Striving To Improve Series: Writing - Book 2, for ages 11-15 years by Ready-Ed Publications

e v o r p m I o T Striving

e v o r p m I o T g n i v i r t S

Writing

Book 2

Writing Book 2 is one of eight books in the Striving To Improve series. This series is targeted at students aged between 11 and 15 years of age who, for whatever reason, are struggling to keep up with their peers. The activities in this book are designed to prevent students from regressing any further at school. Each worksheet is based on a modified curriculum, tasks are broken down into small and manageable parts and time limits for all tasks have either been abandoned or made flexible.

Book 2

For students aged 11 - 15 years who are underachieving at their year level.

Writing Book 2 will help students improve their spelling, grammar and vocabulary.

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STRIVING TO IMPROVE

Writing Book 2 ISBN 978 186 397 855 2

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Edited by Lindsay Marsh

This is a Ready-Ed Publications' book preview.

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This is a Ready-Ed Publications' book preview. Series: STRIVING TO IMPROVE Acknowledgements Title: Writing Book 2 i. Clip art images have been obtained from © 2013 Ready-Ed Publications Microsoft Design Gallery Live and are used Printed in Australia under the terms of the End User License Edited by Lindsay Marsh Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. Contributing authors: Francis Croft, Jude Scott, Sally Murphy, ii. Front cover: I-stock Photos. Lyn Stephenson.

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ISBN: 978 186 397 855 2 2

Contents

This is a Ready-Ed Publications' book preview. Teachers’ Notes Australian Curriculum Links

Section One: Spelling Strategies ie Or ei? 1 ie Or ei? 2 More ie And ei Special Homonyms The Letter q Followed By u Adding ing – Short Vowels Adding ed – Short Vowels Adding ing, ed And er – Short Vowels Adding ing And ed To e Endings

Section Two: Apostrophes Apostrophes – Possession 1 Apostrophes – Possession 2 Apostrophes – Possession 3 Apostrophes – Possession 4 Apostrophes – Possession 5 Contractions 1 Contractions 2 Contractions 3

Section Three: Speech Marks Speech Marks 1 Speech Marks 2 Speech Marks 3

Section Four: The Past, Present And Future Tenses Past, Present Or Future? 1 Past, Present Or Future? 2 The Past Tense

Section Five: Classification Categories 1 Categories 2

Section Six: Simple, Compound And Complex Sentences Simple Sentences Compound Sentences 1 Compound Sentences 2 Complex Sentences 1 Complex Sentences 2 Complex Sentences 3

Section Seven: Precision And Generalisations

4 4

5 6 7 8 9 10 11 12 13 14

15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44

Go to www.readyed.net Using Precise Language Generalisations Answers

45-48

Teachers’ Notes This is a Ready-Ed Publications'

book preview.

Writing Book 2 is part of the Striving To Improve series which is targeted at children aged between 11 and 15 years who are struggling to meet the expected requirements specified by the Australian Curriculum for their age group. The children who you teach may be struggling with their school work because they have been diagnosed with learning difficulties such as ADHD or dyslexia. They may be struggling because of social factors which have resulted in them missing a lot of school. Whatever the reason, this book will help students begin to write more clearly, accurately and confidently. Activities in this book link to the Australian Curriculum for Years 5 and 6, so children feel that what is being asked of them is actually achievable. To make the tasks more manageable, they have been broken down into small parts which gives each student the opportunity to process one idea at a time. Time limits have been either abandoned or made flexible for students. With this book you can prevent those students who have been left behind from regressing any further, and help them to feel that they too can be successful at school.

Australian Curriculum Links Year 5 LANGUAGE Text Structure and Organisation • ACELA1506 Expressing and Developing Ideas • ACELA1507 • ACELA1512

Year 6 LANGUAGE Expressing and Developing Ideas • ACELA1522 • ACELA1525 • ACELA1526

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This is a Ready-Ed Publications' book preview. Section One: Spelling Strategies

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 ie Or ei? 1 The vowels ie and ei can have the long e sound as in bee. When a word has a long e sound the rule is:

This is a Ready-Ed Publications' book preview. i before e except after c.

Examples: belief, niece, shield. The exception is seize. These words also show the rule because they include the letter c: receive, deceive, receipt.

* TASK A

Add ie or ei to make words. Write out each word on the line provided.

f___ld _____________ bel___ve _____________

rec___pt c___ling

_____________ _____________

br___f _____________ rec___ve _____________

Write two of the words above in questions. Question: Question:

* TASK B

Write the meanings of three words that are spelt with ei.

Word:_____________

Meaning:

Word:_____________

Meaning:

Word:_____________

Meaning:

* TASK C

Define each ie or ei word. Follow the example below.

Example:

deceive ei To be dishonest or trick someone.

piece:

___

niece:

___

achieve: ___ receipt:

___

grief:

___

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receiver: ___

 ie Or ei? 2

* TASK A

Add ie or ei to make words.

This is a Ready-Ed Publications' book preview. sh__ __ld

f__ __ld

c__ __ling

rec__ __ve

bel__ __ve

s__ __ge

rec__ __pt

dec__ __ve

Write a number 1 next to all the words which incluse ie and write a number 2 next to all the ei words. Is there a pattern? Make up a rule which tells you how to choose between ie and ei when spelling these words. __________________________________________________________________________

* TASK B

* TASK C

Next, use your rule to complete the words below. Add ie or ei.

y__ __ld

w__ __ld

rel__ __ve

perc__ __ve

ch__ __f

dec__ __t

fr__ __nd

p__ __ce

Now, complete the sentences using some of the words from Task A and B.

1. The store issued a ____________________________ when I paid my bill. 2. The fire officer tried to ________________________ the child from danger. 3. The teacher didn’t ___________________________ the student’s excuse. 4. She offered her a ____________________________ of cake. 5. It is always nice to ___________________________ a compliment.

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6. “Let’s kick the footy on the _____________________ “, he said to Tom.

 More ie And ei

* TASK A

This is a Ready-Ed Publications' book preview. TASK B First, write down the rule that you learned about ie and ei words.

_________________________________________________________________________

Now, complete the words below by adding either ie or ei.

w__ __ght

th__ __ir

h__ __r

v__ __l

n__ __ghbour

l__ __sure

v__ __n

r__ __gn

Do the words above obey the rule that you have written down at the top of the page? See if you can find a difference between the words above and the words on page 7. (Hint: Say the words out loud. Discuss this difference with a partner.) Now, can you rewrite the rule that you have written at the top of this page to fit the words from both lists? ________________________________________________________________________ ________________________________________________________________________ Share your new rule with the class.

* TASK C

How many ie and ei words can you find in the word search below?

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Can you think of any ie or ei words which do not follow your new rule? Make a class list of these words.

 Special Homonyns practice/practise

This is a }Ready-Ed Publications' book preview. * TASK A licence/license affect/effect

These three pairs of homonyms cause difficulty for many people. Taking the time to learn the difference between each pair will help you to improve your spelling.

Firstly, use your dictionary to help you to complete the definitions below.

A. Practi__e is something that you do to improve your skills, whilst a practi__e is a habit that you might have. (Remember that practise is a verb, and practice is a noun.) B. A licen__e is something that you are given which allows you to do a certain thing, whilst to licen__e is to give permission. (License is a verb and licence is a noun.) C. To __ffect means to influence something, whilst an __ffect is the result of something or to effect means to bring about.

* TASK B

 Now, practise using the special homonyns to complete the sentences

below. You may need to add a suffix (such as ing) to make the words fit.

1. practice/practise i) It is good ....................................... to ......................................... the violin every day. ii) She improved her tennis by ......................................... often. iii) Dr Brown’s ................................................... is in Smith Street. iv) He makes a .............................................. of getting up early. 2. licence/license i) Do you have your driver’s .................................................. yet? ii) The ranger was asked to ................................................... the dog. iii) The teacher gave them .................................................... to choose their own topics. iv) She works for the traffic ................................................... division. 3. affect/effect i) Her sickness is ..................................................... her results in dancing.

Go to www.readyed.net ii) Your attendance will .............................................. your final grade.

iii) My attendance had a good ................................................ on my final grade. iv) Your argument really isn’t ......................................... my decision.

 The Letter q Followed By u In the English language, the letter q almost always has the letter u after it. The letters qu usually have the sound kw as in queen and quick.

This is a Ready-Ed Publications' * TASK A book preview. Below, write five words that start with qu and have five or more letters.

qu_________

Write the meanings of three of the words that you have written above. Word: _________________ Meaning: _________________________________________ Word: _________________ Meaning: _________________________________________ Word: _________________ Meaning: _________________________________________ Use two of the words above in sentences. Sentence: Sentence:

* TASK B a.

 Circle the correct word to complete each sentence below. Write another

sentence underneath which includes one of the words starting with qu.

The small child was very (quilt / quick / quiet) as the door opened.

b. The examination (quince / quiet / question) was very hard. c.

At a (quiz / quarter / quilt) to three today I had a dental appointment.

d. The fruit and vegetables at the market were of poor (quaint / quality).

TASK C Write four words starting with qu that have not been used. *_________________ ________________ ________________ _________________ Write questions containing these words. Question:

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Question: Question: Question: 10

 Adding ing – Short Vowels When a word has a short vowel sound, double the last consonant before adding ing. Remember, the short vowel sounds are: a e i o u Examples: bat bed bit cot cup

This is a Ready-Ed Publications' * TASK A book preview.  Double the last consonant before adding ing to each word.

Write the new word beside it.

Examples:

drag

dragging

bat

batting

tip

tipping

tap: ___________________

grin: __________________

beg: __________________

win: ___________________

shop: _________________

run: __________________

Use two of the new words above in sentences. Sentence:

Sentence:

* TASK B a.

 Circle the word in each sentence that must have the consonant doubled

before adding ing. Then write the new sentence out in full underneath.

Last night we were (light / sit / eat) outside because it was hot.

b. During the storm the rain was (cat / band / drip) off the roof.

My little brother was (hop / stand / sip) his orange drink.

d. Before the holidays we went (drop / shop / bat).

* TASK C

 Write five more words of your choice where the last consonant is doubled

before ing is added.

_____________

_____________ ______________ _____________ _____________

Use three of the words above in sentences.

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Sentence: Sentence: Sentence:

 Adding ed – Short Vowels When a word has a short vowel sound, double the last consonant before adding ed. Remember, the short vowel sounds are: a e i o u Examples: bat bed bit cot cup

This is a Ready-Ed Publications' book preview. TASK A *

 Double the last consonant before adding ed to each word. Write the new

word beside it. Examples:

drag

dragged

bat

batted

tip

tipped

drip:

_______________

hop:

______________

drop:

______________

beg:

_______________

skip:

______________

spot:

______________

grin:

_______________

sip:

______________

trip:

______________

Use four of the new words above in questions. Question: Question: Question: Question:

TASK B  Unscramble the words below. The first letter of each word is underlined. * Then, double the consonant in each word before adding ed. Example: ips

sip

sipped

muh: ___________ _________________

oph: ___________ ________________

opst: ___________ _________________

ropd: __________ ________________

sipk : ___________ _________________

ring: ___________ ________________

* TASK C

 Complete the sentences or questions below, using at least one word

from TASK A in each one. Remember to add ed to each chosen word.

The small children _________________________________________________________ How did _________________________________________________________________ As soon as the driver _______________________________________________________

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When the ________________________________________________________________ Why did you ______________________________________________________________ Suddenly _________________________________________________________________ 12

 Adding ing, ed And er – Short Vowels

This is a Ready-Ed Publications' book preview. TASK A When a word ends in two consonants do not double the last consonant before adding ing, ed, or er. Example: camp/camping/camper/camped

Add ing, ed and er to each word below.

crawl: ________________

_________________

________________

walk: ________________

_________________

________________

shop:

_______________

_________________

________________

bomb: _______________

_________________

________________

spot:

_______________

_________________

________________

jump:

_______________

_________________

________________

* TASK B

Use the new words above in sentences.

Sentence: Sentence: Sentence: Sentence: Sentence: Sentence:

* TASK C a.

Add ing or ed to one of the bracketed words in each sentence so that it

makes sense. Write each sentence out correctly underneath.

The baby was (crawl / sat) on the grass.

b. As the children were (tramp / ate) in the bush they saw a white goat.

Go to www.readyed.net After dinner, I (laugh / fill) when I watched television.

 Adding ing And ed To e Endings Words that end in a silent e have a long vowel sound. Example: rake/raking/raked After the storm the students were raking up the leaves.

This is a Ready-Ed Publications' book preview. * TASK A  Complete each word by writing in the missing letter(s).

Then, drop the final e and add ing.

m__ke: __________

b__ke: __________

r__de: __________

fa__e: __________

r__ke: __________

pl__c__: __________

Use three of the words above which end in ing in questions. Question: Question: Question:

* TASK B a.

 Circle the correct bracketed word to complete each sentence below.

Write another sentence underneath which includes one of the other words that has a long vowel sound and ends in either ed or ing.

The child (racing / scraped / waded) her knee when she fell.

b. After dinner, the door (piled / voting /closed).

My father (ruled / shaved / invited) my friends to stay with us.

d. Yesterday we all (closing / tuned / voted) for our class captain.

* TASK C

 Write one statement about adding ed or ing to words ending in a silent e.

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Statement:

This is a Ready-Ed Publications' book preview. Section Two: Apostrophes

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 Apostrophes – Possession 1 The apostrophe (’) is used to show that something belongs to someone or something.

This is a Ready-Ed Publications' book preview. •

When the owner of something is singular (i.e: there is one owner) the apostrophe comes before the s (’s). Example: The cat’s biscuits. If there is more than one owner, the apostrophe comes after the s (s’). Example: Those cats’ biscuits.

•

* TASK A Susan

 Add an ’s to each word/phrase below and write something that could

belong to each owner. Example: Susan’s shoes. Mr Brown

Peter

the cat

my dog

the old horse

* TASK B

 Complete the sentences. Place one of the bracketed words in each space

below. Then, write three sentences of your own using the words in brackets that have not already been used. (child’s / dog’s / tree’s / car’s / wind’s / Dad’s / bird’s / plant’s / tiger’s)

The ____________________ hat was blown down the street.

b. After I came home from school, I listened to _____________________radio.

At the zoo, the ______________________ cub was born during the night.

* TASK C

 Complete the sentences. Include one word that has an ’s to show

possession.

Example: After the accident the man’s car was found by the lake. After

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At night the Yesterday

As soon as 16

 Apostrophes – Possession 2 The apostrophe (’) is used to show that something belongs to someone or something.

This is a Ready-Ed Publications' book preview. •

•

TASK A Add ‘s or s’ to each noun below. * Example: The dog’s collar. That boys bag is open.

All the teachers desks were wooden.

That clowns shoes are huge.

The books covers were dusty.

The teachers voice had disappeared.

The big stadiums seats were uncomfortable.

Use two of the words above that include an apostrophe in questions below. Question:

Question:

When a word is already plural, but does not end in s, (such as men, children and women), it is an exception. Even though these words are plural, the apostrophe comes before the s (‘s).

* TASK B

Add apostrophes to the following exceptions.

The mens changing room. The womens bicycles. The childrens cubby house. When a word ends in s, but is singular, add an apostrophe after the s (s’). You do not need to add another s. Example: James’ book.

* TASK C

 Write three sentences. Each sentence should use one of the following

names ending in s: Fergus, Doris and Charles. Use apostrophes correctly in each sentence.

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Sentence: Sentence: Sentence:

 Apostrophes - Possession 3

This is a Ready-Ed Publications' book preview. To help you remember where to put apostrophes, follow the three steps below. Example: Sally’s shoes.

Step 1

Step 2

Step 3

How many owners are there? One: Sally

What does she own?

Add an ‘s to Sally - the only owner of the shoes. Sally ‘s

* TASK A

shoes

Practise the rule using the examples below. Step 1: How many owners are there?

Step 2: What does he/she own?

Step 3: Add ‘s to the owner

shoes

Sally’s shoes

1. Sallys shoes.

_______________

_____________

_______________

2. Rebeccas mother.

_______________

_____________

_______________

3. The umpires whistle.

_______________

_____________

_______________

4. Mrs Dixons car.

_______________

_____________

_______________

5. The teams netball.

_______________

_____________

_______________

* TASK B

One: Sally

 In the examples below there is more than one owner.

To show this, add the apostrophe after the s (s’). Step 1: How many owners are there?

Step 2: What do they own?

Step 3: Add s’ to the owners

_______________

uniforms

Those girls’ uniforms

1. Those girls uniforms.

_____________

_______________

2. Those girls clothes.

_______________

_____________

_______________

3. The two teams netballs.

_______________

_____________

_______________

4. The players efforts.

_______________

_____________

_______________

5. The spectators cheers.

_______________

_____________

_______________

More than one: girls

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 Apostrophes - Possession 4 Follow the steps below to help you to determine when apostrophes come after the s (s').

Look example: This isatathis Ready-Ed Publications' book preview. These boys' pens.

Step 1

Step 2

Step 3

Who is/are the owner(s)? The boys

Is there more than one owner?

If there is more than one owner, put the apostrophe after the s. These boys’ pens.

Yes

Practise TASK A Practise the rule by adding apostrophes to the nouns below. * The two brothers drinks. ____________________________ Those tigers cage.

____________________________

Those girl guides uniforms.

____________________________

Those cars engines.

____________________________

Remember Do you remember the exceptions to the rule? If the owners do not end in s but are already plural then the apostrophe comes before the s (‘s). For example: the words children, men and women do not need an s on the end to be plural. They are already plural. This means that even though there is more than one owner, the apostrophe still comes before the s. Example: The children's ball.

TASK B Add apostrophes using this rule. * The mens shirts. ______________________________________________________ The womens scarves. __________________________________________________

Revision

* TASK C

 You have learnt that apostrophes can be used to show ownership.

Read the following passage and add apostrophes in red.

The young dogs excitement wasn’t always easy to tell, as he’d only wag his tail a

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little when he heard his owners voices. However, a cars horn was always able to send his yelps rolling across his masters ear. It was because he wouldn’t behave, that he was taken away at six o’clock to my uncles farm. 19

 Apostrophes - Possession 5

* TASK A

 Correct the underlined word in each sentence by putting an apostrophe

This is a Ready-Ed Publications' book preview. in the appropriate place. Write the word out again.

a. Alex was looking forward to Janes birthday party. _____________________________ b. The boys laughed when they saw their Dads faces. ____________________________

c. The farmer took his only sheeps wool to the market. ___________________________ d. I had an interview with the schools new principal. _____________________________ e. Mrs Jones cake is the best that I’ve ever tasted. ________________________________

* TASK B

 Finish the second sentences by filling in the blanks. Remember, some

answers may not require an apostrophe.

a. The book belonging to a lady. The ______________________ book. b. The books belonging to several men. The ________________ books. c. The basketball belonging to Lucy. __________________ basketball. d. The dog belong to a family. The _________________________ dog. e. The dogs belonging to two girls. The _____________________ dogs. f. The game belonging to Ollie. __________________________ game. g. The toy belonging to more than one child. The ______________ toy.

* TASK C

 The most common misuse of the apostrophe is to use one where it is not

needed. As you read the following paragraph, add apostrophes where necessary. Be careful not to use too many!

Alex filled the cats bowls with biscuits. Despite not having seen them for two days, she was still hoping that they would come home. They were the familys pride and joy. She loved to play games with them. Suddenly, she heard frantic miaows coming from the garage. She struggled with the doors bolt, but finally opened it. Two very frightened cats shot out and soon devoured the two bowls contents.

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 Contractions 1 When two words are shortened into one, it is known as a contraction. Contractions contain apostrophes to show where letters have been left out. E.g. did not can be shortened to didn’t. the apostrophe shows where the o from not is missing.

This is a Ready-Ed Publications' book preview. Contractions 1 * TASK A

Write each contraction as two words.

I’ll:

________________

he’s:

________________

you’re: ________________

you’ll:

________________

she’s:

________________

we’re:

________________

we’ll:

________________

he’ll:

________________

I’ve:

________________

I’d:

________________

she’ll:

________________

you’ve: ________________

you’d:

________________

he’d:

________________

we’ve: ________________

we’d:

________________

she’d:

________________

I’m:

________________

Contractions 2

* TASK B

Write the contractions for the words below.

____________

it will:

____________

have not:

____________

they have: ____________

it had:

____________

had not:

____________

they will:

____________

is not:

____________

could not: ____________

are not:

____________

should not: ____________

does not:

____________

it is:

____________

has not:

I am:

____________

they are:

* TASK C

____________



The giant is not too good at using apostrophes to create contractions. Rewrite his speech in the speech bubble using contractions.

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Im not going to let you escape. If you dont think Im serious, Ill prove it to you!

 Contractions 2 You have learned that when an apostrophe (’) takes the place of a letter that has been omitted it is called a contraction. Examples: I am = I’m she will = she’ll

This is a Ready-Ed Publications' book preview. TASK A * Turn the words into contractions.

he is:

_______________

she is: ________________

you are: ______________

here is: _______________

how is: ________________

when is: ______________

Include three of the contractions that you have created above in sentences. Sentence:

Sentence:

* TASK B

Write each contraction as two words.

don’t:

_______________

doesn’t: _______________

didn’t: _______________

isn’t:

_______________

haven’t: _______________

mustn’t: ______________

couldn’t: ______________

there’ll: _______________

you’ve: _______________

* TASK C a.

Underline the words in each sentence below that can be written as a

contraction. Write the contraction at the end of each sentence. Write a different sentence using the same contraction underneath. Underline the contraction.

The student did not wait for her friend.

b. He could not swim three lengths of the pool.

_________________

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They are all going to the pictures.

d. Small children should not swim in cold water.

_________________

 Contractions 3 You have learned that when an apostrophe (’) takes the place of a letter that has been omitted it is called a contraction. Examples: I am = I’m she will = she’ll

This is a Ready-Ed Publications' book preview. * TASK A  Complete each sentence using at least one of the contractions from the

list below. Underline the contractions that you use.

they’re

he’ll

she’ll

I’d

he’d

I’ve

I’m

we’d

As soon as

John said that

The latest report said

When I

After

* TASK B a.

 Find and write a suitable contraction to complete each sentence below.

Write a sentence of your own using the two words that make the contraction.

The boys___________________ go to town after school.

a. b. Mary said she _______________________ride the bike because it was too small. b.

* TASK C

 Write eight more contractions.

Try to include contractions that have not been used on this page.

_______________

________________

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_______________

________________

Use two of your contractions in sentences below. Sentence: Sentence:

This is a Ready-Ed Publications' book preview. Section Three: Speech Marks

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 Speech Marks 1 Speech marks are used to indicate when words are spoken. When the explanation of who is speaking comes after spoken words, the punctuation is as below.

This is a Ready-Ed Publications' “I can’t wait,” said Sally. book preview. The explanantion of who is speaking begins without a capital letter.

Speech marks enclose the words spoken. A capital letter begins the words spoken.

The full stop ends the sentence.

A comma separates the words spoken and the explanation of who is speaking. It is inside the speech marks.

Speech Marks 1

* TASK A

Rewrite the sentences following the above rules.

1. i hear Sally’s playing today remarked Mrs Johnson 2. i’d rather have Tanya argued the captain 3. take me home please requested Sally 4. pass it to me Sally shouted the captain 5. great work Sal her mother called

When the explanation of who is speaking comes first, the punctuation is as below. A capital letter begins the sentence.

Speech marks enclose the words spoken.

Sally’s mother replied, “The team needs you to play.” A comma separates the explanation of who is speaking from the spoken word.

A capital letter begins the words spoken.

The full stop (or question mark) is inside the speech marks.

Speech Marks 2

* TASK B

Try punctuating the sentences following the method above.

1. sally muttered softly let everyone know I’m a replacement 2. reluctantly Sally agreed I’ll stay and play 3. the umpire stood at the centre and said time to start girls

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4. afterwards her opponent commented that was a great game Sally 5. Sally asked her mum how did I play

 Speech Marks 2 One way to make a story more interesting is to use words that are actually spoken by a person. This is known as direct speech. Direct speech needs to be shown by using speech marks. Look at these examples: “I’m just off to buy the bread,” Tom called. "Just off to buy the bread," called Tom. Notice that Tom's words are enclosed in speech marks and that his speech is separated from the rest of the sentence by a comma which is placed inside the speech marks. His speech begins with a capital letter and the explanation of who is speaking begins without a capital letter, unless it is the name of someone.

This is a Ready-Ed Publications' book preview. Speech Marks 1

TASK A Punctuate the sentences following the rules above. * 1. More T.V. he mumbled. _____________________________________________ 2. This is Billy the teacher had said. ______________________________________ When the explanation of who is speaking comes first, a capital letter begins the sentence, a comma separates the explanation of who is speaking from the spoken word, a capital letter begins the spoken words and a full stop is placed inside the speech marks. Example: He whispered to himself, "I don't know what is happening. I don't know what I'm doing here."

Speech Marks 2 TASK B Punctuate the sentences below following the rules above. * 1. Billy whispered to the librarian do you have any more books about one-eyed monsters? 2. Billy shouted to the other children look at me. I'm a brave knight battling evil.

* TASK C

Use the picture to help you write out the conversation using speech marks.

Would you like an apricot icecream?

Thank you. That would be great.

_______________________________ _______________________________ _______________________________

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_______________________________ _______________________________

 Speech Marks 3

Rewrite

This* TASK isA a Ready-Ed Publications' book preview.  Rewrite the passage below using correct punctuation.

Remember to start a new line when somebody new is speaking.

billy ran quickly from the room wait shouted freddy ill come with you where are you going anyway i just remembered that ive left mr smiths hose on called back billy ill get killed if he finds out five minutes later Billy burst through the smiths garden gate and sloshed along the path towards the running tap billy im disappointed in you came mr smiths voice from behind him ive just got home from work and what do i find

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

* TASK B

 Write the conversations that the people in the cartoons are having.

Include speech marks.

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This is a Ready-Ed Publications' book preview. Section Four: The Past, Present And Future Tenses

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 Past, Present Or Future? 1

This is a Ready-Ed Publications' Add A Verbbook preview. Every sentence that you write must have a verb because it is the verb that actually tells the reader what is being done. Sentences that talk about more than one idea will have more than one verb. Example: He ran down the road and bought a newspaper.

* TASK A

Use the verbs listed to complete the passage.

(You won’t need to use all of the verbs in the list.)

sped, ran, giggled, caught, swam, run, fell, bowled, sprinted, swung, called, lifted The fast bowler ________________ quickly towards the wicket. As he _______________ the ball the batsman ________________ his bat. Just as the ball reached him the batsman ________________ mightily at it. With a ‘crack’, the ball ________________ away over the grass and the batsmen started to ________________. “Quickly!” the wicket-keeper _________ as the fielder ________________ after the ball. When you are writing a story it is important that you don’t mix up the tenses of the verbs. The word tense in this case means the time of the action – the verb may be in the past, the present or the future tense. Examples: Past: Mum helped me with my homework. Present: Mum is helping me with my homework. Future: Mum will help me with my homework. You can see that we can add other words to verbs to help show the correct tense, such as will.

Changing Tense

* TASK B

In the passage below the writer has become confused with tenses.

On a separate piece of paper rewrite the passage putting the verbs in bold into the past tense.

As he walked through the field he will come upon a dark hole in the ground. He places his back pack on the grass and will climb into the pit. He carefully descends into the earth, all the time worrying about whether or not his torch battery is strong enough. When he reaches the bottom he will look around in astonishment at what he finds.

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 Past, Present Or Future? 2 You have learned that when writing, it is important for understanding that we don’t confuse the tenses of the verbs within a sentence. TENSE means the TIME that the action described by the verb is happening. The tense of the verb can be in the PAST, the PRESENT or the FUTURE. Examples: Present: I play today or I am playing today Past: I played yesterday or I was playing yesterday Future: I shall play tomorrow or I shall be playing tomorrow

This is a Ready-Ed Publications' book preview. (Hint: To help you decide what tense a verb is in, place the words yesterday (past), today (present) or tomorrow (future) in front of the sentence.)

* TASK A

Write down the verbs in the sentences below and state the tense of each.

Sentence

Verb

Tense

The girls will play netball on Saturday. The new manager started last week. The dog barks loudly. Who goes there?

* TASK B



 Write two sentences that are in the past tense. Example: I was pleased to welcome him to our school. _____________________________________________________________________ _____________________________________________________________________  Write two sentences that are in the present tense. Example: Everybody is too busy to notice. _____________________________________________________________________ _____________________________________________________________________  Write two sentences that are in the future tense. Example: We will all be going on a picnic to Yellow Stone National Park.

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_____________________________________________________________________ _____________________________________________________________________

 The Past Tense

* TASK A

 Look at the words in bold. Find the past tense of each word. Write your

answers in the spaces provided.

This is a Ready-Ed Publications' book preview. swam

keep

made

sing

left

sell

sold

swim

kept

make

sang

kept

leave

Use your answers above to complete the sentences below. 1. The boy __ __ __ __ jumping. 2. All the frogs __ __ __ __ in the pond. 3. I __ __ __ __ well at the school concert. 4. I __ __ __ __ my jacket on eBay for $10.

* TASK B

 Look at the words in bold. Find the past tense of each word. Write your

answers in the spaces provided.

spent

run

ran

cry

ate

sleep

cried

know

sleptr

eat

knew

spend

Use your answers above to complete the sentences below. 1. The boy __ __ __ __ __ in his pyjamas.

Go to www.readyed.net 2. I __ __ __ __ __ all of my money on lollies. 3. I __ __ __ around the track quickly. 4. I __ __ __ all of my dinner. 31

This is a Ready-Ed Publications' book preview. Section Five: Classification

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 Categories 1

* TASK

Sort the words below into categories. Write one of your own words at the bottom of each category, next to the star ().

This is a Ready-Ed Publications' book preview. man

red

ten

cat

sad

jump

dog

cow

one

pink

king

blue

happy

two

skip

twelve

girl

hop

fish

puppy

green

boy

angry

pleased

eat

sleep

glad

lady

five

yellow

animals

colours

people

cat

red

man



numbers

feelings

verbs

ten

sad

jump



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On the back of this sheet create two categories of your own and write four words under each. 33

 Categories 2

* TASK

Sort the words into the correct columns. Write one of your own words at the bottom of each category, next to the star ().

This is a Ready-Ed Publications' book preview. Thames tortoise raspberry lettuce Melbourne celery opal

Iraq sapphire Amazon Murray sweet potato Hobart spine

Western Australia Tasmania Sydney emerald lizard apricot lemon ruby

Countries

Cities

Thames

Iraq

Brisbane



Australian States

Body Parts

Reptiles

Western Australia

tibia

tortoise



tibia mango China turtle lungs Germany Queensland

Rivers of the Word



Brisbane onion spleen New South Wales Mexico Mississippi alligator



Precious Stones

Vegetables

Fruits

sapphire

onion

mango

Go to www.readyed.net 



This is a Ready-Ed Publications' book preview. Section Six: Simple, Compound And Complex Sentences

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ď&#x192;¤ Simple Sentences

This is a Ready-Ed Publications' book preview. A simple sentence can also be referred to as an independent clause (one idea).

Simple sentences contain a subject and a verb and express one complete thought. They can contain more than one subject (compound subjects) and more than one verb (compound verbs) as long as they express one complete thought.

Look at the examples below.

1.) Many students like to play soccer in the morning. In this simple sentence there is one complete thought. There is one verb which is the word play. There is a subject, which is the word students. 2.) Harry and Max read every afternoon. In this simple sentence there is one complete thought. There is one verb which is the word read. There is a compound subject - Harry and Max. 3.) Mary goes fishing and catches fish every day. In this simple sentence there is one complete thought. There is a compound verb - goes fishing and catches. The subject is Mary.

* TASK

ď&#x20AC; Write three of your own simple sentences then explain why they are simple.

Sentence 1: _____________________________________________________________. Explanation: ____________________________________________________________ _______________________________________________________________________ Sentence 2: _____________________________________________________________. Explanation: ____________________________________________________________ _______________________________________________________________________ Sentence 3: _____________________________________________________________.

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Explanation: ____________________________________________________________ _______________________________________________________________________

 Compound Sentences 1 A compound sentence contains two independent clauses (two ideas) joined together by a conjunction (or coordinator), such as: for, and, nor, but, or, yet, so. The first letter of each conjunction spells FANBOYS.

This is a Ready-Ed Publications' book preview. Most of the time, the conjunctions are preceded by a comma.

Look at the example below.

I tried to tie my shoelaces, and my friend tried to tie his.

This sentence contains two independent clauses: I tried to tie my shoelaces is one independent clause. My friend tried to tie his is another independent clause. They are joined together by a conjunction (and) which is preceded by a comma.

* TASK A

 Look at the sentences below and identify the independent clauses and

the conjunction in each.

Ollie played his guitar, so Jarvis went home. 1st independent clause: _____________________________________________________ 2nd independent clause: ____________________________________________________ Conjunction: ______________________________________________________________ Emily played on the iPad, for Holly had gone to bed. 1st independent clause: _____________________________________________________ 2nd independent clause: ____________________________________________________ Conjunction: ______________________________________________________________

* TASK B

 Write two of your own compound sentences and then identify their three

different parts.

Sentence 1: _______________________________________________________________. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Sentence 2: _______________________________________________________________.

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 Compound Sentences 2

* TASK A

 Turn each sentence pair into a single compound sentence by adding a

This is a Ready-Ed Publications' book preview. conjunction. Choose from: for, and, nor, but, or, yet, so. Try to use each conjunction at least once.

Joe has won lots of awards. He isn’t very talented.

_________________________________________________________________________

He announced that a tsunami was coming. The people ran inside. _________________________________________________________________________ Emily didn’t like Maths. She wasn’t too good at it. _________________________________________________________________________ Holly didn’t like running. She didn’t like skipping. _________________________________________________________________________ Taylor didn’t like music. She kept going to music lessons. _________________________________________________________________________ I want to go to the dance. I want to request a song. _________________________________________________________________________ You can make a paper aeroplane. You can make a birthday card. _________________________________________________________________________ I can’t wait to get to the concert. She is my favourite artist. _________________________________________________________________________

* TASK B

 In your own words explain the difference between a simple and a

compound sentence.

_________________________________________________________________________

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 Complex Sentences 1

This is a Ready-Ed Publications' book preview. * TASK A A complex sentence links two main ideas (clauses). It links ideas through subordinators such as: because, since, after, although, when or relative pronouns such as: that, who, which.

 Highlight the subordinators and relative pronouns in the complex

sentences below.

When Taj handed in his essay, he forgot to put his name on it. After Kelly went to the shoe store, she had less money in her wallet. Louise is annoyed because she hasn’t been given any guidance. Although I love their music, I didn’t buy a concert ticket. There were people in the crowd who were pushing. The giraffe that had the longest neck got to eat the most leaves from the tree.

* TASK B

 Write four more of your own complex sentences which use

subordinators and relative pronouns.

Sentence 1: _______________________________________________________________ _________________________________________________________________________ Sentence 2: _______________________________________________________________ _________________________________________________________________________ Sentence 3: _______________________________________________________________ _________________________________________________________________________ Sentence 4: _______________________________________________________________

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_________________________________________________________________________

 Complex Sentences 2

TASK A

This is a Ready-Ed Publications' book preview. 

Some complex sentences provide reasons.

Example: He jumped up because the bell rang.

What is the 1st idea? ___________________________________________ What is the 2nd idea? ___________________________________________

What is the conjunction? ________________________________________ Write two more complex sentences which provide a reason for something. Sentence 1: _______________________________________________________________ Sentence 2: _______________________________________________________________

* TASK B



Some complex sentences state a purpose.

Example: She raced home in order to confront her brother. What is the 1st idea? ___________________________________________ What is the 2nd idea? ___________________________________________ What is the conjunction? ________________________________________ Write two complex sentences which state a purpose. Sentence 1: _______________________________________________________________ Sentence 2: _______________________________________________________________

* TASK C

Some complex sentences express a condition.

Example: It will break if you push it. What is the 1st idea? ___________________________________________ What is the 2nd idea? ___________________________________________ What is the conjunction? ________________________________________ Write two complex sentence which express a condition.

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Sentence 1: _______________________________________________________________ Sentence 2: _______________________________________________________________

 Complex Sentences 3 TASK A * This is a

Ready-Ed Publications' book preview. Some complex sentences make a concession.

Example: She went to work even though she wasn’t feeling well.

What is the 1st idea? ___________________________________________ What is the 2nd idea? ___________________________________________

What is the conjunction? ________________________________________ Write three complex sentences which make a concession. Sentence 1: _______________________________________________________________ Sentence 2: _______________________________________________________________ Sentence 3: _______________________________________________________________

* TASK B

Some complex sentences link two ideas in terms of time.

Example: I cleaned while she polished. What is the 1st idea? ___________________________________________ What is the 2nd idea? ___________________________________________ What is the conjunction? ________________________________________ Write three complex sentences which link two ideas in terms of time. Sentence 1: _______________________________________________________________ Sentence 2: _______________________________________________________________ Sentence 3: _______________________________________________________________

* TASK C

In your own words explain to someone what a complex sentence is.

_________________________________________________________________________

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This is a Ready-Ed Publications' book preview. Section Seven: Precision And Generalisations

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 Using Precise Language We can use different words to be more exact. Instead of the word cut for example, we can use words such as: dice, slice, fillet and segment to be more exact about how something should be cut.

This is a Ready-Ed Publications' book preview. * TASK A Think of words that can express the bolded word in each sentence below,

more exactly.

Toby ran from my house to his house. _________________________________________________________________________ The text took a long time to read. _________________________________________________________________________ I cooked the fish. _________________________________________________________________________ He moved from one end of the room to another. _________________________________________________________________________ “No!” he said to the class. _________________________________________________________________________

* TASK B

Highlight the precise words that have been used in the sentences below.

The mice gathered together behind the wood shed. There was some muttering in the crowd. “Well?” bellowed Mayor Mouse. Tiny Mouse was given a shiny, sharp pin to use as a sword.

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A cloud scuttled across the sun.

His shiny sword clanked against his armour.

 Generalisations Generalisations are statements that are not precise or exact. They are vague and broad.

This is a Ready-Ed Publications' book preview. TASK A * Example:

“7,000 people attended the concert yesterday” is a precise statement. “Loads of people attended the concert yesterday” is a generalisation.

 Look at the sentences below and indicate whether they are precise

statements or generalisations. Highlight the words that helped you make your decisions. Sentence

Generalisation

Precise Statement

The young wombat spends a long time in its mother’s pouch. The young wombat spends six months in its mother’s pouch. The giant footprints measure 60 centimetres long and 20 centimetres wide. The footprints are some of the biggest I have seen. Most people live in rural areas of Australia. One third of the population live in rural areas of Australia. The German geologist and meteorologist Alfred Wegener created the theory of continental drift. A scientist created a theory about continental drift. A UFO sighting was made by pilot Kenneth Arnold just before 3pm on 24th June 1947. Kenneth Arnold reported a UFO sighting some time ago. He won 32 out of 35 races. He won lots of races.

* TASK B

Write three of your own generalisations.

_________________________________________________________________________

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_________________________________________________________________________ _________________________________________________________________________

 Answers P6 TASK A field, receipt, brief, believe, ceiling, receive

a. quiet b. question c. quarter d. quality P11 TASK A tapping, grinning, begging, winning, shopping, running TASK B a. sitting b. dripping c. sipping d. shopping

This is a Ready-Ed Publications' book preview. P7 TASK A shield (1) field (1) ceiling (2) receive (2) believe (1) siege (1) receipt (2) deceive (2) Rule: Place the i before the e except after c. TASK B yield wield relieve perceive chief deceit friend piece TASK C 1. receipt 2. shield 3. believe 4. piece 5. receive 6. field

P8 TASK B weight their heir veil neighbour leisure vein reign Rule: When a word has a long e sound, you place the i before the e. When a word has a short e sound, the e goes before the i. TASK C R E C E I P T P X

E H E

T N

L O E

E O R

E H

E W E

G H T

E V E

E G

P9 TASK A A.Practise is something that you do to improve your skills, whilst a practice is a habit that you might have. B.A licence is something that you are given which allows you to do a certain thing, whilst to license is to give permission. C.To affect means to influence something, whilst an effect is the result of something or to effect means to bring about. TASK B 1. i) practice, practise ii) practising iii) practice iv) practice 2. i) licence ii) license iii) licence iv) licence 3. i) affecting ii) affect iii) effect iv) affecting P10 TASK B

P12 TASK A dripped, hopped, dropped, begged, skipped, spotted, grinned, sipped, tripped TASK B hum = hummed, hop = hopped, stop = stopped, drop = dropped, skip = skipped, grin = grinned P13 TASK A crawl = crawling, crawled, crawler walk = walking, walked, walker shop = shopping, shopped, shopper bomb = bombing, bombed, bomber spot = spotting, spotted, spotter jump = jumping, jumped, jumper TASK C crawling, tramping, laughed

P14 TASK A make = making, brake = braking, ride = riding, fake = faking, place = placing, rake = raking TASK B a. scaped b. closed c. invited d. voted P16 TASK B a. The child’s hat was blown down the street. b. After I came home from school, I listened to Dad’s radio. c. At the zoo, the tiger’s cub was born during the night. P17 TASK A That boy’s bag is open. All the teachers’ desks were wooden. That clown’s shoes are huge. The books’ covers were dusty. The teacher’s voice had disappeared. The big stadium’s seats were uncomfortable. TASK B The men’s changing room. The women’s bicycles. The children’s cubby house.

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P18 TASK A 2. One: Rebecca; mother; Rebecca’s mother 3. One: umpire; whistle; umpire’s whistle 45

4. One: Mrs Dixon; car; Mrs Dixon’s car 5. One: team; netball; team’s netball TASK B 2. More than one: girls; clothes; those girls’ clothes 3. Two: two teams; netballs; teams’ netballs 4. More than one: the players; efforts; players’ efforts 5. More than one: spectators; cheers; spectators’ cheers

TASK B don’t = do not, doesn’t = does not, didn’t = did not, isn’t = is not, haven’t = have not, mustn’t = must not, couldn’t = could not, there’ll = there will, you’ve = you have TASK C a. did not = didn’t b. could not = couldn’t c. They are = They’re d. should not = shouldn’t

P19 TASK A The two brothers’ drinks. Those tigers’ cage. Those girl guides’ uniforms. Those cars’ engines. TASK B The men’s shirts. The women’s scarves. TASK C The young dog’s excitement …. his owners’ voices…a car’s horn…his master’s ears…my uncle’s farm

P25 TASK A Speech Marks 1 1. “I hear Sally’s playing today,” remarked Mrs Johnson. 2. “I’d rather have Tanya,” argued the captain. 3. “Take me home please,” requested Sally. 4. “Pass it to me Sally,” shouted the captain. 5. “Great work Sal,” her mother called. TASK B Speech Marks 2 1. Sally muttered softly, “Let everyone know I’m a replacement.” 2. Reluctantly Sally agreed, “I’ll stay and play.” 3. The umpire stood at the centre and said, “Time to start girls.” 4. Afterwards her opponent commented, “That was a great game Sally.” 5. Sally asked her mum, “How did I play?”

This is a Ready-Ed Publications' book preview.

P20 TASK A a. Jane’s b. Dad’s c. sheep’s d. school’s e. Jones’ TASK B a. The lady’s book b. The men’s books c. Lucy’s basketball d. The family’s dog e. The girls’ dogs f. Ollie’s game g. The children’s toy TASK C cats’ bowls …. family’s pride and joy…door’s bolts… bowls’ contents P21 TASK A Contractions 1 I’m = I am, you’re = you are, we’re = we are, I’ve = I have, you’ve = you have, we’ve = we have, I’ll = I will, you’ll = you will, we’ll = we will, I’d = I would, you’d = you would, we’d = we would, he’s = he is, she’s = she is, he’ll – he will, she’ll = she will, he’d = he would, she’d = she would TASK B Contractions 2 they are = they’re, they have = they’ve, they will = they’ll, are not = aren’t, it is = it’s, it will = it’ll, it had = it’d, is not = isn’t, should not = shouldn’t, has not = hasn’t, have not = haven’t, had not = hadn’t, could not = couldn’t, does not = doesn’t, I am = I’m TASK C I’m not going to let you escape. If you don’t think I’m serious, I’ll prove it to you!

P26 TASK A Speech Marks 1 1. “More T.V.,” he mumbled. 2. “This is Billy,” the teacher had said. TASK B Speech Marks 2 1. Billy whispered to the librarian, “Do you have anymore books about one-eyed monsters?” 2. Billy shouted to the other children, “Look at me. I’m a brave knight battling evil.” TASK C “Would you like an apricot ice cream?” asked the boy. “Thank you. That would be great,” replied the girl. P27 TASK A Billy ran quickly from the room. “Wait!” shouted Freddy, “I’ll come with you. Where are you going anyway?” “I just remembered that I’ve left Mr Smith’s hose on,” called back Billy. “I’ll get killed if he finds out.” Five minutes later Billy burst through the Smith’s garden gate and sloshed along the path towards the running tap. “Billy, I’m disappointed in you,” came Mr Smith’s voice from behind him. “I’ve just got home from work and what do I find?”

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P22 TASK A he is = he’s, she is = she’s, you are = you’re, here is = here’s, how is = how’s, when is = when’s

P29 TASK A Add A Verb ran, bowled, lifted, swung, sped, run, called, sprinted Changing Tenses TASK B came, placed, climbed, descended, was, reached, looked, found

P34 Rivers of the World

Countries

Cities

Amazon

Mexico

Melbourne

This is a Ready-Ed Publications' book preview. P30 TASK A will play - future; started - past; barks - present; goes - present P31 TASK A

keep

kept

sing

sang

sell

sold

swim swam make made

1. The boy kept jumping. 2. All the frogs swam in the pond. 3. I sang well at the school concert. 4. I sold my jacket on eBay for $10.

Murray

China

Hobart

Mississippi

Germany

Sydney

Australian States

Body Parts

Reptiles

New South Wales

spine

alligator

Queensland

spleen

turtle

Tasmania

lungs

lizard

Precious Stones

Vegetables

Fruits

opal

lettuce

raspberry

emerald

celery

apricot

ruby

sweet potato

lemon

P37 TASK A 1st independent clause: Ollie played his guitar 2nd independent clause: Jarvis went home Conjunction: so 1st independent clause: Emily played on the iPad 2nd independent clause: Holly had gone to bed Conjunction: for

left

leave TASK B

run

ran

cry

cried

sleep slept know knew ate

eat

The boy slept in his pyjamas. 2. I spent all of my money on lollies. 3. I ran round the track quickly. 4. I ate all of my dinner.

spend spent P33 animals

colours

people

cat

red

man

dog

green

boy

fish

pink

lady

car

blue

king

puppy

yellow

girl

numbers

feelings

verbs

ten

sad

jump

two

happy

eat

one

glad

sleep

twelve

angry

skip

five

pleased

hop

P38 TASK A Joe has won lots of awards, but he isn’t very talented. He announced that a tsunami was coming, so the people ran inside. Emily didn’t like Maths, for she wasn’t too good at it. Holly didn’t like running, nor did she like skipping. Taylor didn’t like music, yet she kept going to music lessons. I want to go to the dance and request a song. You can make a paper aeroplane, or you can make a birthday card. I can’t wait to get to the concert, for she is my favourite artist. P39 TASK A Students should highlight: when, after, because, although, who, that P40 TASK A 1st idea: he jumped up 2nd idea: the bell rang Conjunction: because TASK B 1st idea: she raced home 2nd idea: to confront her brother Conjunction: in order to TASK C 1st idea: it will break 2nd idea: if you push it

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Conjunction: if P41 TASK A 1st idea: she went to work 2nd idea: she wasn’t feeling well Conjunction: even though TASK B 1st idea: I cleaned 2nd idea: she polished Conjunction: while

This is a Ready-Ed Publications' book preview. P43 TASK B Students should highlight the words: gathered, muttering, bellowed, shiny, sharp, scuttled, shiny, clanked P44 TASK A Sentence

Generalisation

Precise Statement

     

 

  

He won 32 out of 35 races.



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He won lots of races.