i ev Pr

(e) Handyman available no job too small or too big.

2. Create a dot-point series to show the main responsibilities you have on a weekly basis.

w ww

. te

4. Show where the colon should be in each of these.

m . u

STUDENT NAME

(d) The man was worried his wife had failed to arrive on time.

o c . che e r o r st super

(a) The contents included spelling, punctuation, grammar and phonics.

(b) The competitors are T O’Callaghan, M Martin, S Roberts, B Baker and L Taylor.

(c) The prize two first class return tickets to Paris, with accommodation and all meals. (d) Information required full name, phone number, age, gender and preference.

(e) Your itinerary is as follows depart Los Angeles 5.55 pm, arrive Honolulu 8.50 pm. 5. Add more information after each colon. (a) The countries involved are as follows: (b) These celebrities were seen at the premiere: (c) Occupations advertised include: (d) Applications installed on this computer: (e) Charities benefiting from this fundraiser include: R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Semicolons, dashes and hyphens

Punctuation

Teacher information The semicolon ( ; ) is stronger than a comma but not as strong as a full stop. It is used to: • separate short, balanced and linked phrases or clauses; e.g. I bought new shoes; they were on sale. • separate items in a list of phrases or clauses; e.g. I need 12 pens, pencils and rulers; 24 books, 6 erasers and 2 bags. A dash ( — ) is used to:

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

• provide additional information; e.g. I opened the gift—it was just what I wanted. • show that something is unfinished; e.g. I’m not so sure—.

• join two or more words or word parts; e.g. dark-blue, go-ahead. • clarify meaning; e.g. re-signed a contract, resigned from the job. • form some compound nouns and adjectival phrases; e.g. brother-in-law, she is a well-known poet. • write whole numbers and fractions; e.g. twenty-one, three-quarters.

Answers

ew i ev Pr

Teac he r

The hyphen ( - ) is used to:

1. (a) university; (d) atrocious; (g) paper;

(b) wedding; (e) car; (h) Greece; Australia;

3. (a) role-play (d) short-sighted

(b) two-month-old (e) go-ahead

4. (a) forecast; (d) following: (g) re-audition are:

(b) re-signed (e) experience— (h) e-book online;

w ww

. te

Primary literacy: Back to basics

m . u

2. Answers will vary.

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Semicolons, dashes and hyphens A semicolon shows a pause that is stronger than a comma but not as strong as a full stop. It is used to separate two parts of a sentence that are linked in meaning. It is also used to separate items in a list when those items already use commas. 1. Clearly show where the semicolon should be. (a) They met when they were at university now they are engaged. (b) I bought a new dress to wear to my aunt‘s wedding it was more expensive than I expected.

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

(d) Their behaviour was atrocious they obviously have no effective boundaries. (e) The cyclist had been hit by a car he was lying unconscious on the road.

(f) My opinion is different I don‘t believe they are correctly implementing that policy.

Teac he r

ew i ev Pr

(h) There is news from Spain, Italy and Greece sport from England, South Africa and Australia world weather, including rainfall, and a variety of documentaries. A dash is used to provide additional information, especially when the statement and list are part of the same sentence.

2. Provide your own information to complete each sentence. (a) The main character had many qualities—

A hyphen is used to join words and word parts, make a word clearer, create an adjectival phrase and divide a word at the end of a line. 3. Write the words that need a hyphen.

w ww

(a) It‘s important for young people to join in at least one role play. (b) The three two month old puppies were so gorgeous that I wanted them all.

. te

m . u

STUDENT NAME

(g) Please use white, beige or cream paper pencils, paint or charcoal and beads or feathers.

o c . che e r o r st super

(d) It was difficult for him to get his licence because he was short sighted. (e) The Premier gave the go ahead for the major redevelopment project. (f) A 45 year old woman was involved in an accident.

4. Add the most appropriate punctuation mark—a colon, semicolon, dash or hyphen to these sentences. (a) Another very cold day was forecast the same as yesterday.

(b) The manager resigned with his company for a further two years. (c) I‘ve been watching the five part documentary series on television. (d) Ensure you bring the following calculator, pencil, ruler and eraser. (e) It was such a fantastic experience I‘ll go again next year. (f) It took six weeks for the library assistant to recover all the new books. (g) The students who need to reaudition are Cameron, Dean, Jake, Nick and Blake. (h) Some people now enjoy reading an ebook online I prefer the paperback variety. R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Punctuation Brackets, ellipses and forward slashesPunctuation

Teacher information Brackets are used to enclose additional information such as a comment, example or explanation. There are different types of brackets: • Parentheses, or round brackets ( ) are often used to enclose extra information that is less important than the rest of the sentence; e.g. Tia (my sister) showed me how to use the program. A comma or dash is used if the extra information is just as important.

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

• square brackets [ ] are used to enclose extra information that is part of information already in round brackets; e.g. The woman (Jane Doe [1962–99] of Perth) wrote the book in Italy. Square brackets are also used when insertions are made by someone other than the author. • angle brackets < > are primarily used to enclose email and web addresses that are part of the text to lessen confusion with any other punctuation; e.g. Contact <jdoe@mail.com> for details.

ew i ev Pr

Teac he r

• curly brackets { } are most often used in more technical contexts; e.g. mathematical equations. • slant or diagonal brackets / / are most often used with web addresses.

An ellipsis ( … ) is three full stops used to show where letters or words have been left out; e.g. Her birthday party was wonderful … best ever! An ellipsis can also mark a pause or interruption; e.g. I just want to say … Yes? What is it, Ali? The forward slash ( / ) is used: • to show options; e.g. yes/no • to show shortened forms; e.g. a/c.

• instead of per, an or a; e.g. 40 km/h

• in web addresses; e.g. <www.ricpublications.com.au/books>.

[ ]

< >

2. (a) (details enclosed)

{ }

(b) (Jack Taylor)

(d) (my cousins)

3. Answers will vary.

w ww

4. (a) true/false 5.

(b) (c) (d) (e) (f)

(b) 60 km/h

forward slash ellipsis square bracket angle brackets curly brackets

www.grammarsearch.com/punctuation

(d) pay the a/c

The police officer stopped the man who was driving at 125 km/h. We downloaded 20 different music tracks … they were all brilliant! Robert Atkin [1929–2009] was a distinguished, humble man who passed away peacefully. Please email your details to <b.brown@brown.com> and I will contact you soon. We wrote down the first equation which was {4x + 2y} = {2y + 4x}.

. te

Primary literacy: Back to basics

(c)

m . u

1. ( )

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Brackets, ellipses and forward slashes

Brackets are used to enclose additional information such as a comment, example or explanation. Round brackets are often used to enclose extra information that is less important than the rest of the sentence. A comma or dash can be used if the extra information is just as important.

1. Show the different types of brackets. (a) parentheses

r o e t s Bo r e p ok u S (b) square

(d) curly

(e) diagonal

2. Use round brackets to enclose the extra information in each sentence. (a) Win a luxury trip for two to beautiful Bali details enclosed.

Teac he r

ew i ev Pr

(d) Ethan and Jade my cousins were involved in surf lifesaving, learning various skills and having fun.

An ellipsis is three full stops ( … ) used to show where letters or words have been left out; e.g. His strategy was perfect … the best I‘ve seen! An ellipsis can also mark a pause or interruption.

3. Provide your own information to complete each of these. (a) The coach was pleased with his two players …

(d) She felt isolated watching the others …

w ww

m . u

STUDENT NAME

(b) The sports writer Jack Taylor believes that all umpires should be paid more.

The forward slash ( / ) can be used to show options, shortened forms, be used in web addresses and instead of per, an or a.

. te

o c . che e r o r st super

4. Add a forward slash to the following.

(a) true false (b) 60 kmh (c) www.grammarsearch.compunctuation (d) pay the ac 5. Write the most appropriate addition—brackets, ellipsis or forward slash—and clearly show where to include it. The first one has been completed. (a) round brackets Please define that word (the first one) before you use it in your writing. (b)

The police officer stopped the man who was driving at 125 kmh.

(c)

We downloaded 20 different music tracks they were all brilliant!

(d)

Robert Atkin 1929–2009 was a distinguished, humble man who passed away peacefully.

(e)

Please email your details to b.brown@brown.com and I will contact you soon.

(f)

We wrote down the first equation which was 4x + 2y = 2y + 4x.

R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Editing

Punctuation Punctuation

Answers 1. (a) Australians celebrated when Catherine Freeman won the 400 m gold medal at the Sydney 2000 Olympics. (b) In 2008, American swimmer Michael Phelps won a record eight gold medals in Beijing. (c) Please ask Mrs Craig if she remembers who previously lived at 16 Valley Road, Brookdale. (d) I can’t believe it! How could Emma and Grace go to see High School Musical without inviting me?

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

(e) My Uncle Jake believes that the Prime Minister of Australia and the President of the United States of America are both working to combat world issues. Do you agree with his opinion?

(b) I hope you know that January, March, May, July, August, October and December all have 31 days.

(c) It’s impossible to list all of them! I do know that Jake, James, Jackson, Jeff, Josh, Jack and Jai are all boys’ names that begin with the same letter. (d) Dr Martin, on his way to work, stopped to assist the St John paramedics who attended the accident on the corner of High Street and Aztec Road.

ew i ev Pr

Teac he r

2. (a) Did you know that the Commonwealth Games and the Olympic Games are held every four years, with two years between each event?

(e) Peter Davies, owner of the new store, advertised for salespeople, computer experts, an accountant, cleaners and delivery drivers. The advertisement he wrote had two bold headings: ‘Fantastic opportunity!’ and ‘Are you looking for a great challenge?’

3. (a) ‘Did you complete the survey?’ I asked my dad. ‘Yes, though it took me nearly an hour to finish!’

(b) The surgeon told the woman, ‘The surgery was successful, though your son remains unconscious’. ‘Can I see him?’ she asked. ‘Of course. Just give the nurse a few minutes.’

w ww

m . u

(c) ‘I don’t know who I’m going to vote for. Those dancers are all brilliant!’ ‘I agree’, said Lily. ‘I think I’ll give each of them a vote.’

(d) ‘I am so exhausted’, Belle complained. ‘I don’t think I’ve ever played such a fast netball game.’ ‘Just watching was enough to tire me out!’ her father said.

. te

(e) ‘Before the meeting comes to an end, does anyone have anything else to add?’ asked the director. ‘Yes, I have another suggestion.’ ‘I’d also like to add something after Russell speaks’, said Christian.

o c . che e r o r st super

4. (a) ‘Emma’s painting of Alice is brilliant!’ I told Hayley. ‘You’ll have to go over and see it for yourself.’ (b) The ladies’ table was full of empty plates, cutlery and glasses that should’ve been cleared before their coffees arrived.

(c) After their dismal performance, the team’s meeting was held at the Brisbane Stadium’s conference room. (d) Her parents’ success came from determination, commitment and confidence and they always told her, ‘Believe in yourself because we believe in you’.

Primary literacy: Back to basics

www.ricpublications.com.au

R.I.C. Publications®

Editing 1. Show capital letters and the correct sentence endings. (a) australians celebrated when catherine freeman won the 400 m gold medal at the sydney 2000 olympics (b) in 2008, american swimmer michael phelps won a record eight gold medals in beijing (c) please ask mrs craig if she remembers who previously lived at 16 valley road, brookdale (d) i can‘t believe it how could emma and grace go to see high school musical without inviting me

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

(e) my uncle jake believes that the prime minister of australia and the president of the united states of america are both working to combat world issues do you agree with his opinion

Teac he r

(a) did you know that the commonwealth games and the olympic games are held every four years with two years between each event

ew i ev Pr

(b) i hope you know that january march may july august october and december all have 31 days

(c) it‘s impossible to list all of them i do know that jake james jackson jeff josh jack and jai are all boys' names that begin with the same letter (d) dr martin on his way to work stopped to assist the st john paramedics who attended the accident on the corner of high street and aztec road

(e) peter davies owner of the new store advertised for salespeople computer experts an accountant cleaners and delivery drivers the advertisement he wrote had two bold headings: ‘fantastic opportunity’ and ‘are you looking for a great challenge’

(a) Did you complete the survey? I asked my dad. Yes, though it took me nearly an hour to finish!

w ww

(b) The surgeon told the woman, The surgery was successful, though your son remains unconscious. Can I see him? she asked. Of course. Just give the nurse a few minutes.

m . u

STUDENT NAME

2. These sentences need capital letters, a correct ending and commas. Clearly show the correct punctuation.

(c) I don‘t know who I‘m going to vote for. Those dancers are all brilliant! I agree, said Lily. I think I‘ll give each of them a vote.

. te

o c . che e r o r st super

(d) I am so exhausted, Belle complained. I don‘t think I‘ve ever played such a fast netball game. Just watching was enough to tire me out! her father said. (e) Before the meeting comes to an end, does anyone have anything else to add? asked the director. Yes, I have another suggestion. I‘d also like to add something after Russell speaks, said Christian. 4. Clearly show the correct punctuation for these sentences.

(a) emmas painting of alice is brilliant i told hayley youll have to go over and see it for yourself (b) the ladies table was full of empty plates cutlery and glasses that shouldve been cleared before their coffees arrived (c) after their dismal performance the teams meeting was held at the brisbane stadiums conference room (d) her parents success came from determination commitment and confidence and they always told her believe in yourself because we believe in you

R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Nouns

Grammar

Teacher information Nouns are naming words. They name people, places, things and ideas. Common nouns are words naming general rather than particular things; e.g. apple, river, table, colour. Proper nouns name specific people and things and use a capital letter; e.g. England, Luke.

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

Collective nouns name a group of people, animals or things; e.g. class, herd.

Abstract nouns name an idea, concept or quality; e.g. love, danger, youth, pain.

Answers

1.–4. Answers will vary. 5. (a) (b) (c) (d) (e)

children, school, opinions accident, pain, paramedics family, schedule, fridge danger, pack, dogs, building kilometre, Dad, tent, shed

6. Answers will vary.

ew i ev Pr

Teac he r

Nouns are often identified by the placement of a, an, the or some in front of the word.

w ww

. te

Primary literacy: Back to basics

m . u

7. Answers will vary. Proper nouns—Disneyland, Matilda, London, Mr Boyd Common nouns—calendar, violin, basketball, teacher Collective nouns—orchestra, team, family, class Abstract nouns—courage, loyalty, youth, ignorance

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Nouns 1. Proper nouns name specific people and things and have a capital letter. Write six proper nouns.

2. Common nouns are general names of a kind of person or thing. Write six common nouns.

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

Teac he r

4. Abstract nouns name an idea, concept or quality. Write six abstract nouns.

ew i ev Pr

© R . I . C . P u b l i c a t i o n s (a) The children were surveyed at school because their opinions were important. (b) After accident, he remembered feelingp pain before the paramedics arrived. •thef o rr e vi ew u r p o ses onl y• 5. Circle the nouns in each of these sentences.

(d) He knew he could be in danger when he saw the pack of dogs near the building. (e) We had only travelled one kilometre when Dad realised the tent was still in the shed.

w ww

6. Write a question that could have one of these nouns as the answer. (a) beauty (b) China (c) data

. te

(d) committee

m . u

STUDENT NAME

3. Collective nouns name a group of people, animals or things. Write six collective nouns.

o c . che e r o r st super

7. Write four different sentences. Choose a proper, common, collective and abstract noun from the list to include in each sentence. Disneyland orchestra courage team loyalty basketball teacher London

Matilda family youth Mr Boyd

calendar ignorance

violin class

R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Verbs

Grammar

Teacher information A verb is a word or group of words that names an action or state of being. Verbs are often called ‘doing words’; e.g. read, walks, speak, has broken, ate, will type. Verbs can indicate tense, voice, mood, number and person.

Answers

Examples include: (a) frequently raining (b) nervously waiting (c) swimming across

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

verb—accepted verb—arrived verb—vacuum verb—was reheated

Teac he r

(a) (b) (c) (d)

subject—Zoe subject—Cody subject—Charlie subject—plate of food

3. (a) The people are standing outside the theatre discussing their views. (b) He is a kind, intelligent person, who is involved in the local community. (c) She does want the pizza after all so I will call and order enough for everyone. (d) I was tired so I lay on the sofa while I watched television. 4. Answers will vary. 5. Answers will vary. (a) (b) (c) (d) (e) (f)

The large dog bit Alice on the leg. The older boy threw the ball. Alice was bitten on the leg by the large dog. The ball was thrown by the older boy. She drove Dale to school in the new car. Dale's mother was driving the new car.

w ww

. te

Primary literacy: Back to basics

(A)—bit (A)—threw (P)—was bitten (P)—was thrown (A)—drove (A)—was driving

m . u

ew i ev Pr

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Verbs A verb is a word that names an action or state of being of the subject. 1. Write the verb and subject in each sentence.

verb

subject

(a) Zoe accepted the award for Best New Talent.

(b) Cody arrived at the empty house on time.

(d) The plate of food was reheated in the microwave.

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

2. Write a different verb to match each of these words. (b) nervously

(c)

Helping (auxiliary) verbs are added to an action verb to make the meaning clearer. The most common are forms of the verbs: ‘to be’ (e.g. am, is, are, was); ‘to have’ (e.g. has, had) and ‘to do’ (e.g. did, does). Other examples include can, may, will, must, might, could, should and would.

3. Underline all the verbs in each sentence. (a) The people are standing outside the theatre discussing their views.

(b) He is a kind, intelligent person who is involved in the local community.

© R . I . C . P u b l i c a t i o n s (d) I was tired so I lay on the sofa while I watched television. f or r ev i ew p uand r p os sonl y• 4. Write • five different sentences. Include the verb given at least onee other (c) She does want the pizza after all so I will call and order enough for everyone.

verb in each sentence. (You may add a prefix or suffix to the verbs.)

(a) frighten (b) encourage

w ww

. te

5. Write three verbs to show what each of these might do. (a) actor

(b) lioness (c) dentist (d) tourist

m . u

STUDENT NAME

Action verbs tell what the subject does; e.g. drop, picked, called, will invite

across

ew i ev Pr

Teac he r

(a) frequently

o c . che e r o r st super

A verb can be active or passive. An active verb describes the action of the subject; e.g. The bull chased me. A passive verb describes what was done to the subject; e.g. I was chased by the bull. 6. Underline the subject and write whether these sentences have active (A) or passive (P) verbs. (a) The large dog bit Alice on the leg.

(b) The older boy threw the ball.

(d) The ball was thrown by the older boy.

(e) She drove Dale to school in the new car.

(f) Dale's mother was driving the new car.

R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Verb tenses

Grammar

Teacher information The tense of a verb is used to show the time at which the action of that verb takes place. Most verbs are regular and follow the same pattern for the past, present and future tense. For example, with the verb to jump; I jump/I am jumping (present tense); I jumped/I was jumping (past tense), I will jump (future tense).

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

Irregular verbs are those that do not follow this pattern, particularly in the past tense. For example, I rise (rose), I teach (taught), I mean (meant), I win (won), I do (did), I begin (began).

Answers

1. Present: recognise, desert, forget, disarm, invent, process, is discovering Past: began, have done, educated, stole, did, styled, furthered, have examined Future: will require, will frighten, will breathe, will graze 2. (a) identified, will identify (c) messaged, will message (e) stood, will stand

(b) issued, will issue (d) confessed, will confess (f) froze, will freeze

ew i ev Pr

Teac he r

An auxiliary verb helps to form the tense of a verb. The verbs to be, to have and to do are auxiliary verbs; e.g. I have eaten. The auxiliary verb used in the future tense is will; e.g. I will eat.

w ww

4. (a) She behaved badly then said sorry to her parents. (b) They will be lining/will line up outside the hall, then they will vote/be voting. (c) The jury heard the facts when the lawyer spoke. (d) I never eat cabbage because Mum doesn‘t buy it.

. te

Sentences will vary. Verbs may include: (a) rode, was/were ridden, proved, was/were proven (b) speaks, is/are speaking, hears, is/are hearing (c) will follow, will depend

Primary literacy: Back to basics

m . u

3. (a) She will eat all the fudge and will brush her teeth before she goes to bed. (b) I will write a short story about the camp I will go/be going to in the holidays. (c) Mum will employ two people who will help her manage the business. (d) My birthday is coming and I will receive what I will need for my computer.

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Verb tenses Verbs can be changed to show what is happening in the present, what has happened in the past and what will happen in the future. 1. Sort the verbs into present, past and future. began recognise have done forget will frighten educated stole did process will breathe will graze Present Past

Teac he r

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

2. Write the past and future tense of these present tense verbs. (a) identify

(b) issue

(d) confess

(e) stand

(f) freeze

3. Rewrite each sentence, changing the verbs to the future tense. (a) She ate all the fudge and brushed her teeth before she went to bed.

ew i ev Pr

(c) Mum employed two people who have helped her manage the business. (d) My birthday came and I received what I needed for my computer.

w ww

4. These sentences are not written in a consistent tense. Rewrite each correctly.

. te

o c . che e r o r st super

(a) She behaved badly then will say sorry to her parents. (past)

m . u

STUDENT NAME

Future

will require desert disarm styled furthered invent is discovering have examined

(b) They are lining up outside the hall, then they voted. (future)

(d) I have never ate cabbage because Mum doesn‘t bought it. (present) 5. Write sentences using the: (a) past tense of ride and prove (b) present tense of spoke and heard (c) future tense of following and depended R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Pronouns

Grammar

Teacher information A pronoun is used in place of a noun to avoid repetition. Personal pronouns refer to people. They can be singular or plural, subjective or objective and may indicate gender. Examples are: I, you, he, she, we, they, me, him, her, his, them, mine, hers, theirs, ours. Impersonal pronouns refer to everything but people. They can be singular or plural, subjective, objective or possessive. Examples are: it, they, them, theirs.

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

Demonstrative pronouns replace nouns and function in the same way as nouns in a sentence. They have no gender but are used in the three cases: • subjective – this, that, these, those • possessive – of this, of that, of these, of those • objective – this, that, these, those. Other examples of demonstrative pronouns are: other, such, same, former, latter and ordinal numbers (first, second etc.)

Interrogative pronouns are used in asking questions. They include who, whose, whoever (used for people) and what, which and whatever (used for things).

ew i ev Pr

Teac he r

Relative pronouns refer to people and objects and connect clauses and sentences. They are used in the three cases: • subjective – who, that, which • possessive – whose, of that, of which, of whose • objective – whom, that, which. Other examples of relative pronouns are whoever, whomever, whichever and whatever.

w ww

Indefinite pronouns are words that refer to people or things without saying exactly who or what they are. Examples include all, another, any, anybody, anyone, anything, both, each one, either, everybody, everyone, everything, few, little, many, more, much, neither, nobody, none, no-one, nothing, other, others, several, some, somebody, someone, something and such. Note: Some indefinite pronouns can also be used as determiners. For example, I would like some (indefinite pronoun). I would like some apples (determiner).

1. (a) She, them

. te

Answers (c) his, hers, we, it

(d) I, him, it, he

2. (a) he, they/we (b) we, her

(d) he/she, it/him

3. (a) everyone

(b) nothing

(d) everything

(b) which

(d) which

4. Answers will vary. 5. (a) who

(b) I, myself, I, you, it

m . u

Reflexive pronouns are used in sentences that contain verbs whose actions are directed toward the subjects of the verbs. Add the suffixes –self or –selves to the personal pronouns my, your, him, her, our, them and one.

o c . che e r o r st super

6. I know I need permission from my parents to go to your house. I want to go by myself but I am sure they will take me in their car. It is difficult to give you an exact time because they are still talking among themselves. When somebody tells me, I will send you an SMS.

Primary literacy: Back to basics

www.ricpublications.com.au

R.I.C. Publications®

Pronouns A pronoun is a word that takes the place of a noun. 1. Underline the pronouns in each sentence. (a) She knows the best way to avoid arguments is to ignore them. (b) The book is a biography I wrote myself so I hope you will enjoy it. (c) Our family has a his and hers bathroom and we all find it easier in the mornings.

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

(d) I recognised him from the paper where it said he had won a competition.

Personal pronouns refer to people. Impersonal pronouns refer to everything else. They can be singular or plural.

Teac he r

(a) Adam asked his Dad if

would suggest a movie

(b) My sister‘s friend came to our house and

(c)

was a beautiful day so

could watch together.

both played with

all went to the beach while

(d) Mark's teacher decided his behaviour should improve so

ew i ev Pr

was still warm enough.

spoke to his parents about

Indefinite pronouns are words that can refer to people or things without saying exactly who or what they are.

(a) I‘m sure the politician expects everyone to vote for her at the election.

(d) We require an explanation that will make everything much clearer. 4. Write a sentence that includes the indefinite pronoun given and at least one personal pronoun.

w ww

m . u

STUDENT NAME

2. Write the correct pronouns to complete each sentence.

(a) somebody

(b) something

. te

(d) anything

o c . che e r o r st super

Relative pronouns refer to people and objects and introduce a clause.

5. Underline the relative pronouns.

(a) The student who wanted to study medicine was working hard.

(b) I‘d like to know more about the latest release cars which are automatic. (c) We had an adventure that I never thought would be possible. (d) It is an important decision which they have to make about the charity foundation. 6. Highlight all the pronouns. I know I need permission from my parents to go to your house. I want to go by myself but I am sure they will take me in their car. It is difficult to give you an exact time because they are still talking among themselves. When somebody tells me, I will send you an SMS. R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Adjectives

Grammar

Teacher information An adjective is a word that describes or gives more information about a noun or pronoun; e.g. pretty, thin, tall, delicious. It qualifies the word it describes by making it more specific; e.g. the red dress—the adjective red specifies the colour of the noun dress. Adjectives can tell about the colour, size, number, classification or quality of a noun or pronoun. They can come before or after the noun and usually after the pronoun; e.g. the beautiful bird, The bird is beautiful. It is beautiful.

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

There are three forms of adjectives: absolute (e.g. small), comparative (e.g. smaller), superlative (e.g. smallest).

Answers

(a) (b) (c) (d) (e) (f)

Teac he r

Examples include: (a) assembly—quiet, crowded, large, interesting, boring (b) entertainer—funny, pretty, popular, wonderful, great (c) instrument—noisy, classic, light, musical, large, small (d) scientist—intelligent, dedicated, careful, knowledgeable, famous (e) drought—terrible, annual, devastating, heartbreaking, long (f) camera—digital, expensive, new, small, advanced, latest more private, most private more punctual, most punctual prettier, prettiest more severe, most severe wealthier, wealthiest lesser, least

ew i ev Pr

w ww

3. (a) The nervous woman confided in her caring doctor about her troubling symptoms. (b) The young woman was given ornamental jewellery by her generous mother. (c) The most injured passengers were taken to the nearest hospital for urgent treatment. (d) The courageous athlete continued her steady training despite a swollen face. (e) He engaged in a criminal act that caused serious damage to the most expensive house.

. te

4. Answers will vary.

Primary literacy: Back to basics

m . u

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Adjectives Adjectives are words that describe or give more information about a noun or pronoun. • They can tell something about the quality, characteristic, colour or size. • You can identify an adjective by looking at the noun and asking, ‘What’s it like?’

1. Write three adjectives to describe each noun. (a) assembly (b) entertainer (c) instrument (d) scientist

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

Adjectives can be used to make comparisons. The three forms are: absolute

nice

rare

difficult

intelligent

comparative

nicer

rarer

more difficult

more intelligent

superlative

nicest

rarest

most difficult

most intelligent

good

bad

better

worse

best

worst

w ww

(e) wealthy (f) less

. te

3. Underline the matching nouns and adjectives in each sentence.

m . u

STUDENT NAME

(f) camera

ew i ev Pr

Teac he r

(e) drought

o c . che e r o r st super

(a) The nervous woman confided in her caring doctor about her troubling symptoms. (b) The young woman was given ornamental jewellery by her generous mother.

(c) The most injured passengers were taken to the nearest hospital for urgent treatment. (d) The courageous athlete continued her steady training despite a swollen face.

(e) He engaged in a criminal act that caused serious damage to the most expensive house. 4. Write a sentence that includes any form of the two adjectives given. (a) suitable, terrific (b) scarce, punctual (c) unique, skilful (d) fashionable, difficult (e) mysterious, remarkable R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Adverbs

Grammar

Teacher information An adverb can modify or add information about verbs (e.g. work quickly), adjectives (e.g. extremely pretty) and other adverbs (e.g. walking very quickly). They indicate when (soon), where (here), how (silently) and how often (frequently). Many adverbs end in ly; e.g. carefully, finally, nightly, exactly. Adverbs can be categorised as:

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

• time – again, early, now, never, often, then, today, tomorrow

• location – above, below, away, down, up, inside, outside, here, there • manner – fast, slowly, well, happily, creatively, politely, carelessly • degree – almost, entirely, little, much, more, rather, too, very

• number – first, once, second, twice, third.

1. (a) quickly (d) curiously (g) naturally 2.

(a) (b) (c) (d) (e) (f) (g) (h) (i)

Answers (b) vacantly (e) jealously (h) annually

snored loudly acted courageously spoke angrily always hungry worked quietly and independently successfully managed completely exhausted, extremely wet was held annually Sensibly, wore

ew i ev Pr

Teac he r

• reason – so, why

Examples include: (a) strongly—held, believed (c) thoroughly—worked, read (e) informally—talked, wrote (g) rarely—slept, cried (i) affectionately—hugged, kissed

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

vacantly—stared, looked suitably—dressed, covered exactly—spoke, guessed seriously—looked, spoke

Examples include: (a) difficult—extremely, very (c) athletic—amazingly, very (e) scarce—almost, rather (g) delicious—wonderfully, entirely (i) serious—definitely, completely

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

intelligent—always, very expensive—terribly, more annual—first, always patient—cautiously, never

w ww

. te

Primary literacy: Back to basics

m . u

3. Answers will vary.

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Adverbs An adverb modifies or gives more exact information, usually about a verb and sometimes about an adjective or another adverb. Many adverbs end in -ly and most answer the questions; when? (time), how? (manner) or where? (place). It is not always clear if a word is being used as an adverb until you see what work it does in a sentence; e.g. She works carefully (adverb). She is a careful worker (adjective). 1. Change these adjectives to adverbs. (a) quick (d) curious

(e) jealous

(f) serious

(h) annual

(i) complete

Teac he r

2. Underline the adverb and write it and the word or parts of the sentence that are modified; e.g. He walked quickly. Quickly modifies the verb ’walked‘. She was definitely honest. Definitely modifies the adjective ’honest‘.

ew i ev Pr

(a) Her husband snored loudly. (b) She acted courageously. (c) He spoke angrily. (d) The children are always hungry. (e) She worked quietly and independently.

(g) He was completely exhausted and extremely wet.

An adverb can be placed at the beginning, middle or end of a sentence; e.g. Sometimes I listen to music. I sometimes listen to music. I listen to music sometimes.

w ww

m . u

STUDENT NAME

(g) natural

r o e t s Bo r e p ok u S (b) vacant

3. Write two sentences to show each adverb used in different positions.

. te

(a) eventually

(b) gradually

o c . che e r o r st super

4. Write a verb to match each adverb. (a) strongly (d) suitably (g) rarely

(b)

vacantly

(c)

thoroughly

(e)

informally

(f)

exactly

(h)

seriously

(i)

affectionately

5. Write an adverb to go with each adjective. (a)

difficult

(b)

intelligent

(c)

athletic

(d)

expensive

(e)

scarce

(f)

annual

(g)

delicious

(h)

patient

(i)

serious

R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Conjunctions

Grammar

Teacher information A conjunction is a word (or words) that connects words, phrases, clauses and sentences; e.g. and, but, because, so, that. • Conjunctions used to join sentences of equal importance are called coordinating conjunctions; e.g. I like apples and oranges. They include and, but, for, yet, or, as well as, both, so, therefore and nor.

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

• Conjunctions used to join clauses are called subordinating conjunctions; e.g. She was happy because I arrived. They include because, before, if, while, until, like, though, although, unless, as, since, where, whenever, wherever.

Answers

Teac he r

2. Answers will vary. 3.

ew i ev Pr

1. (a) The unconscious passenger was checked at the scene and taken to hospital. (b) The police officer has a description but it is not as clear as he would like. (c) The instructions were difficult to follow because they were translated from a foreign language. (d) The possible sequence of events is shown although we are unsure of the final result. (e) It will be impossible to get permission unless I have completed everything I‘m supposed to. (f) The campaign was aired in the media so that everyone would be aware of the dangers.

Answers may include: (a) because, as (so) (c) unless, until, so (and) (e) and, as well as (or)

(b) after, when (before) (d) if, when (but) (f) so (because)

4. Answers will vary.

w ww

. te

Primary literacy: Back to basics

m . u

5. Answers will vary.

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Conjunctions Conjunctions are words that join other words, phrases and sentences. 1. Circle the conjunctions. (a) The unconscious passenger was checked at the scene and taken to hospital. (b) The police officer has a description but it is not as clear as he would like. (c) The instructions were difficult to follow because they were translated from a foreign language.

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

(d) The possible sequence of events is shown although we are unsure of the final result. (e) It will be impossible to get permission unless I have completed everything I‘m supposed to. (f) The campaign was aired in the media so that everyone would be aware of the dangers.

Teac he r

2. Write a sentence that includes each pair of conjunctions given. (a) both, and

(b) not only, but (c) either, or

3. Write a more appropriate conjunction for the incorrect ones provided. (a) It was a suitable outfit so it was such a formal occasion.

ew i ev Pr

© R. I . C.Publ i cat i ons (d) Being fit is a great advantage but you want to make the team. • f o r r e v i e w p u r p o s e s o n l y • (e) I think it‘s important to know about environmental or political issues in our country. (b) I‘m sure the players can only attend the party before the soccer game is finished. (c) My nanna said she wouldn‘t know how to use her new phone and I helped her.

(f) It really is necessary to have a sense of humour because the negatives don‘t depress you. 4. Add to each sentence after the conjunction.

m . u

STUDENT NAME

Some joining words called coordinating conjunctions are used to connect two parts of a sentence that have an equivalent value; e.g. Either you help me now or help me tomorrow.

w ww

(a) You can watch that movie, provided (b) It‘s extremely hot, though

. te

o c . che e r o r st super

(d) I would like you to see this as soon as (e) I hope you can manage so that (f) I do recognise it; however,

5. Write a sentence that includes all the conjunctions given. (a) and, but, because (b) so, and, unless (c) but, before, or (d) after, because, so R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Prepositions

Grammar

Teacher information Prepositions are words that show the relationship between two words or phrases in a sentence. They show the relationship between time and space and are always attached to a noun or pronoun; for example: Tim walked to school. The cat was under the tree. I sat behind Max. Prepositions are usually short words such as on, above, in, with, by, near, down, off and along.

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

More complex prepositions include instead of, apart from, ahead of, with reference to and in addition to.

Answers

The medicine was in a safe place. They conducted a survey on eating habits. His role was to patrol around the area. The fiction book was near the atlas. There was a suitcase underneath the bed. The herbs are planted beside the roses.

Teac he r

2. Answers may include: (a) about (d) near

(b) from/of (e) onto

3. Answers will vary.

(a) (b) (c) (d)

I think her poor behaviour was because of a sleepless night. According to the fire service, the blaze was deliberately lit. In spite of her best intentions, she was unable to complete everything. He was very nervous when the man stood right in front of him.

Examples may include: (a) location—aboard, above, by, near, down, up, on, off, underneath (b) time—after, before, until, past, since, during (c) direction—across, around, from, to, toward, via

w ww

6. (a) The politician was elected by the people because of her honesty about the relevant issues. (b) The disappearance was unsolved within 24 hours despite the work of the police. (c) He was at the back of the bus and sat beside a man with a scruffy appearance. (d) We travelled via the small town and along the coast road until we reached our destination.

. te

7. Answers will vary.

Primary literacy: Back to basics

m . u

(a) (b) (c) (d) (e) (f)

ew i ev Pr

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Prepositions Prepositions are words that show how one thing is related to another. A preposition shows position, direction and time. 1. Underline the preposition in each sentence. (a) The medicine was in a safe place.

(b) They conducted a survey on eating habits.

(d) The fiction book was near the atlas.

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

(e) There was a suitcase underneath the bed.

(f) The herbs are planted beside the roses.

2. Write a suitable preposition to complete each sentence. (a) The essay was written

politics.

Teac he r

the crowd.

the witness.

(d) We were seated

the stage to perform.

the stage.

(f) The unconscious man fell

the stairs.

ew i ev Pr

3. Prepositions can be more than one word. Write a sentence for each prepositional phrase. (a) in place of

(b) in addition to (c) instead of

(d) aside from

4. Underline the prepositional phrases in each sentence.

© R. I . C.Publ i cat i onsCLUB (b) According to the fire service, the blaze was deliberately lit. evi e pu r po sesonl y• (c) In• spitef ofo herr bestr intentions, shew was unable to complete everything. (a) I think her poor behaviour was because of a sleepless night.

(d) He was very nervous when the man stood in front of him. 5. Write four prepositions that represent:

(b) time

w ww

(a) location

. te

m . u

STUDENT NAME

(e) She stepped

(b) He had a description

o c . che e r o r st super

6. Circle all the prepositions in each sentence.

(a) The politician was elected by the people because of her honesty about the relevant issues. (b) The disappearance was unsolved within 24 hours despite the work of the police. (c) He was at the back of the bus and sat beside a man with a scruffy appearance.

(d) We travelled via the small town and along the coast road until we reached our destination. 7. Write a sentence that includes all of the prepositions given. (a) beneath, with, on (b) after, by, through (c) over, since, under R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Elements of a sentence

Grammar

Teacher information A sentence is a group of words that makes sense on its own. The main parts of a sentence are the verb and the subject of the verb. Other elements of a sentence include the direct object of the verb, an indirect object and modifiers such as adverbs and adjectives, phrases and clauses. To identify: • the verb ask, what action is being taken?

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

• the subject ask, who or what is doing the action?

• the direct object ask, who or what receives the action?

• an indirect object ask, who or what is receiving the direct object?

ew i ev Pr

Teac he r

There must be a direct object to have an indirect object which is always a noun or a pronoun. The indirect object comes before the object and although not stated 'to' or 'for' the indirect object is understood. For example, He (subject) gave (verb) me (indirect object) the ball (object).

Modifiers affect the meaning of another word in some way by giving more information. They might describe, define or make a meaning more precise. A modifier can be one word or a group of words.

Answers

Sentence

Verb

Subject

Direct object

avoided

the argument

(a)

I avoided the argument.

(b)

She will deliver the invitations.

(will) deliver

she

the invitations

(c)

They recognised each other.

recognised

they

each other

(d)

The doctor prescribed medication.

prescribed

the doctor

medication

(e)

His patient required surgery.

required

his patient

surgery

(f)

Ruby suggested the novel.

suggested

Ruby

the novel

Sentence

Verb

Subject

Direct object

Indirect object

(a)

Lily cooked breakfast for her Mum.

cooked

Lily

breakfast

Mum

(b)

Jess showed me the new table.

showed

Jess

the table

(c)

The business offered us the car.

offered

the business

the car

(d)

Lewis showed the doctor his rash.

showed

Lewis

his rash

the doctor

(e)

The snake gave us a fright.

gave

the snake

a fright

(f)

He took them a painting.

took

a painting

w ww

. te

3. Examples include: (a) expensive, exclusive (d) with the large spire 4. Answers will vary.

Primary literacy: Back to basics

m . u

o c . che e r o r st super (b) annual (e) demanding

them

www.ricpublications.com.au

R.I.C. Publications®

Elements of a sentence A sentence is a group of words that makes sense on its own. The main parts of a sentence are the verb and the subject of the verb. Other elements of a sentence include the direct object of the verb, an indirect object and modifiers such as adverbs and adjectives, phrases and clauses. 1. Write the verb, subject and direct object in each sentence. Sentence

Verb

Subject

Direct object

(a) I avoided the argument.

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

(b) She will deliver the invitations. (c) They recognised each other.

(d) The doctor prescribed medication. (e) His patient required surgery.

Teac he r

Ruby suggested the novel.

ew i ev Pr

An indirect object is a noun or pronoun that refers to who benefits from the action of a verb.

2. Write the elements of each sentence in the correct category. Sentence

Verb

Subject

Direct object

(a) Lily cooked breakfast for her Mum. (b) Jess showed me the new table. (c) The business offered us the car.

(d) Lewis showed the doctor his rash. (e) (f)

Indirect object

Modifiers affect the meaning of another word in some way by giving more information. They might describe, define or make a meaning more precise. A modifier can be one word or a group of words.

m . u

STUDENT NAME

(f)

w ww

3. One modifier is already underlined. Write another suitable modifier to complete each sentence. house.

(a) The wealthy woman lived in an

. te

(b) The school concert was an

tradition that everyone enjoyed.

o c . che e r o r st super

destroyed.

is situated in the centre of Sydney.

(e) She was an extremely successful athlete who retired from her (f) The

sport to raise a family.

dress looked fantastic on the confident woman.

4. Write sentences that include the three main elements: verb, subject and modifier. Include the verb given. (a) removed (b) occupied (c) inform R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Phrases and clauses

Grammar

Teacher information A phrase is a group of two or more words that does not contain a verb and its subject. It does not make sense on its own. For example: She walked towards the house. Towards the house is the phrase of this sentence. It gives more information, or modifies the verb walked. She is the subject. A clause is a group of words that does contain a verb and its subject. It can be a simple sentence; e.g. We had very little rain last month.

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

There are two types of clauses:

• The main or independent clause, which can stand by itself and make complete sense; e.g. I ate a salad sandwich.

Teac he r

(a) (b) (c) (d) (e)

Answers

away from the school grounds as soon as possible with the short hair in the garden across the small creek

2. Answers will vary.

ew i ev Pr

• The subordinate or dependent clause, which does not make sense on its own. It depends on the main clause for its meaning; e.g. because I was hungry.

w ww

4. Answers will vary. 5. (a) phrase (d) clause

. te

Primary literacy: Back to basics

(b) phrase (e) clause

m . u

3. (a) After the award ceremony finished, all the actors enjoyed a huge party. (b) Our family purchased a new television when we went to the store. (c) The charity event raised a substantial amount of money to help children. (d) When she arrived home from school, she realised she had left her jacket on the back of her chair. (e) The new technology represents a change at the company which is located in Asia.

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Phrases and clauses A phrase is a group of two or more words that does not contain a verb with a subject. 1. Write the phrase in each sentence. (a) They cycled away from the school grounds. (b) She is leaving as soon as possible. (c) The model with the short hair looks best.

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

(d) My neighbour is working in the garden. (e) They waded across the small creek.

2. Add a phrase to the subject and verb given to create a complete sentence.

Teac he r

(a) The actor developed

. .

ew i ev Pr

. . .

A clause is a group of words that does contain a verb and its subject. There are two types of clauses: • The main or independent clause which can stand by itself and make complete sense. • The subordinate or dependent clause which does not make sense on its own. It depends on the main clause for its meaning.

© R. I . C.Publ i cat i ons 3. Highlight the main clause in each sentence. •f orr evi ew pur posesonl y• (a) After the award ceremony finished, all the actors enjoyed a huge party. (b) Our family purchased a new television when we went to the store. (c) The charity event raised a substantial amount of money to help children.

w ww

(d) When she arrived home from school, she realised she had left her jacket on the back of her chair.

m . u

STUDENT NAME

(b) An experienced nurse recognised

(e) The new technology represents a change at the company which is located in Asia.

. te

4. Write a sentence that includes a main clause and the subordinate clause given. (a) won the race

o c . che e r o r st super

(b) because I was early

(d) where there is no security (e) as they discussed

5. Decide if the underlined words are a phrase (P) or a clause (C). (a) The groom in the new suit was waiting nervously. (b) Our tiny black and white dog was asleep on the floor. (c) My aunt knitted me a scarf to wear to the football match. (d) When school was finished, our family went on a camping trip. (e) My brother eats a lot of cereal because he is always hungry. R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Sentences

Grammar

Teacher information A simple sentence has one main idea and usually contains only one verb and one subject. It can not be broken down into other clauses; e.g. Mark (subject) threw (verb) the ball is an example of a simple sentence. A compound sentence has two (or more) independent clauses with a conjunction; e.g. Tim and I saw the movie but I didn’t enjoy it.

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

(Clauses can be separated by a comma, semicolon or colon.)

A complex sentence has a main (independent) clause and at least one subordinate (dependent) clause; e.g. The doctor worked long hours at a hospital where there were many very sick children.

Teac he r

Answers

Answers will vary.

ew i ev Pr

1.–4.

w ww

. te

Primary literacy: Back to basics

m . u

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Sentences A simple sentence has only one verb with a subject. 1. Add a subject and adverb to each verb given and write a simple sentence. Note the different sentence type required. (a) (statement) disappeared (b) (question) recognise (c) (statement) think

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

(d) (statement) compete (e) (question) instructed

Teac he r

2. Add to the simple sentence to create a compound sentence. (a) She proudly represented the school (b) Dale and Sam rode 10 km (c) Oscar planned his adventure holiday (d) The students completed a punctuation review (e) Mrs Harris requested an information package

ew i ev Pr

A complex sentence is made up of a main clause and one or more subordinate clauses. Each clause contains a verb. The main clause can go at the beginning, middle or end of the sentence. 3. Create a complex sentence by adding a subordinate clause to the main clause given. (a) Lucy caught the bus (b) He gave his opinion

m . u

STUDENT NAME

A compound sentence is made up of two or more simple sentences joined by a conjunction.

w ww

. te

(e) They waited at the hospital

o c . che e r o r st super

4. Use at least one word from each list to create three complex sentences with at least one subordinate phrase.

• Nouns—scientist, actor, Australia, Africa, class, Dr Adams, Los Angeles, Sienna, Josh, home

• Verbs—accept, identify, recognise, require, argue, decide, discuss, perform, explain, laugh

• Adverbs—annually, occasionally, seriously, happily, honestly, beautifully, horribly, successfully

• Adjectives—fantastic, youngest, national, wealthiest, average, traditional, environmental, nervous

R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Paragraphs

Grammar

Teacher information A paragraph is a group of sentences about one main idea. The sentences should follow in a logical order. It is usual to start a new paragraph when introducing a person, new place, change of time or idea.

Answers 1. (a) The main idea is a family’s involvement with football. The sentence incorrectly placed is ‘She dreams of umpiring a final’. It should be placed before the sentence that starts with ‘Our whole family …’. The sentence that does not belong is ‘We did travel overseas during our last holiday’.

Teac he r

(b) The main idea is bullying. The sentence incorrectly placed is ‘The damage inflicted by these newer tactics is often tragic’. It should be placed before the sentence that starts with ‘Most schools …’. The sentence that does not belong is ‘Police officers often deal with traffic offences’. (c) The main idea is creating a healthy lifestyle. The sentence incorrectly placed is ‘It’s the time when your mind and body can repair and rejuvenate’. It should be the last sentence of the paragraph. The sentence that does not belong is ‘I already have a list of songs I’d like to listen to’.

ew i ev Pr

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

w ww

. te

Primary literacy: Back to basics

m . u

2. Answers will vary.

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Paragraphs A paragraph is a group of sentences in logical order about one main idea. 1. Identify the main idea of each paragraph. Write the sentence that is incorrectly placed and the one that does not belong. (a) Once the football season begins, our weekends become very busy. My youngest brother plays quite early on a Saturday morning. She dreams of umpiring in a final. Sometimes the games are held on ovals that are a long way from home. We did travel overseas during our last holiday. My eldest sister has a passion for the game and is now an umpire. Our whole family supports the same team in the national competition. That means we are either at the game or flopped in front of the TV. No matter when the game is on my parents always organise a barbecue, or a roast if it‘s a wintry day.

Teac he r

The main idea is

The sentence that is incorrectly placed

The sentence that does not belong

ew i ev Pr

(b) It seems that no matter who you are or where you are, bullying behaviour is a major issue. The damage inflicted by these newer tactics is often tragic. So many young people are affected, some in extreme ways. Face-to-face bullying can involve physical altercations with a range of injuries reported. Police officers often deal with traffic offences. With the prevalence of mobile technology, victims are often persecuted through cyberspace. Most schools and parents do their best to deal with the problem, but is enough being done?

The main idea is

The sentence that is incorrectly placed

w ww

(c) Creating a healthy, balanced life doesn‘t need to be complicated. It’s the time when your mind and body can repair and rejuvenate. Eat well, exercise often and get the right amount of sleep. Most of us know which foods are healthy and which are not. Physical activity is basically free—walk, run, jump, skip, cycle, swim … an endless list really! I already have a list of songs I'd like to listen to. A regular sleep routine is vital.

The main idea is

The sentence that is incorrectly placed

The sentence that does not belong

. te

m . u

STUDENT NAME

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

o c . che e r o r st super

2. Include the sentence given in a paragraph. Think carefully about the main idea you want to convey. (a) I had an extremely interesting conversation with my parents. (b) The concept was brilliant! R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Review

Grammar

Teacher information Answers 1.

Answers will vary. Examples include: (a) proper nouns—London, Melbourne, Jennifer, Eiffel Tower, Mr Clark, Lake Ontario (b) abstract nouns—love, danger, pain, jealousy (c) collective nouns—class, hive, team, herd, pack, convoy (d) common nouns—girl, pencil, computer, country, house (e) pronouns—he, she, I, it, hers, theirs, we, they (f) conjunctions—but, and, because, so, unless, although (g) prepositions—on, behind, underneath, below, near, over, across (h) adverbs—lazily, quickly, thickly, nicely, calmly (i) adjectives—short, largest, beautiful, nasty, boring, excellent

(a) (c) (e) (g)

Teac he r

thought, will think argued, will argue achieved, will achieve recognised, will recognise

3. (a) something, I, it (c) them (e) I, anyone, you 4.

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

decided, will decide estimated, will estimate identified, will identify disappeared, will disappear

(b) its, someone‘s, it (d) you, me, it, I, it, myself

Examples include: (a) computer—small, large, square, heavy, black (b) Australia—vast, wonderful, varied, diverse, unique (c) mobile phone—tiny, useful, convenient, pink, expensive (d) koala—cute, furry, lazy, hungry, cuddly (e) water—plain, clear, tasteless, vital, essential

ew i ev Pr

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

5. Adverbs: (a) nervously (e) definitely Suitable verbs will vary.

(b) automatically (f) extremely

w ww

. te

Primary literacy: Back to basics

m . u

6. Answers will vary.

(d) seriously (h) emotionally

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Review 1. Give two examples for each. (a) proper noun

(b) abstract noun

(e) pronoun

(h) adverb

(i) adjective

(f) conjunction

(g) preposition

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

2. Write the past and future tense of each verb. (a) think

(b) decide

(e) achieve

(f) identify

(g) recognise

(h) disappear

3. Circle the pronouns in each sentence. (a) There was something not quite right, but I couldn‘t work out what it was. (b) The best way to find its definition is to use someone‘s dictionary and look it up.

© R. I . C.Publ i cat i ons (e) I • don’tf know anyone who will agree with you to that place. oofr r e vi e wto gop u r p o sesonl y• (c) The doctor who had just operated told them their son would be fine now his surgery was over.

(d) If you can tell me how to do it, I will go right ahead and finish it by myself. 4. Write three adjectives to describe each noun. (b) Australia

w ww

(a) computer

. te

(d) koala

5. Change each word to an adverb and add a suitable verb. (a) nervous (e) definite

(e) water

m . u

STUDENT NAME

(d) estimate

ew i ev Pr

Teac he r

o c . che e r o r st super (b) automatic

(d) serious

(f) extreme

(g) gradual

(h) emotional

6. Use both conjunctions in a sentence. (a) and, because

(b) either, or

(d) as soon as, unless

(a) (b) (c) (d) R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics

Editing

Grammar

Teacher information Answers 1.

Incorrect nouns as shown. Alternative nouns are example answers. (a) disaster (holiday) Neptune (Paris) (b) countries (cities, towns) metres (kilometres) (c) spiders (bees) grass (flowers) (d) crossword (document, form) personality (identity) (e) victim (criminal, offender) vacation (imprisonment)

3. Incorrect conjunctions as shown. Alternative conjunctions are suggested answers. (a) but (and) (b) unless (because) (c) because (unless) (d) because (so)

ew i ev Pr

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

Answers may include: (a) Oliver wanted to go to the beach so he asked permission. (b) Mr Dean called his wife and asked her to meet him at the restaurant. (c) Captain Jones stepped into the cockpit and spoke to the copilot before they took off. (d) Natalie put her clothes in the drawer before breakfast and told anybody who would listen. (e) They were playing football outside when the ball landed on the roof and they couldn‘t get it.

Teac he r

w ww

5. (a) The national museum has artwork and exhibits on display that people can enjoy whenever they visit. (b) When we were living in a different neighbourhood, I was easily able to walk to school in less than ten minutes. (c) Mitch and Zoe have joined our group to train in first-aid and give themselves a better understanding.

. te

Primary literacy: Back to basics

m . u

4. (a) I‘m almost certain that these cakes and biscuits are too stale to eat. (b) My parents have decided that everyone is going to the movies together. (c) Several of us from class are going on a camping trip to the rainforest. (d) The lawn mower and trimmer were stored in the backyard shed.

o c . che e r o r st super

www.ricpublications.com.au

R.I.C. Publications®

Editing 1. Underline the two incorrect nouns in each sentence and write more suitable words above them. (a) We had a wonderful disaster when we travelled overseas to Neptune. (b) The distance between the countries was 400 metres so it took us over four hours by car. (c) The swarm of spiders buzzed around the garden looking for sweet-smelling grass.

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

(d) Complete the crossword carefully when applying for a passport; it’s proof of your personality. (e) The victim was sentenced to fifteen years’ vacation for the horrible crime. 2. Replace the incorrect pronouns and prepositions in these sentences.

Teac he r

(b) Mr Dean called his wife and asked him to meet him under the restaurant.

ew i ev Pr

(d) Natalie put her clothes on the drawer during breakfast and told nobody who would listen.

(e) They were playing football inside when the ball landed beside the roof and he couldn‘t get them.

© R. I . C.Publ i cat i ons (b) I • can’tf give any quick suggestions unless p I need tor think carefully about it. o o r r e v i e w u p o s e s n l y • (c) We are all going because someone is unwell during the week. 3. Underline the incorrect conjunctions and write a more suitable word for each.

(a) The fire officer surveyed the damage but identified where the blaze had started.

(d) It‘s best to wait and ask because we don‘t make a mistake. 4. These sentences have incorrect subject and verb agreements. Write the verb correctly.

w ww

(a) I‘m almost certain that these cakes and biscuits is too stale to eat. (b) My parents have decided that everyone are going to the movies together.

. te

m . u

STUDENT NAME

(a) Oliver wanted to go over the beach so she asked permission.

o c . che e r o r st super

(d) The lawnmower and trimmer was stored in the backyard shed. 5. Identify the errors and write each sentence correctly.

(a) The national museum have artwork and exhibit on displays that persons can enjoy wherever they visit.

(b) When we was living on a different neighbourhood, I were easy able to walk past school in less than ten minute. (c) Mitch and Zoe has joined ours group to training in first-aid and give yourselves a best understanding. R.I.C. Publications®

www.ricpublications.com.au

Primary literacy: Back to basics