Basic Language Skills: Book 2 - Ages 9-11 by Teacher Superstore

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Ready-Ed

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission.

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Publications

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The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that that

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Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o t r s super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.com.au info@readyed.com.au

ISBN: 978 1 86397 818 7 2

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act.

Reproduction and Communication by others

Contents Teachers’ Notes National Curriculum Links

r o e t s Bo r e p ok u S 6-7 8 9 10 11 12 13 14 15 16 17 18

Section 3 "Listen To Me,” Said The Old One 31-32 Verbs 33 Alliteration 34 Similes 35 Finishing The Story 36 Editing Your Writing 37 Past, Present Or Future? 38 Free Verse 39 Repetition 40 Couplets 41 Extending Couplets 42 Report Writing 43

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Section 1 Billy And The Giant Punctuation Contractions Apostrophes 1 Apostrophes 2 Punctuating Speech 1 Punctuating Speech 2 Finishing The Story Editing Your Writing Report Writing 1 Report Writing 2 Another Point Of View

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Section 4 Love Is … A Big Burger Finishing The Story Wonderful Words Synonyms More Synonyms Antonyms Looking Back Writing Instructions Advertisements

44-45 46 47 48 49 50 51 52 53

Answers

54-55

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Section 2 Do Teeth Have Babies Too? 19-20 Nouns And Adjectives 1 21 Nouns And Adjectives 2 22 Question Marks 23 Question And Exclamation Marks 24 Finishing The Story 25 Editing Your Writing 26 Review - Nouns And Adjectives 27 A Letter To Grandad 28 A Letter From The Dentist 29 Choose Your Own Letter 30

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Teachers’ Notes The Basic Language Skills Series is designed to provide teachers with activities to develop children’s reading and writing skills.

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Specific activities have been designed to help students read the texts closely and understand the information and the way that it has been organised.

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Writing is all about communication. Poor writing skills means ineffectual communication, which is why this book series has, as one of its main objectives, the development of some basic writing skills. The second main objective of this series of books is to develop children’s reading skills. Poor reading skills means inadequate comprehension skills and affects children’s knowledge of the world in which they live.

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question marks, commas, nouns, adjectives, verbs, homophones, synonyms, antonyms, similes, repetition and alliteration are also included.

Students are given the opportunity to ask questions about the texts and proofread their work. These activities provide students with strategies to read and write narratives.

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a range of text types based on the texts provided. This allows them to understand that writing is different depending on the purposes of texts and provides them with the opportunity to practise writing in different ways.

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Reports, formal and informal letters, cards, poems, procedures, short stories and advertisements are just some of the different forms of writing that the children will be asked to create. Students will also be asked to pay particular attention to correct grammar when writing and to devices used to write. Sections on capital letters, contractions, apostrophes, speech marks, nouns, full stops,

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© ReadyEdP u bl i c at i on s3 are Basic Language Skills Books 1 and Basic Language Skills Book 2 uses four also available for purchase. fictional• texts to develop children’s f orr evi ew pur posesonl y• skills. Children are asked to construct

National Curriculum Links Year 4

Year 5 Language 3. Evaluative vocabulary (E5LNG3) 6. Compound sentences (E5LNG6) 7. Noun phrase and structure (E5LNG7) 9. Relating verbs (E5LNG9) 10. Adjectives (E5LNG10) 11. Text stages (E5LNG11) 13. Sentence structure (E5LNG13) 16. Punctuation (E5LNG16)

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Literature 2. Meanings of texts (E4LTR2) 3. Discussing and responding (E4LTR3) 7. Creating (E4LTR7) 8. Engaging with texts (E4LTR8) Literacy 2. Oral communication skills (E4LCY2) 13. Creating (E4LCY13) 15. Organising information (E4LCY15) 16. Handwriting/word processing (E4LCY16)

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Language 4. Adjusting opinions (E4LNG4) 6. Vocabulary expansion (E4LNG6) 7. Grammar of simple sentences (E4LNG7) 8. Clause meaning (E4LNG8) 11. Text stages (E4LNG11) 15. Punctuation (E4LNG15)

Literature 2. Discussing and responding (E5LTR2) 7. Figurative language (E5LTR7)

Literacy 1. Discussing and responding (E5LCY1) 2. Comprehension strategies (E5LCY2) 4. Vocabulary (E5LCY4) 9. Organising information (E5LCY9) 15. Creating texts (E5LCY15)

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Billy And The Giant Billy looked for quite a few minutes at the group sitting under the shady tree. They really did seem to be enjoying themselves. He could hear their shouts of laughter across the playground. He wandered sadly off to catch the bus home.

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While on the bus, Billy thought about what he had to look forward to. "More TV," he mumbled "and stupid cartoons and quiz shows and weak adventure films and ads trying to sell me toys and things." Billy’s thoughts were interrupted by the screeching brakes of the old school bus. His thin body was pushed and crushed by the other kids scrambling for seats with their friends. He let them push him aside. They weren't bothered where he sat. He could ride on the roof for all they cared. Billy had been ignored ever since he arrived at Francis Street School in August. “This is Billy,” the teacher had said, “I know you’ll look after him.” But they hadn’t. They had looked at his funny spiky hair that stood up at the back like a straw broom and at the big handles of his ears sticking out from the side of his head and they’d left him to himself. They hadn’t done much. They hadn’t teased him or called him names. They just hadn’t said anything really.

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o c . che e r o So Billy started doing something that t r s su er he’d never really bothered with before. p At lunch-times and recesses he buried himself away in a corner of the school library and read and read. And read. His favourites were the colourful books about witches and wizards and wicked giants. He lost himself in the exciting adventures of brave young knights who seemed to

be sounding more and more like him as they battled endlessly against ogres, titans and one-eyed monsters. He opened a book now as he sat at the front of the lurching bus, ignoring the sniffing from the unpluggable nose of Ally Peterson sitting beside him. As he read, the noisy interior of the bus faded away, the shouts of the kids behind him turned into a distant blur that was drowned out by the whinnying of the great white horse that he found himself astride. It stepped carefully through the stony creek bed and surged easily up the steep bank at the other side. Billy turned in the saddle, his shining sword clanked against the armour that he wore as protection against the huge giant who he had set out to destroy.

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Billy gazed back across the creek and to his amazement saw the school bus parked on a narrow road … his school bus . . . the bus in which he was sitting moments earlier, next to sniffing Ally. He whispered to himself, “I don’t know what’s happening. I don’t know what I’m doing here.” But he was here, astride the snorting white horse and the children were on the other side of the creek in the dusty yellow bus with Johnston’s Bus Co. written on the side of it. He could see the line of white faces peering at him from the windows. He could even pick out the great tousled mop of black hair that crowned Jimmy Bailey’s staring face. And then they were pointing in his direction and he could hear their astonished shouts and their frightened voices shrill in the late afternoon air.

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He turned away from the bus and saw that is wasn’t a cloud at all that had blocked out the sunshine. It was an impossible, massive figure planted directly in front of him, its eyes glowing like hot coals, as it gazed upon him. A great wave of fear hit him, his stomach churned and his mind wished him an eternity away. Somehow he knew what he had to do… what his task was in this monstrous dream. Billy gripped his sword tightly, his hand fitting neatly around the cold handle …

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Billy And The Giant

Punctuation *Read “Billy And The Giant” on pages 6–7 to help you with these activities.

Remember to use capital letters when: • starting a sentence • writing the name of a person

Capitals

• writing days, months and places • writing the names of books and companies.

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Look at the capital letters used in "Billy And The Giant" and find...

1. an example of a capital being used to begin a sentence.

2. three examples of a capital being used for a person’s name.

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____________________________________________________________________ ____________________________________________________________________ 3. three examples of a capital being used for other names.

____________________________________________________________________

Remember to use commas to: • separate a list of items in a sentence

Look at the commas used in "Billy And The Giant" and find …

1. an example of commas being used to separate a list of items.

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____________________________________________________________________ 2. an example of commas being used to separate an added explanation.

. tfull stops to: o Remember to use e c • show where a sentencec ends • show when a worde has. been abbreviated. her r o st super Full Stops ____________________________________________________________________

Look at the full stops used in "Billy And The Giant" and find …

1. an example of a full stop being used to end a sentence. ____________________________________________________________________ 2. an example of a full stop being used to show that a word has been abbreviated. ____________________________________________________________________ 8

Contractions *Read “Billy And The Giant” on pages 6–7 to help you with these activities.

Apostrophes can be used to show where two words have been shortened into one and where letters have been left out. These are known as contractions. E.g. hadn’t is short for ‘had not’. The apostrophe shows where the ‘o’ from the ‘not’ is missing.

r o e t s Bo Im not going r e p okto let you escape. u S If you dont think Im

Contractions 1

Practise the rule by adding apostrophes to each word below. Wont

______________

youll

______________

didnt

______________

havent ______________

wasnt

______________

Ill

______________

shed

______________

isnt

______________

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serious Ill prove it to you!

Contractions 2

contraction using apostrophes.

Will not_ _____________

Is not________________

Could not_ ___________

I would_ _____________

Might have ___________

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It is__________________

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We are_______________ . te o c I will_________________ They are_ ____________ . che e r o t r s super Contractions 3 I had ________________

Find six examples of contractions in the story. ____________________

____________________

The giant is not

too good at using apostrophes! Rewrite his speech. 9

Billy And The Giant

Apostrophes 1 Apostrophes can be used to show ownership. Sometimes apostrophes come before the s ('s) to show ownership. When using apostrophes it is important to put them in the right place. Follow this rule to help you.

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Look at this example: The boy’s pens. Step 1

The boy

Step 3

Is there more than one owner?

If there is only one owner, the apostrophe goes before the s.

The pens belong to one boy.

The boy‘s pens

Try this example: The girl's bag. Step 1

Step 2

Step 3

Step 4

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Ask, “Who is/are the owner(s)?

Step 2

Step 4

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5. The cows tail

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2. A dogs bark

4. That owls hoots

Step 4: What belongs to who?

The hat belongs The man The man's hat to the man. _____________ _____________ ______________

1. A mans hat

3. That girls dresses

Step 2: Is there more than one owner? If not, add an apostrophe before the s.

______________ _____________ ______________ ______________ _____________ ______________

o c . ______________ _____________ e ______________ ch r er o t s super Look at the story again. ______________ _____________ ______________

Apostrophes 2

Give two examples of apostrophes being used to show ownership. In each case say who is the owner and what does he/she/it own? 1.__________________________________owns____________________________ 2.__________________________________owns____________________________ 10

Billy And The Giant

Apostrophes 2 Sometimes apostrophes come after the s (s') to show ownership. When using apostrophes it is important to put them in the right place. Follow this rule to help you.

Look at this example:

These boys' pens.

r o e t s Bo r e p Yes okThese boys' pens These boys u s' S Step 2

Step 3

Ask, “Who is/are the owner(s)?

Is there more than one owner?

If there is more than one owner, put the apostrophe after the s.

Step 4

The boys own the pens.

Apostrophes 1

Practise the rule by completing the following:

The two brothers drinks

__________________________

Those tigers cage

__________________________

Those girl guides uniforms

__________________________

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Step 1

__________________________ © ReadyEdPubl i cat i ons Apostrophes •f orr e2vi ew pur posesonl y•

Those cars engines

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There are a few exceptions to the rule. If the owners do not have an s on the end but are already plural then the apostrophe comes before the s. For example: the words children, men and women do not need an s on the end to be plural. They are already plural. This means that even though there is more than one owner the apostrophe still comes before the s. Example: The children's ball.

. te o c The womens scarves.______________________________________________ . che e r o t r s super Apostrophes 3 Complete the following using this rule.

The mens shirts. __________________________________________________

You have learnt that apostrophes can be used to show ownership and to create contractions. Read the following passage and add apostrophes in red.

The young dogs excitement wasnt always easy to tell, as hed only wag his tail a little when he heard his owners voices. However, a cars horn was always able to send his yelps rolling across his masters ear. It was because he wouldnt behave, that he was taken away at six oclock to my uncles farm. 11

Billy And The Giant

Punctuating Speech 1

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Speech Marks 1

Punctuate the sentences below.

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

1. More TV he mumbled._______________________________________________

2. This is Billy the teacher had said. ______________________________________

Speech Marks 2

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When the explanation of who is speaking comes first, a capital letter begins the sentence, a comma separates the explanation of who is speaking from the spoken word, a capital letter begins the spoken words and a full stop is placed inside the speech marks. Examples: He whispered to himself, "I don't know what is happening. I don't know what I'm doing here."

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Punctuate the sentences below on another piece of paper.

1. Billy whispered to the librarian do you have any more books about one-eyed monsters?

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o c . Use the picture to help youc write out the conversation. e hyou.r _______________________________ r o Thanke t Would you like an s s per That would be great. u apricot icecream? 2. Billy shouted to the other children look at me. I'm a brave knight battling evil.

_______________________________ _______________________________ _______________________________ _______________________________ _______________________________

Billy And The Giant

Punctuating Speech 2 Rewrite On a separate piece of paper rewrite this passage with the correct punctuation.

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

______________________________________________________________ ______________________________________________________________ ______________________________________________________________

© ReadyEdPubl i cat i ons ______________________________________________________________ •f orr evi ew pur posesonl y• ______________________________________________________________ ______________________________________________________________

______________________________________________________________

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Complete the conversation that the people in these cartoons are having.

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In your pads write them out in full in you. Include speech marks.

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Finishing The Story Read the story "Billy And The Giant" and complete the following activity. You will need to make your own suggestions for the ending of the story.

Beginning

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Who?___________________________________________________________________ What?_ _________________________________________________________________

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When?__________________________________________________________________

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Where?_ ________________________________________________________________ Why?___________________________________________________________________ How?___________________________________________________________________

Middle

What was the problem?____________________________________________________

© ReadyEdPubl i cat i ons _______________________________________________________________________ •f orr evi ew pur posesonl y• _______________________________________________________________________ _______________________________________________________________________

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_______________________________________________________________________ _______________________________________________________________________

. te o How will the problem be solved?_ ___________________________________________ c . c e her _______________________________________________________________________ r o t s super _______________________________________________________________________ Ending

_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Write out your ending to the story on another piece of paper. Start with, "Billy gripped his sword tightly, his hand fitting neatly around the cold handle …" 14

Billy And The Giant

Editing Your Writing After you have written out the ending to the story, proofread your own writing for correct punctuation and to see how you can improve your use of the words.

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If you find an error or omission use the following code to remind you of the correction needed.

S_ Speech marks needed. P_ Any other punctuation marks needed – exclamation marks, question marks, etc.

Capital letter needed. Apostrophe needed. Commas needed. Full stop needed.

How Did You Do? CL ___

Do a tally of the errors you made here: A ___

C ___

F ___

S ___

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CL_ A_ C_ F_

P ___

On which areas of punctuation do you need to concentrate next time you write?

Complete this Punctuation Checklist to help you with your future writing.

q Capital letters

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When and how I should use each:

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I know when and how to use:

o c . che q Commas e r o t r s s r u e p q Apostrophes q Full stops

q Speech marks q Question marks

Billy And The Giant

Report Writing 1 *Read “Billy And The Giant” on pages 6–7 to help you with these activities.

A report presents information about something. Reports have a heading which relates to the topic of the report and the information in a report is usually organised under headings.

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Look back at the story "Billy And The Giant". Imagine that you were the driver of the Johnston’s Bus Co. bus and that you have to write a report for your boss outlining the events that occurred. You may like to also use your ending of the story.

Headings

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Plan your report by organising your information under the headings below.

Who ?______________________________________________________

______________________________________________________________

When?_© ____________________________________________________ ReadyEdPubl i cat i ons

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______________________________________________________________

Where?_ ___________________________________________________

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______________________________________________________________

What ?_ ____________________________________________________

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o c . che e Why? ______________________________________________________ r o t r s super ______________________________________________________________

______________________________________________________________

How? ______________________________________________________ ______________________________________________________________ ______________________________________________________________ 16

Billy And The Giant

Report Writing 2 *Read “Billy And The Giant” on pages 6–7 to help you with these activities.

Ok. You’ve planned your report about the day that Billy got tangled up with the giant. Now present your information in a clear way so that the boss can understand it. Maybe choose different headings and add a diagram, map or illustration to support your claims or make them clearer.

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Use the facts from the last page (not necessarily in the same order) to write a report that has an:

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Report

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Introduction: A sentence giving the reason for the report being written – a summary of the main idea. Details: What and when things happened. Conclusion: A final summary of the main points.

______________________________________________________________

______________________________________________________________ ______________________________________________________________

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______________________________________________________________ ______________________________________________________________ ______________________________________________________________

. t e o ______________________________________________________________ c . che e ______________________________________________________________ r o t r s super ______________________________________________________________ ______________________________________________________________

______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 17

Billy And The Giant

Another Point Of View *Read “Billy And The Giant” on pages 6–7 to help you with these activities.

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He’s right you know. Giants, witches and wizards always seem to be the ‘bad guys’. Why don’t you tell his side of the story. Before you do, think about the structure of your story by completing the planning grid below.

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I’ll tell you what! Us giants are always getting the blame for everything. Now I’ll tell you what really happened …

Introduction (Beginning):_ _______________________________________

__________________________________________________________________ __________________________________________________________________

__________________________________________________________________

Problem (Middle):_ _____________________________________________

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. te o __________________________________________________________________ c . che e r o t r s super Ending:_________________________________________________________ __________________________________________________________________

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ When you are happy with the plan of your story, begin your first draft on another sheet of paper. Remember to be careful with your punctuation. 18

Do Teeth Have Babies Too? Sally was furious! She glared at her reflection in the bathroom mirror. "Yerk, how ugly,” she said sadly to herself, “and on my birthday too.” She looked again at the big gap in the line of even, white teeth that grinned back at her. Where could it have gone?

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She knew that when she went to sleep last night she had a fine, full set of teeth looking forward to chewing on today’s creamy birthday cake. Now there was just a great, gaping hole where the tooth used to be. I’ll find it before anyone else wakes up, she decided. That way I can just put it back in and I won’t get into trouble for losing it.

Sally softly walked to her grandfather’s room which, she thought, was a good staring place for her search. Very quietly she opened his bedroom door. “Ooorgh,” snored grandad. “Knink…auggg…brhhh,” he went noisily. Sally didn’t really need to but she crept carefully towards his bed and towards the collection of bits and pieces she could see on his bedside table. Her eyes passed quickly over a book called Hamburgers I Have Enjoyed, a half eaten packet of peppermint lifesavers, a pair of glasses with one broken arm fixed with sticky tape, a battered old radio and there….grinning back at her from inside a glass of water was ...... her missing tooth!

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As Sally's hand reached towards the glass of water she felt the gap with her tongue and whispered, “Wait a minute! I only lost one tooth and there’s a whole row of them in this glass. They must have had babies in the night!!" “Snxxx,” continued grandad, “Brgling," he snorted with his eyes still tightly closed but with his mouth wide open to show his bare gums shining in the dim light.

. te oand crept c Sally put her grandad’s teeth in the pocket of her old dressing. gown ch e silently down the hall to her parents' room. She usually loved jumping into bed r e o t with them in the mornings but she knew it was just a bit early today even if r s s r u e p it was her 4th birthday. And she did have more important things to do… like putting her tooth back in before her mum and dad woke up.

“Now I’ll just get the glue from mum’s drawer,” Sally said. But as her hand reached in to the drawer it brushed against something that felt very familiar. What was this? Her tooth! But she’d already found her tooth - even though it now had brothers and sisters. She looked at what she now had in her hand. Somehow the missing tooth had 19

not only grown more of itself in grandad’s room but it had done the same thing in mum’s drawer! And not only that, it had attached itself and its new family, onto a piece of bent wire! “Well, this is great!” Sally said happily. “I can not only put my own tooth back, but I can share my new teeth with Baby Donald who has none! I can also give the leftovers to poor Rover, because since his teeth fell out when he was sick last year he hasn’t been able to chew on bones like he loves to.”

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Grandad’s false teeth and mum’s plate and the super glue rattled together in her pocket as she went down the hall to the small bedroom where Baby Donald gurgled quietly to himself.

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He looked up at her from his cot and waved his chubby arms in excitement as he caught sight of Sally. As he gurgled to his big sister, his showed off his little toothless mouth. “Donald, I have just what you need,” Sally told him as she brought grandad’s teeth out of her pocket. “When you’re fixed up, we’ll help Rover and last of all me!” she went on as she carefully unscrewed the cap of the super glue….

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Do Teeth Have Babies Too?

Nouns And Adjectives 1 *Read “Do Teeth Have Babies Too?” on pages 19 – 20 to help you with these activities.

A word that is used to name something is a noun. Names of everyday things such as: tooth, house, rain, and dog are known as common nouns. Names of people, places, streets and special days are proper nouns. Proper nouns always begin with a capital letter.

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When Sally thought about the missing tooth she was naming a part of the body that was normally found in her mouth.

Common And Proper Nouns

In the spaces list ten common nouns and four proper nouns that you find in the story.

Common nouns

Proper Nouns

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Sally was looking forward to biting into her ‘creamy birthday cake’. The word ‘creamy’ is an adjective – a type of word used to describe a noun. In this case ‘creamy’ describes Sally’s ‘cake'.

o c . c e r Adjectives h e o t r sand tired, e.g. nice, good. su er p Sometimes adjectives become very overworked Write three new adjectives for ‘nice’ in this sentence.

1. “Oh, what a nice day!” exclaimed mum. ___________________________________________________________________ Write three new adjectives for ‘good’ in this sentence. 2. He had a good time at the circus. ___________________________________________________________________ 21

Do Teeth Have Babies Too?

Nouns And Adjectives 2 *Read “Do Teeth Have Babies Too?” on pages 19 – 20 to help you with these activities.

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Review

Complete the following:

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Circle the adjectives and underline the nouns in this extract from the story. Sally was furious! She glared at her reflection in the bathroom mirror. "Yerk, how ugly,” she said sadly to herself, “and on my birthday too.” She looked again at the big gap in the line of even, white teeth that grinned back at her. Where could it have gone? She knew that when she went to sleep last night she had a fine, full set of teeth.

Nouns are words that:________________________________________________

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Three examples of adjectives from the story are:______________________________ Three examples of nouns from the story are:_________________________________ Adjectives are words that:_____________________________________________

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Adjectives

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This is a sentence from the story: "… a great, gaping hole in Sally’s teeth." It sounds more interesting than: "… a hole in Sally’s teeth."

o c . cheNoun that it describes r e Your adjective o r st su hole per

Find more examples of adjectives in the story and complete the table below. In the last column replace the adjective with one of your own.

Adjective e.g. gaping

Do Teeth Have Babies Too?

Question Marks *Read “Do Teeth Have Babies Too?” on pages 19 – 20 to help you with these activities.

A question mark is used to show that a question is being asked. “Can you tell me the time, please?”

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Question Marks 1

Complete the sentences below so that they ask a question. 1. Have you__________________________________________________________

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2. What is___________________________________________________________ 3. At what time_______________________________________________________ 4. What do horses_____________________________________________________ 5. When did_ ________________________________________________________

Question Marks 2

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Question marks are used in the story "Do Teeth Have Babies Too?" In the table below write down each of the questions and then provide an answer. (The real answer may not be in the story.)

. te o c Q:__________________________________________________________________ . c e her r ___________________________________________________________________ o t s su pe A: “I ate the rest of the lifesavers before bed,” saidr grandad. Question Marks 3

Use the story to create questions that match the answers written below.

Q:__________________________________________________________________ ___________________________________________________________________ A: “I wanted to get the glue,” replied Sally. Q:__________________________________________________________________ ___________________________________________________________________ A: “Just after I got sick last year and my teeth fell out,” barked Rover. 23

Do Teeth Have Babies Too?

Question And Exclamation Marks *Read “Do Teeth Have Babies Too?” on pages 19 – 20 to help you with these activities.

Asking and Answering

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Question 1:_________________________ __________________________________

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Use this picture from the story to write down a set of five questions. (Don’t forget to add question marks!) Exchange your page with a partner and answer each other’s questions in the spaces provided.

Answer:_ ____________________________________________________________ Question 2:__________________________________________________________ ___________________________________________________________________ Answer:_ ____________________________________________________________

© ReadyEdPubl i cat i ons ___________________________________________________________________ •f orr evi ew pur posesonl y• Question 3:__________________________________________________________ Answer:_ ____________________________________________________________ Question 4:__________________________________________________________

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___________________________________________________________________ Answer:_ ____________________________________________________________

. te o Answer:_ ____________________________________________________________ c . che e r o t r s Exclamation Marks s uper Question 5:__________________________________________________________ ___________________________________________________________________

Exclamation marks are used to show strong feelings – excitement, fright, fun or anger. Find two examples of exclamation marks being used in the story. Say why you think each one was used. Sentence

Why Exclamation Mark Was Used

Do Teeth Have Babies Too?

Finishing The Story Read the story "Do Teeth Have Babies Too?" and complete the following activity. You will need to make your own suggestions for the ending of the story.

Beginning

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Who?___________________________________________________________________ What?_ _________________________________________________________________ When?__________________________________________________________________

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Middle

What was the problem?____________________________________________________

_______________________________________________________________________

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_______________________________________________________________________ _______________________________________________________________________

. te be solved?_ ___________________________________________ o How will the problem c . che _______________________________________________________________________ e r o t r s super _______________________________________________________________________ Ending

_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Write out your ending to the story on another piece of paper. Start with, "When you're fixed up, we'll help Rover and last of all me!" she went on as she carefully unscrewed the cap of the super glue .... 25

Do Teeth Have Babies Too?

Editing Your Writing After you have written out the ending to the story, proofread your own writing for correct punctuation and to see how you can improve your use of the words.

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If you find an error or omission use the following code to remind you of the correction needed.

Capital letter needed. Apostrophe needed. Commas needed. Full stop needed.

S_ Speech marks needed. P_ Any other punctuation marks needed – exclamation marks, question marks, etc.

How Did You Do? CL ___

Do a tally of the errors that you made here: A ___

C ___

F ___

S ___

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CL_ A_ C_ F_

P ___

On which areas of punctuation do you need to concentrate next time you write?

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• How well have you used adjectives? Look back at your part of the story and complete _______________________________________________________________

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Adjective Checklist

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the adjective checklist.

Tick (good) or (poor) to show how effective you think your adjectives are. For each (poor) put another adjective in the last column. Then go back and change your story by adding your new adjectives. (NB: Not every noun needs an adjective.)

. te o Adjective/Noun Improvement c . che Good Poor e (Highlight The Adjective) (Another Adjective) r o r st super

Do Teeth Have Babies Too?

Review - Nouns And Adjectives Matching Nouns Below is a list of common and proper nouns. Beside each word write another noun that is of the same type. Example: Next to Sydney you might write London.

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______________________

Sydney

doctor

______________________

Murray River _____________________

stream

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Venus

boat

______________________

October ______________________

hound

______________________

Everest

______________________

princess ______________________

Pacific

______________________

road

______________________

Bill

______________________

college

______________________

France

______________________

______________________ ______________________

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girl

Nouns © ReadyEdPubl i cat i ons

Underline the common nouns and circle the proper nouns in this passage.

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Adjectives 1

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“Well, this is great!” Sally said happily. “I can not only put my own tooth back, but I can share my new teeth with Baby Donald who has none! I can also give the leftovers to poor Rover, because since his teeth fell out when he was sick last year he hasn’t been able to chew on bones like he loves to.” Use adjectives to help improve your writing. Remember that adjectives are used to describe nouns.

Underline the adjectives in this passage. . te The tired, old man raised his shaky hand in a friendly wave. As we walked happily o past his tidy, little house he called out in a croaky voice, remarking that he hoped c . ch that we had thoroughly enjoyed the exciting football match. e r er o st super

Adjectives 2

Give three good adjectives for each noun below. Look at the example to help you. e.g. calm sea, raging sea, rolling sea. sea _ ______________________________________________________________ house______________________________________________________________ meal _ _____________________________________________________________ car ________________________________________________________________ boy________________________________________________________________ 27

Do Teeth Have Babies Too?

A Letter To Grandad *Read “Do Teeth Have Babies Too?” on pages 19 – 20 to help you with these activities.

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It goes without saying that Grandad wouldn't have been too happy about his teeth going missing! Pretend that you are Sally's mother and write a letter to grandad after he has returned home from his visit at Sally's house. In the letter apologise about the teeth business. Remember to set your letter out correctly. Write your address and the date on the righthand side. Leave a line between the address and the date. This is a fairly informal letter so the language shouldn't be too formal, however because you are apologising you need to adopt an apologetic tone. Sign off in a friendly way by saying something like, 'chat soon, see you soon, bye for now'.

_______________________________

_______________________________ _______________________________ _______________________________

__________________________________________________________________ __________________________________________________________________

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__________________________________________________________________ __________________________________________________________________

. te o c __________________________________________________________________ . c e her r __________________________________________________________________ o t s super __________________________________________________________________ __________________________________________________________________

_ ______________________________

_ ______________________________ When she thought about it later, Sally’s mum decided that it really was a pretty funny event and she decided to write a letter to her friend Anne about it. On another piece of paper write this letter. Remember, the purpose of this letter is different so the tone will be different.

Do Teeth Have Babies Too?

A Letter From The Dentist *Read “Do Teeth Have Babies Too?” on pages 19 – 20 to help you with these activities.

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

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Imagine that you are Sally's dentist and you have to write to Sally's mum to remind her that Sally is due for a check up. Think and talk about what your letter will say and what tone it will be written in. Put your address and date in the right-hand corner of the letter and Sally's mum's address on the left-hand side. Sign off 'yours faithfully' because you know the name of the person to whom you are sending the letter.

_______________________________ _______________________________

___________________________

__________________________________________________________________

__________________________________________________________________ __________________________________________________________________

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o c . che e r o t r s an envelope? su per Do you know how to correctly address

__________________________________________________________________

_ ______________________________

First line: name of person to whom letter is addressed. Second line: number and name of street. Third line: town/suburb, state and postcode (some envelopes contain postcode boxes). • Punctuation is not required. • Use capital letters for the information on the last line. Try a practice envelope on the back of this page. 29

Do Teeth Have Babies Too?

Choose Your Own Letter *Read “Do Teeth Have Babies Too?” on pages 19 – 20 to help you with these activities.

You may have seen a card or letter which allows the writer to tick multiple choice boxes. These letters can be fun to create.

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Look at the example then create your own to send to a friend. E.g.

Dear Grandad,

 Today I am in q Singapore q School q The City q My Bedroom.

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 The weather is q lovely q raining cats and dogs q fantastic q boiling hot.

Be creative!

Dear ______________________,

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 I am having a q miserable q wonderful q unreal q wicked time.

From Sally

© ReadyEdPubl i cat i ons q ______________ q ______________ q ______________ q ______________ •f orr evi ew pur posesonl y• Here I am in … ___________________________________________________________________

___________________________________________________________________

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q ______________ q ______________ q ______________ q ______________ ___________________________________________________________________

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q ______________ q ______________ q ______________ q ______________

o c . q ______________ q ______________ q ______________ che q ______________r e o r st super ___________________________________________________________________ ___________________________________________________________________

q ______________ q ______________ q ______________ q ______________ ___________________________________________________________________ q ______________ q ______________ q ______________ q ______________ 30

_________________________________

"Listen To Me," Said The Old One “Listen to me,” said the Old One, “for I have seen these traps that are set for us by the humans in their boats.” “Nonsense,” scoffed the young ones. “They want the fish of the sea just as we do.”

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“Of course they do,” replied the Old One, “but they don’t care what else they pick up in their nets when they’re taking those fish.”

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“Nonsense again,” sneered the young ones. “They’re our friends. Why, sometimes they feed us from their hands when we visit their beaches. We’re as safe as sea shells with the humans!”

So the old dolphin swam sadly away, his battle-scarred head full of sorrow for the foolishness of the youngsters. He had seen for himself the long nets trailing from the noisy boats ploughing clumsily across the top of the ocean. He had seen too, the great waves of sea creatures caught up in these nets as they were pulled onto the decks of the fishing boats. And he had heard the terrified screams of his friends and family as they fought helplessly against the mesh of the nets, dragged along with fish and weeds toward the surface. He had seen the water thrashing with the crazed hunting of the hated sharks as they feasted on the wounded, bleeding sea creatures as they dropped from the nets or were cast back into the ocean by the humans above. And he knew that he was right – that the humans didn’t care what they caught as long as their holds were filled with food from the sea.

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The youngsters laughed amongst themselves as they played in the warm upper reaches of the ocean. “Listen to me,” they mocked the Old One, “for I am a frightened, old, dull and dreary dolphin!”

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The school of young dolphins traveled towards the great land mass where they knew their friends, the humans, would be waiting at the water’s edge to give them food. As gracefully as swooping birds they soared from the ocean as they speared their streamlined bodies through the waves. Sometimes they dived amongst schools of fish snatching tasty titbits in their short snouts and sharp teeth. “This is the life,” they said to each other happily. “Look,” called one. “Over there, there are some boats. Let’s visit our human friends. Perhaps they might have some food for us – it’s easier than catching our own.” “Yes, let’s,” the others chorused in agreement and the school turned towards

"Listen To Me," Said The Old One the fishing boats whose silhouettes could be seen against the sinking sun. Their bodies cut through the water like arrows as they raced eagerly towards the humans. Fish darted out of the way as the excited young dolphins sped past them, with no thought of the words of warning of the Old One on their minds.

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The fastest and strongest amongst them led the school in a joyous frolic between the nearest two boats as he veered away to frighten some fish in his path. Then, as he turned triumphantly to the others, he felt himself caught up as if by a gigantic clamp and dragged through the water. He knew by the terrified squeals from his companions that he was not the only one in this frightening situation. He could feel the strong mesh of what must have been a net, cutting into his skin as he was pulled powerfully through the water. The strength of the water that pushed against him rolled him over in the net and he crashed against another dolphin who was uttering loud screams of pain as the net cut deeply into his dorsal fin. The leader was now being pulled backwards through the sea, forcing water into his blowhole and down into his lungs.

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“I’m dying,” he gasped to no-one as his body thrashed frantically but uselessly against the all powerful pull of the net.

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“Listen To Me,” Said The Old One.

Verbs *Read “Listen To Me,” Said The Old One” on pages 31-32 to help you with these activities.

The story describes dolphins swimming in the ocean and then becoming entangled in a fishing net. There is a good deal of action in this narrative.

Verbs 1

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Words that show action are known as verbs. Verbs describe what someone or something does or how they feel. Example: He ran down the road. ‘Ran’ is the word showing the action – it is the verb. A verb should always suit the noun that you are using. For example, you wouldn’t write – He swam on the road.

Place a verb with each noun to make a suitable verb/noun combination.

1. He __________________________ the ball. 2. She _________________________the bread. 3. I __________________________ about the holiday.

© ReadyEdPubl i cat i ons Verbs 2orr • f evi ew pur posesonl y• Find ten verbs in the story and write down the two (or more) words that make up the verb/noun combination. 4. We took the bikes for a __________________________.

In the last column write what might have been an unsuitable verb for the noun.

Noun

dolphin swam

swam

dolphin

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ran

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“Listen To Me,” Said The Old One.

Alliteration *Read “Listen To Me,” Said The Old One” on pages 31-32 to help you with these activities.

A writing device used to gain attention or to emphasise special sounds is called alliteration. This is when we write words that start with the same letter next to one another. E.g. Sally sells sea shells by the sea shore. Try saying the sentence above quickly five times. Tongue Twisters are made by using alliteration.

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Use alliteration to write a tongue twister of your own.

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r o e t s Bo r e p ok u S Tongue Twister

_________________________________________________________ _________________________________________________________

Animal Alliteration

© ReadyEdPubl i cat i ons Snake_ ____________________________________________________________ •f orr evi ew pur posesonl y• __________________________________________________________________ Use each of these animal words in a sentence that uses alliteration.

Cats_______________________________________________________________

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__________________________________________________________________ Toad_ _____________________________________________________________

. tefrom the Story o Alliteration c . che e Write examples of alliteration that you find in the story “Listen To Me,” Said The Old r o One. r st super __________________________________________________________________ __________________________________________________________________

“Listen To Me,” Said The Old One.

Similes *Read “Listen To Me,” Said The Old One” on pages 31-32 to help you with these activities.

Writing can be made more effective by using similes. A simile is a way of highlighting something by pointing out likenesses between two things that may be very different. E.g. Old dog, once sturdy as a tree trunk, now as fragile as a leaf. How ‘sturdy’ the dog used to be is shown by comparing him to a tree trunk using the word 'as'. The second simile in this sentence compares the old dog with something fragile: ‘a leaf', using the word 'as'. Similes make comparisons using the words 'as', 'like' or 'than'.

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r o e t s Bo r e p ok u Similes 1S

Find examples of similes in the story and write them below. In the second column create your own simile which would fit just as well in the story.

Simile

Your Replacement

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1. The dog howled like_ _______________________________________________ 2. The baby screamed like_ ____________________________________________

. tewere swept up by the ocean like_ ___________________________ 4. The seashells o c . che e r o Similes 3 t r s super 3. The dolphins laughed like _ __________________________________________

Create four of your own similes, e.g. as blind as an earthworm, as silly as a clown.

1. ________________________________________________________________ 2. ________________________________________________________________ 3. ________________________________________________________________ 4. ________________________________________________________________ 35

Finishing The Story Read the story "Listen to Me," Said The Old One and complete the following activity. You will need to make your own suggestions for the ending of the story.

Beginning

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Middle

What was the problem?____________________________________________________

_______________________________________________________________________

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_______________________________________________________________________ _______________________________________________________________________

. tebe solved?_ ___________________________________________ o How will the problem c . che _______________________________________________________________________ e r o t r s super _______________________________________________________________________ Ending

_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Write out your ending to the story on another piece of paper. Start with, “I’m dying,” he gasped to no-one as his body thrashed frantically but uselessly against the all powerful pull of the net. 36

“Listen To Me,” Said The Old One.

Editing Your Writing *Read “Listen To Me,” Said The Old One” on pages 31-32 to help you with these activities.

r o e t s Bo r e p ok u S How do you rate? Table 1: Rate Your Ending

Check Points

(Tick )

Excellent

1. Use of adjectives to lift interest. 2. Sentences aren’t too long. 3. Tone right for readers. 4. Ending makes sense. Structure 5. Fits with the rest of the story. 6. Spelling. Correctness 7. Punctuation. 8. Vocabulary.

Adding Interest

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After you have written out the ending to the story, proofread your own writing. When you proofread, check things like punctuation and use of correct parts of speech. • Read through your ending looking for the check points in the table below. • Rate each check point by ticking where you think your work fits. • Fold the page along the dotted line and ask a partner to check and rate your ending by completing table 2.

Poor

Your Opinion I think I did well:_ _____________________________________

I think I could improve:_ ________________________________

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Table 2: Rate Story Ending by ____________________

. t e Adding

Check Points

How do you rate? (Tick )

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1. Use of adjectives to lift interest. 2. Sentences aren’t too long. Interest 3. Tone right for readers. 4. Ending makes sense. Structure 5. Fits with the rest of the story. 6. Spelling. Correctness 7. Punctuation. 8. Vocabulary.

Excellent

Poor

Your Opinion I think the writer did well:_ ______________________________

I think the writer could improve:__________________________ 37

“Listen To Me,” Said The Old One.

Past, Present Or Future? Every sentence you write must have a verb because it is the verb that actually tells the reader what is being done. Sentences that talk about more than one idea will have more than one verb. Example: He ran down the road and bought a newspaper.

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Add A Verb

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Use the verbs listed to complete the passage. (You won’t need to use all the verbs in the list.) sped, ran, giggled, caught, swam, run, fell, bowled, sprinted, swung, called, lifted.

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The fast bowler ________________ quickly towards the wicket. As he

_______________ the ball the batsman ________________ his bat. Just as the ball reached him the batsman ________________ mightily at it. With a ‘crack’ the ball ________________ away over the grass and the batsmen started to ________________. “Quickly!” the wicket-keeper _________ as the fielder

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verbs. The word ‘tense’ in this case means the time of the action – the verb may be in the past, the present or the future tense. Examples: Past – Mum helped me with my homework. Present – Mum is helping me with my homework. Future – Mum will help me with my homework. You can see that we can add other words to verbs to help show the correct tense.

o c In the passage below the writer has become confused with tenses. On. a separate piece c e r of paper rewrite the h passage putting the verbs in bold into the past tense. e o t r s r pe As he walked through the field he s willu come upon a dark Changing Tense

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

“Listen To Me,” Said The Old One.

Free Verse

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Free verse is a particular poetic form which doesn't follow any rules. If you write a poem in free verse it has: • No set syllabic pattern or beat and • No set rhyme scheme To help you write in free verse, think of a story where each idea can be on a new line. Example: cat – mouse – cheese- hole – snores. The cat slept quietly The mouse stuck his nose out from safety. The cheese sat on a plate before him The cheese and mouse escaped into the hole. Cat snores on.

Poem 1

Choose an animal and create your own free verse poem. Use the example above as a guide. Tip: you may like to include alliteration and similes in your poem!

© ReadyEdPubl i cat i ons __________________________________________________________________ •f orr evi ew pur posesonl y• __________________________________________________________________ __________________________________________________________________

__________________________________________________________________

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A good way to gather together some ideas to help you write a poem in free verse is to brainstorm a particular topic. Then include the words in your poem.

. te Poem 2

o c . c e r Brainstorm a topic here:h Topic:_ ____________________________________ er o t s super Words:_____________________________________________________________

__________________________________________________________________ Use the words from your brainstorm to create a poem in free verse.

“Listen To Me,” Said The Old One.

Repetition Colours are all around us and so they make good subjects for poems. One way of writing colour poetry is to think of one colour and write down what the colour reminds you of. Start each line with the colour that you have chosen to help you structure your poem. E.g. Black Black is the shiny, wet nose of a puppy Black is the deep, deep eye of a snake Black is the bush after bush fires Black is my eye after fighting with my brother.

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r o e t s Bo r e p ok u S Colour Poem

Write a poem about the colour red using repetition like the poem above.

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A very effective way of describing feelings is by repeating a word. For example, repeating the word 'is' in every line: Happiness is… a warm puppy on a winter’s day Anger is… a cat who steals your cream bun Laughter is… pinning a sign on the teacher Sorrow is… your cat with a bird in its mouth.

. te o c Think about the things that make you happy, angry, sad, etc. and create. your own 'is' poem. che e r o t __________________________________________________________________ r s super 'Is' Poem

Extra: On a separate piece of paper, create one of your own poems using repetition. 40

“Listen To Me,” Said The Old One.

Couplets Couplets consist of two lines which usually rhyme and have the same amount of syllables. Example: Cars madly racing Spectators pacing

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Couplets 1

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Write four couplets of your own.

________________________________

Aren’t you afraid of the night

The old dog howled at the moon

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________________________________

Couplets 3

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_________________________________ _______________________________

o c . is the clouds drifting through the sky. ch e r e o t r __________________________________________________________ s super

See if you can write a colour poem made up of three rhyming couplets. The first line has been done for you.

White Black Green

__________________________________________________________

Blue

__________________________________________________________

Red

__________________________________________________________

Yellow

__________________________________________________________

Extra: On the back of this sheet write another poem using rhyming couplets on a topic of your choice. 41

“Listen To Me,” Said The Old One.

Extending Couplets You could try to extend couplets and write poems which consist of triplets. Triplets are poems with three lines which rhyme and have the same amount of syllables. Example: As I swam the sea A great bumble bee Came and sat on me.

Try writing a triplet.

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Triplet 1

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Triplet 2

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bl ee

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As I

b at re

E.g.

came and sat on me.

blue. Peta and ls s pa red r ht

ng kli

ou Col u. yo

ng to be picke aiti db tw y

e morning d ew .J

rs blazing i

in th

poem.

nb rig

. t etriplet to create a shape poem. o Use the words in your c . This means that the shape of your writing shows the c e r subject matter of the poem.h Youe will need to use more E.g. o t r s suthep er than just the words in your triplet to create shape

“Listen To Me,” Said The Old One.

Report Writing

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There are many animals on our planet that are disappearing and it is our duty to preserve them. "Listen To Me," Said The Old One is a make-believe story about dolphins who are put at risk because of human actions. Other sea mammals are at risk too. In recent history, seas and oceans have been visited by whalers and sealers eager to hunt large number of sea mammals. Whalers and sealers have grown in number and this has resulted in the very real danger of whales, in particular, becoming extinct.

An Endangered Animal – The Whale

Use your library to do some reading about whale hunting and write a report on the subject. Remember that reports present information about a subject. This information is usually organised under headings. Some suggestions for headings are:

5. What Regulations Exist To Protect Whales?

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Remember that the title of your report should reflect the topic and that reports are usually written in the third person. Maps, diagrams and other illustrations can make reports clearer and easier to follow.

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4. What Are Whale Carcasses Used For?

o c . che e r o t r s super More Activities Choose one or more of the following activities to complete.

• Write a letter to the Prime Minister giving your opinion on the hunting of whales. • Design a poster for the World Wildlife Society pleading for the protection of whales. • Research other animals that are considered endangered. 43

Love Is … A Big Burger I really wasn’t very keen on staying with Aunt Bertha for the summer. “Pick up your dirty socks,” she’d yell while they were still in the air after coming off my feet. “Wash all the dishes, David,” she’d scream just because I put plates that had hardly been used straight into the drying rack.

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“I don’t really care,” I thought to myself as I munched unhappily on a stick of something yellow and tasteless. “At least I’d have food that I enjoyed!”

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But the worst thing about staying with Aunt Bertha, the very worst thing, was the fact that she was a health food nut. I mean, my usual diet of hamburgers, fries and coke just didn’t exist in Aunt Bertha's house. “David,” she’d shriek as she piled my plate high with ghastly green stuff. “David… all of that junk food will just make you pudgy and unhealthy and unlovable.”

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Bertha and myself went on, the more she tried to make her rotten health food taste better. She’d try different ways of cooking it so that it not only smelled and tasted better – it actually looked better. I mean, it was really clever the way she mixed up wheat germ and soya bean into a little cake and placed it with lettuce and bean sprouts between two halves of a wholemeal roll. Mind you she ruined the whole trick when she called her creation a 'hamburger'.

o c . che e r o t r s super “Aghh,” she squealed. “I can’t stand the thought of it.”

“Hamburger!” I spluttered spitting bits of fake hamburger meat all over the table. “Aunty, have you ever tasted a REAL hamburger – one that has a big hunk of fried meat patty covered with tomato sauce and fried onions and cheese and even lettuce, tomato and mayonnaise?" “Yes, but have you ever tried one?” I insisted. “No,” she admitted, “and I don’t ever want to.”

“Listen Aunty,” I said. “I'm eating what you like, so how about you try eating what I like – just once – and see what you think?” “All right,” she replied. “This is what we’ll do. You’ve got another week of your 44

Love Is … A Big Burger holidays here with me. If you eat up what I serve you with no complaints, on your last day next Sunday, we’ll go off down to the McDougalls shop down at the corner and I’ll eat a Big Mick and fresh fries – just to taste them. Ugh!" she shuddered.

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“You haven’t quite got the names right Aunty, but it’s a deal.”

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So all that week I suffered in silence. Aunty served me up plate after plate of stewed prunes and steamed sprouts and raw rhubarb and it went on and on. She sat down at the table with me and tucked into it with great enjoyment, all the time saying how healthy I was looking on this awful rabbit diet. The strange thing was that I became used to it. I was quite happy to eat my apple instead of pastry and cream by the middle of the week. I didn’t mind the flavour of raisins and nuts which had replaced minties and mars bars. I even found myself drinking a glass of water, rather than searching the fridge for a forgotten, but flat coke. Don’t get me wrong, though. I was still hanging out for the ‘Big Mick and fresh fries’ day that was looming nearer and nearer.

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Aunty Bertha started looking a bit worried, though, as the week wore on. By Saturday she had a very definite haunted look in her eyes and she wasn’t saying too much anymore, about me looking healthy. I think she was more worried about how she was going to get on with a big greasy hamburger when it was put in front of her in 24 hours time.

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. t eday arrived and as we tucked into a o At last the big c . boiled egg and carrot sticks that Sunday morning c e r Aunty had a definite h greenish colour about her – t e o r s s uegg er pwas and I don’t think it was because her rotten either!

Lunchtime neared and I found it difficult to contain my enthusiasm as we got into the car for the short drive to 'McDougalls'. The much-loved smell hit my nostrils as we drove into the car park…. 45

Finishing The Story Read the story "Love Is ... A Big Burger" and complete the following activity. You will need to make your own suggestions for the ending of the story.

Beginning

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Middle

What was the problem?____________________________________________________

_______________________________________________________________________

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_______________________________________________________________________ _______________________________________________________________________

. tebe solved?_ ___________________________________________ How will the problem o c . che _______________________________________________________________________ e r o t r s super _______________________________________________________________________ Ending

loved smell hit my nostrils as we drove into the car park…." 46

Love Is … A Big Burger

Wonderful Words *Read “Love Is … A Big Burger” on pages 44-45 to help you with these activities.

In "Love Is A Big Burger" words are used that describe different ways of preparing food.

Cooking Words 1

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See if you can find three ‘cooking words’ in the story. Give a brief description of how each type of cooking is done. 1. e.g. fried_ ________________________________________________________

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2. ________________________________________________________________ 3. ________________________________________________________________ 4. ________________________________________________________________

Cooking Words 2

Use the dictionary to describe what each word means when applied to food.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Dice_______________________________________________________________ Pickle______________________________________________________________ Grate______________________________________________________________ Sift________________________________________________________________

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Knead_ ____________________________________________________________

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Baste______________________________________________________________ Whip ______________________________________________________________

. te o c Sometimes when writing, you may need to use a special book to find words about your . c e subject. For example someh of the words above may be better explained in a ‘cookery book’ r e o r than in a dictionary. st super Marinate___________________________________________________________

Types of Books

What type of book might you use to find: Street and suburb names?_____________________________________________ Telephone numbers?_________________________________________________ Names of organizations listed under what they do?_ _______________________ 47

Love Is … A Big Burger

Synonyms A thesaurus is a book used to find words that are the same or similar in meaning to another word. Writers like you often need to consider other or better words to help make writing more effective. Words which are similar in meaning are called synonyms.

r o e t s Bo r e p ok u S Used in the story as … Synonyms

Synonyms 1 Word

dirty

wash

shriek

munched mixed

an adjective

grimy

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Look at the words in bold from the story and find two synonyms for each word. You could use a thesaurus if you have one. filthy

flavour

Synonyms 2

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Write down six pairs of synonyms using the words below.

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mention puzzle frightened spin copy say annually afraid imitate yearly mystery turn

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Synonyms 3

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Find three synonyms for each time “said” has been used in the sentences below. 1. “I can’t eat it,” he said._ _______________________________________________ 2. “I’m exhausted,” she said._ ____________________________________________ 3. “What great news!” said mother._ ______________________________________ 48

Love Is … A Big Burger

More Synonyms *Read “Love Is … A Big Burger” on pages 44-45 to help you with these activities.

When choosing words for stories we need to be careful about ‘overworking’ some words. In "Love Is ... A Big Burger" Aunt Bertha a loud, forceful person. This means that when she talks she doesn't just ‘say’. The word 'said' can easily become an ‘overworked word’ if it is used too much.

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Find synonyms used in the story for the word ‘said’ to show how Aunt Bertha speaks. Write out the whole sentence, rather than just the synonym.

1. __________________________________________________________________ 2. __________________________________________________________________ 3. __________________________________________________________________

4. __________________________________________________________________ 5. __________________________________________________________________

Synonyms 2

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fine

hurried

clump

crowd

1. A lot of people went to the football match.

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Rewrite each sentence below by replacing the word in bold with a synonym from the list.

interesting

. t o 2. It is a verye nice day today. c . che e ___________________________________________________________________ r o t r s su per 3. As he was late, he went quickly home. ___________________________________________________________________

___________________________________________________________________ 4. He sheltered under a lot of trees. ___________________________________________________________________ 5. “What a good programme,” said Eddy. ___________________________________________________________________ 49

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Antonyms *Read “Love Is … A Big Burger” on pages 44-45 to help you with these activities.

A word which is opposite in meaning to another is called an antonym. ‘In’ is an antonym for ‘out'. ‘Cold’ is an antonym for ‘hot’.

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Antonyms 1

Look at these words taken from the story. Provide an antonym for each.

clever___________________________

enjoy _ _________________________

enjoyment ______________________

worried_________________________

inside __________________________

enthusiasm______________________

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wrong__________________________

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unhappily_______________________

Some antonyms are made by using prefixes such as dis-, mis-, and un-. These are added to word beginnings to make them opposite in meaning. For example: honest - dishonest.

•f orr evi ew pur posesonl y• Write a sentence for each pair of words.

1. Tie – untie. ________________________________________________________ 2. Obey – disobey. _ ___________________________________________________

Antonyms 3

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3. Like – dislike._______________________________________________________ Rewrite each sentence by replacing the bold words with . t antonyms. eEach new sentence will mean the opposite of the oldcsentence. o . 1. Although she was the she came last in the race. e cbiggest her r o t __________________________________________________________________ s s r u e p 2. The girl was roasting in the hot room. __________________________________________________________________ 3. Just for a change he was awake at midnight. __________________________________________________________________ 4. Although it was a cold day the man was able to start the car. __________________________________________________________________ 50

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Looking Back How well can you remember some of the important rules about using language? Here is a test that you can take to check your understanding.

r o e t s Bo r e o we walked up to the p u k crowded counter and S stood in the line by the

Punctuation

Rewrite this passage putting in the correct punctuation. ___________________________________________

cash register ill have a hamburger i said and an extra huge big mac for aunt bertha would you like cheese aunt or just fries no she croaked like a frog heres your food said the counter girl a little later which is aunt berthas hamburger i asked

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___________________________________________ © Ready EdPubl i cat i ons •f orr evi e___________________________________________ w pur posesonl y•

From the passage above find:

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Parts of Speech

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1. Five nouns________________________________________________________

. te o 3. Three verbs_ ______________________________________________________ c . c e her r 4. A simile_ _________________________________________________________ o t s super 2. Three adjectives_ __________________________________________________

Using Words

Write a synonym and an antonym for each word.

walked

crowded

line

big

stood

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Writing Instructions Often you will be required to tell somebody how to do something or to give them instructions. When writing instructions it is useful to think of some key words.

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A written set of instructions is sometimes known as a procedure. Look at this simple set of instructions for cooking an egg. Notice that to make the set of instructions clear: – It starts with the first step. – The steps are numbered. – Each step starts with a verb.

How to Cook an Egg

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Who…are the instructions for? How…can my instructions be clearly written? What… order will I write them in? Which… instruction should I start with and which should I end with? How…can I use maps or diagrams to help make my instructions clear?

1. Put pan on low heat. 2. Place one teaspoon of butter in pan and allow to melt. 3. Break egg shell on edge of pan and slide white and yolk into butter. 4. Allow to cook until white and yolk are firm.

How to Ride a Bike

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Write a set of instructions for a person of your age on ‘How to Ride a Bike’. Start your draft here, use another piece of paper if you need more room. Remember to add a picture or diagram. ____________________________________________________________________

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____________________________________________________________________ ____________________________________________________________________ Test your written instructions! When you have completed your set of instructions work with a partner and a bike. Read out your instructions as your partner follows them exactly. Is he/she able to correctly learn ‘How to Ride A Bike’ (pretend they don’t already know)? Then swap over so that you can follow your partner’s directions. 52

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Advertisements The new Big BURGER

Al's r o e t s Bo r e Burgers p o u k Give yourself a treat S Come to Al's to eat! from

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Look at the advertisement. Advertisements are used to persuade others to buy, do or think about something. They have to get people to take notice by the way they look and sound. Most importantly they have to appeal to the target audience – the group that the advertisement wants to attract.

In the space below create an advertisement for a new food item.

Think about: • what you are trying to sell; • who the audience are; • some good persuasive words; • a clever slogan; • attractive layout and design.

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Answers

Billy and the Giant

Do Teeth Have Babies Too?

Contractions, page 9

Nouns and Adjectives 2, page 22

contractions 1 won't I'm you'll didn't haven't wasn't I'd I'll she'd isn't contractions 2 It's won't isn't couldn't wouldn't haven't hadn't we're I'll they're

Circle adjectives: furious, ugly, big, even, white, fine, full. Underline nouns: Sally, reflection, bathroom mirror, birthday, gap, line, teeth, set of teeth. review Nouns are words that name something. Adjectives are words that describe nouns.

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Review - Nouns and Adjectives, page 27

2. The dog. The dog's bark. The bark belongs to the dog. 3. The girl. The girl's dresses. The dresses belong to the girl. 4. The owl. That owl's hoots. The hoots belong to the owl. 5. The cows. The cow's tail. The tail belongs to the cow.

Apostrophes 1, page 11 apostrophes 1 The two brothers' drinks. Those tigers' cage. Those girl guides' uniforms. Those cars' engines. apostrophes 2 The men's shirts. The women's scarves. apostrophes 3 The young dog's excitement wasn't always easy to tell, as he'd only wag his tail a little when he heard his owners' voices. However, a car's horn was always able to send his yelps rolling across his master's ear. It was because he wouldn't behave, that he was taken away at six o'clock to my uncle's farm.

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Apostrophes 1, page 10

nouns “Well, this is great!” Sally thought happily. “I can not only put my own tooth back but I can share the new teeth with Baby Donald who has none, and also give the leftovers to poor Rover. Since his fell out when he was sick last year he hasn’t been able to chew on bones like he loves to.” adjectives 1 The tired, old man raised his shaky hand in a friendly wave. As we walked happily past his tidy, little house he called out in a croaky voice, remarking that he hoped that we had thoroughly enjoyed the exciting football match.

"Listen to me," said the old one.

Speech marks 1 1. "More TV," he mumbled. 2. "This is Billy," the teacher had said. Speech marks 2 1. Billy whispered to the librarian, "Do you have any more books about one-eyed monsters?" 2. Billy shouted to the other children, "Look at me. I'm a brave knight battling evil."

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Punctuating Speech 1, page 12

add a verb The fast bowler sprinted quickly towards the wicket. As he bowled the ball the batsman lifted his bat. Just as the ball reached him the batsman swung mightily at it. With a ‘crack’ the ball sped away over the grass and the batsmen started to run. “Quickly!” the wicket-keeper called as the fielder ran after the ball. changing tense As he walked through the field he came upon a dark hole in the ground. He placed his back pack on the grass and climbed into the pit. He carefully descended into the earth, all the time worrying about whether or not his torch battery was strong enough. When he reached the bottom he looked around in astonishment at what he found.

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Punctuating Speech 2, page 13

cooking words 2

Billy ran quickly from the room. "Wait," shouted Freddy. "I'll come with you. Where are you going anyway?" "I just remembered that I've left Mr Smith's hose on," called back Billy. "I'll get killed if he finds out." Five minutes later he burst through the Smiths' garden gate and sloshed along the path towards the running tap. "Billy I'm disappointed in you," came Mr Smith's voice from behind him. "I've just got home from work and what do I find?"

pickle: to preserve something edible in brine or vinegar. grate: to reduce to fragments or shreds by rubbing against an abrasive surface. dice: to chop into small cubes. sift: to separate fine and coarse elements. knead: fold, press and stretch with hands. baste: to moisten food with a liquid. whip: to stir something vigorously. marinate: to soak food in flavours.

types of books street and suburb names: a map/street directory. telephone numbers: white pages/telephone directory. names of organisations listed under what they do: yellow pages/business directory.

Synonyms, page 48 synonyms mention - say puzzle - mystery frightened - afraid spin - turn copy - imitate annually - yearly

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More Synonyms, page 49 synonyms 2

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a crowd of people went to the football match. It is a very fine day, today. As he was late, he hurried quickly home. He sheltered under a clump of trees. “What an interesting programme,” said Eddy.

Antonym, page 50

antonyms 3 1. Although she was the smallest she came first in the race. 2. The boy was freezing in the cold room. 3. Just for a change she was asleep at midnight. 4. Although it was a hot night the woman was unable to start the car.

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1. 2. 3. 4. 5.

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punctuation We walked up to the crowded counter and stood in the line by the cash register. "I'll have a hamburger," I said "And an extra huge Big Mac for Aunt Bertha." "Would you like fries Aunt Bertha?" "No," she croaked in a voice like a ghost. "Here's your food," said the counter girl a little later. "Which is Aunt Bertha's hamburger?" I asked.

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