0794 Proofreading and Editing Skills Upper

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Practical activities using text types
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Foreword
Proofreading and editing skills consists of a selection of texts written in speciﬁc formats to provide punctuation, spelling and grammatical practice. Detailed descriptions of concepts, such as speciﬁc parts of speech and punctuation, are also included, as well as vocabulary enrichment and aspects of writing. The aim is to provide pupils with varied, structured experiences in proofreading and editing written texts. A high level of proﬁciency in these skills is vital for accurate self-monitoring of written work. Other titles in this series are: • Proofreading and editing skills (Lower) • Proofreading and editing skills (Extension) • Proofreading and editing skills (Middle)
Contents
Teachers information
Teacher information .................................................................................................................. iv – v Curriculum links .........................................................................................................................vi–vii Overview of activity content .....................................................................................................viii–ix Punctuation, spelling and grammar information ......................................................................x–xiii Writing format information .................................................................................................... xiv– xv Writing format checklists ................................................................................................... xvi – xxii Pupil proofreading and editing checklist.................................................................................... xxiii
Worksheets
Tasmanian devil........................................ 2–3 Dream catcher .......................................... 4–5 Robotic pets ............................................. 6–7 Mars .......................................................... 8–9 Crown Princess Mary of Denmark........10–11 Why do stars twinkle? ...........................12–13 Chinatown .............................................14–15 Windswept poem ..................................16–17 Guard the treasure! .............................. 18–19 Eyewitness account ............................. 20–21 The Aquada .......................................... 22–23 The old shed......................................... 24–25 Birthday parties .................................... 26–27 Be healthy! Be happy! ......................... 28–29 The ballad of Ned Kelly ........................ 30–31 Art thief arrest ...................................... 32–33 The ‘Titanic’ should be left alone ........ 34–35 The marine turtle .................................. 36–37 Matthew’s story ................................... 38–39 The Great Barrier Reef ......................... 40–41 Hermes ................................................. 42–43 www.prim-ed.com
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School vending machine .................... 44–45 Annie the witch .................................... 46–47 School concert....................................... 48–49 Glow-worm grotto............................... 50–51 How does a microwave oven work? .. 52–53 Roald Dahl ........................................... 54–55 How chewing gum is made ................ 56–57 Flying carpet ........................................ 58–59 Letter to the editor ............................... 60–61 Book review ......................................... 62–63 Aquatic biomes ................................... 64–65 Treating a nosebleed ........................... 66–67 How does velcro work? ...................... 68–69 Trees cross railway line ....................... 70–71 Said the teacup to the saucer ............. 72–73 The frilled lizard ................................... 74–75 Missing person .................................... 76–77 Plant more trees! .................................. 78–79 Treasure hunt....................................... 80–81 The Wallace Walking Club.................... 82–83 Improve your freestyle swimming stroke .................................................... 84–85 Proofreading and editing skills iii
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Teacher information
The following is an explanation of how to use the pages in this book.
Teachers pages
A teachers page accompanies each pupil worksheet. It provides the following information: The lesson focus indicates the focus for each pupil page. This will include aspects from the areas of punctuation, spelling, grammar, vocabulary and writing. Some of these may involve simple recognition of a concept, or use an already-known aspect. More detailed teacher information about punctuation, spelling and grammar can be found on pages x–xiii. Teacher information gives brief background information about each text type. More detailed information can be found on pages xiv–xv. Answers to all worksheet activities are provided. The corrected text is given with punctuation errors in bold. Correct spelling is highlighted in italics, as well as being provided in the answers section.
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Proofreading and editing marks
Editors use a number of consistent symbols to indicate where changes are to be made in a text.
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Teachers may require pupils to use these ‘professional’ proofreading and editing marks to indicate errors in the text on the pupil pages.
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NOTE:
All spelling is taken from the Oxford and Collins English Dictionaries, while all punctuation is according to the Style manual for authors, editors and printers, Sixth edition, Revised by Snooks & Co. These are standard references for contemporary professional publishing.
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= insert (something) The weather hot The boys hat
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He went swiming. = delete (something) I went to to the shops. T h e d o g b r o k e i t ’ s c o l l a r. = lower case
I d o n’ t l i k e M a t h s .
cap. = capital letter
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‘I’m telling mum.’ + correction = spelling He wos playing football.
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Teacher information
Pupil pages
• A speciﬁc text type is identiﬁed and presented for the pupils to read. The text has punctuation, spelling and grammatical errors for the pupil to identify. There are also opportunities presented for the pupils to work in the areas of grammar, vocabulary and writing as speciﬁed by the worksheet or teacher. • The texts are presented in two ways. One allows pupils to become familiar with formats they may encounter in some standardised tests; both follow a similar format for identifying and correcting proofreading and editing errors. The pupil activities follow a common format.
Annie the witch
Read this narrative. Youre crazy, mike Old annies a witch—everyone knows that Rubbish, ian My mum and dad say shes just a lonley old lady. Im telling you shes a witch ian shook his head, his eyes behind the thick lenses opened wide and round. He dropped his voice to a wisper.
And she killed her husband—she served him poisned cookies and milk. Homemade choc-chip cookies. And you want to go there by yourself—youre a nutcase But nothing could shake mike.
Im going to weed her garden for her—and shes going to pay me cash. And when I youre very lucky, I might let you play with it sometimes. Yeah, if you’re alive, you mean … 1
have that cash, Ill have saved enugh for a new engine for my model aeroplane. And if
Punctuation
Speech marks are put at the beginning and end of what has been spoken. (a) There are 6 separate speeches in the text. Add the missing speech marks. (b) Write in 5 missing exclamation marks where the sentence suggests strong feelings. (c) Find 7 capital letters needed for proper nouns. A hyphen (-) is used in some compound words to connect smaller words; for example, choc-chip. (d) Use a dictionary to ﬁnd three other words associated with food that also use a hyphen.
(f) Write the 5 different contractions used in the text in full below.
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Apostrophes are used in grammatical contractions. They show that letters have been left out. (e) In the text, add the missing apostrophes in 11 contractions.
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Headings indicate which punctuation, spelling, grammatical, vocabulary and writing mistakes need to be identiﬁed and corrected by the pupil. Extra practice is given in particular areas.
Pupil instructions are written in a consistent format to encourage pupils to concentrate on the activity. Where an instruction requires pupils to ‘ﬁnd capital letters etc.’, teachers should select their own method for pupils to use; for example, circle, highlight with a coloured marker, underline or write over the error. Some proofreading and editing marks may be used. (See teachers notes page iv.)
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(i) knows (ii) shook (iii) dropped (iv) am going to weed
Proofreading and editing skills
(a) Indicate the tense of these verbs from the text by writing ‘past’, ‘future’ or ‘present’ after each.
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(a) Underline 4 spelling mistakes in the text and write them correctly below.
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The title of the text is given.
Editing skills
Format 1
The speciﬁc text type is given and the text presented.
Format 2
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Curriculum links
Country/ Subject England Literacy Year/ Level Year 4 Strand/ Unit Range Objective • Fiction and poetry: historical stories, poems, stories/poems from other cultures • Non-Fiction: reports, newspaper articles, instructions, explanations, persuasive writing, discussion texts • • • • • • • • • • • • • • • • • • • 1.2 1.6 1.7 1.8 2.2 2.9 3.2 3.9 3.10 3.11 1.1 1.1 1.2 1.4 1.5 2.1 2.2 2.2 2.4 Identify mis-spelt words Distinguish between the spelling and meanings of common homophones Spell regular verb endings s, ed, ing Spell irregular tense changes Identify mis-spelt words Use alternative words which are more interesting than the common choices Identify mis-spelt words Recognise the sufﬁx: -tion Distinguish between its and it’s Investigate compound words Word
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• 3.1 • 3.2 Year 5 Range
Re-read writing to check for grammatical sense and accuracy Identify errors and suggest alternatives Investigate verb tenses Identify adverbs and understand their functions Practise using commas to mark grammatical boundaries within sentences Extend work on adjectives Use the apostrophe accurately to mark possession Distinguish between use of the apostrophe for contraction and possession Recognise how commas, connectives and full stops are used to join and separate clauses Understand that some words can be changed in particular ways and others cannot, e.g. verb endings, pluralisation Identify common punctuation marks including commas, colons and speech marks
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Sentence • 1.2 • 1.3 • 1.6 • • • • 1.8 1.9 1.9 2.2 • 2.4 • 2.5 • 2.9 • 3.1 • • • • 3.3 3.4 3.5 3.7
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• Fiction and poetry: traditional stories, legends, fables, narrative poetry, stories/poems from other cultures • Non-Fiction: recounts, news reports, instructional texts, rules, non-chronological reports, explanations, persuasive writing, letters Identify mis-spelt words Investigate patterns in pluralisation Identify mis-spelt words Distinguish between homophones Know the correct use and spelling of possessive pronouns Investigate antonyms Identify mis-spelt words Investigate and learn spelling rules Transform words by changing tenses
Understand the basic conventions of standard English, including: agreement between nouns and verbs; consistency of tense and subject and avoidance of double negatives Proof-read and edit writing for clarity and correctness Understand the need for punctuation as an aid to the reader, e.g. commas to mark grammatical boundaries; a colon to signal, e.g. a list Extend work on verbs Identify the imperative form of verbs in instructional writing Identify the past tense of verbs in recounts Consolidate the basic conventions of standard English, including: agreement between nouns and verbs; consistency of tense and subject and avoidance of double negatives Revise different kinds of nouns, the functions of pronouns and agreement between nouns, pronouns and verbs Use punctuation effectively to signpost meaning in longer and more complex sentences Secure the use of the comma in embedding clauses within sentences Secure the basic conventions of standard English, including: agreement between nouns and verbs; consistency of tense and subject and avoidance of double negatives Identify a range of prepositions Use punctuation marks accurately in complex sentences Revise use of apostrophes for possession Use connectives to link clauses within sentences
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Curriculum links
Country/Subject Northern Ireland English Year/Level KS 2 Strand/Unit Reading Writing Objective • Engage with a range of texts, including: stories, poems and non-ﬁction materials • Develop increasing competence in the use of the full stop, comma, question mark and exclamation mark • Observe the different conventions and structures demanded by the various forms of writing • Recognise the function of the paragraph • Observe the conventions of punctuation and grammar • Use connectives and pronouns appropriately • Locate the correct spelling of words • Set out and punctuate direct speech • Experience different types of text • Learn to use a wider range of punctuation marks with conﬁdence and greater accuracy as part of the editing process • Learn to write with increasing grammatical accuracy through the process of editing • Read a more challenging range of reading material, including stories, poems, legends and non-ﬁction texts • Observe the conventions of grammar, punctuation and spelling in writing • Help others with editing their writing • Read a wider range of texts • • • • • • Develop knowledge of paragraphs Investigate direct speech Be aware of spelling rules Check possible spelling errors Use vowel and consonant when talking about spelling of words Develop awareness of adjectives, adverbs, pronouns and conjunctions • Use plurals and tenses • • • • • Check punctuation when redrafting Be aware of spelling rules Check possible spelling errors Discuss subjects within sentence structure Be aware of quotation marks and the apostrophe Read a wide range of literature, including: ﬁction, poetry, texts from a variety of cultures and legends Proofread - check drafts for spelling and punctuation errors Use punctuation marks correctly, including full stops, question and exclamation marks, commas, inverted commas and apostrophes to mark possession and shortened forms of words Check spellings of words Use appropriate terminology, including vowel and consonant Develop their understanding of the grammar of complex sentences Develop ability to use paragraphs Use nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions and verb tenses
Republic of Ireland English language
3rd/4th Class
Competence and conﬁdence
5th Class
Competence and conﬁdence
Scotland English language
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Reading Writing
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• 1.6 • 2.3 • 2.5 • 2.6 • 2.6 • 3.3 • 3.4 • 3.5
• Develop awareness of genre as a description of categories of texts
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Activity content overview
Activity content
PUNCTUATION
Full stops
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Capital letters: begin. of sentences
proper nouns
in titles
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Question marks
Exclamation marks
Commas:
in a list
grammatical
Apostrophes: contractions
possession
Quotation marks
Colons
in titles
offset lists
Brackets
Hyphens
SPELLING
• • • • • •• ••• •• •• •• • • •••• • ••• •• •• • ••• •• • • •••• •••• •••• •• •• •• • • • •• •• • • • • • • • •• • • • • ••• • • • •• • • • • • • • • ••• ••• •• •• •••••• • • •• ••• • •••• • • • • •• • • • • •••••• • •• • • •• • • • • • •• • •• • • • •• • • • •• • • • • ••• • •
Misspelt words
Confused words
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Plurals:
adding ‘s’ and ‘es’
change ‘y’ to ‘i’
Rule:
‘i’ before ‘e’
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TEXT TYPE
Activity content
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GRAMMAR
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Nouns:
common nouns
collective nouns
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Proofreading and editing skills Procedure – P Recount – Rec.
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Report – Rep.
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Pronouns
Adjectives
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Verbs
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Subject-verb agreement
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Conjunctions
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Indeﬁnite article: ‘a’ or ‘an’
VOCABULARY
Enrichment
Synonyms
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Antonyms
Compound words
Shortened forms
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WRITING
Paragraphs
Double negatives
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TEXT TYPE
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Teacher information
Punctuation, spelling and grammar information
PUNCTUATION
Please note: In some cases, teachers will need to exercise their own judgment with regard to punctuation, as certain aspects, particularly commas and exclamation marks, are to an extent discretionary and depend on the individual writer’s intent.
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Grammatical contractions Grammatical contractions are words that have been made by joining and shortening two words. An apostrophe is used in place of the missing letters. will not .....................won’t would not .............wouldn’t I would ...........................I’d they are ................. they’re Exclamation marks Exclamation marks are used to end exclamations and imperatives (commands) and for emphasis at the end of a statement. I love it! Don’t touch! She ate every bit of it!
Note: If overused, exclamation marks lose their effect.
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Apostrophes for possession Apostrophes are used to show that something belongs to someone or something. The placement of the apostrophe can be challenging but the simple rule is that it is placed after the owner or owners. (The ‘tail’ of the apostrophe ‘points’ to the owner(s).) the boy’s shoes (one boy) .............. the boys’ shoes (more than one boy) the lady’s hats (one lady) .............. the ladies’ hats (more than one lady)
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Commas Commas are used to separate items in a list or series. I enjoy reading, playing squash, skiing and swimming. Grammatical commas are used to: • make the meaning of a sentence clear. Jane said her mother is very busy. (Jane’s mother is very busy.) Jane, said her mother, is very busy. (Jane is very busy.) • indicate where a pause is needed in a sentence. Many years ago, dinosaurs roamed the Earth.
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Capital letters Capital letters are needed for: • sentence beginnings; e.g. My dog is very friendly. He welcomes everyone. • proper nouns – people’s names (Chloe Parker), names of places (Indian Ocean), days of the week (Saturday), months (December), holidays and festivals (Christmas), countries (America), nationalities (Russian), languages (Italian) and religions (Buddhism). • titles; e.g. World Health Organisation NOTE: Prim-Ed Publishing employs minimal capitalisation for titles of books and other publications as recommended by Style manual for authors, editors and printers, sixth edition 2002. Snow White and the seven dwarfs To kill a mockingbird
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Teacher information
Quotation marks Quotation marks are used: • to enclose quoted speech Single or double quotation marks are accepted but must be used consistently. ‘You’re late again’, my mother complained. “I’m sorry”, I replied. • To enclose quotes within quotes, one set is used outside and the other inside. He reported, ‘My mother complained, “Late again, John”’. • To cite a title (Note: In word processing, italics is preferred.). I read the book ‘Black Beauty’. Colons A colon is a marker of relationship and sequence. Colons are used: • before offset lists You need to take: warm socks, sturdy walking shoes, a raincoat. • between a statement and explanation I remember you: we went to the same school. • with quotations Malcolm Fraser said: ‘Life wasn’t meant to be easy’.
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Parentheses (round brackets) The main use of parentheses is to enclose explanations and asides. Parentheses are used to: • add explanatory words Ian Thorpe (Australia) is a champion swimmer. • express the same thing in a different way He ran 6 km (kilometres). • set-off an aside He won the race in record (yet to be conﬁrmed) time.
Hyphens Hyphens are short strokes (without a space on either side) used to join words or parts of words. pre-existing ice-cream
Note: Pupils should be encouraged to refer to a modern dictionary to check for current hyphenation, as it changes over time in response to common use.
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GRAMMAR
Nouns Nouns are naming words of people, places, feelings and things; e.g. teacher, school, desk. Proper nouns name individual people (Bill), places (Kings Park) and others (Christmas, December, Sunday). Proper nouns start with capital letters. Common nouns are any other nouns. Collective nouns are a subset of common nouns; e.g. a team of players.
Adjectives Adjectives modify (enhance or change) the meaning of nouns and, less commonly, pronouns; e.g. parched land; green, fertile land; poor, old me; lucky you. Verbs Verbs are ‘doing’ words; e.g. swim, like, look. Auxiliary verbs join other verbs to form verb groups; e.g. have eaten, will be asleep. Verb tense. There are three basic tenses. Because there are so many irregular verbs in English, tense can be complex. the past .................... the present ......................the future regular irregular played ..............................play...............................will play has played ...................... plays ........................ should play
went ................................. go .................................. will go has gone......................... goes ...........................should go
NOTE: The future and the past tenses often use auxiliary verbs.
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Subject-verb agreement Verbs have to agree with their subjects The children cheer loudly.
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Many English verbs are irregular, which can cause problems, particularly for pupils from non-English speaking backgrounds. They are at school. He is at school. They were busy. He was busy. In some sentences the subject of a verb is separated from the verb and not easy to locate. Pupils should be encouraged to ask themselves ‘who’ or ‘what’ before the verb. ‘The boy, although really late for school and likely to get into trouble, dawdled. ‘dawdled’ is the verb. ‘The boy’ is the subject. (‘Who dawdled?’)
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Adverbs Adverbs are words that modify (enhance or change) the meaning of verbs. I’ve seen this before. He ran quickly. There are adverbs of: time ....................... e.g. yesterday place ..................... e.g. downstairs manner.................. e.g. carefully
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The child cheers loudly
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Pronouns A pronoun is a word substituted for a noun; e.g. They asked him to help them. Personal pronouns refer to you, me and other people; e.g. I, me, you, she, us, them.
Teacher information
Prepositions Prepositions show the relationship between nouns and/or pronouns in the same sentence. Common prepositions include: across, about, between, by, during, for, from, in, of, since, through, until, without, up He disappeared during the night. I’m afraid of spiders. I enjoy reading books about travel. Conjunctions Conjunctions are joining words. They can join different language units. • One word with another ........................ e.g. black or white • One phrase with another....................... e.g. on the beach and in the sand • One clause with another ....................... e.g. He asked me if I could cook. • One sentence with another................... e.g. I was hot so I went for a swim.
SPELLING
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Singular and plural nouns Adding ‘s’ and ‘es’ The most commonly used plural is made by adding ‘s’; e.g. books, games. It is usually necessary to add ‘es’ to nouns ending in ‘ch’, ‘sh’, ‘s’, ‘x’ and ‘z’ to make the plural easier to pronounce; e.g. watches, dishes, classes, foxes and waltzes. Words ending in ‘o’ are also often made into a plural by adding ‘es’; potatoes, tomatoes. There are many exceptions, including radios, merinos, silos, zeros, photos and sopranos. Pupils should be encouraged to consult a dictionary if uncertain about the spelling of a plural. Changing ‘y’ to ‘i’ and adding ‘es’ Many nouns and verbs ending with ‘y’, change the ‘y’ to ‘i’ before adding ‘es’. lady (singular noun) ............................... ladies (plural noun) curry (singular noun) ............................. curries (plural noun) I cry ....................................................... he cries (verb) ‘i’ before ‘e’ except after ‘c’ Like most rules, there are many exceptions, but this rule is generally true. perceive, thief, receive – seize, caffeine (exceptions)
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Teacher information
Writing format information
Below are general descriptions of the text types included in this book. Narrative – is a framework which tells a story. – includes: • Orientation: the setting, time and character(s) • Complication: involving the main character(s) and a sequence of events. • Resolution: to the complication • Ending: often showing what has changed and what the characters have learnt. – uses: • a range of conjunctions to connect ideas • appropriate paragraphing • descriptive language • past tense. A narrative may be written in the form of a poem, story, play, imaginative story, fairytale, novel, myth, legend, ballad, science ﬁction story or modern fantasy. Report – is a framework which provides facts concerning aspects of a living or non-living thing without unnecessary information or opinion. – includes: • Classiﬁcation: a general or classifying statement • Description: accurate and detailed • Conclusion: a comment about the content of the report (optional). – uses: • factual language rather than imaginative • the third person • the timeless present tense • linking and action verbs. A report may be written in the form of a book review, scientiﬁc report, newspaper or magazine article, eyewitness account or a progress report. Procedure – is a framework which outlines how something is made or done. – includes: • the purpose of the procedure shown clearly and precisely • a list of materials or requirements under appropriate headings or layout • the method in a detailed, logical sequence • an evaluation (if appropriate). – uses: • instructions with an imperative verb • subject-speciﬁc vocabulary • simple present tense. A procedure may be written in the form of a recipe, instructions for making something, an experiment, an instruction manual, a maths procedure, how to play a game, how to operate an appliance, how to use an atlas and how to deal with a problem.
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Recount – is a framework that retells events as they happened in time order. – may be factual, personal or imaginative. – includes: • Orientation: all relevant background (who, when, where, why) • Events: signiﬁcant events in detail • Conclusion: often with an evaluative comment. – uses: • vocabulary to suggest time passing • paragraphs to show separate sections • the past tense. A recount may be written in the form of a newspaper report, diary, letter, journal, eyewitness account, biography, autobiography or history.
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Writing format information
Discussion – is a framework which argues for a particular position and attempts to persuade the audience to share this view. – includes: • Introduction: statement of the problem and the writer’s position • Arguments: presented in a logical manner with supporting detail, usually from the strongest to the weakest • Conclusion: an evaluation restating the writer’s position. – uses: • persuasive language • paragraphs to state and elaborate on each point. A discussion text may be written in the form of an essay, a letter, a policy statement, a critical review, an advertisement, an editorial or a speech. Explanation – is a framework which outlines how or why something occurs, works or is made. – includes: • Statement: precisely what is to be explained • Explanation: a clear account in logical sequence of how and why the phenomenon occurs • Conclusion: an evaluation and comment about what has been explained. OR • a deﬁnition • a description of the components or parts • the operation—how it works or is made • the application—where and when it works or is applied • special features—interesting comments • evaluation or comment – uses: • subject–speciﬁc terms and technical vocabulary where appropriate • simple present tense • linking words to show cause and effect. An explanation may be written in the form of an essay, or a handbook—for example, how a kite works—a science text, a health text or a geography text.
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Description – is a framework which describes the characteristics, components or function of speciﬁc living or non-living things. Physical characteristics of living things are described or the components of non-living things and their functions. Special features are also discussed. This type of writing can be used to describe; for example, a speciﬁc breed of animal, object or picture. – includes: • Introduction: what it is • Description: its appearance: colour, shape, size etc. • Interesting details/special features • Concluding statement. – uses: • adjectives extensively • conjunctions. A description may be written in poetic form and may describe a person, place, animal, thing or emotion.
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Pupil narrative checklist
Title:
The title is appropriate and interesting.
Pupil narrative checklist
Title: Orientation:
The title is appropriate and interesting.
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The characters are introduced and described. Information about where the story happened is provided. The time the story took place is stated.
The characters are introduced and described.
Information about where the story happened is provided.
The time the story took place is stated.
Complication:
The sequence of events is described.
Complication:
The complication involving the main characters is explained.
The complication involving the main characters is explained.
The sequence of events is described.
A logical, believable resolution is presented.
A logical, believable resolution is presented.
Ending:
The narrative has a satisfactory ending.
Ending:
The narrative has a satisfactory ending.
Writing skills:
• Paragraphs are used to introduce new ideas.
Proofreading and editing skills
Writing skills:
• Paragraphs are used to introduce new ideas.
• A range of conjunctions connects ideas. • The narrative is written in the past tense. • Adjectives are varied and interesting. • Punctuation and spelling have been checked.
• A range of conjunctions connects ideas.
• The narrative is written in the past tense.
• Adjectives are varied and interesting.
• Punctuation and spelling have been checked.
Name:
Date:
Name:
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• Descriptive language is included.
• Descriptive language is included.
Date:
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Resolution:
Resolution:
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Orientation:
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Writing format checklists
Writing format checklists
Pupil recount checklist
Title:
The title is suitable.
Pupil recount checklist
Prim-Ed Publishing Prim-Ed Publishing
Title: Orientation:
A clearly written orientation provides relevant information about who, when, where and why.
The title is suitable.
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Events:
Signiﬁcant events are described in detail. Events are retold in chronological order.
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Orientation:
A clearly written orientation provides relevant
information about who, when, where and why.
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Resolution: Conclusion:
The ending is clearly described. A logical, believable resolution is presented. An evaluative comment about the conclusion is included.
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Events:
Signiﬁcant events are described in detail.
Events are retold in chronological order.
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Writing skills:
• Vocabulary suggests the passing of time. • The past tense is maintained. • Sentence beginnings vary.
Resolution:
A logical, believable resolution is presented.
Conclusion:
The ending is clearly described.
An evaluative comment about the conclusion is included.
Writing skills:
• Paragraphs are used to show separate sections.
• Paragraphs are used to show separate sections.
• Vocabulary suggests the passing of time.
• The past tense is maintained.
• Sentence beginnings vary.
Proofreading and editing skills Proofreading and editing skills
• Quotation marks are used for quoted speech.
• Punctuation and spelling have been checked.
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• Quotation marks are used for quoted speech. • Punctuation and spelling have been checked.
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Name:
Date:
Date:
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Pupil discussion checklist
Title: Overview:
The opening statement presents the topic and what I think about it.
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Pupil discussion checklist
Title: Overview:
what I think about it.
The opening statement presents the topic and
Arguments:
Arguments are presented in a logical manner. Supporting information is provided. The strongest arguments are presented ﬁrst. Opposing arguments are rebutted. The language is persuasive.
Arguments:
Arguments are presented in a logical manner.
Supporting information is provided.
The strongest arguments are presented ﬁrst.
Opposing arguments are rebutted. The language is persuasive.
Conclusion:
A evaluative conclusion is presented.
Conclusion:
A summary of the supporting arguments is given.
A summary of the supporting arguments is given.
A evaluative conclusion is presented.
Writing skills:
• Paragraphs state and elaborate each point. • The writing style is impersonal. • Different conjunctions are used to connect ideas. • Punctuation and spelling have been checked.
Proofreading and editing skills
Writing skills:
• Paragraphs state and elaborate each point.
• Different conjunctions are used to connect ideas.
• Punctuation and spelling have been checked.
Name:
Date:
Name:
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• The writing style is impersonal.
Date:
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Proofreading and editing skills
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Writing format checklists
Writing format checklists
Pupil explanation checklist
Title: Deﬁnition:
A precise statement or deﬁnition is provided.
Pupil explanation checklist
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Title:
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Description:
There is a clear account of how and why the phenomenon occurs. Information is relevant and correct.
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Deﬁnition:
A precise statement or deﬁnition is provided.
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Concluding statement: Writing skills:
terms are used. Information is provided in a logical order. Explanations are clearly and simply stated. The conclusion includes an evaluation or comment. • Linking words are used to show cause and effect. • The simple present tense is used. • Technical vocabulary and subject-speciﬁc • Spelling and punctuation have been checked.
Description:
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There is a clear account of how and why the
phenomenon occurs.
Information is relevant and correct.
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Proofreading and editing skills
Information is provided in a logical order.
Explanations are clearly and simply stated.
Concluding statement:
The conclusion includes an evaluation or comment.
Writing skills:
• Linking words are used to show cause and effect.
• The simple present tense is used.
• Technical vocabulary and subject-speciﬁc
terms are used.
Proofreading and editing skills
• Spelling and punctuation have been checked.
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Name:
Date:
Name:
Date:
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Pupil report checklist
Title: Classiﬁcation:
There is a general or classifying statement about the subject of the report.
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Pupil report checklist
Title: Classiﬁcation:
the subject of the report.
There is a general or classifying statement about
Description:
Provides accurate, detailed descriptions. Information is clearly presented. Facts are relevant and interesting.
Description:
Provides accurate, detailed descriptions.
Information is clearly presented.
Facts are relevant and interesting.
A personal comment has been made about the subject.
A personal comment has been made about the subject.
• The report is written in the third person. • The present tense is used. • Technical vocabulary and subject-speciﬁc terms are used. • Information is organised in paragraphs. • Punctuation and spelling have been checked.
Proofreading and editing skills
• The report is written in the third person. • The present tense is used.
• Technical vocabulary and subject-speciﬁc terms are used.
• Information is organised in paragraphs.
• Punctuation and spelling have been checked.
Name:
Date:
Name:
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• Language is factual rather than imaginative.
• Language is factual rather than imaginative.
Date:
Proofreading and editing skills
Writing skills:
Writing skills:
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Conclusion:
Conclusion:
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Writing format checklists
Writing format checklists
Pupil procedure checklist
Title: Goal:
The purpose is clearly and precisely stated.
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Pupil procedure checklist
Title:
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Materials:
The materials or requirements are listed under appropriate headings or layout.
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Goal:
The purpose is clearly and precisely stated.
Materials:
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Method:
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The materials or requirements are listed under
appropriate headings or layout.
Method:
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The steps are clear and concise. All of the necessary steps are included.
The steps are clear and concise.
There is a logical order to the sequence of the steps.
There is a logical order to the sequence of the steps.
The steps are easy to understand and follow.
The steps are easy to understand and follow.
All of the necessary steps are included.
Test:
Test:
An evaluation to test if the procedure has been
An evaluation to test if the procedure has been successfully followed is included.
successfully followed is included.
Writing skills:
Writing skills:
• Instructions begin with command verbs.
• Instructions begin with command verbs. • The present tense is used. • Unnecessary words have been omitted. • Punctuation and spelling have been checked.
• The present tense is used.
Proofreading and editing skills Proofreading and editing skills
• Unnecessary words have been omitted.
• Punctuation and spelling have been checked.
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Date:
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Pupil description checklist
Title: Introduction:
The introduction states what is to be described.
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Pupil description checklist
Title: Introduction: Description:
The introduction states what is to be described.
Description:
Details concerning appearance are provided. Interesting details are included. Special features are described.
Details concerning appearance are provided.
Interesting details are included.
Special features are described.
Writing skills:
• Information is interesting. • Relevant details are provided. • Adjectives are used extensively. • Conjunctions link ideas. • Appropriate paragraphing is used.
Writing skills:
• Information is interesting.
• Relevant details are provided. • Conjunctions link ideas.
• Appropriate paragraphing is used.
Proofreading and editing skills
• Punctuation and spelling have been checked.
• Punctuation and spelling have been checked.
Name:
Date:
Name:
Date:
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Proofreading and editing skills
• Adjectives are used extensively.
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Writing format checklists
Pupil proofreading and editing checklist
Use this page to check your work. You will not need to tick all of the boxes.
Name: Title: Punctuation:
I have included: • capital letters for:
Date:
beginning sentences. proper nouns. titles.
• • • • • •
apostrophes: exclamation marks. quotation marks. colons: brackets. hyphens.
in lists. for pauses. to make meaning clear. for grammatical contractions. to show ownership.
in titles. for off set lists.
Spelling:
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Grammar: Writing:
I have included: • a variety of different verbs. • correct verb tenses. • correct verb-subject agreement. • appropriate adverbs to describe verbs. • suitable nouns. • appropriate pronouns. • interesting adjectives. • suitable conjunctions. • a variety of prepositions. I have read through my writing to check that: • it makes sense. • it is easy to understand. • paragraphing is appropriate. • there are no double negatives.
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I have: • checked the spelling of any unknown words. • not confused words that sound the same. • use the correct endings for plurals.
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• question marks. • full stops. • commas:
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Tasmanian devil
Lesson focus
Punctuation
• • • • • • Capital letters for proper nouns Capital letters for sentence beginnings Full stops Grammatical commas Commas in lists Exclamation marks
Teachers notes
Spelling
• Misspelt words
Grammar
• Pronouns
Vocabulary
•
Teacher information
A description describes the characteristics, components or functions of speciﬁc living or non-living things.
Answers
1. 2.
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(c) Teacher check
Missing punctuation is in bold type. (a) my class – we, Tasmanian devils – They, Joshua – he, Tasmanian devils – them They (line 2), They (line 4), They (line 8) (b) Pronouns are underlined.
Spelling errors are in italic type. marsupials, often, spinechilling, noises, generally, known, mammals, almost, animal (a) Teacher check. Answers may include: Tasmanian devil, kangaroo, koala, wombat, bilby, echidna, bandicoot, dingo, possum, numbat, platypus, quokka and wallaby.
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Tasmanian devils are nocturnal marsupials about the size of a small dog. They are found only in Tasmania. Devils have black fur, often with white patches on their chest and rump. They have large heads and short, thick tails. Devils can make different spinechilling noises, ranging from growls to screeches. Devils are carnivorous animals. They generally eat whatever meat they can ﬁnd, including dead animals. They have been known to eat a range of reptiles, birds, mammals and insects. A devil will use its strong jaws and teeth to eat almost all the parts of an animal—even its bones and fur!
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Enrichment – Australian animals
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Tasmanian devil
Read the description. Tasmanian devils are nocturnal marsupals about the size of a small dog. It are found only in tasmania devils have black fur, offen with white patches on their chest and rump. It have large heads and short thick tails. Devils can make different spinechiling
Editing skills
carnivorous animals they genrally eat whatever meat they can ﬁnd including dead animals. It
have been nown to eat a range of reptiles birds
mamals and insects a devil will use its strong jaws and teeth to eat allmost all the parts of an annimal—even its bones and fur
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Punctuation
2
Grammar
(a) Use a suitable pronoun to replace the bold words.
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devils as pets.
Pronouns are words that replace nouns; for example, ‘I’, ‘he’, ‘she’, ‘him’, ‘it’.
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(a) Find the 4 missing capital letters, 3 full stops, 5 commas and 1 exclamation mark.
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Last year my class learnt about Tasmanian devils. Tasmanian devils
look cute but Joshua said that Joshua
wouldn’t like to keep Tasmanian
(b) Circle the incorrect pronouns used in the text. Write the correct pronouns in the space at the end of the line.
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Spelling
4
(c) Use the information from the text to write your own sentence about Tasmanian devils using at least one pronoun.
(a) Underline the spelling mistakes in the text and write the correction in the space at the end of the line.
Vocabulary
(a) Write a list of at least 8 native Australian animals.
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noisis ranging from growls to screeches. Devils are
Dream catcher
Lesson focus
Punctuation
• • • • Capital letters for proper nouns Capital letters for sentence beginnings Full stops Grammatical commas
Teachers notes
Spelling
• • Misspelt words Confused words: two/to, maid/made, wood/would, there/their, threw/through, too/to
Grammar
• • Adjectives Verb tenses
Vocabulary
Teacher information
Narratives tell a story in a sequence of events often involving ﬁctitious characters.
Answers
1. 2.
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Long ago, Iktomi, the teacher of wisdom, appeared to a Lakota elder. Iktomi had taken the form of a spider. The spider took a wooden hoop that the elder was carrying. It then started to spin a web in it. The spider made the web a perfect circle with a hole in the middle. It told the elder that webs like this would help the Lakota people reach their goals and make better use of their ideas and dreams. The webs would catch their good ideas and dreams and let the bad ones go straight through the hole. The elder took the web to his people and told them what the spider had said. The Lakota people then made their own ‘dream catchers’. Today, many native Americans hang dream catchers above their beds to capture good dreams and ideas.
Missing punctuation is in bold type. Answers should include three of the following: Lakota, wooden, perfect, better, good, bad, dream, native
(a) Adjectives are underlined.
(b) Verbs are underlined in bold. will start – started (line 4); will reach – reach (line 7); will take – took (line 11) wisdom, to, took, made, would, their, catch, through, said, dream, Today, to Answers will vary but may include: dreamboat, dreamlike, Dreamtime, webfoot, webpage, web-toed and webwheel
(a) Spelling errors are in italic type.
Proofreading and editing skills
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Compound words Hyphenated words
Dream catcher
Read the legend from North America. Long ago Iktomi, the teacher of wisdem appeared two a Lakota elder. iktomi had taken the form of a spider. The spider tok a wooden hoop that the elder was carrying it then will start to spin a web in it. The spider maid the web a perfect circle with a hole in the middle. It told the elder that webs like this wood help the Lakota people will reach their goals and
Editing skills
make better use of there ideas and dreams. The webs would cach their good ideas and dreams and let the bad ones go straight threw the hole. The elder
will take the web to his people and told them what the spider had sed the lakota people then made their own ‘dreem catchers’.
Tooday many native americans hang dream catchers above their beds too capture good dreams and ideas.
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(a) Find the missing capital letters, full stops and commas. 2
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Punctuation
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Adjectives are words that describe nouns; for example, ’red car’, ‘juicy apple’. (a) Circle 3 adjectives in the text. Verbs in the future tense describe what will happen in the future. The word ‘will’ is often used to show this; for example, ‘He will go’, ‘She will see’.
(b) Three of the verbs in the text have been written incorrectly in the future tense. Circle them and write the correct verb tense in the space at the end of the line.
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Spelling
(a) Write the misspelt words correctly in the space at the end of the lines. 4
Vocabulary
(a) Write at least 3 more compound words, either hyphenated or unhyphenated, that begin with the words ‘dream’ or ‘web’. Use a dictionary. dreamland,
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Robotic pets
Lesson focus
Punctuation
• • • • • • Grammatical commas Apostrophes to show possession Apostrophes in grammatical contractions Question marks Capital letters in titles Colons in titles
Teachers notes
Spelling
• Misspelt words
Grammar
• Subject-verb agreement
Writing
• Double negatives
Teacher information
A discussion text evaluates an issue. Arguments are given to persuade the audience of a particular point of view.
Answers
1. 2. 3.
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(a) Verbs are underlined. (b) Teacher check
The only positive thing about robotic pets is that it might save some animals from being treated cruelly by their owners. But the cost of robotic pets is still too high for most people’s budgets.
(a) Missing punctuation is in bold type. are – is (line 2), receive – receives (line 5), has – have (line 8), brings – bring (line 9) available, young, teach, happen, elderly, comfort, volunteers, instead, positive, cruelly, budgets
(a) Spelling errors are in italic type. (a) One way of correcting the double negative is underlined in bold. …’but a robotic pet can’t give you no love …’ should read ‘but a robotic pet can’t give you love …’ (i) They had no pets./They never had pets./They never had any pets. (ii) He didn’t see robots./He saw no robots./He didn’t see any robots.
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Some robotic pets are used in nursing homes for elderly people who are unable to care for a real pet. I understand that this may give them some comfort, but a robotic pet can’t give you love like a real animal can. I think nursing homes should have volunteers who regularly bring in real pets for a few hours at a time instead.
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Robotic pets, like cats and dogs, are now available. But I think they should be banned. If a robotic pet is bought for a young child, it could teach him or her that pets can be ignored or mistreated whenever the child’s mood changes. What would happen if one day the child receives a real pet? He or she may treat it the same way.
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Robotic pets
Read the discussion text. robotic pets my opinion Robotic pets, like cats and dogs are now availlable. But I think they should be banned. If a robotic pet are bought for a yung child it could teech him or her that pets can be
Editing skills
ignored or mistreated whenever the childs mood changes. What would hapen if one
Some robotic pets are used in nursing homes for eldely people who are unable to care for a real pet. I understand that this may give them some cumfort, but a robotic pet cant give you no love like a real animal can. I think nursing homes should has volunters who regularly brings in real pets for a few hours at a time insted.
The only positiv thing about robotic pets is that it might save some animals from being treated cruely by their owners. But the cost of robotic pets is still too high for most peoples budjets. 1
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(a) Write the 2 missing commas, 3 apostrophes and 1 question mark. Correct the title by writing the missing capital letter and colon.
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Punctuation
In any sentence, the subject and the verb have to agree in person and in number; for example, ‘he sees’ but ‘they see’.
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(a) Four verbs in the text do not agree with their subjects. Write the correct form of each.
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Spelling
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Grammar
(a) Write the correct spelling of the 11 misspelt words.
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Writing
A double negative statement incorrectly uses two negative words; for example, ‘I haven’t got no more’ should be ‘I haven’t any more’ or ‘I have no more’. (a) Underline the line in the text containing a double negative. Write it correctly.
(b) Correct the double negatives. (i) They never had no pets.
(ii) He didn’t see no robots.
Proofreading and editing skills
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day the child receive a real pet He or she may treat it the same way.
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Mars
Lesson focus
Punctuation
• • • • • • Capital letters for proper nouns Capital letters for sentence beginnings Full stops Commas in lists Colons in titles Hyphens
Teachers notes
Spelling
• Misspelt words
Grammar
• Subject-verb agreement
Writing
• Paragraphing
Teacher information
A report gives facts clearly without unnecessary information or opinions.
Answers
1.
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2.
3.
4.
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(ii) Teacher check (a) Verbs are underlined.
(a) Missing punctuation is in bold type.
(b) (i) reddish-orange, ice-caps
sees – see (line 1), have – has (line 3), are – is (line 6), have – has (line 7), has – have (line 9) colour, pleasant, giant, clouds, surface paragraph 2 – ‘What would it be like to visit Mars?’ paragraph 3 – ‘What does Mars have in common with Earth?’
(a) Spelling errors are in italic type. (a) Answers will vary, but should indicate the following:
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Mars: the red planet Mars is the fourth planet from the sun. You can see Mars from Earth as a reddish-orange colour. This is because it has red soil. Mars would not be a pleasant place to visit. The air is mostly carbon dioxide, there are lots of giant dust storms and the average temperature is –60 ºC. But Mars has a few things in common with Earth. It has clouds, canyons, valleys, plains, mountains, polar ice-caps and even volcanoes! Scientists have also found frozen water under the surface of the planet.
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Mars
Read the report.
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Mars the red planet
Mars is the fourth planet from the sun you can sees Mars from earth as a reddishorange culour. This is because it have red soil. mars would not be a plesant place to visit the air is
But mars have a few things in common with earth. It has clowds canyons valleys plains mountains polar icecaps and even volcanoes! Scientists has also
found frozen water under the surfase of the planet.
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(a) Find the 6 missing capital letters, 5 commas and 2 full stops. Put a colon in the correct place in the title. A hyphen (-) is used in some words to connect smaller words; for example, ‘happygo-lucky’, ‘self-pity’, ‘blue-black’. (b) (i) There are two words in this text that need a hyphen between them but they have been incorrectly written as one word. Add the hyphens. (ii) Find three hyphenated words starting with ‘w’ in a dictionary.
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storms and the average temperature are –60 ºC.
Grammar
In any sentence, the subject and the verb have to agree in person and in number; for example, ‘He sees’ but ‘They see’. (a) Five verbs in the text do not agree with their subjects. Write the correct form of each verb in the space at the end of the line. 3
Spelling
(a) Write the misspelt words correctly in the space at the end of the line. 4
Writing
(a) This text is divided into paragraphs. Each paragraph describes a new thought or idea. The ﬁrst paragraph answers the question ‘Where and what is Mars?’ Write a question that is answered by each of the last two paragraphs. Paragraph 2
Paragraph 3
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mostly carbon dioxide, there are lots of jiant dust
Crown Princess Mary of Denmark
Lesson focus
Punctuation
• • • • • Capital letters for proper nouns Grammatical commas Commas in lists Apostrophes to show possession Quotation marks
Teachers notes
Spelling
• Misspelt words
Teacher information
A biography is a type of recount. A recount retells events as they happened in time order. Recounts are written using verbs in the past tense.
Answers
1. 2.
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(b) (i) present tense (iii) future tense
(a) Missing punctuation is in bold type. It – She (line 1), him – he (line 9), Her – She (line 12) (ii) past tense
(a) Pronouns are underlined.
(c) Verbs are underlined in bold. will attend – attended (line 3), moves – moved (line 5), are – were (line 9) 3. (a) Spelling errors are in italic type. born, competing, hockey, secondary, advertising, various, married, religion
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Mary Donaldson was born in Tasmania, Australia on 5 February 1972. She completed her schooling in Tasmania, where she enjoyed competing in horse riding, swimming and hockey. On leaving secondary school, Mary attended the University of Tasmania and graduated in 1994 with degrees in commerce and law. Soon after, she moved to Melbourne and worked for an international advertising agency. Mary then worked in various jobs in Australia and Europe. In 2000, Mary met Crown Prince Frederik of Denmark in a Sydney pub. She didn’t know at ﬁrst that he was a prince— he introduced himself as ‘Fred’! The couple were married in Copenhagen on 14 May 2004. Becoming the Crown Princess of Denmark meant huge changes to Mary’s life. She gave up her Australian citizenship, changed her religion and learnt Danish.
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Pronouns Verb tenses
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Grammar
Crown Princess Mary of Denmark
Read the recount. Mary donaldson was bourn in Tasmania, Australia on 5 february 1972. It completed her schooling in Tasmania, where she enjoyed competting in horse riding swimming and hocky. On leaving secondry school, Mary will attend the University of tasmania and graduated in 1994 with degrees in commerce and law. Soon after she moves to melbourne and worked for an international
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In 2000 Mary met Crown Prince frederik of Denmark in a Sydney pub. She didn’t know at ﬁrst that he was a prince— him introduced himself as ‘Fred’! The couple are maried in Copenhagen on 14 May 2004. Becoming the Crown Princess of denmark meant huge changes to Marys life. Her gave up her australian citizenship changed her relijion and learnt danish.
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Punctuation
Pronouns are words that replace nouns; for example, ‘I’, ‘he’, ‘she’, ‘him’, ‘it’. (a) Circle the 3 incorrect pronouns used in the text.
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(i) looks (ii) have done (iii) will be
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Grammar
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(a) Find 8 missing capital letters, 4 commas and 1 apostrophe to show possession. Circle the quotation marks.
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We can change the ‘tense’ of a verb to tell what happened in the past, what is happening in the present or what will happen in the future; for example, ‘he gave her a gift’ (past tense); ‘he gives her a gift’ (present tense); ‘he will give her a gift’ (future tense). (b) Write ‘past’, ‘present’ or ‘future’ after each verb.
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(i) (ii) (iii) 3
(c) All of the verbs in the text should be in the past tense but there are 3 examples where the wrong verb tense has been used. Write each of the incorrect verbs from the text. Next to each, write the correct verb tense.
Spelling
(a) Write the correct spelling of the 8 misspelt words.
Proofreading and editing skills
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advertizing agency. Mary then worked in varius jobs in Australia and Europe.
Why do stars twinkle?
Lesson focus
Punctuation
• • • • Capital letters for proper nouns Capital letters for titles Grammatical commas Apostrophes to show possession
Teachers notes
Spelling
• • Confused words: threw/through, which/witch Misspelt words
Vocabulary
• Compound words
Grammar
• Pronouns
Writing
• Double negatives
Teacher information
An explanation tells how and why something happens.
Answers
Twinkle, twinkle, little star
1. 2.
Missing punctuation is in bold type.
3. 4.
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5.
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(ii) Teacher check
(a) Pronouns are underlined. (i) you (line 2), it (line 3), they (line 8)
Spelling errors are in italic type. (a) surprised, atmosphere, through, differently, moisture, which (a) Teacher check. Answers may include: starlight, star-spangled, starring, starless, starboard, star-crossed, stardust, starﬁsh, starﬂower, stargaze, stargazing, starlet, star-studded and starwort. (a) One way of correcting the double negative is underlined in bold. ‘… stars actually never do no twinkling …’ should read ‘… stars actually never do any twinkling …’ or ‘… stars actually do no twinkling …’
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You may be surprised to learn that stars actually never do any twinkling at all! When you look at a star, you are seeing it through the thick layers of air that make up the Earth’s atmosphere. When the star’s light passes through these layers of air, the light is bent or ‘refracted’ differently by each layer. This is because of moisture in the air as well as different air temperatures and the movement of the air. Together, they make the starlight seem to be moving, which we see as twinkling.
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surprised you it atmosphere through differently moisture they which Prim-Ed Publishing www.prim-ed.com
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Why do stars twinkle?
Read the explanation.
Editing skills
twinkle, twinkle, little star
You may be suprised to learn that stars actually never do no twinkling at all! When you look at a star they are seeing them through the thick layers of air that make up the earths atmosfere. When the stars light
mosturre in the air as well as different air temperatures and the movement of the air. Together it make the
starlight seem to be moving, witch we see as twinkling.
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Punctuation
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Grammar
(a) Find 1 missing capital letter in the title and 1 for a proper noun, 3 missing commas and 2 apostrophes to show possession. 2
Pronouns are words that replace nouns; for example, ‘I’, ‘he’, ‘she’, ‘him’, ‘it’.
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(a) (i) Circle the incorrect pronouns used in the text. Write the correct pronouns on the line at the end of each row. (ii) Use the information from the text to write your own sentence about stars, using a pronoun.
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‘refracted’ diffrently by each layer. This is because of
Spelling
(a) Write the correct spelling for the misspelt words in the space at the end of each line.
4
Vocabulary
(a) Write as many compound words, either hyphenated or unhyphenated, as you can think of beginning with the word ‘star’. You can use a dictionary. starlight, star-spangled,
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Writing
A double negative statement incorrectly uses two negative words. For example, ‘I haven’t got no more,’ should be ‘I haven’t any more’ or ‘I have no more’. (a) Underline the line in the text containing a double negative. Write it correctly.
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passes threw these layers of air the light is bent or
Chinatown
Lesson focus
Punctuation
• • • • • • Capital letters for sentence beginnings Capital letters for proper nouns Full stops Apostrophes for possession Commas in lists Grammatical commas
Teachers notes
Spelling
• • Confused words: main/mane, reﬂects/reﬂex Misspelt words
Grammar
• • • Adjectives Nouns Collective nouns
Teacher information
This description describes the characteristics of a speciﬁc place.
Answers
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Consisting mostly of shanty-like buildings along the two main streets, bordering the brilliant, aqua water and mangroves of Roebuck Bay, Chinatown reﬂects Broome’s rich pearling history.
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While the climate and beautiful beaches attract thousands of tourists to the Western Australian coastal town of Broome each year, for me the most interesting and fascinating part of the town is, no doubt, Chinatown.
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Places of interest include many small shops and restaurants, galleries displaying some of the world’s most beautiful pearls, the old jetty with an original pearling lugger and the Sun Picture Theatre, a popular, outdoor cinema since 1916. Broome is a cosmopolitan place, home to the descendants of the local Aboriginal people, Chinese immigrants, Japanese pearl divers, Afghan camel drivers, Europeans and people from around the world. It has survived numerous cyclones, ﬁres, ﬂoods, the changing fortunes of the pearling industry and the bombs of World War II.
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1. 2. Missing punctuation is in bold type. Nouns have been underlined. (a) beautiful beaches, interesting part, brilliant water, original pearling lugger, popular cinema, cosmopolitan place, changing fortunes (b) (i) crowd (iii) ﬂeet (v) school Spelling errors are in italic type. (a) coastal, fascinating, main, reﬂects, original, theatre, descendants, immigrants (ii) herd (iv) string Prim-Ed Publishing www.prim-ed.com
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Chinatown
Read the description. 1 while the climate and beautiful beaches attract thousands of tourists to the western Australian coastle town of broome each year, for me the most interesting and fassinating part of the town is, no doubt, chinatown consisting mostly of shanty-like
Editing skills
Punctuation
(a) Find the missing capital letters, full stops and 1 apostrophe for possession. (b) Six commas have been omitted from the text. Add 5 commas used to separate words in a list and 1 comma used to separate words giving further explanation. 2
buildings along the two mane streets,
bordering the brilliant aqua water and reﬂex broomes rich pearling history
mangroves of roebuck bay, Chinatown
places of interest include many small shops and restaurants, galleries displaying some of the world’s most orijinul pearling lugger and the sun picture theater a popular, outdoor cinema since 1916
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beautiful pearls, the old jetty with an
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broome is a cosmopolitan place, home to the dessendents of the local aboriginal people Chinese imigrents, japanese pearl divers Afghan camel drivers, Europeans and people from around the world it has survived numerous cyclones ﬁres, ﬂoods the changing fortunes of the pearling industry and the bombs of world War II
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(i) a (ii) a (iii) a (iv) a (v) a
Grammar
(a) Underline the nouns to which the adjectives in bold print refer. A collective noun is one word to name many of the same item, type of person or animal; for example, a swarm of bees.
(b) Match these collective nouns to the correct group. string crowd ﬂeet herd school of people of camels of luggers of pearls of ﬁsh
Spelling
(a) There are 2 spelling mistakes in each paragraph of the text. Rule a line through the error and write the correction above it.
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Windswept poem
Lesson focus
Punctuation
• • Capital letters at the beginning of a line of poetry Apostrophes to show possession
Teachers notes
Spelling
• • Misspelt words Confused words: hair/hare, me/my, beech/beach
Grammar
• • Verb tenses Conjunctions
Writing
•
Synonyms
Teacher information
This free verse poem is a narrative.
Answers The wind
1. 2.
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(a) Verbs are underlined.
The wind swirls around me And invites me to play. Rufﬂes my hair Tickles my cheeks Tugs at my shirt And whispers in my ear. But I don’t do anything And the wind’s temper rises. Kicks sand in my face Pushes at my chest Whips my arms And howls with laughter As I struggle to my feet and stamp down the beach.
Missing punctuation is in bold type. Tickled – Tickles, Kicked – Kicks, Whipped – Whips
(b) The present tense verbs are swirls, invites, rufﬂes, tugs, whispers, do, rises, pushes, howls, struggle, stamp. Teachers will need to check the synonyms the pupils have chosen. (c) Answers include: and, but, as (d) Teacher check. Possible answer; I need to open the door before/so I can walk inside.
(a) Spelling mistakes are in italic type. swirls, invites, hair, my, whispers, don’t, rises, Pushes, laughter, beach (a) One way of correcting the double negative is underlined in bold. ‘I don’t do anything’ or ‘I do nothing’.
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swirls invites hair Tickles my whispers don’t rises Kicks Pushes Whips laughter beach Prim-Ed Publishing www.prim-ed.com
Vocabulary
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Double negatives
Windswept poem
Read the poem.
Editing skills
The wind
The wind swurls around me And invittes me to play. Rufﬂes my hare Tickled my cheeks
But I do’nt do nothing
And the winds temper rizes. Kicked sand in my face pushs at my chest whipped my arms
And howls with larfter
As I struggle to my feet and stamp down the beech.
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(a) Find the 3 missing capital letters and 1 apostrophe to show possession. 2
Grammar
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(a) Underline 3 verbs in the poem that are not in the present tense. Write them in the present tense in the space at the end of the lines.
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The verbs in this poem should all be written in the present tense; for example, ‘drinks’, ‘sits’. 3
Synonyms are words with the same or similar meaning; for example, ‘yells’, ‘bellows’. (b) Find three present tense verbs in the poem. Write a synonym for each.
(c) Write 2 conjunctions used in the text.
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(d) Use a conjunction to join these 2 sentences.
I need to open the door. I can walk inside.
And whisppers in my ear.
Spelling
(a) Underline the 10 misspelt words and write the correct spelling on the line provided. 4
Writing
A double negative statement incorrectly uses two negative words; for example, ‘I haven’t got no more,’ should be ‘I haven’t any more’ or ‘I have no more’. (a) Circle the line in the text containing a double negative. Write it correctly.
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tugs at me shirt
Guard the treasure!
Lesson focus
Punctuation
• • • • • Capital letters for sentence beginnings Grammatical commas Apostrophes to show possession Hyphens Colons for offset lists
Teachers notes
Spelling
• • Misspelt words Plurals (‘s’ and ‘es’)
•
Subject-verb agreement
Teacher information
A procedure outlines how something is done. It gives a list of materials or requirements. Imperative/ Command verbs are used in the instructions.
Answers
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(a) (a) (b)
You will need: • the children in your class • a small box of coins • a rolled-up newspaper • a blindfold 1. Ask the children to sit in a circle on the ﬂoor. 2. Choose one person to be the guard. He/She should sit in the middle of the circle. 3. Blindfold the guard and give him/her the rolled-up newspaper. Place the box of coins in front of him/her. 4. Choose one person in the circle to try to steal the box without being tapped by the guard’s newspaper. If caught, he/she must return to his/her place. If he/she succeeds, he/she becomes the new guard.
(a) Missing punctuation is in bold type. (b) Answers will vary, but may include: roll-top, roll-up, roll-on, roll-off, roller-skate, roll-out, rollover and roll-your-own Verbs are underlined. sits – sit (line 4), tries – try (line 10), succeed – succeeds (line 13) Spelling errors are in italic type. your, rolled-up, guard, middle, give, Place, front, tapped, caught, becomes (i) classes (ii) circles (iii) boxes
Proofreading and editing skills
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your rolled-up sit guard middle give Place front try tapped caught succeeds becomes Prim-Ed Publishing
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Grammar
Guard the treasure!
Read the procedure for playing a game. You will need • the children in yor class • a roled-up newspaper • a small box of coins • a blindfold
Editing skills
1. Ask the children to sits in a circle on the ﬂoor. 2. choose one person to be the gard. he/She
rolled-up newspaper. plase the box of coins in frunt of him/her.
4. choose one person in the circle to tries to steal the box without being taped by the guards newspaper. if cort he/she must return to his/her place. If he/she succeed he/she becumes the new guard. 1
Punctuation
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(a) Write the 4 missing capitals, 2 commas, 1 apostrophe to show possession and 1 colon for an offset list.
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(b) The word ‘rolled-up’ in the text is hyphenated. Use a dictionary to ﬁnd three more hyphenated words that contain the word ‘roll’.
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A hyphen (-) is used in some words to connect smaller words; for example, ‘happygo-lucky’, ‘self-pity’, ‘blue-black’.
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3. Blindfold the guard and giv him/her the
Grammar
In any sentence, the subject and the verb have to agree in person and in number; for example, ‘He sees’ but ‘They see’. (a) Three verbs in the text do not agree with their subjects. Write the correct form of each verb in the space at the end of the line where it is found. 3
Spelling
(a) Write the correct spelling for the misspelt words in the space at the end of each line. You can add ‘s’ or ‘es’ to most words to make them plurals. (b) Write the plural form of each of these words from the text. (i) class (ii) circle (iii) box
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should sit in the midle of the circle.
Eyewitness account
Lesson focus
Punctuation
• • • Grammatical commas Full stops Apostrophes to show possession
Teachers notes
Spelling
• • Misspelt words Confused words: their/there, were/where
Grammar
• • • Pronouns Adverbs Prepositions
Vocabulary
• Synonyms
Teacher information
A recount retells events as they happened in time order. Recounts are usually written using verbs in the past tense.
Answers
1. 2.
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(a) (a)
Missing punctuation is in bold type. Grammar answers are underlined. (a) Pronouns are underlined. me – I (line 2), I – me (line 3) it – he (line 5), him – her (line 11) calmly, viciously, carefully, quickly (ii) the bag under her arm Spelling errors are in italic type. running, there, relieved, where, who Answers will vary, but may include the following: (i) attacked (ii) shoved (iii) sped (iv) shouted
(b) Adverbs are underlined in bold. (c) (i) a description of the man
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I was standing calmly at the trafﬁc lights at St Lucy’s Square when I heard the sound of running footsteps a few metres behind me. I turned to see a young man viciously snatch an elderly woman’s handbag from under her arm. Then he pushed her over and kept running. I raced over to the woman, who was struggling to her feet. As there was no-one else in sight, I yelled out for help and was relieved to see a police ofﬁcer round the corner. We carefully helped the woman into a nearby shop where the owner kindly gave her a glass of water. She recovered quickly and helped me to give a description of the man who had robbed her.
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calmly I me viciously he running there relieved carefully where her quickly who Prim-Ed Publishing
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Eyewitness account
Read the recount. I was standing calm at the trafﬁc lights at St Lucys Square when me heard the sound of running footsteps a few metres behind I. I turned to see a young man vicious snatch an elderly womans handbag from under her arm Then it pushed her over and kept runing. I raced over to the woman who was struggling to her feet. As their was no-one else in
Editing skills
sight I yelled out for help and was releived to see a police ofﬁcer round the corner. We careful
helped the woman into a nearby shop were the
owner kindly gave him a glass of water She recovered quick and helped me to give a description of the man hoo had robbed her
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Grammar
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(a) Find the 2 missing commas, 3 full stops and 2 apostrophes to show possession.
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(c) Write the missing prepositions from the text. (i) a description (ii) the bag 3 the man her arm
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Punctuation
(a) Circle the incorrect pronouns used in the text. Write the correct pronouns in the space at the end of the line.
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Pronouns are words that replace nouns; for example, ‘I’, ‘he’, ‘she’, ‘him’, ‘it’.
Vi
Adverbs are words that describe verbs. They often end in ‘ly’; for example, ‘happily’, ‘slowly’. (b) Four words from the text are missing the ‘ly’ ending that makes them adverbs. Write each one correctly in the space at the end of the line.
Prepositions are positional words placed before nouns and pronouns to indicate their relation to other words; for example; ‘He was at the trafﬁc lights.’
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Spelling
(a) Write the correct spelling for the misspelt words in the space at the end of the line. 4
Vocabulary
(a) Write a synonym for each of these words from the text. (i) robbed (ii) pushed (iii) raced (iv) yelled
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The Aquada
Lesson focus
Punctuation
• • • • • • Capital letters for sentence beginnings Capital letters for proper nouns Question marks Exclamation marks Apostrophes in contractions Hyphens
Teachers notes
Spelling
• • Confused words: by/buy, they’re/there Misspelt words
Grammar
• Adverbs
Vocabulary
• Compound words
Teacher information
Descriptions describe the characteristics, components and functions of speciﬁc living or non-living things.
Answers
1.
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2.
3. 4.
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(b) (i) slick-looking (ii) Teacher check (a) Adverbs are underlined.
Would you like to own a car that’s also a boat? You can buy one now—but you will need to be rich, as they’re very expensive! The Aquada is a slick-looking sports car that can seat three people. It has all the normal car controls, like a speedometer and a fuel gauge. It doesn’t have any doors—you have to carefully climb in! This is so the car is completely watertight. If you want to go onto water, all you do is press a button. When the car senses it’s ﬂoating, it quickly retracts the wheels and lights up the navigation lights that surround the numberplate. The car is now a jet-powered boat! It can do almost 50 kilometres per hour at top speed.
(a) Missing punctuation is in bold type.
carefully, completely, quickly
(a) Spelling errors are in italic type. also, buy, they’re, seat, controls, gauge, water, wheels, surround, almost, kilometres (a) Compound words are underlined in bold. slick-looking, carefully, watertight, numberplate, jet-powered (b) Answers may include: carefully, watertight, numberplate
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also buy they’re seat controls gauge carefully completely water quickly wheels surround almost kilometres Prim-Ed Publishing
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The Aquada
Read the description. would you like to own a car thats allso a boat you can by one now – but you will need to be rich, as there very expensive The aquada is a slick-looking sports car that can seet three people. It has all the normal car kontrols, like a
Editing skills
car is complete watertight.
if you want to go onto warter, all you do is press a button. When the car senses its ﬂoating, it quick
retracts the wheals and lights up the navigation lights that suround the numberplate. the car is now a jet-powered boat It can do allmost 50 kilomeetres per hour at top speed.
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Punctuation
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(a) Write the missing 6 capital letters, 1 question mark, 3 apostrophes and 2 exclamation marks needed for emphasis. A hyphen (-) is used in some words to connect smaller words; for example, ‘happygo-lucky’, ‘self-pity’, ‘able-bodied’. (b) (i) The word ‘jet-powered’ is one of the hyphenated compound words in the text. Underline the other. (ii) Find three hyphenated words starting with ‘j’ in a dictionary.
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Grammar
Adverbs are words that describe verbs. They often end in ‘ly’; for example, ‘happily’, ‘quickly’. (a) Write 3 adverbs that are missing the ‘ly’ ending, in the space at the end of the line. 3
doors—you have to careful climb in! this is so the
Spelling
(a) Write the correct spelling for the misspelt words in the space at the end of the line. 4
Vocabulary
Compound words are made up of two smaller words; for example, ‘rainbow’. (a) Circle the compound words in the text. (b) Write 2 which are unhyphenated.
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speedometer and a fuel gage. It doesnt have any
The old shed
Lesson focus
Punctuation
• • • • • • Capital letters for proper nouns Capital letters for sentence beginnings Full stops Commas in lists Grammatical commas Quotation marks for direct speech
Teachers notes
Spelling
• Misspelt words
Grammar
• Adverbs
Vocabulary
• Compound words
Teacher information
Narratives tell a story, often involving ﬁctitious characters, in a sequence of events.
Answers
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1. 2.
3.
4.
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Jack swung open the door of the old shed and stepped inside. It slammed shut behind him. He stared around with wide eyes. In the middle of the room, in the thick dust and spider webs, stood a small wooden table. It was set with polished silver plates and cutlery and a single candle was burning brightly in an elaborate candlestick. Jack shivered violently. This was creepy. And the damp, musty smell was making him feel queasy. He had to get out. Swiftly, he turned towards the door and grabbed at the handle. ‘Don’t go. Come and eat’, whispered a voice in his ear. Jack screamed and desperately rattled the handle. ‘Help! Let me out!’
Missing punctuation is in bold type. (a) Adverbs are underlined. brightly, violently, Swiftly, desperately (a) Spelling errors are in italic type. swung, slammed, stared, thick, wooden, cutlery, creepy, queasy, grabbed, whispered, voice, out Compound words are underlined in bold. (a) inside, behind, around, candlestick, towards
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swung slammed stared thick wooden cutlery brightly violently creepy queasy Swiftly grabbed whispered voice desperately out Prim-Ed Publishing www.prim-ed.com
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The old shed
Read the narrative. Jack swunng open the door of the old shed and stepped inside it slamed shut behind him. He starred around with wide eyes. In the middle of the room in the thic dust and spider webs, stood a small woodden table. It was
Editing skills
elaborate candlestick jack shivered with violence. This was kreepy. And the damp musty smell was making him feel queazy. He had to get out.
With swiftness he turned towards the door and grabed at the handle.
Dont go. Come and eat’ wisppered a voyce in his ear.
Help! let me owt!
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Punctuation
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The actual words spoken by a person are called direct speech. These begin and end with quotation marks. 3
(b) Write the missing quotation marks from the direct speech in the text.
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Grammar
(a) Find the missing 3 capital letters, 2 full stops, 4 commas and 1 apostrophe.
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Jack screamed and with desperation rattled the handle.
2
Adverbs are words that describe verbs. They often end in ‘ly’; for example, ‘happily’, ‘slowly’. (a) Look at the words in bold type in the text. Replace each group of words with one adverb with the same meaning. Write each one in the space at the end of the line.
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Spelling
(a) Write the misspelt words correctly in the space at the end of the line. 4
single candle was burning with brightness in an
Vocabulary
Compound words are made up of two smaller words; for example, ‘rainbow’. (a) Write 2 compound words used in the text.
Proofreading and editing skills
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set with polished silver plates and cutelry and a
Birthday parties
Lesson focus
Punctuation
• • • Grammatical commas Question marks Apostrophes to show possession
Teachers notes
Spelling
• • Misspelt words Confused words: there/their, too/to
Vocabulary
• Antonyms
Grammar
• Subject-verb agreement
Teacher information
A report is usually written in the present tense and provides facts clearly without unnecessary information or opinions.
Answers
1. 2.
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3.
4. 5.
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(a)
Have you ever wondered why we celebrate birthdays with parties? Long ago in Europe, people thought that evil spirits were attracted to people on their birthdays. To protect them, friends and family would gather to bring their good wishes and gifts for the birthday person. At ﬁrst, only kings celebrated their birthdays, but soon people began to celebrate children’s birthdays too. Many children’s birthday parties include games. A lot of these games involve the unknown, such as ‘Pin the tail on the donkey’ or ‘Musical chairs’. Traditionally, they symbolise the unknown in the new year of life that lies ahead for the birthday child.
Missing punctuation is in bold type. Verbs are underlined. celebrates – celebrate (line 1), gathers – gather (line 5), symbolises – symbolise (line 13) (a) Spelling errors are in italic type. parties, spirits, attracted, wishes, their, to, too, Many, these, chairs, lies (a) Possible answers: (i) good (ii) neglect/destroy/harm Teacher check. Possible answers: Paragraph 2 – Why do we celebrate birthdays? Paragraph 3 – Why do we play games at birthdays?
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celebrate parties spirits attracted gather wishes their to too Many these chairs symbolise lies Prim-Ed Publishing www.prim-ed.com
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Paragraphs
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Writing
Birthday parties
Read the report. Have you ever wondered why we celebrates birthdays with partys Long ago in Europe people thought that evil spirrits were attrackted to people on their birthdays. To protect them friends and family would gathers
Editing skills
but soon people began too celebrate childrens birthdays to.
Manny childrens birthday parties include games.
A lot of theese games involve the unknown, such as ‘Pin the tail on the donkey’ or ‘Musical chaires’.
Traditionally they symbolises the unknown in the new year of life that lyse ahead for the birthday child.
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Punctuation
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Spelling
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(a) Find 3 missing commas, 1 question mark and 2 apostrophes.
Grammar
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In any sentence, the subject and the verb have to agree in person and in number; for example, ‘He sees’ but ‘They see’. (a) Three verbs in the text do not agree with their subjects. Circle them and write the correct form of each verb in the space at the end of the line. 3
(a) Write the misspelt words correctly in the space at the end of the line.
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person. At ﬁrst, only kings celebrated there birthdays,
Vocabulary
(a) Write an antonym (a word with the opposite meaning) for these words from the text. (i) evil (ii) protect 5
Writing
The ﬁrst paragraph states what the report is about. (a) Write a question answered by paragraphs 2 and 3. Paragraph 2.
Paragraph 3
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to bring their good wishs and gifts for the birthday
Be healthy! Be happy!
Lesson focus
Punctuation
• • • • Capital letters for sentence beginnings Full stops Commas for lists Apostrophes in grammatical contractions
Teachers notes
Spelling
• • • Misspelt words Confused words – of/off, rays/raise, too/two Plurals – ‘s’, ‘es’, changing ‘y’ to ‘i’ to add ‘es’
Grammar
• • Adjectives Nouns
Vocabulary
Teacher information
Discussion texts present one side of an argument, to persuade the reader of a particular point of view.
Answers
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(a) (i) fast foods (iv) physical activities ‘es’ – illnesses ‘ies’ – activities, bodies (i) unpopular
We need to improve our lifestyles. The car, TV and fast foods are turning us into a nation of unhealthy, unﬁt people. More people suffer from diet-related illnesses than ever before, as a result of regularly eating meals high in fat and sugar. Young people need to learn the importance of eating healthy food to prevent medical problems. TV, DVDs and computer games are becoming the most popular leisure activities for many young people. More time needs to be spent enjoying physical activities that raise the heart rate and make the body work harder. We are relying too much on the car for transport. There must be times when we can walk instead. If we look after our bodies they will work well for us. Let’s do it!
(a) Missing punctuation is in bold type. (ii) medical problems (iii) popular activities
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(a) Spelling errors are in italic type. of, people, before, learn, healthy, leisure, raise, too, bodies ‘s’ – lifestyles, foods, meals, problems, DVDs, games, times
(b) Plural nouns are underlined.
4.
(a) Possible answers include: (ii) work (iii) irregularly, sometimes
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Capital letter Comma of people before Full stop learn healthy Comma leisure Capital letter raise Full stop too Capital letter bodies Apostrophe Prim-Ed Publishing
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Antonyms
Be healthy! Be happy!
Read the discussion text. we need to improve our lifestyles. The car TV and fast foods are turning us into a nation off unhealthy, unﬁt people. More peeple suffer from diet-related illnesses than ever befour, as a result of regularly people need to lurn the importance of eating hellthy food to prevent medical problems. eating meals high in fat and sugar Young
Editing skills
TV DVDs and computer games are becoming the most popular leshure activities for many young people. more time needs to be spent enjoying physical activities that rays the heart rate and make the body work harder
We are relying two much on the car for transport. there must be times when we can walk instead.
If we look after our body’s they will work well for us.
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(ii) medical 4 (iv) physical
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(a) Underline the 8 punctuation mistakes in the text and write the correction in the space at the end of the line. 2
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(i) fast (iii) popular
Adjectives describe nouns.
(a) Find the nouns in the text described by these adjectives.
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Spelling
(a) There are 9 misspelt words. Underline each and write it correctly in the space at the end of the line.
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The plural of words is made in different ways: by adding ‘s’, ‘es’ or, if the word ends in ‘y’, it is changed to ‘i’ before ‘es’ is added; for example, ‘boot(s)’, ‘match(es)’, ‘ladies’ (‘y’ to ‘i’ and add ‘es’). (b) Underline all the plural nouns in the text using a different colour for each of the 3 different ways the plural is made.
Vocabulary
(a) Write an antonym (a word with the opposite meaning) for each of these words from the text. (i) popular (ii) leisure (iii) regularly
Proofreading and editing skills 29
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The ballad of Ned Kelly
Lesson focus
Punctuation
• • Capital letter at the beginning of each line of a poem Capital letter for proper nouns
Teachers notes
Spelling
• • Misspelt words Rule ‘i’ before ‘e’.
Grammar
• Adjectives
Teacher information
Ballads tell stories of heroes and folktales. They may be sung or recited, often include rhyming couplets and contain a repeated line.
Answers
An Irish lad named Ned Kelly Was born in 1854. His parents worked from dawn to dusk But still were very poor. But still were very poor. When Ned was twelve his father died And life got even worse. At sixteen years he went to gaol For receiving a stolen horse. For receiving a stolen horse. An argument with a policeman (Fitzpatrick was his name) Sent Mrs Kelly away for three years And then Ned rose to fame. Then Ned rose to fame. The bush became his second home And when one day, by chance, He came upon some policemen, He ﬁnally took a stance. He ﬁnally took a stance.
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The Kelly Gang shot them dead And robbery became their trade. No rich man’s bank was safe from them And a legend had been made. A legend had been made. June 1880 will be remembered As Ned Kelly’s last stand, Dressed in armour made of steel With shotgun in his hand. Shotgun in his hand. His comrades fell and still he fought, Relentless to the last. More than twenty-eight bullets pierced his skin And so the die was cast. So the die was cast. In November 1880, at twenty-eight, Ned’s life came to an end. A hangman’s rope sealed the fate Of our bushranger legend. Our bushranger legend.
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1. (a) (b) 2. (a) 3. (a) (b) Prim-Ed Publishing
Missing punctuation is in bold type. Proper nouns are underlined. Irish, Ned, Kelly, Ned, Fitzpatrick, Mrs, Kelly, Ned, Ned, Kelly, Gang, June, Ned, Kelly, November, Ned’s (i) stolen horse (ii) poor parents or Irish parents (iii) hangman’s rope (iv) bushranger legend Spelling errors are in italic type. (i) receiving (ii) pierced * ‘i’ before ‘e’ except after ‘c’, is the spelling rule.
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The ballad of Ned Kelly
Read the ballad. an irish lad named ned kelly was born in 1854. his parents worked from dawn to dusk but still were very poor. but still were very poor. when ned was twelve his father died and life got even worse. at sixteen years he went to gaol for recieving a stolen horse. for recieving a stolen horse. an argument with a policeman (ﬁtzpatrick was his name) and then ned rose to fame. then ned rose to fame. the kelly gang shot them dead and robbery became their trade. no rich man’s bank was safe from them and a legend had been made. a legend had been made. june 1880 will be remembered as ned kelly’s last stand, dressed in armour made of steel with shotgun in his hand. shotgun in his hand.
Editing skills
sent mrs kelly away for three years
the bush became his second home and when one day, by chance, he ﬁnally took a stance. he ﬁnally took a stance. he came upon some policemen,
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Punctuation Grammar
(i) horse (ii) parents
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The beginning of each line of a poem generally begins with a capital letter. (a) Circle the word at the beginning of each line which needs a capital letter. (b) Underline 16 proper nouns which need a capital letter. 2 (a) Find and write adjectives to match these nouns:
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relentless to the last. his skin and so the die was cast. so the die was cast. ned’s life came to an end. a hangman’s rope sealed the fate of our bushranger legend. our bushranger legend. (iii) rope (iv) legend 3
his comrades fell and still he fought, more than twenty-eight bullets peirced
in november 1880, at twenty-eight,
Spelling
(a) There are 2 misspelt words. Write the correct spelling. (i) recieving (ii) peirced (b) Write the spelling rule.
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Art thief arrest
Lesson focus
Punctuation
• • • Capital letters for proper nouns Apostrophes to show possession Quotation marks for direct speech
Teachers notes
Spelling
• • Confused words: one/won Misspelt words
Grammar
• • Verb tenses Pronouns
Writing
• Double negatives
Teacher information
A recount retells events as they happened, in time order. Recounts are written using verbs in the past tense.
Answers
1. 2.
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(a) Verbs are underlined. (b) (a)
Missing punctuation is in bold type. Answers will vary, but should include four of the following: been arrested, having been chased, has stolen, was to cut, was set (off), entered, has done
Pronouns are shaded grey. him – his (line 2), their – its (line 6), she – he (line 8), Him – He (line 10) Spelling errors are in italic type. thief, ﬁnally, escapes, priceless, museums, known, one, surprised, police, stolen One way of correcting the double negative has been underlined in bold. ‘…is not saying nothing’ should read ‘…is not saying anything’ or ‘…is saying nothing’.
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Art thief Winston Rose has ﬁnally been arrested after having been chased by the world’s police for more than 10 years. The details of his amazing escapes can be found in William Green’s book, Artful dodging. The infamous criminal has stolen priceless paintings from museums and art galleries in 12 countries. Rose’s method was to cut a painting out of its frame and replace it with a picture of a red rose. Rose is known as an expert at avoiding security alarms, but yesterday he set one off as he entered the Franklin Gallery in London. ‘I think Rose is as surprised as we are about the alarm’, said a police spokesperson yesterday. ‘He is now in custody but is not saying anything about what he has done with all the stolen art.’
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Art thief arrest
Read the newspaper report. Art theif Winston Rose has ﬁnaly been arrested after having been chased by the worlds police for more than 10 years. The details of him amazing excapes can be found in william Greens book, artful dodging. The infamous criminal has stolen priceles paintings from musuems and
Editing skills
rose is nown as an expert at avoiding security alarms, but yesterday he set won off as she entered the Franklin Gallery in london. I think Rose is as suprised as we are about the alarm,
said a pollice spokesperson yesterday. ‘Him is now in custody but is not saying nothing about what he has done with all the stollen art. 1
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(a) Write the 4 missing capital letters and 3 apostrophes to show possession. Quotation marks show what a person is saying.
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Verbs written in the past tense show what has already happened; for example, ‘He went to the shops’, ‘Michael wrote a story’, ‘She washed the dishes’. (a) Write four past tense verbs from the text.
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Grammar
(b) Add the quotation marks missing from the text.
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Pronouns are words that replace nouns; for example, ‘I’, ‘he’, ‘she’, ‘him’, ‘it’, ‘her’, ‘them’, ‘my’. (b) Circle the incorrect pronouns used in the text. Above each, write the pronoun that should have been used.
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their frame and replace it with a picture of a red rose.
Spelling
(a) Write the correct spelling of the 10 misspelt words.
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Writing
A double negative statement incorrectly uses two negative words; for example, ‘I haven’t got no more,’ should be ‘I haven’t any more’ or ‘I have no more’. (a) Underline the line in the text containing a double negative. Write it correctly.
Proofreading and editing skills
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art galleries in 12 countries. Roses method was to cut a painting out of
The ‘Titanic’ should be left alone
Lesson focus
Punctuation
• • • • • Commas in a list Grammatical commas Full stops Apostrophes for possession Apostrophes in contractions
Teachers notes
Spelling
• • Confused words: allowed/aloud Misspelt words
•
Verb tenses
Teacher information
A discussion text evaluates an issue. Arguments are given to persuade the audience of a particular point of view.
Answers
The ‘Titanic’ was a large, luxurious ship that sank in 1912, taking 1513 people with it. The wreck was found in 1985. Since that time, thousands of artefacts have been taken from the ‘Titanic’. Some people think this is wrong. They say the ‘Titanic’ is really a graveyard and should be left alone. I don’t think that just anyone should be allowed to visit the shipwreck. But if scientists are careful, I can’t see anything wrong with removing artefacts from the ‘Titanic’. People can then go to see them in museums. This is a good way to pay our respects to the people who died in the disaster. If the artefacts are left underwater, they will eventually perish and no-one will ever see them. I think that’s a shame. The people who died on the ‘Titanic’ must be remembered. Bringing the ship’s artefacts to the surface is the best way to do this.
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4.
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Missing punctuation is in bold type. will be – was (line 2), will die – died (line 8) thousands, wrong, allowed, scientists, removing, eventually, remembered, surface (i) deteriorate, decompose (b) Compound words have been underlined in bold. graveyard, shipwreck, underwater, no-one, alone, anyone, anything
(a) Spelling errors are in italic type. (a) Answers will vary, but may include the following:
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Grammar
Vocabulary
The ‘Titanic’ should be left alone
Read the discussion text.
Editing skills
The ‘Titanic’ was a large luxurious ship that sank in 1912 taking 1513 people with it The wreck will be found in 1985. Since that time, thouzands of artefacts have been taken from the ‘Titanic’. Some people think this is rong They say the ‘Titanic’ is really a graveyard and should be left alone. I dont think that just anyone should be aloud to visit the shipwreck. But if sientists are careful I cant see anything wrong with remooving artefacts from the ‘Titanic’ People people who will die in the disaster. If the artefacts are left underwater, they will eventualy perish and no-one will ever see them I think thats a shame. The people who died on the ‘Titanic’ must be remembed best way to do this. 1 Bringing the ships artefacts to the surfase is the can then go to see them in museums. This is a good way to pay our respects to the
Punctuation
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Grammar
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(a) Find the 1 comma missing from a list, 2 grammatical commas, 5 full stops, 3 apostrophes for contractions and 1 apostrophe for possession.
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Verbs in the future tense describe what will happen in the future. The word ‘will’ can be used to show this; for example, ‘He will go’, ‘She will see’.
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Vocabulary
(a) Use a thesaurus or dictionary to write synonyms for these words from the text. (i) perish (ii) disaster Compound words are made up of two smaller words; for example, ‘rainbow’, ‘twenty-one’. (b) Write 4 compound words found in this text.
(c) Write 6 compound words (hyphenated or unhyphenated) with the words ‘ship’ or ‘water’. Use a dictionary.
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The marine turtle
Lesson focus
Punctuation
• • • • Capital letters for sentence beginnings Full stops Grammatical commas Hyphens
Teachers notes
Spelling
• Confused words: through/threw, there/their, sun/son, ate/eight, prey/pray Misspelt words
•
Grammar
Teacher information
A report is usually written in the present tense and provides facts clearly and without unnecessary information or opinions.
Answers
The turtle is a reptile, a cold-blooded animal that breathes air through its lungs. The main feature of the turtle is its hard shell, which can be up to a metre in length. There are seven types of marine turtle, most of them living in the warm tropical oceans where they feed on algae and sea grasses.
Most young turtles fail to reach the ocean as the trip across the open sand is a dangerous one. Young turtles are easy prey for birds and other animals. 1.
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(c) (i) self-service (ii) (a) (a)
(a) Missing punctuation is in bold type. (b) Hyphenated words are underlined. cold-blooded, rubbery-shelled mini-mart (iii) half-hearted (iv) sea-dog Answers should include the following: that, which, where, but, and, as Spelling errors are in italic type. through, metre, length, There, sun, predators, eight, Young, prey
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Turtles spend most of their time in the water but the female crawls on to the beach to lay her rubbery-shelled eggs. She digs a hole in the sand and lays as many as two hundred eggs. The eggs are covered with sand for protection from the sun and predators. After about eight weeks, they are ready to hatch.
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Conjunctions
The marine turtle
Read the report.
Editing skills
the turtle is a reptile a cold-blooded animal that breathes air threw its lungs the main feature of the turtle is its hard shell, which can be up to a meter in lenth their are seven types of marine turtle most of them living in the warm tropical oceans where they feed on algae and sea grasses
to lay her rubbery-shelled eggs she digs a hole in the sand and lays as many as preditors after about ate weeks they are ready to hatch
two hundred eggs the eggs are covered with sand for protection from the son and
most young turtles fail to reach the ocean as the trip across the open sand is a dangerous one yung turtles are easy pray for birds and other animals
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sea self
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A hyphen (-) is used in some words to connect smaller words; for example, ‘do-ityourself’, ‘weight-lifter’ and ‘well-presented’.
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(a) Write in 9 capital letters, 9 full stops and 3 grammatical commas.
(b) Circle the 2 hyphenated words in the text.
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mini dog hearted half (ii) small supermarket (iv) experienced sailor
(c) Make hyphenated words from the list below to match each deﬁnition.
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(i) customers serve themselves
(iii) showing little enthusiasm
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Grammar
Conjunctions are words that join single words or groups of words to make a sentence longer. (a) Write 3 conjunctions used in the text.
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Spelling
(a) Highlight the 9 misspelt words in the report, then write the correct spellings below.
Proofreading and editing skills
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turtles spend most of their time in the water but the female crawls on to the beach
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Matthew’s story
Lesson focus
Punctuation
• • • Grammatical commas Apostrophes to show possession Colons in titles
Teachers notes
Spelling
• • Misspelt words Confused words: herd/heard, right/write
Grammar
Teacher information
An autobiography is a type of recount. A recount retells events as they happened in time order. Recounts are usually written using verbs in the past tense.
Answers
My life: the story of Matthew Marsh
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(a) Adverbs are underlined. (b) (a)
I was born in London in 1967. My family’s main interest was sport and my parents actively encouraged me to play team sports from an early age. But I really didn’t enjoy playing sport. I preferred to play my violin. When I left school, I found a job as a baker’s assistant and kept practising my violin. One day, I heard that a new music group was looking for a violinist. I rang and nervously auditioned for the group’s lead singer the next day. To my delight, I got in. I enjoyed the band’s music and spent the next few years happily playing electric violin. When the band broke up in 1997, I started to write my own pop music. My songs have been performed by some of the world’s most famous singers. I now live in Los Angeles where I work in my home studio.
Missing punctuation is in bold type. actively, nervously, happily Answers should include three of the following: main, team, early, baker’s, new, music, lead, next, few, electric, own, pop, famous, home Spelling errors are in italic type. interest, encouraged, early, preferred, assistant, heard, violinist, singer, enjoyed, write, performed, famous, work
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interest actively encouraged early preferred assistant heard violinist nervously singer enjoyed happily write performed famous work Prim-Ed Publishing www.prim-ed.com
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Matthew’s story
Read the autobiography. My life the story of Matthew Marsh I was born in London in 1967. My familys main intrest was sport and my parents with activeness enckouraged me to play team sports from an urly age. But I really didn’t enjoy playing sport. I preffered to play my violin. When I left school, I found a job as a bakers asistent and kept practising my violin. One day I herd that
Editing skills
a new music group was looking for a voilinist. I rang and with nervousness auditioned for the
groups lead singger the next day. To my delight I got in. I ennjoyed the bands music and spent the next
few years with happiness playing electric violin. When
pop music. My songs have been perfformmed by some of the worlds most famus singers. I now live in Los Angeles where I werk in my home studio.
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(a) Find the 3 missing commas and 5 apostrophes to show possession. Correct the title by adding the missing colon.
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Punctuation Grammar
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the band broke up in 1997 I started to right my own
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Adverbs are words that describe verbs. They often end in ‘ly’; for example, ‘happily’, ‘slowly’. (a) Look at the words in bold print in the text. Replace each group of words with one adverb with the same meaning. Write each one in the space at the end of the line.
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Adjectives are words that describe nouns; for example, red car, juicy apple. (b) Write 3 adjectives you can ﬁnd in the text. 3
Spelling
(a) Write the misspelt words correctly in the space at the end of the line.
Proofreading and editing skills 39
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The Great Barrier Reef
Lesson focus
Punctuation
• • • • Capital letters for sentence beginnings Capital letters for proper nouns Full stops Grammatical commas
Teachers notes
Spelling
• • Confused words: they’re/their Misspelt words
Grammar
• • Subject-verb agreement Prepositions
Vocabulary
• Enrichment
Teacher information Answers
This description describes the physical characteristics and special features of the Great Barrier Reef.
The Great Barrier Reef is the largest coral reef in the world. It is nearly two thousand kilometres long and stretches along most of the north-eastern coastline of Australia. Although the reef is so large, it is actually made of very small coral polyps and algae. The hard part of the reef is made from the skeletons of these small creatures.
Answers 1. Missing punctuation is in bold type.
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(b) (i) were (c) (i) in
2.
(a) Verbs are underlined.
stretch – stretches (line 2), are – is (line 3), is – are (line 5) (ii) want (iii) is (iii) from (iv) has (ii) along
3. 4.
(a) Spelling errors are in italic type. world, Although, skeletons, animals, plankton, their, skeletons (a) largest – most extensive, long – in length, large – vast, very small – tiny, hard – solid, poisonous – venomous, feed – feast
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Coral polyps are not, as they appear, members of the plant family, but are really small animals that have poisonous tentacles. These animals feed on plankton and when they die their skeletons remain.
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The Great Barrier Reef
Read the description.
Editing skills
the great barrier reef is the largest coral reef in the wurld it is nearly two thousand kilometres long and stretch along most of the north-eastern coastline of australia althow the reef is so large it are actually made of very small coral polyps and algae the hard part of the reef is made from the skelertons of these small creatures coral polyps is not as they appear members
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(a) Find the 10 missing capital letters, 6 full stops and 4 commas.
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they’re skelingtons remain (i) the largest coral reef the world (ii) it stretches north-eastern coastline. (iii) the reef is made skeletons of coral polyps. 3
of the plant family but are really small
aminals that have poisonous tentacles these
animals feed on plancton and when they die
Prepositions are positional words placed before nouns and pronouns to indicate their relation to other words; for example, ‘I had my shower after dinner’, ‘My mother is proud of me’. (c) Write the missing prepositions from the text.
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Grammar
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solid
the the
The subject and verb must always agree in person and in number. For example; ‘she swims’, but ‘we swim’.
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(a) In the text, circle the 3 verbs that do not agree with their subjects. Write the correction above each word.
Spelling
(a) Underline the 7 spelling errors and write the correction above each word. 4
(b) Circle the verbs below that agree with their subjects. (i) The children was/were interested in marine science. (ii) They wants/want to see the Great Barrier Reef. (iii) It is/are under threat. (iv) It has/have to be protected.
Vocabulary
A good choice of vocabulary can make a piece of writing more interesting. feast in length venomous tiny vast
most extensive
(a) Replace the bold words or phrases in the text with those from the list above. Write the new words or phrases above the originals.
Proofreading and editing skills 41
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Hermes
Lesson focus
Punctuation
• • • • • Capital letters for sentence beginnings Capital letters for proper nouns Full stops Grammatical commas Apostrophes for possession
Teachers notes
Spelling
• • Misspelt words Confused words: souls/soles
Teacher information
A narrative tells a story in a sequence of events. This narrative is in the form of a fable.
Answers
1. 2.
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(b) (i) an urgent message (iii) an original painting (v) an honest mistake (c) (i) by
Hermes was the son of the god Zeus and a mountain nymph. He was a very special child who, on his ﬁrst day of life, found an empty tortoise shell and used it to make the ﬁrst musical instrument, a lyre. Hermes was known for his helpfulness to humanity. When Perseus was ordered by the king to bring him Medusa’s head as a gift, Hermes provided him with a helmet to make him invisible and magic sandals so that he could ﬂy swiftly. Perseus was able to complete his mission successfully, thanks to the assistance Hermes had given. As the patron of travellers, it was Hermes’s job to convey dead souls to the underworld. Hermes was also the messenger of the gods. He carried a special staff and is often depicted wearing a straw hat.
Missing punctuation is in bold type. (a) A/An words are underlined. a mountain, an empty, a lyre, a helmet, a special, a straw (ii) a helpful hint (iv) a useful appliance (vi) a one-hit wonder
3.
(a) Spelling errors are in italic type. special, helpfulness, ordered, invisible, successfully, assistance, travellers, souls
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a special an a helpfulness ordered a invisible successfully assistance travellers souls a a Prim-Ed Publishing www.prim-ed.com
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Hermes
Read the fable. hermes was the son of the god zeus and an mountain nymph he was a very speshal child who on his ﬁrst day of life found a empty tortoise shell and used it to make the ﬁrst musical instrament an lyre hermes was known for his helpfullness to humanity when
Editing skills
invisable and magic sandals so that he could ﬂy swiftly perseus was able to complete his mission succesfuly thanks to the asisstance hermes had given
as the patron of travelers it was hermess job to convey dead soles to the underworld
hermes was also the mesenger of the gods he carried an special staff and is often depicted wearing an straw hat
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(iv) (v) (vi) useful appliance honest mistake one-hit wonder Prepositions are positional words placed before nouns and pronouns to indicate their relation to other words; for example, ‘I went to bed after dinner’, ‘My mother is worried about me’. (c) Write the missing prepositions from the text. (i) Perseus was ordered (ii) Hermes provided him 3 the king. a helmet.
(a) Find the missing capital letters, full stops, 6 commas and 2 apostrophes. 2
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When the word ‘a’ is needed before a word beginning with a vowel sound, it is sometimes necessary to change it to ‘an’ to make it easier to say; for example, ‘an apple’. (a) Underline 6 errors in the text where ‘a’ and ‘an’ have been confused. Write the correct word on the line at the end of the row.
Note: Some words beginning with the letter ‘h’ need ‘an’ because the ‘h’ is silent, so the word starts with a vowel sound; for example, ‘an hour’.
(b) Choose ‘a’ or ‘an’ for the following phrases. (i) (ii) (iii) urgent message helpful hint original painting
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(a) Write the correct spelling of 8 misspelt words on the line at the end of the row.
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as a gift hermes provided him with an helmet to make him
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School vending machine
Lesson focus
Punctuation
• • • • Capital letters for sentence beginnings Full stops Grammatical commas Apostrophes in contractions
Teachers notes
Spelling
• • • Confused words: by/buy/bye, which/witch, sew/so, there/their, some/sum Misspelt words Plurals (‘s’ and ‘es’)
Grammar
• Conjunctions
Writing
• Double negatives
Teacher information
A discussion text evaluates an issue. Arguments are given to persuade the audience of a particular point of view.
Answers
1. 2. 3.
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(a) (a) (b) (c) (a)
Missing punctuation is in bold type. canteen or tuckshop sandwiches or other food buy, which, so, their, some Spelling errors are in italic type. decided, tuckshop, promised, healthy, hope Singular nouns are underlined in bold. pupils (line 3), sandwiches (line 7), parents (line 12) One way of correcting the double negative has been underlined. ‘…there isn’t no canteen or tuckshop …’ should read ‘…there isn’t a canteen or tuckshop …’ or ‘…there is no canteen or tuckshop …’
Proofreading and editing skills
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I think it’s a good idea that our school has decided to buy a food vending machine for the pupils to use. It will raise money for the school, which will directly beneﬁt the pupils. Also, there isn’t a canteen or tuckshop at the school so pupils can’t buy food from anywhere else. This means that parents must prepare sandwiches or other food for their children every day. In addition, the school board has promised that the vending machine will contain only healthy food. Therefore, I can’t understand why some parents don’t want the vending machine. I hope it arrives soon.
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School vending machine
Read the discussion text. I think its a good idea that our school has decidded to (by, buy, bye) a food vending machine for the pupil to use it will raise money for the school (which, witch) will directly beneﬁt the pupils. also there isn’t no canteen or tucshop at the school
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or other food for (there, their) children every day.
In addition the school board has promissed that the vending machine will contain only hellthy food. Therefore i cant understand why (some, sum) parent dont want the vending machine I hop it arrives soon.
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Punctuation
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Conjunctions can join single words or groups of words.
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(a) Write the words joined by the conjunction ‘or’ in the text.
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Grammar Spelling
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(a) Write the missing capital letters, full stops, 4 commas and 4 apostrophes.
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(a) Choose the correct spelling from each pair of words in brackets. Write your choice in the space at the end of the line. (b) Write the correct spelling for the 5 misspelt words in the space at the end of the line.
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You can add ‘s’ or ‘es’ to most singular nouns to make them plurals. (c) There are 3 singular nouns in the text which need ‘s’ or ‘es’ added to them to make them plurals. Circle each and write its correct plural form in the space at the end of the line.
this means that parents must prepare sandwich
Writing
A double negative statement incorrectly uses two negative words; for example, ‘I haven’t got no more,’ should be ‘I haven’t any more’ or ‘I have no more’. (a) Underline the words in the text containing a double negative. Write them correctly.
Proofreading and editing skills
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(sew, so) pupils cant buy food from anywhere else
Annie the witch
Lesson focus
Punctuation
• • • • • Quotation marks for direct speech Exclamation marks Hyphens Apostrophes in grammatical contractions Capital letters for proper nouns
Teachers notes
Grammar
• Verb tense – past, present, future
•
Misspelt words
Teacher information
A narrative tells about a series of events, usually involving ﬁctitious characters.
Answers
‘You’re crazy, Mike! Old Annie’s a witch—everyone knows that!’ ‘Rubbish, Ian! My mum and dad say she’s just a lonely old lady.’ ‘I’m telling you she’s a witch!’ Ian shook his head, his eyes behind the thick lenses opened wide and round. He dropped his voice to a whisper.
But nothing could shake Mike.
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3.
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(d) Teacher check (f) (a) (i) knows – present
‘I’m going to weed her garden for her—and she’s going to pay me cash. And when I have that cash, I’ll have saved enough for a new engine for my model aeroplane. And if you’re very lucky, I might let you play with it sometimes.’ ‘Yeah, if you’re alive, you mean …’
Missing punctuation is in bold type. you are, Annie is, she is, I am, I will lonely, whisper, poisoned, enough (ii) shook – past (iii) dropped – past (iv) am going to weed – future
(a) Spelling errors are in italic type.
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‘And she killed her husband—she served him poisoned cookies and milk. Homemade choc-chip cookies. And you want to go there by yourself—you’re a nutcase!’
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Spelling
Annie the witch
Read this narrative. Youre crazy, mike Old annies a witch—everyone knows that Rubbish, ian My mum and dad say shes just a lonley old lady. Im telling you shes a witch ian shook his head, his eyes behind the thick lenses opened wide and round. He dropped his voice to a wisper.
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But nothing could shake mike.
Im going to weed her garden for her—and shes going to pay me cash. And when I have that cash, Ill have saved enugh for a new engine for my model aeroplane. And if youre very lucky, I might let you play with it sometimes. Yeah, if you’re alive, you mean … 1
Punctuation
(c) Find 5 capital letters needed for proper nouns.
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(b) Write in 5 missing exclamation marks where the sentence suggests strong feelings.
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(a) There are 6 separate speeches in the text. Add the missing speech marks.
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Speech marks are put at the beginning and end of what has been spoken.
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A hyphen (-) is used in some compound words to connect smaller words; for example, choc-chip. (d) Use a dictionary to ﬁnd three other words associated with food that also use a hyphen. 3
Apostrophes are used in grammatical contractions. They show that letters have been left out. (e) In the text, add the missing apostrophes in 11 contractions.
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2
choc-chip cookies. And you want to go there by yourself—youre a nutcase
(f) Write the 5 different contractions used in the text in full below.
Spelling
(a) Underline 4 spelling mistakes in the text and write them correctly below.
Grammar
(a) Indicate the tense of these verbs from the text by writing ‘past’, ‘future’ or ‘present’ after each. (i) knows (ii) shook (iii) dropped (iv) am going to weed
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And she killed her husband—she served him poisned cookies and milk. Homemade
School concert
Lesson focus
Punctuation
• • • • Hyphens Grammatical commas Full stops Exclamation marks
Teachers notes
Spelling
• • • Misspelt words Confused words: whole/hole Plurals (‘s’ and ‘es’)
Grammar
• Adverbs
Vocabulary
• Enrichment – musical instruments
Teacher information
A recount retells events as they happen, in time order. Recounts are written using verbs in the past tense.
Answers
Dear diary
1. 2.
Missing punctuation is in bold type.
3.
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4.
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slowly, loudly (b) Teacher check (a) classes, mistakes
(a) Adverbs are underlined.
Spelling errors are in italic type.
(b) nervous, whole, different, when, guitar, hope, smiling
(a) Teacher check. Answers may include: piano, harp, violin, viola, cello, double bass, banjo, mandolin etc.
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Today was the big day! I felt so nervous about playing my guitar in front of the whole school. There were twenty-two of us from different classes waiting offstage to perform, all with different instruments. When my name was called, I slowly walked on. I had a heart-stopping moment when I almost dropped my guitar. But once I’d sat down and started playing, I felt much better. I made a few mistakes but I managed to keep going, so I hope no-one noticed! When I’d ﬁnished the audience began to applaud loudly. It felt great! I haven’t stopped smiling yet. I can’t wait to play again.
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nervous whole classes different slowly when guitar mistakes hope loudly smiling Prim-Ed Publishing
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School concert
Read the diary entry. Dear diary Today was the big day I felt so nervos about playing my guitar in front of the hole school. There were twentytwo of us from different clases waiting offstage to perform all with diferent instruments.
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gitar. But once I’d sat down and started playing, I felt much better. I made a few mistaks but I managed to
keep going, so I hop noone noticed! When I’d ﬁnished the audience began to applaud loud It felt great I
haven’t stopped smilling yet I can’t wait to play again.
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(b) Find the 3 missing hyphens and 2 exclamation marks.
Adverbs are words that describe verbs, telling ‘how’, ‘when’ or ‘why’ something happens. They often end in ‘ly’; for example, ‘happily’, ‘quickly’.
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(i) Her hands shook
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Grammar
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(a) Find the 2 missing commas and 3 full stops.
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(a) Write the 2 adverbs that are missing the ‘ly’ ending in the space at the end of the line. (b) Add adverbs to describe the verbs in these sentences. They do not have to end in ‘ly’.
(ii) The audience listened (iii) Although I don’t practise I am improving.
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a heartstopping moment wen I almost dropped my
Spelling
(a) Two plural words from the text are spelt incorrectly. Write the correct spelling in the space at the end of the line. (b) Write the 7 other misspelt words correctly in the space at the end of the line. 4
Vocabulary
(a) List as many musical instruments with strings as you can. Use a dictionary to make sure your spelling is correct. guitar,
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When my name was called I slow walked on I had
Glow-worm grotto
Lesson focus
Punctuation
• • • • • Capital letters for proper nouns Capital letters for sentence beginnings Full stops Hyphens Exclamation marks
Teachers notes
Spelling
• • Confused words: quite/quiet Misspelt words
Teacher information Answers
A description describes the characteristics, components or functions of speciﬁc living or non-living things.
Answers 1. (a) Missing punctuation is in bold type. (b) Answers should include two of the following: glow-worms, Te Ana-au, pitch-black (a) Adverbs are underlined. carefully, silently 2.
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(c) (i) into (iv) in
(b) Verbs are underlined in bold. see (line 6), are (line 7), leave (line 11) (ii) from (v) above (iii) under (vi) to
3.
(a) Spelling errors are in italic type. grotto, worth, asked, quiet, light, even, difﬁcult
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The glow-worm grotto in the Te Ana-au caves in the South Island of New Zealand is well worth visiting. After you walk carefully into the caves, you are asked to get into a small boat to enter the grotto. When you get there, it is absolutely quiet and pitch-black. The only light you can see is from the glow-worms, which are dotted above you. They look like tiny blue stars. It feels eerie to be silently gliding under them with no other light or sound. You can’t even see your own hand in front of your face. By the time you leave the grotto, you feel disoriented—it is difﬁcult to say which way is up or down!
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grotto worth carefully asked quiet see are silently light even leave difﬁcult Prim-Ed Publishing
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Adverbs Subject-verb agreement Prepositions
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Grammar
Glow-worm grotto
Read the description. The glow-worm groto in the Te Ana-au caves in the South Island of new zealand is well werth visiting. After you walk with care into the caves, you are aksed to get into a small boat to enter the grotto when you get there, it is absolutely quite and
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like tiny blue stars. It feels eerie to be in silence gliding under them with no other lite or sound you can’t
evin see your own hand in front of your face by the
time you leaves the grotto, you feel disoriented—it is diﬁcult to say which way is up or down
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A hyphen (-) is used in some compound words to connect smaller words together; for example, happy-go-lucky, self-pity. (b) Write two hyphenated compound words used in this text.
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Grammar
(a) Find the 5 missing capital letters, 3 full stops and 1 exclamation mark.
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Adverbs are words that describe verbs; for example, ‘happily’, ‘slowly’, ‘often’. (a) Look at the words in bold type in the text. Replace each group of words with one adverb with the same meaning and write it in the space at the end of the line.
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(i) You can walk into the caves. (iv) The grotto is in the caves. 3
glow-worms, which is dotted above you. They look
In any sentence, the subject and the verb have to agree in person and in number; for example, ‘He sees’ but ‘They see’.
(b) Three verbs in the text do not agree with their subjects. Write the correct form of each verb in the space at the end of the line. Prepositions are positional words placed before nouns and pronouns to indicate their relation to other words; for example, ‘caves in the South Island’. (c) Underline the prepositions in each sentence.
(ii) The light is from the glow-worms. (iii) We were gliding under them.
(v) The glow-worms are dotted above you. (vi) They enjoyed their visit to the caves.
Spelling
(a) Write the correct spelling for the misspelt words in the space at the end of the line.
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pitch-black. The only light you can sees is from the
How does a microwave oven work?
Lesson focus
Punctuation
• • • • • Capital letters for sentence beginnings Grammatical commas Commas in lists Brackets Apostrophes in contractions
Teachers notes
Spelling
• • Confused words: threw/through, there/their Misspelt words
Teacher information
An explanation seeks to explain how something works, is made or how or why things happen.
Answers
1. 2.
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(a) (i) cooked quickly, gradually Possible answers. (i) slowly (iv) mine, our
(a) Missing punctuation is in bold type. (ii) worked (iii) warmed (iv) pressed (b) Adverbs are underlined in bold. Spelling errors are in italic type. out, works, produced, through, their, vibrate, favourite, usually, electric, heating (ii) lose (v) suddenly (iii) cooling (vi) ﬁnish, end
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4.
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A microwave oven cooks food from the inside out. Here’s how it works. When you press ‘start’ on the oven, microwaves (short radio waves) are produced. These waves pass through any glass, paper or plastic containers you have put in the oven and quickly ﬁnd their way into the food. The microwaves then make the water and fat molecules in the food vibrate, causing heat. This is what warms up your favourite hot drink or cooks your food. It is usually much quicker than cooking with an electric or gas oven. This is because these ovens work by heating food gradually from the outside in.
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out works produced through quickly their vibrate favourite usually electric heating gradually Prim-Ed Publishing www.prim-ed.com
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Verb tenses Adverbs
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Antonyms
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Vocabulary
How does a microwave oven work?
Read the explanation. A microwave oven cooks food from the inside owt. Heres how it werks. when you press ‘start’ on the oven microwaves (short radio waves are prodused. These waves pass threw any glass paper or plastic containers you have put in the oven and quick ﬁnd
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causing heat. This is what warms up your favorrite hot drink or cooks your food. it is usally much
quicker than cooking with an electrick or gas oven. This is because these ovens work by heeting food gradual from the outside in.
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This explanation uses verbs in the present tense. Present tense verbs often end in ‘s’. (a) Write these present tense verbs ending in ‘s’ from the text in the past tense.
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(i) cooks (ii) works (iii) warms (iv) press
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Grammar
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(a) Find 3 missing capital letters, 1 comma in a list, 2 grammatical commas, 1 apostrophe for a contraction and 1 bracket for additional information.
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Punctuation
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Adverbs are words that describe verbs. They often end in ‘ly’; for example, ‘happily’, ‘slowly’. (b) Two adverbs from the text are missing the ‘ly’ ending. Write them correctly in the space at the end of the line.
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Spelling
(a) Write the correct spelling of 10 misspelt words in the space at the end of the line. 4
the water and fat molecules in the food vibbrate
Vocabulary
Antonyms are words with opposite meanings; for example, inside – outside. (a) Write an antonym for each of these. (i) quickly (ii) ﬁnd (iii) heating (iv) your (v) gradually (vi) start
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there way into the food. the microwaves then make
Roald Dahl
Lesson focus
Punctuation
• • • • Capital letters for proper nouns Colons in offset lists Hyphens Brackets
Teachers notes
Spelling
• • Misspelt words Confused words: son/sun
Grammar
• Subject-verb agreement
Vocabulary
• Shortened forms
Teacher information
A recount retells events as they happened, in time order. Recounts are usually written using verbs in the past tense.
Answers
Roald Dahl (1916 – 1990)
Roald Dahl was a well-loved children’s author. He was born in Wales in 1916, the son of Norwegian parents. After he ﬁnished his schooling in England, he began work for the Shell Oil Company and was posted to Africa a few years 1942, he moved to the USA and began to write stories. • • • Charlie and the chocolate factory, The BFG, and James and the giant peach.
1. 2. 3.
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4.
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(c) Teacher check (a) Verbs are underlined. RAF – Royal Air Force BFG – Big Friendly Giant (b) (i) prof.
(a) Missing punctuation is in bold type.
‘He was’ (line 1), ‘and was’ (line 3) author, son, parents, work, When, moved, write, chocolate
(a) Spelling errors are in italic type. (a) Shortened forms (in this case, initialisms) are underlined in bold. USA – United States of America (ii) AIDS (iii) sch. (iv) scuba
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Dahl’s children’s books include:
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later. When World War II broke out, he enlisted as a ﬁghter pilot in the RAF. In
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Roald Dahl
Read the biography. Roald Dahl 1916 – 1990
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Roald Dahl was a well-loved children’s aufor. He were born in wales in 1916, the sun of norwegian parrents. After he ﬁnished his schooling in england, he began werk for the Shell Oil Company and were posted to africa a few years
1942, he mooved to the USA and began to rite stories. dahl’s children’s books include
• charlie and the choclate factory, • the BFG, and • james and the giant peach. 1
Punctuation
(a) Add brackets to the title.
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Grammar
(c) The word ‘well-loved’ in this text uses a hyphen. Use a dictionary to ﬁnd three other words beginning with ‘well’ that also use a hyphen.
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A hyphen (-) is used in some compound words to connect smaller words together; for example, ‘happy-go-lucky’, ‘self-pity’.
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(b) Write 8 missing capital letters and the colon missing from the offset list.
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In any sentence, the subject and the verb have to agree in person and in number; for example, ‘He sees’ but ‘They see’. (a) Two verbs in the text do not agree with their subjects. Write the correct form of each verb above the text.
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Spelling
(a) Write the correct spelling of the 8 words which are misspelt.
Vocabulary
(a) Circle 3 shortened forms used in the text. Write what each stands for. (i) (ii) (iii) (b) Write the shortened form for: (i) professor (ii) acquired immune deﬁciency syndrome (iii) school (iv) self-contained underwater breathing apparatus
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later. Wen World War II broke out, he enlisted as a ﬁghter pilot in the RAF. In
How chewing gum is made
Lesson focus
Punctuation
• • • • Capital letters for sentence beginnings Full stops Grammatical commas Colons in offset lists
Teachers notes
Spelling
• • Confused words: witch/which, mane/main Misspelt words
Grammar
Teacher information
An explanation outlines how something works, is made or how or why things happen.
Answers
1. 2.
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(a) Verbs are underlined. (b) (i) hate (c) with, of, from, in (x2) (d) Teacher check (a)
Chewing gum is made with three basic ingredients: gum base, sweeteners, and ﬂavourings. The main ingredient of chewing gum is the gum base, which is like rubber. It makes the gum chewy and also gives it a smooth texture. When chewing gum was ﬁrst produced, gum base was made from tree sap, but now artiﬁcial gum bases are used. As the gum base gets warm in your mouth, it softens and the ﬂavour of the gum is released. Sweeteners and ﬂavourings are added to the gum base. The most common sweeteners added to chewing gum are sugar and corn syrup. The most popular ﬂavourings used in chewing gum are peppermint and spearmint.
(a) Missing punctuation is in bold type. were – was (line 8), is – are (line 12) (ii) buy (iii) take (iv) hides
3.
Spelling errors are in italic type. main, which, texture, artiﬁcial, softens, released, common, syrup, peppermint
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main which texture was artiﬁcal softens released are common syrup peppermint Prim-Ed Publishing www.prim-ed.com
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Subject-verb agreement Prepositions
How chewing gum is made
Read the explanation. Chewing gum is made with three basic ingredients gum base, sweeteners, and ﬂavourings. The mane ingredient of chewing gum is the gum
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and also gives it a smooth tecksture. When chewing gum were ﬁrst produced gum base was made from tree sap, but now artiﬁciall gum bases are used as the
gum base gets warm in your mouth it soffens and
the ﬂavour of the gum is releesed sweeteners and ﬂavourings is added to the gum base. The most
commonn sweeteners added to chewing gum are
sugar and corn sirup the most popular ﬂavourings
used in chewing gum are pepermint and spearmint. 1
Punctuation
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(a) Write the 4 missing capital letters, 4 full stops, 3 commas and the colon missing from the offset list. 2
In any sentence, the subject and the verb have to agree in person and in number; for example, ‘He chews’ but ‘They chew’.
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Grammar
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(a) Two verbs in the text do not agree with their subjects. Write the correct form of each verb in the space at the end of each line where it is found. (b) Circle the correct verbs. (i) Mum and Dad hate/hates chewing gum. (ii) We buy/buys it regularly. (iii) I takes/take it to chew after school. (iv) My sister hide/hides it.
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Prepositions are positional words placed before nouns and pronouns to indicate their relation to other words; for example, ‘under’, ‘for’, ‘by’. (c) Find the 4 different prepositions in bold type in the text and write them below. (d) Write 2 sentences, using one of these prepositions in each. 3
Spelling
(a) Write the misspelt words correctly in the space at the end of the line.
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base witch is like rubber it makes the gum chewy
Flying carpet
Lesson focus
Punctuation
• • • • • Full stops Grammatical commas Question marks Apostrophes for grammatical contractions Quotation marks for direct speech
Teachers notes
Spelling
• • Misspelt words Plurals (‘s’ and ‘es’)
•
Adverbs
Teacher information
Narratives tell a story in a sequence of events.
Answers
‘Antique shops are so boring’, sighed Alex. ‘When do you think Mum will be ﬁnished?’ He glanced swiftly over his shoulder. She was inspecting some dusty glasses. ‘Soon, I hope’, said Shane, scufﬁng his shoes on the ﬂoor. ‘Then …’ He stopped suddenly and gasped. ‘What’s wrong?’ asked Alex. ‘That rug … it’s hovering!’
‘It must be a trick’, said Shane. He carefully placed one foot on the rug. It rose slightly and began ﬂapping quickly.
1. 2
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3.
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(a) (a) (b)
‘I think it wants to go somewhere’, whispered Alex. ‘I don’t think it’s a trick, Shane. This must be a real ﬂying carpet.’
Missing punctuation is in bold type. Adverbs are underlined. swiftly, carefully, quickly Spelling errors are in italic type. shoulder, scufﬁng, stopped, wrong, where, stack, noticed, ﬂoating, ﬂoorboards, began, whispered glasses, boxes, Teacher check
Proofreading and editing skills
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‘What are you talking about?’ Alex looked where Shane was pointing. Next to a stack of boxes, a tatty, blue rug he hadn’t noticed before was ﬂoating a few centimetres above the ﬂoorboards.
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Grammar
Flying carpet
Read the narrative. ‘Antique shops are so boring’ sighed Alex ‘When do you think Mum
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will be ﬁnished’ He glanced swift over his sholder. She was inspecting some dusty glasses. Soon, I hope said Shane, scuﬁng his shoes on the ﬂoor. ‘Then …’ He stoped suddenly and gasped ‘What’s rong’ asked Alex. That rug … its hovering!
‘What are you talking about’ Alex looked wher Shane was ﬂowting a few centimetres above the ﬂorboards.
pointing Next to a stak of boxes, a tatty, blue rug he hadn’t notised before was
‘It must be a trick’ said Shane. He carefull placed one foot on the rug It rose slightly and beggan ﬂapping quick.
‘I think it wants to go somewhere’, wispered Alex. ‘I dont think its a trick Shane. This
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must be a real ﬂying carpet’ 1
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Punctuation
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Grammar
(a) Write the 4 missing commas, 5 full stops, 3 question marks and 3 apostrophes. The actual words spoken by a person are called direct speech. This begins and ends with quotation marks.
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(b) Write in the 2 sets of quotation marks missing from the direct speech in the text.
2
Adverbs are words that describe verbs. They often end in ‘ly’; for example, ‘happily’, ‘slowly’. (a) Three adverbs from the text are missing the ‘ly’ ending. Write them correctly below.
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Spelling
(a) Write the correct spelling of the 11 misspelt words.
(b) Write two plural words from the text that end in ‘es’. Add three more plurals of your own that end in ‘es’.
Proofreading and editing skills
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Letter to the editor
Lesson focus
Punctuation
• • • • Apostrophes to show possession Capital letters for proper nouns Question marks Quotation marks for direct speech
Teachers notes
Spelling
• • Confused words: not/knot Misspelt words
Grammar
Teacher information
A discussion text can analyse, interpret and evaluate. Its purpose is to persuade by presenting one side of an argument.
Answers
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Answers 1. (a) Missing punctuation is in bold type. (b) Teacher check 2. (a) Verbs are underlined. are, provide, have, are (b) Pronouns are underlined in bold. them (it), She (Her) 3. (a) Spelling errors are in italic type. proposal, chop, yesterday, cinema, not, wonderful, facilities
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12 March 2006 Dear Sir I am concerned about the Lillydale Council’s proposal to chop down 20 trees in Baker Park to make way for an outdoor cinema. Baker Park’s trees are precious. Some of them are more than 50 years old and they provide many animals and birds with a home. Councillor Candace Quigley said yesterday ‘Baker Park is the only possible site for the cinema’. She is not correct. There are three other parks in the local area, all of which have plenty of treeless space for the cinema. Why not use one of these? An outdoor cinema would be a wonderful addition to our community’s facilities, but not at the cost of our environment. What are other people’s opinions? Yours faithfully Charlotte Johnson
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proposal chop are them provide yesterday cinema She have not wonderful facilities are Prim-Ed Publishing
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Subject-verb agreement Pronouns
Letter to the editor
Read the discussion text in the form of a letter. 12 March 2006 Dear Sir I am concerned about the lillydale councils proposel to chopp down 20 trees in baker park to make way for an outdoor cinema. Baker Parks trees is precious. provides many animals and birds with a home. Councillor candace quigley said yestaday ‘Baker Park is the only possible site for the sinema. Some of it are more than 50 years old and they
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Her is not correct. There are three other parks in the local area, all of which has plenty of treeless space for the cinema. Why knot use one of these
An outdoor cinema would be a wonderfull addition to our communitys fasilities, but not at the cost of our environment. What is other peoples opinions Yours faithfully Charlotte johnson 1
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(a) Add 4 missing apostrophes to show possession, 7 capital letters for proper nouns, 2 question marks and the missing quotation mark. (b) Write today’s date using the same form and punctuation as the letter.
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Grammar
Punctuation
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Pronouns are words that replace nouns; e.g. ‘I’, ‘he’, ‘she’, ‘him’, ‘it’. (b) Circle the 2 incorrect pronouns used in the text. Write the correct pronouns in the space at the end of each line. 3
2
In any sentence, the subject and the verb have to agree in person and in number. For example, ‘He writes’ but ‘They write’. (a) Four verbs in the text do not agree with their subjects. Write the correct form of each verb in the space at the end of the line.
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Spelling
(a) Write the correct spelling for each of the 7 misspelt words in the space at the end of the line.
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Book review
Lesson focus
Punctuation
• • • • Apostrophes to show possession Capital letters for titles Capital letters for proper nouns Hyphens
Teachers notes
Spelling
• • • Confused words: by/bye, would/wood, real/reel, to/too/two, for/four Misspelt words Plurals (‘es’)
Grammar
Teacher information
A report is usually written in the present tense and gives facts clearly, without unnecessary information.
Answers
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(b) Verbs are underlined.
‘Disastrous!’ by John Chan is an older children’s book that describes all sorts of natural and human-created disasters, from shipwrecks to volcanoes. Any child with an interest in science and technology would enjoy this book. The text is easy to read and contains lists of little-known facts and quotes from real eyewitnesses. The photographs and illustrations are bright and interesting but sometimes they are a bit too violent for the target age group of the book. Chan’s book also leaves out some of the more well-known disasters, like the sinking of the ’Titanic’ and the Black Death. But the disasters he includes have been well-researched and make fascinating reading.
(a) Missing punctuation is in bold type. Hyphenated words are: human-created, little-known, well-known, well-researched
(a) Answers should include two of the following: and, but, that describes, contains, leaves, includes by, to, interest, would, real, bright, too, for, sinking, fascinating volcanoes, eyewitnesses, Teacher check
(a) Spelling errors are in italic type. (b) Plural words are underlined in bold.
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by describes to interest would contains real bright too for leaves sinking includes fascinating Prim-Ed Publishing
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Conjunctions Verb tenses
Book review
Read the book review. ‘disastrous!’ bye John chan is an older childrens book that will describe all sorts of natural and human-created disasters, from shipwrecks too volcanoes. Any child with an intrest in science and technology wood enjoy this book. The text is easy to read and will contain lists of little-known facts and quotes from reel eyewitnesses. The photographs and illustrations are brite and interesting but sometimes they are a bit two
Editing skills
violent four the target age group of the book. Chans
book also will leave out some of the more well-known
disasters, like the sincking of the ‘titanic’ and the black Death. But the disasters he will include have been well-researched and make facinating reading.
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Grammar
(a) Add 2 missing apostrophes for possession and 4 missing capital letters. Circle the 4 hyphenated words. 2 3
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Spelling
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Conjunctions are words that join single words or groups of words to make a sentence longer; for example, ‘and’, ‘or’, ‘because’. (a) Write two conjunctions used in the text.
(b) Four of the verbs in this text are incorrect because they are written in the future tense (e.g. ‘He will write’). Write the correct present tense of each of these verbs in the space at the end of the line.
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(a) Write the 10 misspelt words correctly in the space at the end of the line. To make the plural of some nouns, ‘es’ is added. This includes most singular words that end in ‘s’, ‘ss’, ‘sh’, ‘o’, ‘ch’, ‘x’ and ‘z’. (b) Write two plural nouns from the text that end in ‘es’. Write two more plural nouns of your own that end in ‘es’.
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Aquatic biomes
Lesson focus
Punctuation
• • • • Capital letters for sentence beginnings Full stops Grammatical commas Commas for lists
Teachers notes
Spelling
• Confused words: were/where, seas/sees, witch/which, dew/due, sun/son, sum/some, there/their
Grammar
• Subject-verb agreement
Writing
• Paragraphs
Teacher information
An explanation seeks to explain what something is, how it functions or is made.
Answers
A biome is a large community of animals and plants living in a particular environment. The two major types of biomes are terrestrial and aquatic. Aquatic biomes are either freshwater or saltwater.
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(a) Verbs are underlined. (i) are – a biome ✗ (iii) is – the water ✓ (v) is – the pressure ✓
Saltwater biomes include all the seas and oceans. They are the largest and most diverse of all biomes. They have many zones which vary in temperature due to the amount of sunlight they receive. The open ocean is home to many ﬁsh, marine mammals, plankton and seaweed. Where the sun cannot penetrate, in the deepest depths of the oceans, it is pitch black, very cold and the pressure is enormous. In spite of such inhospitable conditions, some animals have adapted to living there.
(a) Missing punctuation is in bold type. (ii) include – biomes ✓
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(a) Spelling errors are in italic type. where, seas, which, due, sun, some, there
4.
(a) Answers will vary but should approximate the following: Paragraph 2 ‘What are freshwater biomes like?’ Paragraph 3 ‘What are saltwater biomes like?’
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Freshwater biomes include lakes, rivers and wetlands. The shoreline of a lake is shallow and warm, inhabited by insects and amphibians. In the centre, the water is deeper and colder and is home to ﬁsh and crustaceans. Rivers are much colder still, supporting ﬁsh, ﬂoating weeds, algae and fungi. The greatest variety of animal and plant life can be found in wetlands, where the waters are still and the atmosphere humid.
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Aquatic biomes
Read the explanation. biomes are either freshwater or saltwater.
Editing skills
A biome are a large community of animals and plants living in a particular environment. The two major types of biomes are terrestrial and aquatic. Aquatic
Freshwater biomes include lakes rivers and wetlands. The shoreline of a lake is shallow and warm inhabited by insects and amphibians. In the centre the water still supporting ﬁsh ﬂoating weeds algae and fungi. The greatest variety of animal atmosphere humid. is deeper and colder and is home to ﬁsh and crustaceans. Rivers are much colder
saltwater biomes include all the (seas/sees) and oceans they are the largest and most diverse of all biomes they have many zones (witch/which) vary in temperature (dew/ due) to the amount of sunlight they receives the open ocean is home to many ﬁsh, marine mammals, plankton and seaweed where the (sun/son) cannot penetrate, in the deepest depths of the oceans, it is pitch black, very cold and (sum/some) animals has adapted to living (there/their) 1 the pressure is enormous in spite of such inhospitable conditions,
Punctuation
(a) Paragraph 3 contains 6 sentences. Add the missing capital letters and full stops.
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Grammar
(i) are (iii) is (v) is
(b) Paragraph 2 requires 7 commas. Write them in. 2
The subject and verb must always be in agreement.
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(a) Circle the subject to which the verbs in bold print in the text relate. Write a tick (✓) or a cross (✗) in the box to show if they are in agreement.
(iv) receives Paragraph 3
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Spelling
(a) Circle the correct spelling where a choice of words is given.
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Writing
Paragraph 2
and plant life can be found in wetlands (were/where) the waters are still and the
(a) The text is divided into paragraphs. Each paragraph describes a new thought or idea. The ﬁrst paragraph answers the question ‘What is an aquatic biome?’ Write a question that is answered by each of the last two paragraphs.
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Treating a nosebleed
Lesson focus
Punctuation
• • • Grammatical commas Full stops Apostrophes in grammatical contractions
Teachers notes
Spelling
• • Confused words: hear/here, through/threw, four/for Misspelt words
Grammar
• • Imperative/Command verbs Adverbs
Vocabulary
A procedure outlines how something is done. It gives a list of materials or requirements and instructions using imperative (command) verbs.
Answers
1. 2.
(a) Missing punctuation is in bold type.
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(b) slightly, gently, ﬁrmly (a) (b) (a) (b)
(a) Command verbs are underlined. Possible answers include: Breathe, Sit, lean, Apply, Ask, place, press, go Spelling errors are in italic type. here, through, for should, pressure, thumb, towels, after, doctor Compound words are underlined in bold. nosebleed, forward, someone, forehead Teacher check. Possible answers include: mouthguard, mouthpiece, mouth-to-mouth, mouthwash, mouth-watering, loudmouth, badmouth
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If you get a nosebleed, here is what you should do. • Breathe through your mouth. • Sit down and lean forward slightly. • Apply pressure to your nostrils with your ﬁnger and thumb. • Ask someone to gently place wet towels on your neck and your forehead. • If the bleeding hasn’t stopped after 10 minutes, ﬁrmly press your nostrils again for another 10 minutes. If it doesn’t stop after this, go to the doctor.
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here should through slightly pressure thumb gently towels after ﬁrmly for doctor Prim-Ed Publishing
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Treating a nosebleed
Read the procedure. If you get a nosebleed (hear/here) is what you shoud do. • Breathe (through/threw) your mouth. • Sit down and lean forward a slight amount.
Editing skills
• Ask someone to with gentlenesss place wet towls on your neck and your forehead • If the bleeding hasnt stopped afta 10
minutes with ﬁrmness press your nostrils again
(four/for) another 10 minutes If it doesnt stop after this go to the docter. 1
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Grammar
Command verbs are used in procedures, often at the beginning of sentences. They tell us what to do; for example, ‘Paint the rose pink’, ‘Stand up’.
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(a) Add 3 missing commas, 2 apostrophes for grammatical contractions and 3 full stops.
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(a) Write 4 command verbs from the text.
Adverbs are words that describe verbs. They often end in ‘ly’; for example, ‘happily’, ‘slowly’. (b) Look at the words in bold type in the text. Replace each group of words with one adverb with the same meaning. Write it in the space at the end of the line.
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ﬁnger and thum
Spelling
(a) Choose the correct spelling from each pair of words in brackets. Write your choice in the space at the end of the line. (b) Write the correct spelling of the 6 misspelt words in the space at the end of the line. 4
Vocabulary
Compound words are made up of two smaller words; for example, ‘rainbow’. (a) Circle 2 compound words found in this text. (b) Write 3 compound words containing the word ‘mouth’.
Proofreading and editing skills
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• Apply presure to your nostrils with your
How does velcro work?
Lesson focus
Punctuation
• • • • • Capital letters for sentence beginnings Grammatical commas Commas in lists Apostrophes to show possession Exclamation marks
Teachers notes
Spelling
• Misspelt words
Teacher information
An explanation seeks to explain how things work or how or why things happen.
Answers
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(a) (i) same, similar (iv) pull (b) (i) snatch (iv) labour, toil (ii)
(a) Missing punctuation is in bold type. Verbs are underlined. Velcro is, you need, one of the strips has, it feels, hooks grab, velcro is (b) (i) Adjectives are underlined in bold. Answers should include three of the following: handy, everyday, different, tiny, nylon, polyester, furry, two, clever (ii) Teacher check (a) Spelling errors are in italic type. everyday, covered, clever, inventor, prickles, fur (a) Teacher check. Possible answers include: together (iii) uncovered (iii) hide, conceal
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(ii) detach, divide
Velcro is a handy fastener you will have seen on shoes, clothes and other everyday objects. You need two different strips of velcro to make it work. One of the strips has tiny nylon or polyester hooks all over it. The other strip is covered in nylon loops, although it feels furry to touch. When the two strips are pressed together, the hooks grab the loops so the strips are held ﬁrmly. The clever thing about velcro is that it can be pulled apart and rejoined—thousands of times over. The inventor of velcro got the idea from trying to pull prickles out of his dog’s fur!
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is everyday need has covered feels grab clever is inventor prickles fur Prim-Ed Publishing www.prim-ed.com
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Subject-verb agreement Adjectives
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Antonyms Synonyms
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Grammar
Vocabulary
How does velcro work?
Read the explanation. Velcro are a handy fastener you will have seen on shoes clothes and other everday objects. you needs two different strips of velcro to make it work. One of the strips have tiny nylon or polyester hooks all over it. The other strip is coverred in nylon loops,
Editing skills
the strips are held ﬁrmly. the clevver thing
about velcro are that it can be pulled apart and rejoined thousands of times over. the inventer
of velcro got the idea from trying to pull prikles out of his dogs furr 1
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Spelling
In any sentence, the subject and the verb have to agree in person and in number; for example, ‘He pulls’ but ‘They pull’. (a) Six verbs in the text do not agree with their subjects. Write the correct form of each verb in the space at the end of the line.
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Grammar
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(a) Add the 4 missing capital letters, 2 commas, 1 apostrophe to show possession and 1 exclamation mark.
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Adjectives are words that describe nouns; for example, red car, juicy apple. (b) (i) Circle 3 adjectives in the text. (ii) List at least 3 adjectives you can think of that describe velcro.
3
(a) Write the correct spelling of 6 misspelt words in the space at the end of each line.
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Vocabulary
Antonyms are words with opposite meanings. (a) Write an antonym for each. (i) different (ii) apart (iii) covered (iv) press Synonyms are words with similar meanings. (b) Write a synonym for each verb. (i) grab (ii) separate (iii) cover (iv) work
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pressed together the hooks grabs the loops so
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although it feel furry to touch. when the two strips are
Trees cross railway line
Lesson focus
Punctuation
• • Capital letters for sentence beginnings Full stops
Teachers notes
Spelling
• Confused words: two/too/to, their/there, brought/bought, witch/which, threw/through Misspelt words
Grammar
• Prepositions
•
Vocabulary
Teacher information
A recount retells events as they happened, in time order. Recounts are usually written using verbs in the past tense.
Answers
People watched in disbelief yesterday as two trees which had been major landmarks in their small town, came crashing down on to the railway line.
Answers 1. (a) Missing punctuation is in bold type. 2. (a) (i) in (ii) with (v) by (iii) across (vi) behind (iv) of
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(b) Teacher check (a) (i) command(ed) (iv) collapse(d) (ii) (v)
Spelling errors are in italic type. (a) two, their, brought, which, through (b) weakened, square, calm, light barrage ﬁssure (iii) debris
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As if satisﬁed with its work, nature commanded the wind and rain to calm, and the thunder and lightning to cease. Even the sun, which had been hiding all afternoon behind thick storm clouds, was tempted to peep through and shed more light on the devastation.
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Just after 3 p.m., an ear-splitting thunderclap sounded and lightning struck the larger tree. A huge ﬁssure appeared in the body of the tree and it collapsed. As it fell, it brought down the second tree, already weakened by the day’s barrage of nature’s anger. It was a miracle that no-one was injured. The debris from both trees was scattered across the platforms and the town square.
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Enrichment
Trees cross railway line
Read this recount.
Editing skills
people watched in disbelief yesterday as (two/too/to) trees which had been major landmarks in (their/there) small town, came crashing down on to the railway line just after 3p.m., an ear-splitting thunderclap sounded and lightning struck the larger tree a huge ﬁssure appeared in the body of the tree and it collapsed as it fell, it (brought/bought) down the second tree, already weekened by the day’s barrage of was scattered across the platforms and the town sqare nature’s anger it was a miracle that no-one was injured the debris from both trees
as if satisﬁed with its work, nature commanded the wind and rain to carm, and the thunder and lightning to cease even the sun, clouds, was tempted to peep (threw/through) and shed more lite on the devastation (witch/which) had been hiding all afternoon behind thick storm
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(a) Write in the missing prepositions from the text. (i) landmarks (ii) satisﬁed their town its work the platforms the tree the day’s
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(iii) scattered (iv) the body (v) weakened barrage (vi) hiding all afternoon clouds
Prepositions are positional words placed before nouns and pronouns to indicate their relation to other words; for example, ‘Put it on the table’, ‘The dog is under the chair’.
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(a) Mark in the 8 capital letters and 8 full stops.
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Spelling
(a) Circle the correct word in each bracket.
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Vocabulary
(i) to order or direct (ii) an overwhelming attack (iv) to fall apart suddenly (v) a crack; a split
Proofreading and editing skills
(b) Write the correct spelling of the 4 misspelt words.
(a) Find a word from the text to match each deﬁnition.
(iii) rubbish left when something is destroyed
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Said the teacup to the saucer
Lesson focus
Punctuation
• • • • Capital letters for sentence beginnings Question marks Exclamation marks Quotation marks for direct speech
Teachers notes
Grammar
• • • • Verbs Adverbs Nouns Adjectives
Spelling
• Misspelt words
Vocabulary
Teacher information
A narrative tells a story involving ﬁctional characters in a sequence of events.
Answers
‘You’re not important!’ laughed the teacup to the saucer. ‘I’m the one who holds the drink that quenches the thirst!’ ‘Maybe,’ argued the saucer, ‘but I protect the table from marks and spills. That makes me very important!’
‘I’m such a beautiful shape’, continued the cup proudly, ‘for hands to warm themselves on a cold, winter night’. ‘Maybe,’ answered the saucer wearily, ‘but who do the hands hold when you are too hot?’ ‘I hold the drink!’ stated the cup ﬁrmly. ‘Without me, there is no need for you!’ ‘Maybe,’ agreed the saucer with a smile, ‘but I hold you and the spoon and the biscuit. Is there really no need for me?’ What do you think?
1. 2. 3. 4.
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(a) Teacher check (b) Teacher check
(a) Missing punctuation is in bold type. (a) Spelling errors are in italic type. laughed, table, beautiful, answered, when, biscuit
(a) laughed, argued, continued, answered, stated, agreed
Proofreading and editing skills
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Synonyms
Said the teacup to the saucer
Read the narrative. that quenches the thirst
Editing skills
you’re not important larfed the teacup to the saucer. i’m the one who holds the drink
maybe, argued the saucer, but I protect the tabel from marks and spills. that makes me very important
on a cold, winter night
maybe, ansered the saucer wearily, but who do the hands hold wen you are too hot i hold the drink stated the cup ﬁrmly. without me, there is no need for you maybe, agreed the saucer with a smile, but I hold you and the spoon and the biscit. is there really no need for me what do you think 1
Punctuation
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(a) Write in the 11 capital letters, 3 question marks and 5 exclamation marks.
Speech marks are put at the beginning and end of what is said by each person in a conversation.
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Spelling Grammar
(i) 3 verbs (ii) 3 adverbs
(b) Add speech marks to the text. 2
(a) Underline the 6 misspelt words in the text and write them correctly below.
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(a) From the text, ﬁnd:
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(iii) 3 nouns (iv) 3 adjectives
Vocabulary
Synonyms are words with similar meanings. (a) List all the words which are synonyms for the word ‘said’.
(b) Write 3 synonyms for each of these words. (i) went
(ii) saw
Proofreading and editing skills 73
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i’m such a beatiful shape, continued the cup proudly, for hands to warm themselves
The frilled lizard
Lesson focus
Punctuation
• • • • Capital letters for sentence beginnings Capital letters for proper nouns Full stops Grammatical commas
Teachers notes
Spelling
• Misspelt words
Grammar
• • • Pronouns – possessive Adjectives Nouns
Teacher information
A report is usually written in the present tense and gives facts clearly without unnecessary information or opinions.
Answers
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(a) (i) yours (iv) its (c) (i) aggressive (iv) threatening
The frilled lizard is famous for its ferocious appearance. It is spectacular to watch as it raises the frills that surround its neck. These famous frills are normally folded away. When the frilled lizard is surprised or frightened, it raises its frills in an aggressive display to scare off predators. As the frills are raised, the lizard also opens its mouth very wide and emits a hissing sound, adding to the threatening and dramatic display. The frilled lizard, which grows up to one metre long, is found in the northern parts of Australia and drier regions of New Guinea. It is classed as an ‘arboreal’ animal because it is capable of climbing trees, from where it can spot its food, which is mainly grasshoppers and other small insects.
Missing punctuation is in bold type. (ii) his (v) ours (ii) dramatic (v) ferocious (iii) hers (vi) theirs (iii) spectacular (vi) arboreal
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3.
(a) Spelling errors are in italic type. appearance, surround, normally, surprised, aggressive, raised, emits, display, metre, drier, classed, climbing, grasshoppers
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The frilled lizard
Read this report. the frilled lizard is famous for its ferocious apearance it is spectacular to watch as it raises the frills that suround its neck these famous frills are normaly folded away when the frilled lizard is suprised or frightened it raises its frills in an agresive display to scare off predators as the frills are razed the lizard also opens its mouth very wide and emmitts a hissing sound adding to the threatening and dramatic dissplay
Editing skills
the frilled lizard which grows up to one meter long is
found in the northern parts of australia and dryer regions
of new guinea it is clased as an ‘arboreal’ animal because
it is capable of climming trees, from where it can spot its food, which is mainly grashopers and other small insects
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Punctuation
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(i) (ii) (iii) (iv) (v) (vi) 3
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While apostrophes are normally used to show possession, there are some words which mean ‘belonging to’ that may cause confusion. There is no need to use an apostrophe in these words; for example, ‘his’, ‘theirs’. (a) Write the possessive pronouns for: (i) belonging to you (ii) belonging to him (iii) belonging to her (iv) belonging to it (v) belonging to us (vi) belonging to them
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Grammar
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(b) Which possessive pronoun has been used 5 times in the text? (c) Write an adjective from the text to match each noun below. noun aggression drama spectacle threat ferocity arbor adjective
Spelling
(a) There is a spelling mistake in each line of the text. Underline the error and write the correction in the space at the end of the line.
Proofreading and editing skills 75
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Missing person
Lesson focus
Punctuation
• • Capital letters for proper nouns Colons in offset lists
Teachers notes
Spelling
• • Confused words: fore/for, blue/blew, by/buy, too/to, scene/seen Misspelt words
Grammar
• Adjectives
Vocabulary
• Shortened forms
Writing
• Double negatives
Teacher information
A description describes the characteristics, components or functions of living or non-living things.
Answers
1. 2. 3.
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(i) slim
Police are concerned for the safety of VANESSA HOYLE. Vanessa was last seen two weeks ago near her home in Cambridge, UK. Vanessa: • is 20 years old • is 172 centimetres tall and has a slim build • has olive skin, short black hair and brown eyes • speaks with an American accent • was wearing blue jeans and a white T-shirt with a picture of a cat on it at the time of her disappearance • may stop at a pharmacy to buy the medicine she needs to treat her asthma • didn’t tell anyone that she planned to leave home. If anyone has seen Vanessa, please contact the police. Telephone: 18 00 62.
Missing punctuation is in bold type. (ii) white (iii) olive (iv) blue Spelling errors are in italic type. (a) for, blue, buy, to, seen (b) olive, accent, picture, disappearance, planned (a) Abbreviation answers are underlined. weeks, United Kingdom, years, centimetres, Telephone (a) One way of correcting the double negative has been underlined in bold. didn’t tell anyone that she planned to leave home; told no-one that she planned to leave home
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for weeks United Kingdom : (colon) years centimetres olive accent blue picture disappearance buy to planned seen Telephone Prim-Ed Publishing www.prim-ed.com
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Missing person
Read the description. Police are concerned (fore, for) the safety of VANESSA HOYLE. vanessa was last seen two wks ago near her home in cambridge, UK. Vanessa • is 20 yrs old
Editing skills
• speaks with an american acsent
• was wearing (blue, blew) jeans and a white T-shirt with a pickture of a cat on it
at the time of her disapearanse
• may stop at a pharmacy to (by, buy) the medicine she needs (too, to) treat her asthma
• didn’t tell no-one that she planed to leave home.
If anyone has (scene, seen) Vanessa, please contact the police. Tel.: 18 00 62. 1
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Grammar
(i) build (ii) T-shirt (iii) skin (iv) jeans
(a) Find the 3 missing capital letters for proper nouns. Add the missing colon in the offset list and write it in the space at the end of the line. 2 Adjectives describe nouns. (a) Find adjectives from the text to match these nouns.
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Spelling
(a) Choose the correct spelling from each pair of words in brackets. Write your choice in the space at the end of the line.
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Vocabulary
Shortened forms of words are often used in text; for example, etc., USA. (a) There are 5 shortened forms in this text. Write the full version of each word in the space at the end of the line. 5
• has ollive skin, short black hair and brown eyes
Writing
A double negative statement incorrectly uses two negative words. (a) Underline the line in the text containing a double negative. Write it correctly.
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• is 172 cm tall and has a slim build
Plant more trees!
Lesson focus
Punctuation
• • • Capital letters for sentence beginnings Full stops Grammatical commas
Teachers notes
Spelling
• • Confused words: by/bye, to/too/two, more/ moor, affect/effect Misspelt words
Grammar
• • Verb tense Subject-verb agreement
Vocabulary
• Enrichment – word deﬁnitions
Teacher information
A discussion text can analyse, interpret and evaluate. Its purpose is to persuade by presenting one side of an argument.
Answers
1. 2.
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We need to plant more trees to prevent the levels of carbon dioxide in the air from rising, which would increase the greenhouse effect and lead to global warming. During the process of photosynthesis, the trees use up carbon dioxide, which is a waste product of the human breathing process. They then release oxygen, which humans need for breathing. We need to plant more trees because their root systems hold together fertile topsoil. When trees are cut down in such great quantities, the soil is more vulnerable to erosion by wind and water. Plants are unable to thrive and the land is left useless. We need to plant more trees to hold the topsoil together so that crops needed for global consumption will not be in short supply. We need to plant more trees! (a) Missing punctuation is in bold type.
Verbs are underlined. is (line 5) need (line 6) is (line 9) need (line 12) Spelling errors are in italic type. more, effect, warming, process, systems, topsoil, by, useless, global, to (i) erosion (ii) thrive (iii) vulnerable (iv) consumption
Proofreading and editing skills
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more effect warming process is need systems topsoil is by useless need global to Prim-Ed Publishing
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Plant more trees!
Read the discussion text. We need to plant moor trees to prevent the levels of carbon dioxide in the air from rising which would increase the greenhouse affect and lead to global worming during the proccess of photosynthesis the trees use up carbon dioxide which was a waste product of the human breathing process
Editing skills
together fertile toppsoil
When trees are cut down in such great quantities the soil are more vulnerable to erosion bye wind and water plants are unable to thrive and the land is left useluss.
we needs to plant more trees to hold the topsoil together so that
crops needed for glowbull consumption will not be in short supply we need too plant more trees! 1
Punctuation Grammar
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(a) Find the 5 missing capital letters, 5 full stops and 5 commas. 2
The tense of a verb must match the time the action occurred. This text is describing a situation that is happening right now, so the verbs are in the present tense.
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(a) Find the 2 verbs (lines 5 and 6) which are in the incorrect tense. Write the correction at the end of each line. Verb endings must agree with the person or people doing the action.
(b) Find the 2 verbs (lines 9 and 12) which disagree with their subject. Write the correction at the end of each line.
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Sa m pl
3
we need to plant more trees because their root systerns hold
Spelling
(a) Highlight the mistakes in the text and write the correction at the end of each line. 4
Vocabulary
vulnerable erosion thrive consumption (i) wearing away by wind or water
(a) Match these words and deﬁnitions.
(ii) to grow well
(iii) open to attack
(iv) using up of goods or services
Proofreading and editing skills
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They then release oxygen which humans needed for breathing.
Treasure hunt
Lesson focus
Punctuation
• • • • • • Capital letters for proper nouns Capital letters for sentence beginnings Full stops Colons in titles Colons in offset lists Grammatical commas
Teachers notes
Spelling
• • Misspelt words Plurals (‘s’ and ‘es’)
Grammar
• Indeﬁnite articles: a/an
•Double negatives
Teacher information
This procedure outlines how something is done. It gives a list of materials or requirements and instructions using imperative verbs.
Answers
Bailey Park: daily activities
Today’s treasure hunt starts at 2 p.m.. Good luck!
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(Mums and Dads, if you haven’t got any energy /have no energy to take part, you can send the kids with one of our volunteer guides.) You will need: • a spade What to do:
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3. 4.
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• good walking shoes 1.
Walk to the snack hut and ﬁnd the rock shaped like a dog. Turn towards the swings and walk 20 paces. Search under the three bushes directly in front of you. Take one of the number cards hidden underneath.
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2. 3.
This is your treasure box number. Walk to the bird aviary and ask the keeper to point out the oldest tree in the park. Go to the tree. Behind it, you will see a small sandpit with 10 numbered crosses marked on it. Dig under the cross with your number to ﬁnd your treasure box.
4.
5.
6.
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Proofreading and editing skills
Sa m pl
2. (a) (i) an aviary (ii) an honest man (iii) an old tree (iv) a hut (v) a useful map (vi) an uncle (b) These plural nouns are underlined. Prim-Ed Publishing
Answers 1. Missing punctuation is in bold type.
(a) Spelling errors are in italic type. treasure, energy, Turn, paces, aviary, marked
guides, shoes, bushes, crosses (a) One way of correcting the double negative is underlined in bold. ‘Mums and Dads, if you haven’t got no energy to take part …’ should read ‘Mums and Dads, if you haven’t got any energy to take part …’ or ‘Mums and Dads, if you have no energy to take part …’ or ‘Mums and Dads if you don’t have any energy to take part …’
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Writing
Treasure hunt
Read the procedure. 1
Punctuation
Editing skills
bailey Park daily activities
Today’s tresure hunt starts at 2 p.m. good luck! (Mums and Dads, if you haven’t got no enerjy to take part, you can send the kids with one of our volunteer guide.) You will need • a spade • good walking shoe what to do
(a) Find the 7 missing capital letters, 4 full stops and 1 comma. Add 1 colon in the title and 2 in the offset list. 2
Grammar
When the article ‘a’ is needed before a word beginning with a vowel sound, ‘an’ is used because it is easier to say; for example, ‘an egg’.
Note: • Some words beginning with ‘h’ need ‘an’ because the ‘h’ is silent, so the word starts with vowel sound; for example, an hour. • Some words beginning with a vowel need ‘a’ because the ﬁrst sound is not a vowel sound; for example, a utility.
1. Walk to the snack hut and ﬁnd the rock shaped like a dog.
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pasces.
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2. tern towards the swings and walk 20
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3. Search under the three bush directly in front of you take one of the number cards hidden underneath this is your treasure box number.
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4. Walk to the bird avary and ask the keeper to point out the oldest tree in the park
5. Go to the tree Behind it you will see a small sandpit with 10 numbered cross marcked on it. 6. dig under the cross with your number to ﬁnd your treasure box.
Prim-Ed Publishing www.prim-ed.com
Sa m pl
(i) aviary (ii) (iii) (v) old tree (iv) useful map (vi) 3
(a) Write ‘a’ or ‘an’ before these words. honest man hut uncle
Spelling
(a) Rule a line through each of the 6 misspelt words and write the correction above it. You can add ‘s’ or ‘es’ to most singular nouns to make them plurals. (b) There are 4 singular nouns in the text that should be plural. Write them correctly.
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Writing
A double negative statement incorrectly uses two negative words; for example, ‘I haven’t got no more,’ should be ‘I haven’t any more’ or ‘I have no more’. (a) Underline the line in the text containing a double negative. Write it correctly.
Proofreading and editing skills
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The Wallace Walking Club
Lesson focus
Punctuation
• • • Capital letters for sentence beginnings Full stops Grammatical commas
Teachers notes
Spelling
• • • Confused words: to/too/two, our/are, meats/meets, of/off, threw/through Misspelt words Sufﬁx ‘tion’
Grammar
• • Verbs: present and past tense Conjunctions
Teacher information Answers
This report, written in the present tense, provides information about an organisation.
Answers 1. Missing punctuation is in bold type. 2. (a) (i) promoted (ii) met (ii) When, After (b) Teacher check. Answers may include: (i) because, when, as (iii) as, while, and addition, lifestyle, to, beneﬁts, are, meets, minutes, walkers, two, between, of, throughout, many (ii) vacation (vi) station (iii) nation (iv) education (v) separation
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3.
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(b) (i) promotion
(a) Spelling errors are in italic type.
Proofreading and editing skills
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The Wallace Walking Club is a recent addition to the Wallace Primary School healthy lifestyle campaign. The club promotes walking as an ideal way to exercise and enjoy the beneﬁts of regular activity. Both staff and pupils are regular participants. The club meets each day after lunch, on the school ﬁeld. A variety of routes, each lasting 20 minutes, are enjoyed by the regular walkers. The two major beneﬁts to members are improved health and the development of new relationships between pupils and staff and pupils of different year groups. The popularity of the club has developed throughout the term and is expected to continue for many more years.
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Sa m pl
addition lifestyle to beneﬁts are meets minutes walkers two between of throughout many Prim-Ed Publishing www.prim-ed.com
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The Wallace Walking Club
Read the report. the Wallace Walking Club is a recent addishun to the Wallace Primary School healthy lifestile campaign the club promotes walking as a ideal way two exercise and enjoy the beniﬁts of regular activity both staff and pupils our regular participants the club meats each day after lunch on the school ﬁeld a variety of routes each lasting 20 minites are enjoyed by the regular warkers
Editing skills
the too major beneﬁts to members are improved health and the development of new relationships betwean
pupils and staff and pupils off different year groups
the popularity of the club has developed threwout the
term and is expected to continue for meny more years 1
Punctuation
(a) The report needs 7 capital letters, 7 full stops and 3 commas.
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daily.
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3
(a) Find the present tense verbs used to complete these sentences and change them to the past tense.
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(i) The club p exercise. (ii) The club m (ii)
2
Grammar
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walking for
(b) Use suitable conjunctions to join these sentences. (i) I had to walk to school Mum’s car wouldn’t start. the shop opened I bought some milk.
(iii) The train slowed down I watched it approaching the station.
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Sa m pl
Spelling
(a) Underline the spelling mistake on each line of text and write the correction at the end of the line. The letters ‘tion’ give the sound ‘shun’ as in the word ‘communication’. (b) Complete the following words by adding ‘tion’. (i) promo (ii) vaca (iii) na (iv) educa (v) separa (vi) sta
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Improve your freestyle swimming stroke
Lesson focus
Punctuation
• • • • • • Capital letters for sentence beginnings Full stops Commas in a list Grammatical commas Question marks Colons in offset lists
Teachers notes
Spelling
• • Confused words: through/though, strait/straight, through/threw Misspelt words
Grammar
• • • Imperative (command) verbs Adjectives/Adverbs Nouns
Vocabulary
•
Teacher information
This procedure outlines how something is done. It gives a list of requirements and instructions using imperative verbs.
Answers
Requirements: swimming pool, ability to swim freestyle, swimming costume, goggles, swim cap Method: Keep the elbow bent during the pull phase when the arm is in front of the body. Use the hand and lower arm as a paddle. Accelerate the arm movement through the push phase until the arm is fully extended behind the body. Bend the elbow to lift the arm and hand clear of the water. Tilt the head to the side and glance behind at the raised arm. The mouth will be just clear of the water. Take a breath. Extend the arm forward and return the face to the water. As the hand enters the water, extend it further to catch ‘still’ water before beginning the pull phase. Exhale completely through the mouth and nose. At all times, kick the legs alternately. Work from the thighs to keep the legs straight. Evaluation: Has your stroke improved?
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3. 4.
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Proofreading and editing skills
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1. 2. Missing punctuation is in bold type. (a) Command verbs are underlined. (b) (i) bent – adj (ii) fully – adv. (iii) completely – adv. (iv) alternately – adv. (c) Answers will include: (a) Spelling errors are in italic type. through, water, mouth, through, straight (ii) glance: to look quickly (iii) extend: to stretch out (iv) exhale: to breathe out Prim-Ed Publishing
Enrichment – word deﬁnitions
Keep, Use, Accelerate, Bend, Tilt, glance, Take, Extend, return, extend, Exhale, kick, Work
elbow, arm, hand, lower arm, head, mouth, face, nose, legs, thighs
(a) (i) accelerate: to increase speed
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Improve your freestyle swimming stroke
Read the procedure. Requirements swimming pool ability to swim freestyle swimming costume goggles swim cap Method keep the elbow bent during the pull phase when the arm is in front of the body use the hand and lower arm as a paddle 1
Punctuation
Editing skills
(a) Write in the 13 capital letters, 11 full stops, 1 question mark, 2 grammatical commas and 4 in a list. Add 2 colons in offset lists. 2
Grammar
Command verbs are used to give clear, precise instructions.
accelerate the arm movement (through/ threw) the push phase until the arm is fully extended behind the body
Sa m pl
(i) bent adv. adv. adv. adv. (ii) fully (iii) completely (iv) alternately 3
An adverb describes a verb and an adjective describes a noun. (b) Are these words adjectives (adj.) or adverbs (adv.) in the text? Highlight the correct boxes. adj. adj. adj. adj.
bend the elbow to lift the arm and hand clear of the (warter/water)
tilt the head to the side and glance
mowth) will be just clear of the water
extend the arm forward and return the
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take a breath
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behind at the raised arm the (mouth/
(c) List 6 nouns referring to body parts.
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face to the water
Spelling
as the hand enters the water extend it further to catch ‘still’ water before beginning the pull phase
(a) Circle the correct spelling from each pair of words in brackets. 4
Vocabulary
(i) accelerate (ii) glance (iii) extend (iv) exhale
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(a) Find the meaning of the following words.
exhale completely (through/though) the mouth and nose
at all times kick the legs alternately work from the thighs to keep the legs (straight/strait) Evaluation: has your stroke improved
Prim-Ed Publishing
Proofreading and editing skills
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(a) Underline the 13 command verbs.
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