Easy English 8: Easy Editing and Proofreading

Ready-Ed

Publications

The Easy English Series For ESL and ESD students

Book 8

PHOTOCOPY MASTERS

Easy Editing and Proofreading

©www.istock.com/bekir gürgen

Editing and proofreading for students who have little or no experience of English.

By Margaret Warner

This is a Ready-Ed Publications' book preview.

Ready-Ed About Ready-Ed Publications

Publications

Ready-Ed Publications was established in 1984 with the purpose of creating practical classroom blackline master activities. At the time, the role of the teacher was becoming ever more diverse with an increasing range of duties and responsibilities within the school and school community. Since then, the role of the teacher has continued to evolve with an escalating range of tasks and obligations, ensuring a reduction in time available to prepare work for the daily instructional program.

Throughout these past 24 years, Ready-Ed Publications has built a reputation as publishers of Australian made, high quality, innovative, timesaving materials for teachers of primary and lower secondary levels. In addition, all materials are based on state or national curriculum guidelines or specific age-related interest areas and subjects.

Ready-Ed Publications aims to assist busy professionals by making available contemporary classroom materials that contain relevant and stimulating work to support the requirements of the curriculum.

Easy Editing and Proofreading Book 8 in the Easy English Series Š 2009 Ready-Ed Publications Printed in Australia Author: Margaret Warner Illustrator: Terry Allen Acknowledgements

Cover images: i.

I-stock Photos.

ii. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. iii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7.

Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.com.au info@readyed.com.au

ISBN: 978 1 86397 765 4 COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for noncommercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

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This is a Ready-Ed Publications' book preview.

Contents Teachers’ Notes

4

Make a Mother's Day Card

27

Outcome Links

5

The Pelican

28

6-8

About Wool

29

Bobbie

30

Should Kids Do Homework?

31

Stay Sun Smart

32

Teachers’ Notes Editing/Proofreading Terms

9

Checking Punctuation Activity 1

10

Kangaroo

33

Checking Punctuation Activity 2

11

Kids Cook

34

Checking Punctuation Activity 3

12

Tiddalik

35

Emma's Email

36

Checking Grammar Activity 1

13

How to Make a Mushroom Pizza

37

Checking Grammar Activity 2

14

Humpback Highway

38

Checking Grammar Activity 3

15

The Life Cycle of a Butterfly

39

Checking Grammar Activity 4

16

Northern Hairy-Nosed Wombat

40

Save Bluegum Library

41

Spell Check Activity 1

17

Junk Food in Lunch Boxes

42

Spell Check Activity 2

18

Blue Triangle Butterfly

43

Spell Check Activity 3

19

A Book Review: The Magic Finger

44

Spell Check Activity 4

20

The Three Wishes

45

Walking Sticks

46

Checking for Errors 1

21

The Daintree Forest

47

Checking for Errors 2

22

Whale Watching

48

Checking for Errors 3

23

Writing & Editing Your Own Story 49

Checking for Errors 4

24 Answers

The Visitor

25

At the Beach

26

50-51

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Teachers’ Notes

This is a Ready-Ed Publications' book preview.

Easy Editing and Proofreading is the eighth book in the Easy English Series for students learning English as a Second Language as well as Aboriginal students learning English as a Second Dialect, that is, students who are coming into the school system having little or no experience of English.

The teacher's gestures and facial expressions plus visual clues (photos, pictures, objects, etc) are vital to the student when working out meaning. Regular, positive feedback by the teacher will consolidate the student's sense of achievement and encourage self confidence.

Easy Editing and Proofreading (Book 8) builds on the thematic vocabulary introduced in Easy Words (Book 1) and uses examples from the stories in Easy Read and Write (Book 2) and More Easy Read and Write (Book 3).

It is important for the teacher to It revises punctuation and grammar establish a supportive classroom from Easy Punctuation (Book 4) environment where the student's first and Easy Grammar (Book 5) and language and culture are valued. This consolidates the information on text will nurture the student's self-esteem types in Easy Text Types (Book 6) and encourage him or her to gain confidence in the early stages of learning and More Easy Text Types (Book 7). the new language. Use of co-operative learning strategies and peer tutoring will This book focuses on the skills of editing help the student build social friendships and proofreading through exercises as well as develop language skills. based on a range of text types.

ESL/ESD learners need an explicit, methodical and planned language program that is integrated into their class work in all key learning areas.

It is important for the teacher to be aware that using short, positive sentences is best for the learner.

The teacher must provide time for the student to process statements and instructions and always check for the student's understanding.

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Outcome Links

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New South Wales

Values and Attitudes: V1, V2, V3, V4, V5

Talking and Listening: TES1.1, TS1.1, TES1.3, TES1.4, TS1.4, TS2.4 Reading: RES1.5, RES1.6, RES1.7, RS1.7, RES1.8, RS1.8, RS2.8

Writing: WES1.9, WS1.9, WS2.9, WES1.10, WS1.10, WS2.10, WS3.10, WES1.11, WS1.11, WS2.11, WES1.12, WS1.12, WES1.13, WS1.13, WS2.13, WES1.14, WS1.14. WS2.14 Tasmania Reading and Viewing: Standard One, Stage 1,2&3 Writing and Representing: Standard One, Stage 1,2&3 Speaking and Listening: Standard One, Stage 1&2 ACT The student listens and speaks with purpose and effect. (8.EC.1,2,4,7,8) The student reads effectively. (9.EC.1,2,3,4,6,7,8,9,10 11,12,13,14) (9.LC.1,2,3,4,5,6,7,8,9,10,11,13) The student writes effectively. (10.EC.1,2,3,4,5,6,7,8, 9,10,11,12,14) (10.EL.1,4,5,6,7,8,11,12,13) The student interprets and creates texts. (11.

EC.1,2,3,4,7,8) (11.LC.2,3,12) Northern Territory Listening: (LL2.1,2,3,4) (LL3.1,2,3,4) Speaking: (SL2.1,2,3,4) (SL3.1,2,3,4) Reading: (RL2.1,2,3,4) (RL3.1,2,3,4) Writing: (WL2.1,2,3,4) (WL3.1,2,3,4) QUEENSLAND Language Learning and Communication.

Early Literacy (Reading and Viewing): Use emerging understandings to predict and make meanings from a variety of written, visual and multi-modal texts.

Early Literacy (Writing and Shaping): Students experiment with emerging understandings of written, visual and multi-modal texts to communicate meanings.

South Australia Reading, Writing, Speaking and Viewing.

- Identifies some aspects of spoken language in a range of contexts when listening to and responding to texts. (Standard One. 1.5) - Identifies and talks about some features of written language and visual images when reading and viewing a range of texts. (Standard One. 1.7) - Experiments with aspects of language when planning and composing a range of texts about familiar experiences. (Standard One. 1.8)

Victoria Reading: Level 1 & Level 2 Writing: Level 1 & Level 2 Speaking and Listening: Level 1 & Level 2 Western Australia Understanding Language: Students understand that the way language is used varies according to context.

Reading: Students read a wide range of texts with purpose and understanding.

Writing: Students write for a range of purposes and in a range of forms, using conventions appropriate to audience, purpose and context.

Speaking and Listening: Students speak and listen with purpose and understanding in a range of contexts.

Oral Language: Use spoken language for a range of purposes. Explore patterns and conventions of spoken, signed or argumentative language. Interact with peers and familiar adults using, with support, conventions associated with formal and informal group settings, including attentive listening.

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Teachers’ Notes

This is a Ready-Ed Publications' Teaching writing book preview. a text, students learn how spoken language differs from written language.

They also learn about text structure and language features, as well as the actual process of writing.

When teaching writing skills, teachers need to build on what students know and are already able to do. A writing program should focus on the following aspects: punctuation, grammar, spelling, Independent writing the process of drafting, conferencing, In independent writing, students editing, proofreading and publishing. write their own texts. They write for specific purposes using a variety of modelled text types.

Effective teaching programs Modelled writing

In modelled writing, teachers show students examples of the text type that they want them to write, and talk about the different parts of the text. Modelled writing helps students to understand that when writing for different purposes; language, vocabulary and the structure of a text changes.

Guided writing In guided writing, students use the skills that they have gained during the modelled writing activities to write with teacher support. Guided writing activities can involve the whole class, small groups, pairs or individuals, working with the teacher to guide them. Guided writing activities are activities which involve the students and the teacher jointly constructing a text. When the jointly constructed text is written on the whiteboard, the class or group is then able to discuss how the text can be improved.

They write a draft and then are able to discuss with the teacher how to improve it before redrafting and publishing it.

Part of this process involves editing and proofreading skills.

Teaching editing and proofreading Editing skills involve checking and discussing a draft to find errors in meaning, punctuation, grammar and spelling before the redrafting process.

Proofreading involves reading the final draft to make sure there are no errors, before publishing the work.

Teachers need to teach editing and proofreading skills using modelled and guided activities. This may involve the whole class, a group, or individuals.

Students of any age will enjoy watching their teacher write 'a great story' on the whiteboard and then ask their students to help edit it. Students enjoy finding grammatical, spelling

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Through the joint construction of 6

Teachers’ Notes

This is a Ready-Ed Publications' book preview. or punctuation errors and when participating in this activity they will learn how important it is to edit a text.

When teaching students how to edit their work, always provide them with an editing checklist. It could look something like this: • Have I used the right setting out and language for the text type?

• Does my writing make sense?

• Have I used capital letters and full stops?

• Are there any words missing or anything that I can improve?

• Are there any words that might not be spelt correctly?

Check it out When teaching students the skills of editing and proofreading ensure that they know the rules of punctuation, to be able to check their own work.

Punctuation

Capital letters Use a capital letter: • to start a sentence, e.g.

Can you see the cat?

• when writing about yourself, e.g. I like to run.

• when writing the names of people, places, days of the week, months and special days, e.g. Lilly, Australia, Monday, April, Anzac Day. • when referring to the planets, e.g. Earth, Mars, Jupiter.

• when writing the titles of books and

movies, e.g. Harry Potter, Happy Feet.

Full stop Use a full stop: • to show the sentence has ended, e.g. It is a sunny day.

• as part of an email address or website address, e.g. www.readyed. com.au, freddie.frog@hotmail.com Question mark • Use a question mark at the end of a sentence when asking a question, e.g. Can you swim?

Exclamation mark Use an exclamation mark: • in sentences that are commands, e.g. “Stop!” he shouted.

• to show strong feelings, e.g.

“Help! Help!” they called.

Comma Use a comma: • to show a pause in a sentence, e.g. Wombats, even though they have short legs, can run very fast.

• to separate groups of things, e.g. apples, plums and pears.

Apostrophe Use an apostrophe: • to show who owns something, e.g. Sam’s bike.

• to show where a letter is missing when a word has been shortened, e.g. it is / it’s, they are / they’re, I am / I’m.

Quotation marks (speech marks /talking marks) Use speech marks to show the exact

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words that someone says, e.g. “Hi, my name is Sam. I live at number 21. Where do you live?” Remember that all punctuation marks must be inside the speech marks.

7

Grammar

Use of adjectives and adverbs

The editing process involves checking that grammar is correct.

An adjective describes a noun; an adverb adds something to a verb. In this sentence, She sang very soft…an adjective has been used instead of an adverb.

It should read, She sang very softly.

This is a Ready-Ed Publications' book preview.

Grammar is the way that words are combined to form phrases and sentences.

Verb check

Students should check that each sentence has a verb, e.g. James a red bike, is not a complete sentence as there is no verb.

It should read, James has a red bike.

Verb tense check Verbs tell the reader what usually happens, what is happening now, what has already happened or what will happen in the future.

Students should check that the correct tense (past / present / future) has been used so that sentences make sense, e.g. I will played with you tomorrow, has the verb tenses written incorrectly.

Irregular verbs can be difficult to selfcheck, e.g. a student knows that ‘ed’ on the end of a verb indicates the past tense: play/played, jump/jumped but run/runned is not correct.

Subject/verb agreement Remind students to check whether the subject of their sentence is singular or plural as the verb must agree, e.g. Lilly and Jack runs very fast is incorrect. In this sentence the subject is plural so the sentence should read, Lilly and Jack run very fast.

Sentences must make sense

A sentence must make sense to the reader.

This sentence doesn’t make sense, The cat jumped right to the top of the tree.

Spelling Spelling correctly in English is challenging for ESL/ESD students.

In an integrated language learning environment, learning to spell is closely linked with learning to talk, listen, read and write. Teachers should model how to use spelling resources to teach spelling.

Resources to help teach spelling include: • environmental print • English dictionary and bilingual dictionary • teacher or another adult • peers • modelled texts • have-a-go sheets

Use of correct pronouns Students must use the correct pronouns in place of people, places and things, e.g. Maria likes to run fast would become, She likes to run fast.

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8

Editing/Proofreading Terms

This is a Ready-Ed Publications' book preview. adjective: a describing word, e.g. the tall tree. adverb: a word that tells something about a verb, e.g. Jack ran quickly.

apostrophe: used to show possession, e.g. Lilly’s bag or to show that a letter has been left out of a word, e.g. I’m going. comma: a punctuation mark used to show a pause in a sentence or to separate groups of things, e.g. apples, plums and pears. conjunction/connective: a word that joins two parts of a sentence, e.g. I ate my apple because I was hungry. exclamation mark: a punctuation mark used to show strong feelings, e.g. Wow! or a command, Fire! Get out! full stop: a punctuation mark used to show the sentence has ended. noun: a word used to refer to people, places and things, e.g. Lilly, Australia, a bird. noun group: an adjective and noun written together, e.g. the big, old house. phrase: a group of words without a verb, e.g. at the park.

place, e.g. in, under, on.

pronoun: a word used in place of a noun, e.g. he, she, they.

question mark: a punctuation mark used to show a question is being asked, e.g. Is it raining?

quotation marks (speech marks): punctuation marks used to show that someone is speaking, e.g. “Can you swim?” sentence: a group of words that form a statement, question, comment or exclamation, e.g. The dog ran to the boy. tense: tells the reader whether a verb is past, present or future, e.g. I ran, I run, I will run. text: written words. verb: a word that tells the reader what is happening. action verbs, e.g. She ran up the hill. thinking and feeling verbs, e.g. James likes soup. saying verbs, e.g. “Time for bed,” mum said quietly. relating verbs, e.g. Kangaroos are marsupials. viewing: looking at and understanding a visual text, e.g. an illustration, a photo or a diagram.

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preposition: a word that shows time or

9

Checking Punctuation Activity 1

Activity

This is a Ready-Ed Publications' Check the punctuation mark at the end of book Ifpreview. it is correct, tick it, if 1 each sentence.

These exercises contain punctuation errors only.

it is wrong, change it in red.

a. I like to eat pizza.

f. Dogs like to run.

b. Do you like pizza.

g. Fire! Fire!

c. Help! Help?

h. It’s 3 o’clock?

d. Are they going to the park?

i. Can you swim.

e. Can you come to my party!

j. It’s a very windy day.

Using a red pen/pencil, write the correct 2 punctuation mark at the end of each sentence.

a. I like to go to the beach

f. I can see a koala in a tall tree

b. Help! Help

g. How old are you

c. Can you ride a bike

h. Wow

d. Get out now

i. The dog is black and white

e. What is your name

j. I like to read every Go to www.readyed.net day

10

Checking Punctuation Activity 2

Activity

This is a Ready-Ed Publications' book preview.

Speech marks or talking marks show the words that a person is saying. They look like this: “ ”. Words that are spoken go inside the speech or talking marks, e.g. “Hi.” Read each sentence and underline in red the words that the person is saying. a. “Hi. My name is Ahmad,” he said. b. The boy looked around and said, “Where am I?” c. Mum put on her coat. “I’m freezing,” she said. d. “Happy birthday!” they all yelled. e. “How old are you?” Auntie Rosie asked. f. “Help! Fire!” they both shouted. g. The teacher smiled. “Tomorrow the holidays start,” he said. h. “Where do you live?” the lady asked. i. “Shhh, don’t make a noise. The baby is asleep,” mum whispered. j. Kai yelled, “I won the race! I won the race!”

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11

Checking Punctuation Activity 3

Activity

the correct punctuation marks This is aPutinside Ready-Ed Publications' the boxes in this story. preview.

Once upon abook time a kangaroo and an echidna had a race

The kangaroo said he was faster.

The echidna asked, “Do you think you will win

”

The kangaroo said, “Yes, I am faster than you They started the race

”

The kangaroo was very

fast. The echidna was very slow

The kangaroo

was tired so he lay down to have a little rest and he soon fell asleep

The echidna walked on very

slowly all the way to the finishing line. Who was the winner

“I’m the winner

” the echidna shouted.

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Checking Grammar Activity 1

Activity

These exercises contain grammatical errors only.

This is a Ready-Ed Publications' Circle the correct verb in each sentence. book preview. a. I [ am / are ] very happy.

b. We [ live / lives ] in Sydney. c. He [ was / were ] hungry. d. I [ has /have ] a blue backpack. e. My mum [ like / likes ] to work in the garden. f. Dad and I [ is / are ] going shopping. g. [ Is / Was ] it a sunny day today? h. Jack and Lilly [ live / lives ] near a park. i. They [ was / were ] at the barbeque. j. He [ read / reads ] a new book every week.

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Checking Grammar Activity 2

Activity

Circle correct verb in each sentence.

This is a the Ready-Ed Publications' a. I [ like / liking ] to eat pizza. book preview. b. I'll [ see / saw ] you tomorrow. c. Yesterday I [ kick / kicked ] a goal. d. The dog [ barked / barking ] loudly. e. He [ dived / diving ] into the pool. f. Next week we will [ visit / visited ] Grandad. g. I'll [ eat / eating ] a red apple. h. It [ rained / raining ] last week. i. The koala [ jumping / jumped ] from the big branch. j. Dad [ cooks / cooking ] dinner every Saturday.

c.

b.

a. j

j

j

um

um

p

pi

ng

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um

pe

d

Checking Grammar Activity 3

Activity

correct pronoun inPublications' each sentence.

ThisCircle is atheReady-Ed a. Give the book topreview. [ he / him ]. book b. Can [ us / we ] come to the park? c. We'll visit [ they / them ] tomorrow. d. [ It / They ] is raining. e. [ Me / I ] am tired after the long walk. f. Can [ you / us ] swim? g. They can see [ her / she ]. h. [ They / Them ] went shopping today. i. [ I / Me ] like to draw pictures. j. I can see you, can you see [ I / me ]?

Pronouns Give the book to he / him.

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Checking Grammar Activity 4

Activity

This is aSentences Ready-Ed must makePublications' sense.

Circle the word in each sentence book preview. that does not make sense. a. A heater helps to make you cool. b. A lion has six legs. c. Mum cooks on the fridge. d. A fish swims in the sky. e. A zebra is black and pink. f. A tree has long hair. g. Next year I will be a year younger. h. The stars come out in the daytime. i. In summer it's very cold. j. I sleep in my backpack.

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16

Spell Check Activity 1

Activity

contain spelling errors only.

This These is aexercises Ready-Ed Publications' The spelling error in each sentence is book preview. underlined. Can you write the correct spelling on top?

a. I can see the moone at night. b. There is a big dogg in the yard. c. Where is ther book? d. My horse has a red roof. e. The hair and the tortoise had a race. f. This is mye bag. g. It's rayning today. h. She has bloo eyes. i. Can you paly football?

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j. I hurt my big tow.

17

Spell Check Activity 2

Activity

This Circle is atheReady-Ed Publications' spelling error in each sentence and write the correct spelling on top. book preview. a. Maria has very long hare. b. What day is it tooday? c. How owld are you? d. That house has a short tail. e. We lick to go to the pool. f. The farmer has a lot of ship.

sea or see

g. My feete are tired. h. They can sea the koala in the tree. i. It's a lon way to the shops. j. My mutha drives a green car.

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18

Spell Check Activity 3

Activity

each sentence the two words in brackets ThisInis a Ready-Ed Publications' sound the same. Circle the correct word. book preview. a. The [ sun / son ] is hot today. b. My [ ayes / eyes ] are brown. c. I [ reed / read ] a new book every week. d. Where are my red [ shoes / shoos ]? e. My [ feet / feat ] are tired from walking. f. Some people don't eat [ meet / meat ]. g. Can you [ hear /here ] me? h. I can [ sea / see ] a big wombat. i. There are [ some /sum ] frogs in the pond. j. I'll see you next [ week /weak ].

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Spell Check Activity 4

Activity

This is a Ready-Ed Publications' Circle the correct word in each sentence. book preview. a. I can see a beautiful [ flower / flour ]. b. Do you [ know / no ] that girl? c. I am [ ate / eight ] years old. d. I've got a new [ pair / pear ] of joggers. e. Jack [ one / won ] the race. f. “Come [ in / inn ],� he said. g. We saw a humpback [ whale / wale ]. h. I'll make a cup of [ tee / tea ]. i. I'll get the [ mail / male ] from the letter box.

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Checking for Errors 1

Activity

This is a Ready-Ed Publications' book preview.

Find a punctuation error, a grammatical error (a word that isn’t correct), and a spelling error in each sentence.

Circle the three errors then rewrite the sentence correctly. The first one has been done for you.

I saw a bigg, brown dog eating water ?

I saw a big, brown dog drinking water.

a. It’s cold tooday so I wearing my coat!

_________________________________

b. I sor a fish flying in the sky?

_________________________________

c. Can yoou swim to the end of the the pool.

_________________________________

d. I making a snake for mum to eat?

_________________________________

e. I saw a green cat wif a long tail?

Go to www.readyed.net _________________________________ 21

Checking for Errors 2

Activity

three errors in eachPublications' sentence.

This is Find a Ready-Ed Circle the three errors then rewrite book preview. the sentence correctly. a. The Cat was sit in the mat.

_________________________________

b. The brown house eating grass?

_________________________________

c. i giving mum sum flowers.

_________________________________

d. The little brid was sing a song?

_________________________________

e. Mrs smith like to make appel pies.

_________________________________

f. On friday my clas is go to the beach.

_________________________________

g. I like froot Do you liking fruit?

Go to www.readyed.net _________________________________

22

Checking for Errors 3

Activity

three errors in each sentence.

This is Find a Ready-Ed Publications' Find a punctuation error, a grammatical error book preview. and a spelling error.

Circle the three errors and write the correct words on top.

a. bees like flowrers. Bees making honey. b. An echidna have shap spines. Don't try to pick it up? c. On saturday we visit Nanna. We gave her a new book to reed. d. Its hot today. I think I'll going for a swimm. e. Where is my socks? i can't fine them. f. one day I saw a littel brown wallaby. Her had a baby in her pouch.

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g. I like saturday becoos I can sleeping late.

23

Checking for Errors 4

Activity

three errors in each sentence.

This is Find a Ready-Ed Publications' Find a book punctuation error, a grammatical preview. error and a spelling error. Circle the errors and write the correct words on top.

a. One day I goed for a walk to the park i saw three magpies. b. Let’s go to the poole Can you swimming? c. Tomorrrow we will go to see Grandad? It’s him birthday. d. Give me your skool bag. I will put him in the bedroom? e. when I go to the shop I’ll buy an ise cream.

I like chocolate, do you. f. Thay saw three kangaroos? The kangaroos

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24

The Visitor

Activity

Reada theReady-Ed narrative text The Visitor from the This start is Publications' to the end before you check for errors. book preview.

Sam was very excited about

his first camping trip. On the first night, he was asleep in his sleeping bag when he heard a noise owtside He crept out of the tent. He looked around. He see a mother and baby brushtail possum on the treey near their tent.

He looked at them. They look at him with their Big eyes.

Maybe they are a little bit scared like me, he thought.

Read The Visitor again. a. Find two punctuation errors and circle them in red.

Write the correct punctuation on top. b. Find two words that are not used correctly and circle them in blue. Write the correct words on top.

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c. Find two spelling errors and circle them in black.

Write the correct spellings on top.

25

At the Beach

Activity

This is a Ready-Ed Publications' book preview.

Read the recount At the Beach from the start to the end before you check for errors.

Last saturday my family goed to the beach. It was a

very hot day. First we had a swim. I didn't swim in the deep water. Dad said to between the flags. That's the safest place to swim. Then we all went for a walk We went to the rokk pools. I saw little fish and tiny shells and small crabs. I had a fun day at the beech.

Read At the Beach again. a. Find two punctuation errors and circle them in red.

Write the correct punctuation on top. b. Find two words that are not used correctly and circle them in blue. Write the correct words on top.

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c. Find two spelling errors and circle them in black.

Write the correct spellings on top.

26

Make a Mother's Day Card

Activity

This is a Ready-Ed Publications' book preview.

Read the procedural text Make a Mother's Day Card from the start to the end before you check for errors.

You need:

a blank card, colouring pencils, textas, white paper, scissors, glue, glitter Instructions: a. Fold the blank carde. b. Draw a big heart shape on the

y Happ Day er's h t o M

white paper? c. Colour then cutting out the hart shape. d. Add glitter to make him pretty. e. Paste the heart Shape on the card. f. Write your message to your mum or nanna.

Read Make a Mother's Day Card again. a. Find two punctuation errors and circle them in red.

Write the correct punctuation on top. b. Find two words that are not used correctly and circle them in blue. Write the correct words on top.

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c. Find two spelling errors and circle them in black.

Write the correct spellings on top.

27

The Pelican

Activity

This is a Ready-Ed Publications' book preview.

Read this information report The Pelican from the start to the end before you check for errors.

Pelicans are very big birds. They have a long bill with a

pouch.. Pelicans has a white hed and body. They have black and white wings. Their wings are very big. Their legs are short. They have webbed Feet to helping them to swim. They are wata birds. They eat fish. When pelicans fly they form a V shape.

Read The Pelican again. a. Find two punctuation errors and circle them in red.

Write the correct punctuation on top. b. Find two words that are not used correctly and circle them in blue. Write the correct words on top. c. Find two spelling errors and circle them in black.

Write the correct spellings on top.

Go to www.readyed.net

28

About Wool

Activity

This is a Ready-Ed Publications' book preview.

Wool comes from sheep. It is the sheep's Read this explanation About Wool from the start to the end before you check for errors.

coat that it grows in winter. Wen the weather are warm, in spring and summer, a shearer cuts the wool off the sheep. He uses electric clippers called shears. It's like giving the Sheep a haircut. People use wool for make lots of different fings They use wool to knit jumpers, scarves and beanies, to keep them warm in winter. Each year the sheep grow more wool in winter.

Read About Wool again. a. Find two punctuation errors and circle them in red.

Write the correct punctuation on top. b. Find two words that are not used correctly and circle them in blue. Write the correct words on top. c. Find two spelling errors and circle them in black.

Write the correct spellings on top.

Go to www.readyed.net 29

Bobbie

Activity

This is a Ready-Ed Publications' book preview.

Read the description Bobbie from the start to the end before you check for errors.

Bobbie is my puppy. She is 14 weeks old.

Bobbie has short, brown fur. Her has lon legs and a short tail She wags her tail when I talk to her or pick her up.

She has big, brown eyes and long eyelashes. Her nose are black. Her ears are always up. She listens to all the sounds. bobbie likes to go for a little wok. She likes me to hold her and pat her and feed her.

Bobbie is my dog and I love her.

Read Bobbie again. a. Find two punctuation errors and circle them in red.

Write the correct punctuation on top. b. Find two words that are not used correctly and circle them in blue. Write the correct words on top. c. Find two spelling errors and circle them in black.

Write the correct spellings on top.

Go to www.readyed.net

30

Should Kids Do Homework?

Activity

This is a Ready-Ed Publications' preview.

I think thatbook homework is important for Read Jessica's letter Should Kids Do Homework? from the start to the end before you check for errors.

kids. It helps them to learn nyew things First, when kids does homework, it helps them to understand new work. Second, they can do the work quickly or slowly at home so that's good. Some kids don't like doing homework. First, they think it's boring. Second, they think that kids should just relax at hom and have fun.

I think kids should do Homework because it help them to learn more things.

Read Should Kids Do Homework? again. a. Find two punctuation errors and circle them in red.

Write the correct punctuation on top. b. Find two words that are not used correctly and circle them in blue. Write the correct words on top.

Go to www.readyed.net

c. Find two spelling errors and circle them in black.

Write the correct spellings on top.

31

Stay Sun Smart

Activity

This is a Ready-Ed Publications' book preview.

Summer is a time for fun It's also a time Read the discussion Stay Sun Smart from the start to the end before you check for errors.

to protect your skin from sunburn.

If you want to protect your skin remember to: slip on a t-shirt, slap on sum sunscreen, slap on a hatt and wrap on some sunglasses? If you do this you will protect your face, ears, the back of your necks, your eyes and your body. Sunburn hurts. Your skins gets red and painful to touch.

It's much better to protect yourself and ...slip, slop, slap and wrap.

Read Stay Sun Smart again. a. Find two punctuation errors and circle them in red.

Write the correct punctuation on top. b. Find two words that are not used correctly and circle them in blue. Write the correct words on top. c. Find two spelling errors and circle them in black.

Write the correct spellings on top.

Go to www.readyed.net

32

Kangaroo

Activity

This is a Ready-Ed Publications' book preview.

Read the poem Kangaroo from the start to the end before you check for errors.

Jump, jump, jumpe Like a kangaroo I saw only wun But now there is two.

Theres a mother and a joey With his head popping out He hold tight in the Pouch While his mother jumps about.

Read Kangaroo again. a. Find two punctuation errors and circle them in red.

Write the correct punctuation on top. b. Find two words that are not used correctly and circle them in blue. Write the correct words on top. c. Find two spelling errors and circle them in black.

Write the correct spellings on top.

Go to www.readyed.net 33

Kids Cook

Activity

This is a Ready-Ed Publications' book preview.

Read the response Kids Cook from the start to the end before you check for errors.

Kids Cook is a fun

program four kids aged 8 to 12. It's on TV every thursday from 4 to 4:30pm.

Annie and Ben is the cooks. They cooks great food every week. When they cook they make it fun. They cook easy things that look good and taste yummy. After the program i print the recipe form the computer.

Then mum and I try the new recipe every Saturday.

Read Kids Cook again. a. Find two punctuation errors and circle them in red.

Write the correct punctuation on top. b. Find two words that are not used correctly and circle them in blue. Write the correct words on top. c. Find two spelling errors and circle them in black.

Write the correct spellings on top.

Go to www.readyed.net

34

Tiddalik

Activity

legend Tiddalik from the start ThisRead istotheatheAboriginal Ready-Ed Publications' end before you check for errors. book preview.

A big frog called Tiddalik

lived a long time ago a creek.

One day he was very thirsty? He drank some water. Then he drank more and more. Soon there wasn’t any water for the brds or animals or trees or grass.

The animals and birds were all very upset Old wombat have a plan. “We must make Tiddalik laugh so all the wata will come out of his mouth.” So the kookaburra and the animals tried to make him laugh. Tiddalik didn’t laugh Then the eel started to dance and Tiddalik smiled then he larfed and laugh. All the water came out of him and went back into the creeks and rivers. All the birds and animals were happy.

Read Tiddalik again. a. Find three punctuation errors, circle them in red and correct them. b. Find three words that are not used correctly, circle them in blue and correct them. c. Find three spelling errors and circle them in black. Write the correct spellings here:

Go to www.readyed.net

• _ ___________ •_____________ •_ ___________ 35

Emma's Email

Activity

This is a Ready-Ed Publications' book preview.

Read Emma’s email to her Nanna about her holiday in a caravan. Read it from the start to the end before you check it for errrors.

Hi Nanna,

I am having a great tim on my holiday We came to a nice caravan park called Shell Bay last Friday. We have been here for week.

Yesterday I saw parrots that are green and orange and they have blue heads? Every morning we all go for a swim at beach.

Yesterday I saw a family of five dolphins. They were playin in the sky and having fun There are some other kids in the caravan park. They come from a place called Pinetree. I made frinds with a girl called Maya.

I will see you next week.

Love from Emma XX

Read Emma's email again. a. Find three punctuation errors, circle them in red and correct them. b. Find three words that are not used correctly, circle them in blue and correct them. c. Find three spelling errors and circle them in black.

Write the correct spellings here:

36

Go to www.readyed.net • _ ___________ •_____________ •_ ___________

How to Make a Mushroom Pizza

Activity

Read the instructions about How to Make a This is a Ready-Ed Publications' Mushroom Pizza. Read it from the start to the end before you check it for errors. book preview.

Ingredients: pizza base (from the supermarket) pizza sauce (from the supermerket) sliced tomatoes and mushrooms shredded cheese How to make the pie: Spread the sauce over the pizza base with a sppon.

1. Place the sliced tomatoes and mushrooms on the sauce!

2. Sprinkle the shredded cheese on top?

3. Cook in a hot fridge.

4. Take the out when the cheese melts.

5. Cut the pizza up and eet it?

Read How to Make a Mushroom Pizza again. a. Find three punctuation errors, circle them in red and correct them. b. Find three words that are not used correctly, circle them in blue and correct them. c. Find three spelling errors and circle them in black.

Write the correct spellings here:

Go to www.readyed.net • _ ___________ •_____________ •_ ___________

37

Humpback Highway

Activity

Read the information report Humpback Highway from the start to the end before you check for errors.

This is a Ready-Ed Publications' book preview.

The humpback whale is a large, ocean mammal.

Humpback whales is found all over the world They

range in colour from almost whit to grey and black.

They can weigh up to 40 tonnes and they can grows up to 16 metres long.

Between August and october they leave Antarctica and swim up the east and west coast ov Australia.

They mate and have their calves in the warm water. A calf weighs about 1.5 tonnes and is up to 1.5 metres long. It drink up to 250 litres of milk a day They are called humpbakks because when they are getting ready to dive they bend their back and it looks like a hump.

For a long time humpbacks were hunted. Now they are protected. Only a few countries will not stop killing them.

Read Humpback Highway again. a. Find three punctuation errors, circle them in red and correct them. b. Find three words that are not used correctly, circle them in blue and correct them. c. Find three spelling errors and circle them in black.

Write the correct spellings here:

Go to www.readyed.net • _ ___________ •_____________ •_ ___________ 38

The Life Cycle of a Butterfly

Activity

This is a Ready-Ed Publications' book preview.

Read the explanation The Life Cycle of a Butterfly from the start to the end before you check for errors.

Butterflies are very colourful and beautiful. They

start life as caterpillars then change as they grow.

First, a female butterfly lay her tiny egs on a leaf.

Next? the eggs hatch into little caterpillars.

Then they eet and grow and grow..

Soon they grows a chrysalis and rest and change.

After a few weeks the caterpillars change into butterflies.

Finally, the pretty buttafly comes out, dries him Wings and flies away to find a mate. Then the cycle starts all over again.

Read The Life Cycle of a Butterfly again. a. Find three punctuation errors, circle them in red and correct them. b. Find three words that are not used correctly, circle them in blue and correct them. c. Find three spelling errors and circle them in black.

Write the correct spellings here:

Go to www.readyed.net • ����������� •_____________ •_ ___________ 39

Northern Hairy-Nosed Wombat

Activity

This is a Ready-Ed Publications' book preview.

Read the description The Northern HairyNosed Wombat from the start to the end before you check for errors.

The northern hairy-nosed wombat is special because there

are only a few left. There is a small group in Queensland.

The wombat are about a metre tarll and weighs about 35 kg. It has soft, grey fur with dark patches around the eyes Around its nose there is short, black hairs.

It uses its stong claws and legs to dig a burrow. It sleeps in the burrow during the day and comes out at night to eat grass The wambat can run fast on its short Legs but it can run fast for only a short time.

There are only 115 northern hairynosed wombat left in the world. That's why we have to protect them.

Read The Northern Hairy-Nosed Wombat again. a. Find three punctuation errors, circle them in red and correct them. b. Find three words that are not used correctly, circle them in blue and correct them. c. Find three spelling errors and circle them in black.

Write the correct spellings here:

40

Go to www.readyed.net • ����������� •_____________ •_ ___________

Save Bluegum Library

Activity

This is a Ready-Ed Publications' book preview.

Read Mike's letter to the editor, Save Bluegum Library from the start to the end before you check for errors.

Dear Editor,

The kids in my area use Bluegum library a lot. My mum said the Council wants close the library I walk to the libary every Saturday to borrow books.

If it closes I will have to ask my mum to drive me all the way to belltown library. My mum is very busy.

Also, I likes to go to the activities at the library in the skool holidays. I went to the 'Kids Write' workshop in october. It was great because a writer come to work with us. I want to be a writer when I grow up.

I hope you don't close Bluegum library because it is vere important to kids in the area.

Mike Fisher. (Bluegum)

Read Save Bluegum Library again. a. Find three punctuation errors, circle them in red and correct them. b. Find three words that are not used correctly, circle them in blue and correct them. c. Find three spelling errors and circle them in black.

Write the correct spellings here:

Go to www.readyed.net • ����������� •_____________ •_ ___________ 41

Junk Food in Lunch Boxes

Activity

This is a Ready-Ed Publications' book preview.

Read the discussion Junk Food in Lunch Boxes from the start to the end before you check for errors.

Should kids be allowed to bring junk food

to school in their lunch boxes?

Some parents say that kids should be allowed to eet and drink what they likes at school They say that parents can decide. If kids want to have lollies and chips and fizzy drinks at recess and lunch then that is okay.

Other parents say that Junk food should be banned on school. They say that junk fod doesn't give kids what their bodies need to grow and be healthy. They say that junk food is bad for their children's health and teeth and kids should not bring junk food to school?

The principal says that parints must decide what is best for him kids. The school can't ban junk food in lunch boxes.

Read Junk Food in Lunch Boxes again. a. Find three punctuation errors, circle them in red and correct them. b. Find three words that are not used correctly, circle them in blue and correct them. c. Find three spelling errors and circle them in black.

Write the correct spellings here:

42

Go to www.readyed.net • ����������� •_____________ •_ ___________

Blue Triangle Butterfly

Activity

the Ready-Ed poem Blue Triangle Butterfly from the This Read is a Publications' start to the end before you check for errors. book preview.

Little green caterpillar, do you know that one day? when the time is right, you will Curl up in your softe chrysalis, like a small green sleeping bags, and when you wake up, changed and new, you will be a beautiful butterfly with turquoise bloo triangle wings flying quickly from flower to flowa until its time for find a mate and lays your eggs and start the cycle all over again.

Read Blue Triangle Butterfly again. a. Find three punctuation errors, circle them in red and correct them. b. Find three words that are not used correctly, circle them in blue and correct them. c. Find three spelling errors and circle them in black.

Write the correct spellings here:

Go to www.readyed.net • ����������� •_____________ •_ ___________ 43

A Book Review: The Magic Finger

Activity

This is a Ready-Ed Publications' book preview.

Read Sophie's book review The Magic Finger from the start to the end before you check for errors.

The Magic Finger by Roald dahl is an interesting and funy book about a girls who can do something special.

The main character is an eight year old girl. When she sees something that is mean or hurtful she uses her majic finger. Her finger tingles and she points him and then something happens!

When mr Gregg and his suns shoot ducks, she is upset and uses her magic finger. What happens next will amaze you The Magic Finger are funny and interesting and I think it's a great book. I gave it 10/10.

Read The Magic Finger again. a. Find three punctuation errors, circle them in red and correct them. b. Find three words that are not used correctly, circle them in blue and correct them. c. Find three spelling errors and circle them in black.

Write the correct spellings here:

44

Go to www.readyed.net • ����������� •_____________ •_ ___________

The Three Wishes

Activity

Read the narrative The Three Wishes from the start to the end. Then check for errors.

This is a Ready-Ed Publications' book preview.

Once upon a time, an old

woman and her husband living in a little hose in the forest.

One day, a beautiful lady came to the little house. She said to the old woman, “You are kind to everyone. I will give you three wishes.” then she walk away into the forest.

The old lady was cooking vegetables for dinner and thinking what she wood wish for. A warm coat?

A farm with Cows for milk? I wish I had a sausage to cook with the vegetables, she thought.

Suddenly, a big, fatt sausage was on the table.

When her husband came home she told him about the wishes. “You wishing for a sausage!” he sed. “I wish that sausage was on the end of your nose!” And it was!

They only had one wish left, so what did they wish for? They wished the sausage wasnt on her nose ...and it disappeared!

Read The Three Wishes again.

When you have finished, correct the 10 errors that are underlined by writing the correct words/punctuation on top.

Go to www.readyed.net Rewrite The Three Wishes correctly on a separate piece of paper.

45

Walking Sticks

Activity

This is a Ready-Ed Publications' book preview.

Read the information report Walking Sticks from the start to the end.

The stick insect is often called

a 'walking stick' because it looks just like a Stick that is walking.

Stick insects is usually brown or green. They are usually abowt 10cm long but some can grow much longer. They have strong jaws for eating the leaves of plants. They eats all of a leaf not just little bits ?

Stick insects spend a lot of time during the day sitting or hang on a plant. They are usually active at nighttime.

When they move, they sway from sid to side. They look like the win is blowing them from side to side.

Male stick insects can fly. Females have smaller wings and can only glide. A female stick insect lays lots of tinee eggs on the ground. When their eggs hatch the little insects climb a plant or tree.

People often dont see stick insects because their body shape and colour gives them good camouflage.

Read Walking Sticks again.

When you have finished, correct the 10 errors that are underlined by writing the correct words/punctuation on top.

Go to www.readyed.net Rewrite Wallking Sticks correctly on a separate piece of paper.

46

The Daintree Forest

Activity

This is a Ready-Ed Publications' book preview.

Read the description The Daintree Forest from the start to the end.

The Daintree rainforest in north queensland,

is a very special, beautiful place.

The rainforest have four different parts. Different plants and anmals live in each part of the rainforest. The emergent trees grow up to 50 metres tall to get to the sun. The next part is calld the canopy or 'the roof' of the rainforest. The leaves of the tall trees in the canopy join together. Flowers and fruit grow there ___ The understorey is further down. It are not very suny in the understorey because the tall trees block the sun.

On the forest floor it is dark and damp. Vines grow from the floor up to the top of the canopy.

Possums, birds _ butterflies, insects, frogs, lizards and snacks live in different parts of the rainforest.

When you walks in the Daintree you can see, hear, touch, smell and taste the rainforest.

Read The Daintree Forest again.

When you have finished, correct the 10 errors that are underlined by writing the correct words/punctuation on top.

Go to www.readyed.net Rewrite The Daintree Forest correctly on a separate piece of paper.

47

Whale Watching

Activity

This is a Ready-Ed Publications' book preview.

Read the recount Whale Watching from the start to the end.

In the scool holidays in October,

my family went camping at hervey

Bay in Queensland. We went there because it is whale watching time.

Humpback whales comes up from Antarctica to have their calves in the calm, warm wata near Hervey Bay. We went out on a whale watching boat on wednesday morning with a lot of other people. It was a bewtiful, sunny day. Everyone was very excited. We kept looking and look but we didn't see any whales.

Suddenly, a lady shouted, “I can see one!� We all saw it.

A big wale came right up out of the water and splashed back into the ocean. Then we saw a whale swimming on its back with him flippers in the air. Then we saw a mother and her Calf.

We all had an exciting day. Everyone was smiling and talking and taking millions of photos.

Read Whale Watching again.

When you have finished, correct the 10 errors that are underlined by writing the correct words/punctuation on top.

Go to www.readyed.net Rewrite Whale Watching correctly on a separate piece of paper.

48

Writing & Editing Your Own Story

Activity

This is a Ready-Ed Publications' book preview.

Title Plan, write and edit your own story on a separate piece of paper.

Think of an interesting title for your story. You can change it later if you think of a better one. The title must relate to the story in an interesting way.

The Beginning The first part of the story tells the reader: Who the main character is and something about him/her.

Where the story takes place. When the story happens.

The Middle Introduce a problem. A really interesting story has a complication in it. What problem does your character have to solve? The middle part should end with your character thinking about the problem.

The End Your character solves the problem.

Check Your Story When you have finished the draft of your story, edit your story.

• check that it has a beginning, a middle and an end.

• check it for punctuation and spelling errors.

• check that your writing makes sense.

Publish and illustrate your story.

Make sure that you proofread your story so that it doesn’t contain any errors.

Go to www.readyed.net 49

Answers Checking Punctuation Activity 1,p10 1. a)  b)Do you like pizza? c)Help! Help! d) e)Can you come to my party? f) g)  h)It's 3 o'clock. i)Can you swim? j)  2. a)I like to go to the beach. b) Help! Help! c)Can you ride a bike? d)Get out now! e)What is your name? f)I can see a koala in a tall tree. g)How old are you? h)Wow! i)The dog is black and white. j)I like to read every day.

Spell Check Activity 2, p18 a)hair b)today c)old d)horse e)like f) sheep g)feet h)see i)long j)mother

This is a Ready-Ed Publications' book preview.

Checking Punctuation Activity 2,p11 a. “Hi. My name is Ahmad,” he said. b. The boy looked around and said, “Where am I?” c. Mum put on her coat. “I’m freezing,” she said. d. “Happy birthday!” they all yelled. e. “How old are you?” Auntie Rosie asked. f. “Help! Fire!” they both shouted. g. The teacher smiled. “Tomorrow the holidays start,” he said. h. “Where do you live?” the lady asked. i. “Shhh, don’t make a noise. The baby is asleep,” mum whispered. j. Kai yelled, “I won the race! I won the race!”

Checking Punctuation Activity 3,p12 Once upon a time a kangaroo and an echidna had a race.

The kangaroo said he was faster.

The echidna asked, "Do you think you will win?"

The kangaroo said, "Yes, I am faster than you."

They started the race. The kangaroo was very fast.

The echidna was very slow.

The kangaroo was tired so he lay down to have a little rest and he soon fell asleep.

The echidna walked on very slowly all the way to the finishing line. Who was the winner?

"I'm the winner!" the echidna shouted.

Checking Grammar Activity 1, p13 a) am b)live c)was d)have e)likes f)are g)Is h)live i)were j)reads Checking Grammar Activity 2, p14 a)like b)see c)kicked d)barked e)dived f) visit g)eat h)rained i)jumped j)cooks Checking Grammar Activity 3, p15 a)him b)we c)them d)It e)I f)you g)her h)They i)I j)me Checking Grammar Activity 4, p16 a) cool b)six c)fridge d)sky e)pink f)hair g) younger h)daytime i)cold j) backpack

Spell Check Activity 3, p19 a)sun b)eyes c)read d)shoes e)feet f) meat g)hear h)see i)some j)week Spell Check Activity 4, p20 a)flower b)know c)eight d)pair e)won f)in g)whale h)tea i)mail

Checking for Errors 1, p21 a)It's cold today so I am wearing my coat. b) I saw a plane flying in the sky. b)Can you swim to the end of the pool? d)I am making a snack for mum to eat. e) I saw a black cat with a long tail. b),d) & e) are variable.

Checking for Errors 2, p22 a) The cat was sitting on the mat. b) The brown horse was eating grass. c) I am giving mum some flowers. d) The little bird was singing a song. e) Mrs Smith likes to make apple pies. f) On Friday my class is going to the beach. g) I like fruit. Do you like fruit?

Checking for Errors 3, p23 a)Bees like flowers. Bees make honey. b)An echidna has sharp spines. Don't try to pick it up. c) On Saturday we visited Nanna. We gave her a new book to read. d) It's hot today. I think I'll go for a swim. e)Where are my socks? I can't find them. f)One day I saw a little brown wallaby. She had a baby in her pouch. g)I like Saturday because I can sleep late.

Checking for Errors 4, p24 a) One day I went for a walk to the park. I saw three magpies. b)Let's go to the pool. Can you swim? c)Tomorrow we will go to see Grandad. It's his birthday. d)Give me your school bag. I will put it in the bedroom. e)When I go to the shop I'll buy an ice cream. I like chocolate, do you? f)They saw three kangaroos. The kangaroos were lying down.

The Visitor, p25 a. full stop after 'outside'; Big / big b. see / saw; look / looked c. owtside / outside; treey /tree At the Beach, p26 a. saturday / Saturday; full stop after 'walk' b. goed / went; 'swim' left out...Dad said to swim between the flags c. rokk / rock; beech / beach Make a Mother's Day card, p27 a. full stop not a question mark in point (b); Shape/ shape in point (e) b. cutting / cut; him / it c. carde / card; hart / heart

Go to www.readyed.net

Spell Check Activity 1, p17 a) moon b)dog c)their d)house e)hare f) my g)raining h)blue i)play j)toe

50

The Pelican, p28 a. two full stops after 'pouch'; Feet / feet b. has / have; helping / help c. hed / head; wata / water

Wool, p29 a. Sheep / sheep; full stop after 'different things' b. are warm / is warm; for make / to make c. wen / when; fings / things

b. a female butterfly lay her egs/ lays her eggs; they grows / they grow; dries him wings / dries its wings c. egs / eggs; eet / eat; buttafly / butterfly

This is a Ready-Ed Publications' book preview.

Bobbie, p30 a. full stop after 'tail'; bobbie likes / Bobbie likes b. her has / she has; her nose are / her nose is c. lon / long; wok / walk Should Kids Do Homework? p31 a full stop after 'things'; Homework / homework b does / do; help / helps c. nyew / new; hom / home Stay Sun Smart, p32 a. full stop after 'fun'; change question mark after 'sunglasses' to a full stop b. necks / neck; skins / skin c. sum / some; hatt / hat Kangaroo, p33 a. theres / there's; Pouch / pouch b. is /are; hold / holds c. jumpe /jump; wun /one Kids Cook, p34 a. thursday /Thursday; i / I b. is / are; cooks / cook c. four / for; form / from Tiddalik, p35 a. question mark after 'thirsty' should be a full stop; need a full stop after 'upset'; need a full stop after 'laugh' b. add 'in' to 'lived a long time ago in a creek'; have / had a plan; laugh / laughed 'laughed and laughed' c. brds / birds; wata / water; larfed / laughed Emma's Email, p36 a. need a full stop after 'holiday'; question mark after 'head' should be a full stop; need a full stop after 'fun' b. 'for week' should be 'for a week'; 'swim at beach' should be 'swim at the beach'; 'sky' should be 'sea' to make sense c. tim / time; playin / playing; frinds / friends How to make Mushroom Pizza, p37 a. exclamation mark in step 1 should be a full stop; question mark in step 2 should be a full stop; question mark in step 5 should be a full stop b. 'How to make the pie' should be 'How to make the pizza'; 'fridge' (step 3) should be 'oven' to make sense; step 4 add the word 'pizza' to make sense c. supermerket / supermarket; sppon / spoon; eet / eat Humpback Highway, p38 a. need a full stop after 'world'; october / October; need full stop after 'day' b. humpback whales is found /are found; grows / grow; drink / drinks c. whit / white; ov / of; humpbakks / humpbacks

Northern Hairy-Nosed Wombat, p40 a. full stop after 'eyes'; full stop after 'grass'; Legs / legs b. the wombat are /is; there is short, black hairs/ there are; 115 northern hairynosed wombat left / wombats left c. tarll / tall; stong / strong; wambat / wombat Save Bluegum Library, p41 a. need full stop after 'library'; belltown / Belltown; october / October b. Council wants close / wants to close; I likes / I like; a writer come / a writer came c. libary / library; skool / school; vere / very

Junk Food in Lunch Boxes, p42 a. need full stop after 'school'; parents say that Junk food / junk food; question mark after school' should be a full stop b. likes / like; banned on school / banned in school; best for him kids / best for their kids c. eet / eat; fod / food; parints / parents Blue Triangle Butterfly, p43 a. no question mark after 'day'; Curl / curl; its / it's b. sleeping bags / sleeping bag; time for find / time to find; lays your eggs / lay your eggs c. softe / soft; bloo / blue; flowa / flower The Magic Finger, p44 a. Roald dahl / Roald Dahl; mr Gregg / Mr Gregg; need full stop after 'amaze you' b. about a girls / about a girl; she points him / she points it; The Magic Finger are funny / is funny c. funy / funny; majic / magic; suns / sons The Three Wishes, p45 living / lived; hose / house; then / Then; walk / walked ; wood / would; Cows / cows; fatt / fat; wishing / wished; sed / said; wasnt / wasn't Walking Sticks, p46 Stick / stick; is / are; abowt / about; eats / eat; ? / .; hang / hanging; sid / side; win / wind; tinee / tiny; dont / don't The Daintree Rainforest, p47 queensland / Queensland; have / has; anmals / animals; calld / called; add full stop; are / is; suny / sunny; add a comma; snacks / snakes; walks / walk Whale Watching, p48 scool / school; hervey Bay / Hervey Bay; comes / come; wata / water; wednesday / Wednesday; bewtiful / beautiful; look / looking; wale / whale; him / its; Calf / calf

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The Life Cycle of a Butterfly, p39 a. Change question mark after 'next' to a comma; two full stops after 'grow'; Wings / wings

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