Primary Writing: Book A - Ages 5-6 by Teacher Superstore

Book A

RIC-6260 4.7/666

Additional titles available in this series:

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PRIMARY WRITING (Book B) PRIMARY WRITING (Book C) PRIMARY WRITING (Book D) PRIMARY WRITING (Book E) PRIMARY WRITING (Book F) PRIMARY WRITING (Book G)

This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

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Internet websites

In some cases, websites or speciﬁc URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricgroup.com.au Email: mail@ricgroup.com.au

Primary writing Foreword

BOOK A

Primary writing is a series of seven books designed to provide opportunities for students to read, examine and write a variety of text types; narratives, recounts, procedures, reports, explanations and expositions. Titles in this series: • • • •

Primary writing Book A Primary writing Book B Primary writing Book C Primary writing Book D

• Primary writing Book E • Primary writing Book F • Primary writing Book G

Narratives

Teachers notes .......................................................................................iv – v Curriculum links ............................................................................................ v Writing format information .................................................................... vi – vii Writing format checklists.....................................................................viii – xiii Blank writing formats ......................................................................... xiv – xix Proofreading and editing checklist ............................................................. xx Class recording sheet .................................................................................xxi

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................................................................................................................2–13 1 – Three sad elephants .......................................................................... 2–5 2 – The lion and the mouse ..................................................................... 6–9 3 – The lost bone ................................................................................. 10–13

© R. I . C.Publ i cat i ons Recounts ..............................................................................................................14–25 •f or r evi ew pur posesonl y• 1 – Stephanie’s diary ........................................................................... 14–17

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Procedures

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2 – My new school shoes .....................................................................18–21 3 – Letter to Pop ...................................................................................22–25 ..............................................................................................................26–37 1 – Going ﬁshing...................................................................................26–29 2 – Buzzing bee ....................................................................................30–33 3 – Breakfast cereal............................................................................. 34–37

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Reports

..............................................................................................................38–49 1 – Ladybirds ....................................................................................... 38–41 2 – Teddy bears ................................................................................... 42–45 3 – The three billy goats Gruff ............................................................. 46–49

Explanations

..............................................................................................................50–61 1 – Rainy day cubbyhouse .................................................................. 50–53 2 – Losing ‘baby’ teeth ......................................................................... 54–57 3 – Skin................................................................................................ 58–61

Expositions

..............................................................................................................62–73 1 – Bedtime stories .............................................................................. 62–65 2 – Eating vegetables .......................................................................... 66–69 3 – Pocket money ................................................................................ 70–73

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Teachers notes Six text types have been chosen: • narratives • recounts • reports • explanations

• procedures • expositions

Three examples of each text type are given for students to read and analyse. Following each example, a framework is provided for students to use in planning and writing that text type.

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The text type and number of the example are given.

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The parts of each text type are given with relevant information for the teacher.

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Teacher information provides suggestions for using the worksheet in the classroom and ideas for display, publishing, purposes for writing, appropriate audiences and the context in which students may be asked to write the particular text type.

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Some examples of language features used in each text type are indicated. Also see pages vi – vii.

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Teachers page

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Each text type is presented over four pages: ~ teachers page ~ student page – 1 includes an example of the text type ~ student page – 2 uses a framework for analysing the text type on student page – 1 ~ student page – 3 provides a framework for the student to write his or her own example of the particular text type

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Answers are provided for student page – 2 where the students are analysing the text type. PRIMARY WRITING

Teachers notes Student page – 1

Student pages

Student page – 2

The text type and number of the example are given.

Artwork appropriate to the example is provided, particularly for students requiring visual clues.

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The text type example is supplied.

Questions are given to help students to identify particular parts of a text type framework. The questions may also be used to assess student knowledge of a particular framework.

Student page – 3

The text type and plan number are given.

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chosen for students. (Blank frameworks for each text type may be found on pages xiv – xix.)

Students are encouraged to proofread their work.

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Student page – 1 may be used at a later date to identify particular phonic examples, for speciﬁc spelling words or rhyming words or as a reading comprehension activity or reading assessment.

Curriculum links WA W 1.1, W 1.2, W 1.3, W 1.4

PRIMARY WRITING

SA 1.4, 1.7, 1.8, 1.11, 1.12

NSW WES1.9, WES1.10, WES1.11, WES1.12, WES1.13

Vic.

QLD

ENWR0101 ENWR0102 ENWR0103 ENWR0104

Refer to www.qsa.qld.edu.au

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Writing format information Below are general descriptions of the text types included in this book.

Narrative Report – is a framework which describes aspects of a

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living or non-living thing in detail – includes: • Title • Classiﬁcation: a general or classifying statement • Description: accurate and detailed • Conclusion: a comment about the content of the report (optional) – uses the following language features: • factual language rather than imaginative • the third person • the timeless present tense • information organised into paragraphs A report may be written in the form of a book review, scientiﬁc report, newspaper or magazine article, eyewitness account or a progress report.

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– is a framework which tells a story – includes: • Title • Orientation: the setting, time and characters • 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 the following language features: • a range of conjunctions to connect ideas • appropriate paragraphing • descriptive language • usually written in 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.

– is a framework which outlines how something is

– is a framework which retells events as they

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happened in time order – may be factual, personal or imaginative – includes: • Title • Orientation: all relevant background (who, when, where, why) • Events: signiﬁcant events in detail • Ending: often with an evaluative comment – uses the following language features: • 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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made or done – includes: • Title • Goal: the purpose of the procedure shown clearly and precisely • Materials: a list of materials or requirements under appropriate headings or layout • Steps: the method in a detailed, logical sequence • Test: an evaluation (if appropriate) – uses the following language features: • instructions often with an imperative verb • subject-speciﬁc vocabulary • simple present tense • concise language 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 or how to deal with a problem.

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Recount

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PRIMARY WRITING

Writing format information Exposition – is a framework which argues for a

Explanation

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– is a framework which outlines how something occurs, works or is made – includes: • Title • 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 • Title • 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/conclusion – uses the following language features: • subject-speciﬁc terms and technical vocabulary where appropriate • simple present tense is often used • linking words to show cause and effect • information is organised into paragraphs An explanation may be written in the form of an essay, or a handbook—for example, how a kite works—a science, health or society and environment text.

particular position and attempts to persuade the audience to share this view – includes: • Title • Overview: statement of the problem or issue and the writer’s position • Arguments: presented in a logical manner with supporting detail, usually from the strongest to the weakest • Conclusion: a restating of the writer’s position and a summary of the arguments presented – uses the following language features: • a variety of controlling words and conjunctions • paragraphs to state and elaborate on each point An exposition may be written in the form of an essay, a letter, policy statement, a critical review, an advertisement, an editorial or a speech.

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Modelled writing

The role of the teacher is to observe and support students as they develop as writers. Writing is an extremely complex activity, simultaneously involving decisions on content, text coherence and cohesion, spelling, grammar, punctuation and a sense of audience and purpose. Because it takes time and practice to develop understanding of the writing process and the different writing formats, many opportunities for students to interact with their teacher and their peers are essential. Modelled writing is an effective way of supporting student writers, particularly when the focus is on the cognitive processes involved. Frequent modelling of the planning process and how these plans can be used to write text in different formats, is strongly recommended.

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I said where they were.

I introduced the characters.

Orientation:

My title is interesting.

Title:

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I said when the story happened.

I said where they were.

Name:

My story made sense.

I used interesting words.

Writing skills:

Date:

My story has a suitable ending.

Ending:

I told how they solved the problem.

Resolution:

I told about the events that happened.

I told about the problem.

Complication:

Name:

My story made sense.

I used interesting words.

Writing skills:

My story has a suitable ending.

Ending:

I told how they solved the problem.

Resolution:

I told about the events that happened.

I told about the problem.

Complication:

I said when the story happened.

I introduced the characters.

Teac My title ish interesting. Orientation: e r

Title:

Student narrative checklist

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Student narrative checklist

Writing format checklists

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I told who was there.

Orientation:

My title is suitable.

Title:

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Date:

Name:

My recount made sense.

I used ‘time’ words.

Writing skills:

and how I felt about it.

I said how it ended …

Ending:

Date:

The events were in the correct order.

I gave details about the events.

Events:

I told where it happened.

I told when it happened.

I told who was there.

Orientation:

Name:

Writing skills:

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and how I felt about it.

I said how it ended …

Ending:

The events were in the correct order.

I gave details about the events.

Events:

I told where it happened.

I told when it happened.

Teac Title: he r My title is suitable. Student recount checklist

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Student recount checklist

Writing format checklists

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Teac he Goal: r I said what I wanted to do or make.

Title:

Name:

Date:

My procedure is easy to follow.

I used topic words.

Writing skills:

I said how it should look or work in the end.

Test:

I didn’t miss out any steps.

The steps were in the right order.

I explained the steps clearly.

Steps:

I made a list of what was needed.

Materials:

Name:

I used topic words.

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Writing skills:

I said how it should look or work in the end.

Test:

I didn’t miss out any steps.

The steps were in the right order.

I explained the steps clearly.

Steps:

I made a list of what was needed.

Materials:

I said what I wanted to do or make.

Goal:

Title:

Student procedure checklist

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Student procedure checklist

Writing format checklists

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Date:

I told what it is.

Name:

My report was interesting.

I used information words.

Writing skills:

Date:

I said what I thought about it.

Ending:

I used true information.

I included interesting facts.

I described it clearly.

Description:

Name:

I used information words.

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Writing skills:

I said what I thought about it.

Ending:

I used true information.

I included interesting facts.

I described it clearly.

Description:

I told what it is.

Classiﬁcation:

Title:

Student report checklist Teac he Title: r Classiﬁcation:

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Student report checklist

Writing format checklists

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Date:

I said what I was going to explain.

Name:

Date:

My explanation is easy to understand.

I used topic words.

Writing skills:

I made an interesting comment or conclusion.

Concluding statement:

I included all important information.

I explained things clearly.

I explained how it happens or works.

Description:

Name:

I used topic words.

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Writing skills:

I made an interesting comment or conclusion.

Concluding statement:

I included all important information.

I explained things clearly.

I explained how it happens or works.

Description:

I said what I was going to explain.

Deﬁnition:

Title:

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Title:

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Student explanation checklist

Writing format checklists

PRIMARY WRITING

I stated the topic.

Overview:

Title:

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Date:

I said what I thought about it.

I stated the topic.

Writing skills:

I said what I thought about the topic.

Conclusion:

I used persuasive words.

I started with my strongest argument.

I explained my ideas about the topic.

Arguments:

Name:

my arguments.

Writing skills:

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I said what I thought about the topic.

Conclusion:

I used persuasive words.

I started with my strongest argument.

I explained my ideas about the topic.

Arguments:

I said what I thought about it.

Teac Title: he r Overview: Student exposition checklist

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Date:

I used words like ‘should’ and ‘must’. Other people will understand my arguments.

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Student exposition checklist

Writing format checklists

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Blank writing format – Narrative Title

Orientation

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Who? When? Where?

Complication and events

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Resolution

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Ending

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Blank writing format – Recount Title

Orientation

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Events

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Who? Where? When? Why?

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Ending

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Blank writing format – Procedure Title

Goal

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Materials

Steps

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Test

How will you know if your procedure works?

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Blank writing format – Report Title

Classiﬁcation

What is it?

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Description

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o c . che e r o t r s super What I think about it (my opinion).

Conclusion

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Blank writing format – Explanation Title

Deﬁnition

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Description

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Conclusion

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What I think.

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PRIMARY WRITING

Blank writing format – Exposition Title

Overview

What is the topic?

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Arguments

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What I think should happen.

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Conclusion

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Date:

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capital letters for names

capital letters for beginning sentences

Punctuation: I used:

Name:

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I didn’t leave out any words

it is easy to understand

it makes sense

Writing: I have read through my writing to check that:

I thought about the best words to use.

Vocabulary:

I checked the spelling of words.

Spelling:

full stops

capital letter for ‘I’

Name: Date: T e ach Punctuation: I used: er capital letters for beginning sentences

Student proofreading and editing checklist

it is easy to understand

it makes sense

Writing: I have read through my writing to check that:

I thought about the best words to use.

Vocabulary:

I checked the spelling of words.

Spelling:

full stops

capital letter for ‘I’

capital letters for names

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Student proofreading and editing checklist

Proofreading and editing checklist

PRIMARY WRITING

Class recording sheet Students

Date:

✓ developed • developing ✗ not yet NARRATIVES Gives story a title Tells who the story is about Says where and when Tells about the problem

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Tells what happened about the problem Writes an ending

Tells who, when, where, why Tells about the events Tells events in order

Tells about the ending PROCEDURES States goal

Lists materials needed Writes clear steps

Writes steps in the correct order REPORTS States subject

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RECOUNTS

Describes subject clearly Includes accurate information

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EXPLANATIONS

Deﬁnes the subject

Writes a clear explanation

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Uses some technical words Puts ideas in some order EXPOSITIONS

States topic and his/her opinion Writes arguments to support opinion Uses persuasive words Ends by restating position about topic

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Includes a ﬁnal comment

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WRITING SKILLS Attempts to spell common words Chooses known common words Attempts some punctuation Expresses ideas Sequences ideas Shows some awareness of reader Rereads and attempts to self-correct

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Narratives

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

Three sad elephants

Orientation – who, when and where

Once upon a time there were three big elephants. They lived in the jungle. The elephants were very sad. They didn’t have any friends.

Events – in the order in which they occurred

They asked the lion, ‘Will you be our friend?’ ‘No,’ said the lion, ‘you are too slow to play with me’. So they asked the monkeys, ‘Will you be our friends?’ ‘No,’ said the monkeys, ‘you are too clumsy to play with us’. Then they asked the crocodile, ‘Will you be our friend?’ ‘No,’ said the crocodile, ‘you can’t swim, so you can’t play with me’. Then they asked the zebra, ‘Will you be our friend?’ ‘No,’ said the zebra, ‘you are too big to play with me’.

Resolution – to the complication

Ending – showing what has changed

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So they asked the hippo, ‘Will you be our friend?’ ‘Yes,’ said the hippo, I can play with you’.

• conjunctions to join ideas; e.g. so, because

• appropriate paragraphs

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Complication – involving main characters

• verbs in the past tense; e.g. were

The elephants were happy because they had a friend to play with.

• Discuss the title and encourage students to share their personal experiences of things that make them sad. • Read the narrative with the students, then divide the class into sections to read the parts of the storyteller, the three elephants, the lion, monkeys, crocodile, zebra and hippo. Individual students can then elect to read parts by themselves. • Work through the analysis on page 4 with the students who can write words, sentences or draw pictures to show their understanding of the narrative structure. • Brainstorm to list different farm animals and some of the problems they could have, before the students begin their own narrative plan on page 5. • Explain that plans are for ideas and they will be writing their stories later. • Before students attempt to use the narrative plan, model the planning then writing of a story about an animal. • Adults can scribe for some students, others may choose to write or draw. • This activity could be incorporated within any animal theme. (Context) • Narratives can be displayed on the wall as part of a farm scene. (Display) • Students could write their stories in preparation for a visit to a pre-primary class to read their stories to a younger partner. (Audience/Purpose)

Page 4 1. Three sad elephants 2. Who? elephants, lion, monkeys, crocodile and zebra. Where? in the jungle 3. The elephants didn’t have any friends. 4. Events: (i) They asked lion. (ii) They asked the monkeys. (iii) They asked crocodile. (iv) They asked the zebra. 5. They asked hippo and he said yes. 6. They felt happy.

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PRIMARY WRITING

Narrative 1

Three sad elephants Once upon a time there were three big elephants. They lived in the jungle.

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They asked the lion, ‘Will you be our friend?’

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The elephants were very sad. They didn’t have any friends.

‘No,’ said the lion, ‘you are too slow to play with me’.

So they asked the monkeys, ‘Will you be our friends?’

‘No,’ said the monkeys, ‘you are too clumsy to play with us’.

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Then they asked the zebra, ‘Will you be our friend?’ ‘No,’ said the zebra, ‘you are too big to play with me’.

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play with me’.

. te o c So they asked the hippo, ‘Will you be our friend?’ . c e he r ‘Yes,’ said the hippo, ‘I r can play with you’. o t s super The elephants were happy because they had a friend to play with.

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Looking at narrative

Use the narrative on page 3 to answer the questions. 1. Title

Write the name of the story. 2. Orientation

3. Problem

Who? – elephants, lion, monkeys, crocodile and

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Where? in the

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When? Once upon a time

(First)

(Second)

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(Third) 5. Resolution

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4. Events

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How was the problem solved?

They felt 4

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Narrative plan

1. Plan a story about some farm animals. My story is called

Orientation

Problem

Who?

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Where?

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When?

Events

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(First)

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(Third) Resolution

(Second)

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Title

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How was the problem solved?

They felt 2. Write your story. PRIMARY WRITING

3. Check your work. R.I.C. Publications®

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Narratives

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

The lion and the mouse

Orientation – who, when and where

• Verbs in the past tense; e.g. fell

One day, a big, strong lion was walking in the jungle.

Complication – the problem confronting the lion

He fell into a hunter’s net. The poor lion was trapped and he couldn’t get out.

Events – in chronological order

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‘Help, help, help!’ he roared, but no-one came to help him.

• conjunctions to join ideas; e.g. and, but, so

He roared and he roared and he roared. A little mouse heard him.

‘Go away, you are too little’, said the lion.

But the mouse chewed and chewed the net.

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She said, ‘Can I help you Mr Lion?’

• appropriate paragraphs

Resolution – how the problem was solved

She chewed a big hole in it so the lion could get out.

Ending – showing what the character has learnt

He was very happy. Now he knows that little friends can be great friends.

Page 8 1. The lion and the mouse 2. Who? lion and mouse Where? in the jungle 3. The lion fell into a hunter’s net and couldn’t get out. 4. (i) The lion roared and roared. (ii) The mouse heard him and asked if she could help. (iii) The lion said to go away. (iv) The mouse chewed and chewed the net. 5. The mouse chewed a big hole so the lion could get out. 6. The lion is happy and he knows that little friends can be great friends.

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Answers

• Read the narrative with the students as they point to the words. • Stop reading occasionally, to give students the opportunity to identify the next word using contextual information or phonic analysis. • Explain that this is a special story called a fable because it teaches a lesson. • Discuss other fables the students may know. • Analyse the narrative using the questions on page 8. Students can choose to write answers or to draw pictures in the spaces provided. • The students will need to be familiar with the fable The hare and the tortoise as they will plan a retell of this story. • Before students attempt to use the narrative plan on page 9 to plan their retell, model planning and writing a retell of a familiar narrative. • Ensure students understand that the plan is for their ideas and they will need to write their stories later. • Stories can be written on hare or tortoise shaped outlines and displayed on race track mural. (Display/ Purpose)

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Teacher information

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Narrative 2

The lion and the mouse One day, a big, strong lion was walking in the jungle.

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

ew i ev Pr

Teac he r

He fell into a hunter’s net. The poor lion was trapped and he couldn’t get out.

‘Help, help, help!’ he roared, but no-one came to help him.

He roared and he roared and he roared. A little mouse heard him. She said, ‘Can I help you Mr Lion?’

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She chewed a big hole in it so the lion could get out.

m . u

and chewed the net.

. te o He was very happy. Now c . chfriends e he knows that little r e o t r s can be great friends. s uper

PRIMARY WRITING

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Looking at narrative

Use the narrative on page 7 to answer the questions. 1. Title

Write the name of the story. 2. Orientation

3. Problem

Who?

ew i ev Pr

Teac he r

Where?

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

When? One day

(First)

(Second)

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. te

(Third) 5. Resolution

m . u

4. Events

o c . che (Fourth) r e o r st super 6. Ending

How was the problem solved?

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PRIMARY WRITING

Narrative plan

1. Plan a story about The hare and the tortoise. Title

My story is called Orientation

Problem

Who?

When?

ew i ev Pr

Teac he r

Where?

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

One day

Events

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m . u

(First)

. te

o c . che e r o t r s super How was the problem solved? (Third)

Resolution

(Fourth)

Ending

They felt 2. Write your story. PRIMARY WRITING

3. Check your work. R.I.C. Publications®

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Narratives

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

The lost bone

Orientation – who, when and where

• verbs in the past tense; e.g. gave

Yesterday, the butcher gave Jack a big bone. Jack took it home and buried it in the garden.

Complication – involving the main character

Today, he couldn’t ﬁnd it. Poor Jack was very sad.

Events – in chronological order

There was his bone! Dad had found the bone last night so he put it in the bin.

Ending – showing what has changed and what the character has learnt

Jack was very happy. He kept the bone in his mouth all day.

Teac he r

Resolution – to the complication

Teacher information

Answers

• appropriate paragraphs

ew i ev Pr

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

He dug a hole by the shed. It was not there. Then he dug a hole in Dad’s rose garden. It was not there. He looked in the bin.

• a range of conjunctions to connect ideas ideas; e.g. and, so

. te

R.I.C. Publications®

Page 12 1. The lost bone 2. (a) yesterday (b) in the garden (c) Jack (the dog) (d) the butcher and Dad 3. (a) Jack lost his bone. (b) Jack dug a hole by the shed. He dug a hole in the rose garden. He looked in the bin. 4. Jack found his bone. 5. Jack was happy and kept the bone in his mouth.

m . u

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• Discuss the title with students and ask them to predict what the story could be about. • Have students look at the illustrations and to revise their predictions about the story. • Read the narrative with the students encouraging them to identify words using contextual information, including the illustrations. • Discuss the complication or problem and how it was resolved. • Encourage students to ﬁnd the relevant parts of the narrative and to copy words to complete page 12. Some students may need an adult to locate and then scribe the words for them. Others may like to draw pictures. • Before students attempt to use the narrative plan on page 13 to plan their story about a cat, model planning then writing a story about another animal. • Some students may prefer to draw instead of writing their plan. They need to understand that the plan is for ideas and that they will write their real story later. • Student narratives can be compiled and published in a book to be shared with another class. (Publishing/ Audience) • Encourage students to retell familiar stories about animals. (Context)

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Narrative 3

or eBo ok

st r The lost bonee

Teac he r

Jack a big bone. Jack took it home and buried it in the garden.

ew i ev Pr

p u S Yesterday, the butcher gave

Today, he couldn’t ﬁnd it. Poor Jack was very sad.

w ww

There was his bone! Dad had found the bone last night so he put it in the bin.

. te

m . u

hole in Dad’s rose garden. It was not there. He looked in the bin.

o c . che e r o t r s s Jack was very happy. He kept uper the bone in his mouth all day.

PRIMARY WRITING

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Looking at narrative

Use the narrative on page 11 to answer the questions. 1. Title

Write the name of the story. 2. Orientation

r o e t s Bo r e p ok u S Where did it happen?

(b)

ew i ev Pr

Teac he r

(a) When did the story happen?

(a) What was the problem?

w ww

. te

4. Resolution

o c . che e r o t r s super 5. Ending

How was the problem ﬁxed?

R.I.C. Publications®

m . u

(b) What did Jack do?

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What happened at the end?

PRIMARY WRITING

Narrative plan

1. Plan a story about a cat. Title

My story is called

Orientation

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

Complication

Events

ew i ev Pr

Teac he r

Who? Where? When?

What happened? © R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

m . u

What was the problem?

. te

o c . c e How was the problem ﬁxed? he r o t r s super

Resolution

2. Write your story. PRIMARY WRITING

Ending

3. Check your work. R.I.C. Publications®

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Recounts

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

Stephanie’s diary

Orientation – who, when, where and why

Conclusion – often with an evaluative comment

In the morning, I went to school and read a book. Then I went home in the afternoon.

Tuesday

In the morning, I went to school and drew a picture. Then I went home in the afternoon.

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

Wednesday

In the morning, I went to school and wrote a story. Then I went home in the afternoon.

Thursday

In the morning, I went to school and played games. Then I went home in the afternoon.

Friday

In the morning, I went to school and used the computer. Then I went home in the afternoon.

Saturday

I stayed in bed!

• verbs in the past tense; e.g. drew

• paragraphs to show different sections

ew i ev Pr

Teac he r

Events – signiﬁcant events in detail

Monday

• vocabulary to suggest passing of time; e.g. Then

• Discuss what a diary is. • Read the recount with the students while they point to the words. Students can read any words they know with the teacher. • Discuss the pictures. • Work through the analysis on page 16 with the students. • Adults can scribe for students requiring assistance. • Teachers should model planning, then using the plan to write a recount, before asking students to follow this process. A suggested title could be ‘My best day at school’. • Students can write words, sentences or draw pictures to complete their plan on page 17. • Students can write a recount of this type to reinforce the reading and spelling of ‘days of the week’ or to inform parents of a change in class procedures. (Purpose) • Students can display their recounts around a chart showing ‘days of the week’ or a class timetable. (Display) • Students can read their diary recount to parents to show activities done during a given week, particularly a special week such as Children’s Book Week or Education Week . (Audience) • A diary recount can be used in conjunction with a big book or rhyme about days of the week. (Context)

Page 16 1. Stephanie’s diary 2. (a) Monday (b) Stephanie (c) school, home 3. Teacher check 4. Saturday, bed

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Answers

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m . u

Teacher information

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PRIMARY WRITING

Recount 1

Stephanie’s diary Monday

r o e t s Bo r e p ok u the morning, I went to S Inschool and drew a picture.

Wednesday

Then I went home in the afternoon.

In the morning, I went to school and wrote a story. Then I went home in the afternoon.

ew i ev Pr

Teac he r

Tuesday

In the morning, I went to school and read a book. Then I went home in the afternoon.

©InRthe . I . C .Publ i cat i ons morning, I went to school and played games. Then I went •f orr evi ew p ur p ose sonl y•

Thursday

home in the afternoon.

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. te

Saturday

PRIMARY WRITING

In the morning, I went to school and used the computer. Then I went home in the afternoon. I stayed in bed!

m . u

Friday

o c . che e r o t r s super

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Looking at recount

Use the narrative on page 15 to complete the page. 1. Title

The title is 2. Orientation

r o e t s Bo r e p ok u S (b) Copy the name of the person who is writing the recount.

ew i ev Pr

Teac he r

(a) Copy the name of the day which tells when the recount started.

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. te

m . u

3. Events

o c . che e r o t r s super

4. Conclusion

Complete the sentence. On 16

, I stayed R.I.C. Publications®

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. PRIMARY WRITING

Recount plan

1. Plan a recount about your school week. Title

Orientation

r o e t s B r e oo Where did it happen? p u k S

Events

What things happened?

ew i ev Pr

Teac he r

Who is the recount about?

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. te

Conclusion

m . u

o c . che e r o t r s super

What happened at the end?

2. Write your recount. PRIMARY WRITING

3. Check your work. R.I.C. Publications®

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Recount

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

My new school shoes

Orientation – who, when, where and why

On Saturday, I went to the shop with Mum. My old black school shoes had holes in them.

Events – signiﬁcant events in detail

First, we got in the car and drove to the shops. Then we walked to the ‘Snappy shoes’ shop.

Teac he r

Mum paid for them and the sales lady put them in a blue bag.

On Monday, I wore my new brown sandals to school. But they had holes in them!

Teacher information

Answers

• Read the recount with the students while they point to the words. Students can read any words they know with the teacher. • Discuss the pictures and the reason for the new shoes having holes in them. • The three main characters are Mum, the sales lady and ‘I’. Students can draw a picture of themselves for ‘I’ to complete the drawings for Question 2 (c) on page 20. • Teachers should model planning, then using the plan to write a recount, before asking students to follow this process. A suggested title could be ‘Buying an icecream’. • Students can write words, sentences or draw pictures to complete their plan about a shopping trip on page 21. • Adults can scribe for students requiring assistance. • Students can type and print their recount on a computer and display it on the shape of an item purchased. (Publishing/Display) • Students write a recount about shopping to relate during a news-telling session with the class. (Purpose/ Audience) • Students can write a recount about shopping when completing a theme about the community or basic needs. (Context)

Page 20 1. My new school shoes 2. (a) Saturday (b) the shop (or shoe shop) (c) Teacher check 3. Teacher check — 3, 1, 2 4. Teacher check

• verbs in the past tense; e.g. paid

• appropriate paragraphs

ew i ev Pr

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

The sales lady gave me four pairs of shoes and I tried them on. One pair was too hard. One pair was too soft. One pair was too shiny. But one pair was just right!

Conclusion – often with an evaluative comment

• vocabulary to suggest passing of time; e.g. First

w ww

. te

R.I.C. Publications®

m . u

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PRIMARY WRITING

Recount 2

My new school shoes On Saturday, I went to the shop with Mum. My old black school shoes had holes in them.

Teac he r

shops. Then we walked to the ‘Snappy shoes’ shop. The sales lady gave me four pairs of shoes and I tried them on. One pair was too hard. One pair was too soft. One pair was too shiny. But one pair was just right!

ew i ev Pr

r o e t s Bo r e p ok u Sthe car and drove to the First, we got in

w ww

Mum paid for them and the sales lady put them in a blue bag.

m . u

. teI wore my new brown sandals to school. o On Monday, But c . they had holes c in them! e her r o t s super

PRIMARY WRITING

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Looking at recount

Use the recount on page 19 to complete the page. 1. Title

Write the title. 2. Orientation

(a) Copy a word from the text which tells when the story took place.

ew i ev Pr

Teac he r

r o e t s Bostory took place. r (b) Copy words from p thee text which tell where the ok u S

3. Events

w ww

m . u

Write numbers to show the order of these three events.

. te

o c . che e r o t r s super

4. Conclusion

Trace over the sentence which shows how the story ends.

I got new brown sandals. 20

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PRIMARY WRITING

Recount plan

1. Plan a story about a shopping trip. Title

Orientation

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

Events

What things happened?

ew i ev Pr

Teac he r

Who? Where? When? Why?

w ww

. te

Conclusion

m . u

o c . che e r o t r s super

What happened at the end?

2. Write your recount. PRIMARY WRITING

3. Check your work. R.I.C. Publications®

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Recount

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

Letter to Pop

• verbs in the past tense; e.g. went, drove

Dear Pop, Last week, I went to visit the zoo with Mum, Dad and Jack. We got up early and drove in the car for a long time on a busy road.

Events – signiﬁcant events in detail

On the way, we saw big buildings, a bridge and a truck with cars on the top. When we got there, we went to the shop and had juice and doughnuts for morning tea.

Conclusion – often with an evaluative comment

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

We looked at the giraffes, the elephants, the monkeys and the deer. My favourite animal was the lion. He was big, strong and hairy. We stayed all day and when we went home we were tired. We had great fun at the zoo! I wish you had come too! Love from Ben

• vocabulary to suggest passing of time; e.g. On the way, When we got there • appropriate paragraphs

ew i ev Pr

Teac he r

Orientation – who, when, where and why

• Read the recount with the students while they point to the words. Students can read any words they know with the teacher. • Discuss the pictures. • Work through the analysis on page 24 with the students. • Adults can scribe for students requiring assistance. • Teachers should model planning, then using the plan to write a recount, before asking students to follow this process. A suggested title could be ‘A trip to the beach’. • Students can write words, sentences or draw pictures to complete their plan about a visit to a park on page 25. • Students can type and print their recount on a computer and display it on a large sheet of paper surrounded by drawings of things found in the park. (Publishing/Display) • Students can write a recount to share with their parents following an excursion to the park. (Purpose/Audience) • Students write a recount about the park when completing a theme about ‘Places and spaces in the environment’. (Context)

Page 24 1. Letter to Pop 2. Last week; the zoo; Mum, Dad and Jack 3. (a) 2 (b) 5 (c) 3 (d) 4 (e) 1 4. Teacher check

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Answers

w ww

Teacher information

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PRIMARY WRITING

Recount 3

Letter to Pop

Dear Pop,

Teac he r

ew i ev Pr

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

Last week, I went to visit the zoo with Mum, Dad and Jack. We got up early and rode in the car for a long time on a busy road.

On the way, we saw big buildings, a bridge and a truck with cars on the top. When we got there, we went to the shop and had juice and doughnuts for morning tea.

. te

m . u

w ww

o c . che e r o t Love from Ben r s super

PRIMARY WRITING

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Looking at recount

Use the recount on page 23 to complete the page. 1. Title

The title is 2. Orientation

Copy the words in the correct place in the sentence.

r o e t s Bo Last week r e p ok u , I went to S Mum, Dad and Jack

with

3. Events

Order the events from 1 to 5.

ew i ev Pr

Teac he r

the zoo

w ww

(b) We were tired when we went home.

. te o We saw the animals. c . che e r o t r s uper We were in the car for a s

m . u

(a) We saw big buildings, a bridge and truck with cars on the top.

long time.

4. Conclusion

Colour the face which shows how Ben felt about going to the zoo. 24

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PRIMARY WRITING

Recount plan

1. Plan a recount about a visit to a park. Title

Orientation

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

Events

What things happened?

ew i ev Pr

Teac he r

Who? Where? When? Why?

w ww

. te

Conclusion

m . u

o c . che e r o t r s super

What happened at the end?

2. Write your recount. PRIMARY WRITING

3. Check your work. R.I.C. Publications®

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Procedure

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Goal –

• written in simple present tense

Finish the ﬁshing picture.

The purpose of this procedure is to ﬁnish the ﬁshing picture.

Going ﬁshing

Title Materials –

You will need:

A list of materials needed under an appropriate heading

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

• a lead pencil

Steps –

• coloured pencils or felt-tipped pens

Steps:

steps are written clearly and concisely in a logical sequence

1. Draw four ﬁsh in the sea.

Test – The success of this procedure would be evaluated by checking that all instructions had been done correctly and the picture looks good.

3. Draw a crab on the seabed. 4. Draw the missing ﬁshhook. 5. Colour your picture.

Test: Does your picture look good?

• instructions begin with command verbs; e.g. Draw, Colour • a capital letter is needed at the beginning of each instruction and a full stop at the end

ew i ev Pr

Teac he r

2. Draw a seagull above the boat.

• uses subject-speciﬁc vocabulary; e.g. coloured pencils

• Discuss the picture on page 27 with the students and encourage them to share their own experiences about fishing. • Ask them to point to the words listing what they will need. Read through the instructions with the students asking them to point to where they would draw the pictures. • Students complete the procedure, drawing each step before commencing the next. Partners could check each other’s work to evaluate the success of the procedure. • Work through the analysis on page 28 with the students. In the ‘Steps’ section, point out that not all procedures have five steps, some may have more and others less. Further discussion may be needed for students to have a clearer understanding of what ‘verbs’ or ‘doing words’ are. • Students can write words, sentences or draw pictures to complete a plan on page 29 for others to finish a picture. The picture is part of a scene in a park. Room for four steps is given. Steps could include drawing flowers, a swing, a nest or bird in the tree and colouring the picture. Words such as ‘draw‘ and ‘colour’ could be written on the board for students to copy. Adults could scribe for students requiring assistance. • The importance of giving clear written and verbal instructions should be discussed. • Students’ procedures could be followed and completed by a classmate and displayed for others to read and compare. (Publishing/Display/Audience/Purpose) • Students can identify instructions such as how to open packaging, how to play a game or those given on worksheets. (Context)

Page 28 1. Going ﬁshing 2. Finish a picture about going ﬁshing. 3. Students should have drawn a lead pencil, coloured pencils or felt-tipped pens. 4. (a) 5 (b) Draw, Draw, Draw, Draw, Colour 5. The answer should indicate that the procedure would be right if the picture was correct and looked good.

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R.I.C. Publications®

m . u

Answers

w ww

Teacher information

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PRIMARY WRITING

Procedure 1 Finish the ﬁshing picture.

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

ew i ev Pr

Teac he r

Going ﬁshing

w ww

• a lead pencil

m . u

You will need: • coloured pencils or felt-tipped pens

. te o 1. Draw four ﬁsh in the sea. c . c e r 2. Draw a seagull h above the boat. er o t s super Steps:

3. Draw a crab on the seabed. 4. Draw the missing ﬁshhook. 5. Colour your picture.

Test: Does your picture look good? PRIMARY WRITING

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Looking at procedure

Use the procedure on page 27 to complete the page. 1. Title

2. Goal

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

3. Needs

Draw the things you will need.

ew i ev Pr

Teac he r

The procedure tells you how to …

(a) How many steps are there?

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(b) Write the beginning word of each step. 1. 2. 3.

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How would you know if the procedure was right?

m . u

4. Steps

o c . che e r o t r s super

4. 5.

‘Draw’ and ‘Colour’ are ‘doing’ words. 28

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PRIMARY WRITING

Procedure plan

1. Plan a procedure. Title

Goal

w ww

Steps

1. 2.

. te

3. 4.

m . u

Needs

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

ew i ev Pr

Teac he r

To ﬁnish a picture about a park.

o c . che e r o t r s super

Test

How would you know if the procedure was right?

2. Check your work. PRIMARY WRITING

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Procedure

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Goal –

• written in simple present tense

Make a buzzing bee.

The purpose of this procedure is to make a buzzing bee.

Buzzing bee

Title Materials –

You will need:

A list of materials needed under an appropriate heading

• scissors • coloured pencils or felt-tipped pens

Steps –

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

Steps:

steps are written clearly and concisely in a logical sequence

1. Colour the bee.

Test – The success of this procedure would be evaluated by checking that all instructions had been followed correctly and a good bee made.

3. Fold the bee along the dotted line. 4. Hold the bee between your ﬁngers. 5. Make it buzz around!

• instructions begin with command verbs; e.g. Colour, Fold

ew i ev Pr

Teac he r

2. Cut it out.

• uses subjectspeciﬁc vocabulary; e.g. coloured pencils, scissors

Test: Did you follow the instructions and make a good bee?

• a capital letter is needed at the beginning of each instruction and a full stop at the end

Page 32 1. Buzzing bee 2. It is about how to make a buzzing bee. 3. Students should have drawn scissors, coloured pencils or felt-tipped pens. 4. (a) 5 (b) Colour, Cut, Fold, Hold, Make 5. The answer should indicate that the bee could be checked to see it was made properly.

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R.I.C. Publications®

m . u

Answers

• Discuss the picture on page 31 with the students and encourage them to share their own experiences with bees, how they make honey, the buzzing noise they make etc. • Ask them to point to the words listing what they will need. Read through the instructions with the students asking them what colours they will use, where the fold line is etc. • Students complete the procedure, following each step. Partners could check each other’s bee model to evaluate the success of the procedure. • Work through the analysis on page 32 with the students. In the ‘Steps’ section, point out that not all procedures have ﬁve steps, some may have more and others less. Further discussion may be needed for students to have a clearer understanding of what ‘verbs’ or ‘doing words’ are. • Students can write words, sentences or draw pictures to complete a plan on page 32 for others to make a butterﬂy. Words students may need such as ‘fold’ or ‘dotted’ could be written on the board for them to copy. Adults could scribe for students requiring assistance. Their procedure plan will closely follow the one on page 31. • The importance of giving clear written and verbal instructions should be discussed. • Students’ procedures could be completed by a classmate and displayed for others to read and compare. (Publishing/Display/Audience/Purpose) • Students can identify and attempt to read instructions for making things in art and craft books for children, instructions for constructing Lego™ and other models. (Context)

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Teacher information

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PRIMARY WRITING

Procedure 2 Make a buzzing bee.

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

ew i ev Pr

Teac he r

Buzzing bee

w ww

• coloured pencils or felt-tipped pens Steps:

. te

m . u

• scissors

o c . 2. Cut it out. c e her r o t s su per 3. Fold the bee along the dotted line. 1. Colour the bee.

4. Hold the bee between your ﬁngers. 5. Make it buzz around! Test: Did you follow the instructions and make a good bee? PRIMARY WRITING

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Looking at procedure

Use the procedure on page 31 to complete the page. 1. Title

2. Goal

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

3. Needs

Draw the things you will need.

ew i ev Pr

Teac he r

What is the procedure about?

(a) How many steps are there?

w ww

(b) Write the beginning word of each step.

. te

1. 2. 3.

How would you know if the procedure was right?

m . u

4. Steps

o c . che e r o t r s super

4. 5.

‘These words are ‘doing’ words. 32

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PRIMARY WRITING

Procedure plan 22 1. Plan a procedure. Title

Goal

To make a butterﬂy. Needs

ew i ev Pr

Teac he r

Steps

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

2. 3.

w ww

. te

m . u

o c . che e r o t r s super

2. Check your work. PRIMARY WRITING

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Procedure

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Goal –

Features

Make cereal for breakfast.

The purpose of this procedure is to make a breakfast cereal.

• written in simple present tense

Breakfast cereal

Title Materials –

You will need:

Steps –

steps are written clearly and concisely in a logical sequence

Steps:

r o e t s Bo r e p ok u S • a bowl • a spoon • milk • cereal • three strawberries (cut in half)

1. Open up the cereal packet.

2. Pour some into a bowl.

3. Pour milk over the cereal.

4. Put strawberries on top.

5. Eat with a spoon.

• instructions begin with command verbs; e.g. Open, Pour, Eat

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A list of materials needed under an appropriate heading

• uses subject-speciﬁc vocabulary; e.g. bowl, spoon

• a capital letter is needed at the beginning of each instruction and a full stop at the end

Test – The success of this procedure could be evaluated by tasting it.

Test: (a) Did the procedure work?

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Teacher information

• Read through the procedure on page 35 with the students, using the pictures to help them read some of the words. Selected students could also take it in turns to follow the procedure and prepare the actual bowl of cereal using the utensils and ingredients required. Other students could observe and suggest what needs to be done next. • Work through the analysis on page 36 with the students. In the ‘Steps’ section, point out that not all procedures have ﬁve steps, some may have more and others less. Further discussion may be needed for students to have a clearer understanding of what ‘verbs’ or ‘doing words’ are.

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(b) Did it taste good?

• Students can write words, sentences or draw pictures to complete their plan on page 37. Words students may need such as ‘pour’ or ‘open’ could be written on the board for them to copy. Adults could scribe for students requiring assistance. Their procedure plan will closely follow the one on page 35, but they can personalise it by naming the cereal they would eat, adding different fruit they like such as sliced banana, or adding sugar etc. • Students’ procedures could be collated into a class book or displayed for others to read so ideas for breakfasts are shared. (Publishing/Display/Audience/Purpose) • The activity could be done in conjunction with a healthy eating or food theme. (Context) • Students may like to read simple procedures in recipe books for children. (Purpose/Context)

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Answers Page 36 1. Breakfast cereal 2. It is about how to make cereal for breakfast. 3. Students should have drawn a bowl, spoon, milk, cereal and three strawberries cut in half.

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4. (a) 5 (b) Open, Pour, Pour, Put, Eat 5. The answers should indicate that the procedure (a) could be followed and (b) the cereal tasted good.

PRIMARY WRITING

Procedure 3 Make cereal for breakfast.

Breakfast cereal You will need:

Steps:

• a bowl

1. Open up the cereal packet.

• a spoon

• cereal

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Teac he r

• milk

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

• three strawberries (cut in half) 2. Pour some into a bowl.

3. Pour milk over the cereal.

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4. Put strawberries on top.

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5. Eat with a spoon.

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Test: (a) Did the procedure work? (b) Did it taste good? PRIMARY WRITING

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Looking at procedure

Use the procedure on page 35 to complete the page. 1. Title

2. Goal

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

3. Needs

Draw the things you will need.

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Teac he r

What is the procedure about?

(a) How many steps are there?

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(b) Write the beginning word of each step.

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1. 2. 3.

How would you know if the procedure worked?

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4. Steps

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4. 5.

‘These words are ‘doing’ words. 36

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PRIMARY WRITING

Procedure plan

1. Plan a procedure about making a cereal you like to eat for breakfast. Title

Goal

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

Needs

Steps

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Teac he r

What do you want to do?

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How will you make it? Put your steps in order.

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Test

How would you know if someone can follow your procedure?

2. Check your work. PRIMARY WRITING

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Reports

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title – states the subject of

Ladybirds

the report

Classiﬁcation

• written in timeless present tense, in the third person; e.g. They are

Ladybirds are insects. They are a kind of beetle.

– A general or classifying statement about what is being reported.

Description – This report gives a detailed and accurate account of what the animal looks like, where it can be found and what it can do.

They have a small, round body. Ladybirds have wings and six legs. They can walk and ﬂy. Ladybirds have two antennae on their head. Their antennae help them to ﬁnd things.

Teac he r

Most ladybirds are brightly coloured. Ladybirds can be found on plants. They eat insects that are pests.

Conclusion – A

comment giving the writer’s opinion about the subject of the report.

Ladybirds are pretty. They don’t bite people. I like ladybirds.

• information is organised into paragraphs

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

• uses factual language rather than imaginative; e.g. six legs, They eat insects

Teacher information

Answers

• Discuss the pictures on page 39 with the students and encourage them to share their own experiences about ladybirds. • Direct the students to the title of the report. Read through the report with the students. After each sentence, ask them to point to the part of the ladybird being discussed to help them work out and remember unknown words. • Work through the analysis on page 40 with the students, pointing out the sections of a report. The sections have been separated on page 39 so students can more clearly identify them. • Students can write words, sentences or draw pictures to complete a report plan about an animal of their choice on page 41. Adults could scribe for students requiring assistance. • Students’ reports could be read out by them in small groups and discussed. (Purpose/Audience) • The reports could be displayed for other students to read and compare, especially those who chose the same animal. (Publishing/Display/Purpose) • The activity could be done in conjunction with a broad or selective animal theme. (Context/Purpose) • Books containing simple animal facts or reports could be displayed in the classroom and read as a class or individually. (Context)

Page 40 1. Ladybirds 2. Ladybirds are insects that are a type of beetle. 3. Teacher check 4. (a) pretty (b) bite (c) likes

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PRIMARY WRITING

Report 1

Ladybirds Ladybirds are insects. They are a kind of beetle.

Teac he r

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r o e t s Bo r e pround body. Ladybirds have ok They have a small, u wings and sixS legs. They can walk and ﬂy.

Ladybirds have two antennae on their head. Their antennae help them to ﬁnd things. Most ladybirds are brightly coloured. Ladybirds can be found on plants. They eat insects that are pests.

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PRIMARY WRITING

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Looking at report

Use the report on page 39 to complete the page. 1. Title

What is the title? 2. Classiﬁcation

r o e t s Bo r e p ok u Draw what they S look like. What are they?

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Teac he r

3. Description

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4. Conclusion

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Finish the sentences about the ending. (a) Ladybirds are

(b) They don’t

people.

ladybirds.

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PRIMARY WRITING

Report plan

1. Plan a report about an animal. Title

Classiﬁcation

r o e t s Bo r e p ok u Draw or writeS words about what it looks like. What is it?

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Teac he r

Description

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Conclusion

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What do you think about this animal?

2. Check your work. PRIMARY WRITING

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Reports

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title – states the subject of the report

Teddy bears

Classiﬁcation – A general or classifying statement about what is being reported.

• written in timeless present tense, in the third person; e.g. Teddy bears are

Teddy bears are toys. They look like little bears.

Description – This report gives a detailed and accurate account of what the toy looks like and what it is used for.

Teac he r

Conclusion – A comment giving the writer’s opinion about the subject of the report.

Children like to play with teddy bears. A teddy bear is like a friend. I like to hug my teddy bear. My teddy bear likes to hug me. I take my teddy bear to bed with me.

• uses factual language rather than imaginative; e.g. two, brown

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

Teddy bears have a face with two ears. They have two arms and two legs. Most teddy bears are made from soft, furry material. Many are brown, but they can be other colours.

• information is organised into paragraphs

Teacher information

Answers

• Discuss the pictures on page 43 with the students and encourage them to share their own experiences about teddy bears. • Direct the students to the title of the report. Read through the report with the students. After each sentence, ask them to point to the parts of the teddy bear being described to help them work out and remember unknown words. • Work through the analysis on page 44 with the students, pointing out the sections of a report. The sections have been separated on page 43 so students can more clearly identify them. • Students can write words, sentences or draw pictures to complete a report plan about a toy of their choice on page 45. Adults could scribe for students requiring assistance. • Students’ reports could be read out by them in small groups and discussed. (Purpose/Audience) • The report plans could be displayed for other students to read and compare, especially those who chose the same toy. (Publishing/Display/Purpose) • The activity could be done in conjunction with a crosscurricular theme about toys. (Context/Purpose) • Students could bring toys from home or pictures of toys could be displayed in the classroom. Reports for each toy could be displayed with the toy for other students to read and discuss. (Context/Display)

Page 44 1. Teddy bears 2. Teddy bears are a type of toy. 3. Teacher check 4. (a) hug (b) hug (c) bed

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PRIMARY WRITING

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

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Teac he r

Report 2

Teddy bears are toys. They look like little bears.

Teddy bears have a face with two ears. They have two arms and two legs. Most teddy bears are made from soft, furry

material. Many are brown, but they can be other colours.

bears. A teddy bear is like a friend.

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I like to hug my teddy bear. My

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teddy bear likes to hug me. I take

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my teddy bear to bed with me.

PRIMARY WRITING

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Children like to play with teddy

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Looking at report

Use the report on page 43 to complete the page. 1. Title

What is the title? 2. Classiﬁcation

r o e t s Bo r e p ok u Draw what they S can look like. What is it?

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Teac he r

3. Description

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4. Conclusion

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Finish the sentences about the ending. (a) I like to

my teddy bear.

(b) My teddy bear likes to (c) I take my teddy bear to 44

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me. with me. PRIMARY WRITING

Report plan

1. Plan a report about a toy. Title

Classiﬁcation

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

Description

Draw or write words about what it looks like.

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Teac he r

What is it?

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Conclusion

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What is it used for?

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What do you think about this toy?

2. Check your work. PRIMARY WRITING

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Reports

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title – states the title of the book report

• written in timeless present tense, in the third person; e.g. This picture book tells

The three billy goats Gruff This picture book tells the fairytale of The three billy goats Gruff.

Description – This report gives a summarised account of what the story is about without giving away the plot.

The story is about a mean, old troll. The troll lives under a bridge. The three billy goats want to cross the bridge. The troll does not want the three billy goats to cross the bridge. But they are clever and trick the troll.

Conclusion – A comment giving the writer’s opinion about the subject of the report.

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

The story is scary when the troll is mean to the goats. The story is happy when the goats trick the troll. There are lots of colourful pictures on each page. I really like the story. I like the way it ends. The interesting pictures make the story easy to read. I think children would like to read this book.

• uses factual language rather than imaginative; e.g. The story is about

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Teac he r

Classiﬁcation – A general or classifying statement about the type of book.

• information is organised into paragraphs

• Discuss the pictures on page 47 with the students and ask them if they can guess the name of the book (cover the title and text). • Direct the students to the title. Read through the classiﬁcation with the students and explain that the fairytale is in a picture book and this is a report about what someone thinks about the book. • Read through the report with the students, who can use the illustrations on the page to help them guess unknown words. • Work through the analysis on page 48 with the students, pointing out the sections of a book report. The sections have been separated on page 47 so students can more clearly identify them. • Students can write words, sentences or draw pictures to complete a book report of their choice on page 49. Adults could scribe for students requiring assistance. • Students’ reports could be read out by them in small groups and discussed. (Purpose/Audience) • The reports could be displayed for other students to read, along with a copy of the book if available. A corner could be set up in the classroom as a ‘library’. Students could sign a card if they wish to ‘read’ a report. (Purpose/Publishing/Display/Context) • The activity could be done in conjunction with Children’s Book Week. (Purpose/Context) • The teacher or student could read the book to the other students and then read his or her report about it as part of the language program. (Purpose/Audience/Context)

Page 48 1. The three billy goats Gruff 2. A picture book of a fairytale. 3. (a) Teacher check (b) scary, happy, colourful 4. (a) pictures (b) like

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Answers

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Teacher information

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PRIMARY WRITING

Report 3

The three billy goats Gruff This picture book tells the fairytale of The three billy goats

r o e t s Bo r e pa mean, old troll. The trollolives The story is about under a u k S bridge. The three billy goats want to cross the bridge. The troll

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Teac he r

Gruff.

does not want the three billy goats to cross the bridge. But they are clever and trick the troll.

The story is scary when the troll is mean to the goats. The

story is happy when the goats trick the troll. There are lots of

colourful pictures on each page.

I really like the story. I like the way it ends. The interesting

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like to read this book.

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PRIMARY WRITING

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pictures make the story easy to read. I think children would

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Looking at report

Use the report on page 47 to complete the page. 1. Title

What is the title? 2. Classiﬁcation

r o e t s Bo r e p ok u S (a) Draw or write what it is about. What is it?

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Teac he r

3. Description

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o c . c e scaryh silly happy r colourful er o st super

(b) Circle the words that describe the story. funny 4. Conclusion

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Finish the sentences about the ending. (a) The interesting easy to read. (b) Children would 48

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make the story to read this book. PRIMARY WRITING

Report plan

1. Plan a report about a book you have read. Title

Classiﬁcation

r o e t s Bo r e p ok u S Draw or write what it is about. What is it?

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Teac he r

Description

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m . u

o c . che e r o What do you think about this book? t r s super

Conclusion

2. Check your work. PRIMARY WRITING

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Explanations

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

Rainy day cubbyhouse

Deﬁnition – a sentence which says what the explanation is about

On rainy days, it is hard to ﬁnd things to do. It is fun to make an inside cubbyhouse!

Description

These cubbyhouses have a sheet or blanket over a table or over two big chairs. Then put some rugs, pillows, toys, books and a torch inside. Now crawl inside to see how cosy it is!

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

Your rainy day cubbyhouse becomes a hospital, a house, a spaceship or a spooky castle!

Teacher information

Answers

• Explanations usually outline how something occurs, works or is made. This explanation describes a cubbyhouse and explains its construction. • Read the explanation with the students while they point to the words. Students can read any words they know with the teacher. • Discuss the pictures and allow students to relate any personal experiences. • Work through the analysis on page 52 with the students. • Teachers should model planning and writing an explanation before allowing students to complete one of their own. A suggested title is ‘How rain waters plants’. • Students can write words, sentences or draw pictures to complete their plan on page 53 about making a boat to play in, and then write their explanation. • Adults can scribe for students requiring assistance. • Students can make a miniature model of their ‘boat’ to display with their explanation. (Display) • Students can display their explanation on a boat shape or on a large sheet of art paper with a labelled diagram. (Display) • Students can write an explanation to relay information about a topic quickly and easily to a classmate. (Purpose/Audience) • Students can analyse the given explanation in conjunction with a unit about the weather, following the reading of a particular shared book reading about rain or when completing a unit about toys or games. (Context)

Page 52 1. Teacher check 2. cubbyhouse, rainy day 3. (a) m, c, h, b, t, b (b) r, p, t, b, t 4. Teacher check

• subjectspeciﬁc vocabulary; e.g. sheet, blanket • linking words to show cause and effect; e.g. Now • information is organised into paragraphs

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Conclusion

• verbs in the simple present tense; e.g. is, have

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PRIMARY WRITING

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

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Teac he r

Explanation 1

Rainy day cubbyhouse

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These cubbyhouses have a sheet or blanket over a table or over two big chairs. Then put some rugs, pillows, toys, books

. te o Your rainy day c . c e her r cubbyhouse becomes o t s s per a hospital, a house, a u

and a torch inside. Now crawl inside to see how cosy it is!

spaceship or a spooky castle!

PRIMARY WRITING

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Looking at explanation

Use the explanation on page 51 to complete the page. 1. Title

Draw two pictures to show the title. Rainy day

Teac he r

2. Deﬁnition

cubbyhouse

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

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The deﬁnition tells about a to play in on a

3. Description

Write the sounds at the beginning of the words to ﬁnish the sentences.

lanket over a

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(b) Then put some

orch inside.

ugs,

able or two illows,

ig chairs. oys,

ooks and

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(a)

. te o c Draw and write words to tell three ways a rainy day cubbyhouse . c e can be used. her r o t s super

4. Conclusion

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PRIMARY WRITING

Explanation plan

1. Plan an explanation about making a boat to play in. Title

Deﬁnition

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

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Teac he r

What it is.

Description

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What I think.

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2. Write your explanation. PRIMARY WRITING

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3. Check your work. R.I.C. Publications®

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Explanations

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

Losing ‘baby’ teeth

Deﬁnition – a sentence which says what the explanation is about

Five- and six-year-old children start to lose their ‘baby’ teeth.

Description

Conclusion

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

The two front teeth at the bottom fall out ﬁrst. Then the two front teeth at the top fall out. Sometimes you have to wiggle loose teeth to help them come out.

When your tooth falls out, you can put it under your pillow for the tooth fairy!

• verbs in simple present tense; e.g. fall • linking words to show cause and effect; e.g. Then • information is organised into paragraphs

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Teac he r

Roots hold teeth in the gum. The roots of baby teeth start to die to make room for grown-up teeth. Soon they start to wobble. Then they fall out.

• subjectspeciﬁc vocabulary; e.g. gum, roots

Teacher information

Answers

• Explanations usually outline how something occurs, works or is made. This explanation shows how something occurs. • Read the explanation with the students while they point to the words. Students can read any words they know with the teacher. • Discuss the pictures and some personal experiences of losing teeth. • Work through the analysis on page 56 with the students. • Teachers should model and complete an explanation using another title; for example, ‘Being healthy’, before allowing students to complete one of their own. • Students can write words, sentences or draw pictures to complete their plan on page 57 about how a seed grows, and then write their explanation. • Adults can scribe for students requiring assistance. • Students can type and print out their explanation on the computer and display it on a seed or tree shape. (Publishing/Display) • Students can write their explanation to show understanding of a speciﬁc life cycle. (Purpose) • An explanation about how seeds grow can be used in conjunction with a theme about spring, life cycles or the environment. (Context)

Page 56 1. Losing baby teeth 2. (a) ... how baby teeth fall out. (b) 5 or 6 3. Teacher check 4. (b) … you can put it under your pillow for the tooth fairy.

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PRIMARY WRITING

Explanation 2

Losing ‘baby’ teeth Five- and six-year-old children start to lose their ‘baby’ teeth.

Teac he r

make room for grown-up teeth. Soon they start to wobble. Then they fall out.

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r o e t s Bo r e p ok Roots hold theu teeth in the gum. The Steeth start to die to roots of baby

The two front teeth at the bottom fall out ﬁrst. Then the two

front teeth at the top fall out. Sometimes you have to wiggle

loose teeth to help them come out.

the tooth fairy!

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PRIMARY WRITING

m . u

When your tooth falls out, you can put it under your pillow for

o c . che e r o t r s super

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Looking at explanation

Use the explanation on page 55 to complete the page. 1. Title

The title is 2. Deﬁnition

(a) This explanation tells about

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Teac he r

(b)

r o e t s Bo r e p ok u Write the numbers which tell how old children S are when they start to lose their ‘baby’ teeth.

3. Description

Draw pictures to tell how baby teeth fall out.

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(a) The roots start to die.

. te teeth at o (d) The two front (d) The two front teeth at c . the bottom fall ﬁrst. the top falle out next. cout he r o r st super

4. Conclusion

Circle the correct ending for the sentence. When your tooth falls out … (a) you can put it in the garden to grow more teeth. (b) you can put it under your pillow for the tooth fairy. 56

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PRIMARY WRITING

Explanation plan

1. Plan an explanation about how a seed grows. Title

Deﬁnition

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

ew i ev Pr

Teac he r

What it is.

Description

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Conclusion

What I think.

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2. Write your explanation. PRIMARY WRITING

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3. Check your work. R.I.C. Publications®

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Explanations

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

Skin

Deﬁnition – a sentence which says what the explanation is about

• subjectspeciﬁc vocabulary; e.g. epidermis

Skin is a very clever part of the body.

Description

Conclusion

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

Skin helps you to feel hot or cold things, scratches and tickles. It gets better if you hurt it. It keeps you cool by sweating when you get hot.

Skin is so clever, but it needs you to look after it! Slip on a shirt, slop on sunscreen and slap on a hat each time you go out into the sun!

• verbs in simple present tense; e.g. helps, gets • linking words to show cause and effect; e.g. when

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Teac he r

It has an outside layer and an inside layer. The outside layer (epidermis) looks after all the organs inside by keeping them from drying out. It stops germs from getting inside. The inside layer (dermis) helps skin to bend so that your body can move.

• information is organised into paragraphs

• Explanations usually outline how something occurs, works or is made. This explanation shows how something works. • Read the explanation with the students while they point to the words. Students can read any words they know with the teacher. • Work through the analysis on page 60 with the students. • Teachers should model and complete an explanation before allowing students to complete one of their own. A suggested title is ‘Why it’s dark at night’. • Students can write words, sentences or draw pictures to complete their plan on page 61 about how ﬁngers work. They may need some help with the description. Direct students to think about location, appearance and function. They can then write their explanations. • Adults can scribe for students requiring assistance. • Students can type and print their explanation on the computer and display it on a hand shape which has been traced around, painted or coloured and cut out. (Publishing/Display) • Students can write an explanation about how particular body parts work to give an oral presentation to the class when completing a unit about the body. (Purpose/ Audience/Context)

Page 60 1. Skin 2. clever 3. (a) (i) epidermis (ii) dermis (b) Students should have circled ALL sentences. 4. (a) Teacher check (b) (so) clever

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Answers

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Teacher information

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PRIMARY WRITING

Explanation 3

Skin Skin is a very clever part of the body.

Teac he r

r o e t s B r e o It has an outside p layer and an inside layer. o u The outside layer S (epidermis) looks after all k

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the organs inside by keeping them from drying out. It

stops germs from getting inside. The inside layer (dermis) helps skin to bend so that your body can move. Skin helps you to feel hot or

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Skin is so clever, but it needs

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you to look after it! Slip on a

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sweating when you get hot.

o c . chtime slap on a hat each you e r e o t r s super go out into the sun! shirt, slop on sunscreen and

PRIMARY WRITING

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Looking at explanation

Use the explanation on page 59 to complete the page. 1. Title

Write the title. 2. Deﬁnition

Complete the sentence.

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

Skin is a very part of the body.

(a) Copy the words which tell what the two layers of the skin are called. (i) outside layer ( (ii) inside layer (

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Teac he r

3. Description

)

(b) Circle the sentences which tell what skin can do. (i)

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(iii) Skin can bend to help you move.

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(ii) Skin can keep germs out.

. tekeep you cool by making you sweat. o (v) Skin can c . che e r o t r s s r u e p Draw a picture to show the (iv) Skin can tell you how things feel.

4. Conclusion

(a)

best way to look after skin. (b) Complete the sentence. Skin is …

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Explanation plan

1. Plan an explanation about how ﬁngers work. Title

Deﬁnition

Description

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

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Teac he r

What it is.

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Conclusion

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2. Write your explanation. PRIMARY WRITING

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3. Check your work. R.I.C. Publications®

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Expositions

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

Bedtime stories

Overview – states the topic and what the writer thinks should happen

• controlling words; e.g. should

Some mums and dads read stories to their children. I think all mums and dads should read bedtime stories every night.

Arguments – these should support the writer’s point of view

Conclusion – a restating of the writer’s opinion

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

I like to cuddle up to Mum and Dad. It feels good. Bedtime stories make me feel special. It is my special time. Mum and Dad enjoy it too. They can relax. Bedtime stories are great. I think everyone should do it every night.

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Teac he r

I like stories. They are fun. Pictures are good to look at. I like seeing people, animals, things and places. I like talking about books. I tell Mum and Dad what I think.

• paragraphs to state and elaborate each point

Teacher information

Answers

• Read the exposition with the students as they point to the words. • Discuss what the writer thinks should happen and why he or she wrote the exposition. • Encourage students to discuss the topic and to decide if they agree or disagree with the writer and if their opinions have been inﬂuenced by the arguments presented. • Ask students to think of other arguments for parents reading bedtime stories. • Students can ﬁnd and copy words from the exposition on page 63 to complete the analysis on page 64. • Before completing page 65, provide opportunities for students to think about and discuss reasons why children should or should not have pets. Allow them to decide which side of the argument to support. They can write, draw or have an adult scribe the information for their exposition plan. They may choose to use some of the ideas from the exposition on page 63 and relate them to pets; e.g. ‘Pets are good to look at’ or ‘I like to cuddle up to my pet.’ • Compile two books of exposition plans, one for children having pets and one against. (Display) • Compose one class exposition, using the arguments for the most popular position. Order the arguments from the most to the least persuasive and read or send it to someone whose opinion they would like to change. (Purpose/Audience)

Page 64 1. Bedtime stories 2. The writer wants all mums and dads to read bedtime stories to their children every night. 3. (a) fun (b) Pictures (c) think (d) good (e) special (f) Mum and Dad 4. (a) great (b) night

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PRIMARY WRITING

Exposition 1

Bedtime stories Some mums and dads read stories

r o e t s Bo r e p ok every night. u S to their children. I think all mums and

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dads should read bedtime stories

I like stories. They are fun. Pictures are good to look at. I like

seeing people, animals, things and places. I like talking about books. I tell Mum and Dad what I think.

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Bedtime stories are great. I think everyone should do it

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every night.

PRIMARY WRITING

m . u

I like to cuddle up to Mum and Dad. It feels good. Bedtime

o c . che e r o t r s super

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Looking at exposition

Use the exposition on page 63 to complete the page. 1. Title

2. Overview

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

3. Arguments

(a) Stories are (b) (c)

are good to look at.

I tell Mum and Dad what I about the stories.

(d) Cuddles with Mum and Dad feel

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(f)

Bedtime stories make me feel

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(e)

. te o enjoy bedtime stories too. c . che e r o t r s super

4. Conclusion

(a)

Bedtime stories are

. (b)

Everyone should have a bedtime story every

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Teac he r

The writer wants all mums and dads to:

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. PRIMARY WRITING

Exposition plan

1. Do you think children should have pets? Plan an exposition to tell what you think about it. Think of some good arguments. Title

Overview

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

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Teac he r

What do you think about it?

Arguments

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Conclusion

What do you want people to do?

2. Check your work. PRIMARY WRITING

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Expositions

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

Eating vegetables

Overview – states the topic and the writer’s point of view

• controlling words; e.g. should, must

Most children have to eat vegetables. I don’t think this is right.

Arguments –

Lots of vegetables taste horrible. They can make us feel sick. Some children cry when they have to eat them. Crying makes your eyes sore. We should be able to eat what we like.

Conclusion – a restating of the writer’s opinion

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

Cakes and lollies are much better. Our teeth might get holes and fall out. If they fall out, we can get new ones. Lions and tigers don’t eat vegetables. They are strong and they can run fast. Children must eat what they want. They should not have to eat yucky vegetables.

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supporting arguments for the writer’s opinion about what should happen

• paragraphs to state and elaborate each point

Teacher information

Answers

• Read the exposition with the students, who should use the illustrations and contextual information to help in decoding the text. • Discuss what the writer thinks should happen and why he or she wrote the exposition. • Discuss what students think about eating vegetables and decide if they agree or disagree with each of the writer’s arguments. Do they think the writer is being serious? • Ask students to think of other arguments for not eating vegetables. • Students can ﬁnd and copy words from the exposition on page 67 to complete the analysis on page 68. • Provide opportunities for students to think about and discuss reasons why people, particularly children, should eat vegetables. • They can write, draw or have an adult scribe the information for their exposition plans on page 69. • The concept of eating vegetables can be related to the health and physical education learning area. (Context) • Arguments for eating vegetables can be written on different vegetable shapes and displayed on a healthy food mural. (Display/Purpose)

Page 68 1. Eating vegetables 2. The writer doesn’t want children to have to eat vegetables. 3. (a)–(b) Teacher check (c) Teeth might get holes in them and fall out. (d) no (e) Teacher check 4. (a) want (b) yucky vegetables

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PRIMARY WRITING

Exposition 2

Eating vegetables Most children have to eat vegetables. I don’t think this

r o e t s Bo r e p ok u Lots of vegetables S taste horrible. They can make us feel sick.

Teac he r

is right.

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Some children cry when they have to eat them. Crying makes your eyes sore. We should be able to eat what we like.

Cakes and lollies are much better. Our teeth might get holes and fall out. If they fall out, we can get new ones. Lions and

tigers don’t eat vegetables. They are strong and they can run

w ww

want. They should not have to eat yucky vegetables.

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PRIMARY WRITING

m . u

Children should eat what they

o c . che e r o t r s super

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Looking at exposition

Use the exposition on page 67 to complete the page. 1. Title

2. Overview

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

3. Arguments

(a) Which argument do you think is the best?

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Teac he r

What does the writer want?

(c)

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(d) Do lions and tigers eat vegetables?

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(b) Is it the ﬁrst one?

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(e) Do you think you should eat vegetables?

4. Conclusion

(a)

Children should eat what they

(b)

Children should not have to eat

. 68

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PRIMARY WRITING

Exposition plan

1. Plan an exposition saying that children should eat some vegetables. Title

My story is called

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

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Overview

Arguments

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Conclusion

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o c . che e r o t r s super

2. Check your work. PRIMARY WRITING

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Expositions

TEACHERS NOTES

Structural and language features are shown on the left and right of the text below.

Title

Pocket money

Overview – states the topic and what the writer thinks should happen

• controlling words; e.g. should

Not all children get pocket money. I think everyone should get it.

Arguments –

It’s not fair. Some children get it and some don’t. If you get pocket money you can buy what you want. If you don’t get it you will have to ask for things.

Conclusion – a restating of the writer’s opinion

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

Some girls and boys do jobs. Then their mums and dads give them pocket money. When their children are naughty, some mums and dads take their pocket money away. So their children try to be good.

You can save up pocket money. Then you can buy a big thing that you want. I think all children should be the same. They should all get some pocket money.

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persuasive arguments in support of the writer’s position on the issue

• paragraphs to state and elaborate each point

• Discuss pocket money, who gets it, how they spend it and if they need to do jobs at home to earn it. • Read the exposition with the students as they point to the words. • Work through the analysis on page 72 with the students who can write or draw some of their answers. They should be encouraged to refer back to the text and to copy the words they need. • Provide opportunities for students to think about reasons their parents should or should not give them pocket money and how to make their arguments persuasive. • Students should write, draw or have an adult scribe their ideas on their exposition plan. • The concept of pocket money can be related to the mathematics learning area. (Context) • An exposition incorporating the most persuasive arguments could be composed and written by the class for parents to read. (Purpose/Audience)

Page 71 1. Pocket money 2. The writer wants all children to get pocket money. 3. Answers may include: To be fair, so children can buy things for themselves, some children will be good so their parents don’t take away their pocket money, to enable children to save for big things they want 4. (a) same (b) pocket money

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Answers

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Teacher information

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PRIMARY WRITING

Exposition 3

Pocket money

r o e t s Bo r e p get it. ok think everyone should u S It’s not fair. Some children get it and some

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Not all children get pocket money. I

don’t. If you get pocket money you can buy what you want. If you don’t get it you will have to ask for things.

Some girls and boys do jobs. Then their mums and dads

give them pocket money. When their children are naughty,

You can save up pocket

w ww

money. Then you can buy a big thing that you want.

m . u

their children try to be good.

. te o c I think all children should . ch e r er o be the same. They should t s super all get some pocket money.

PRIMARY WRITING

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Looking at exposition

Use the exposition on page 71 to complete the page. 1. Title

2. Overview

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

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Teac he r

What does the writer want to happen?

3. Arguments

Why does the writer think children should get pocket money?

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o c . che e r o t r s super

4. Conclusion

(a)

All children should be the

(b)

All children should get

. 72

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PRIMARY WRITING

Exposition plan

1. Plan an exposition to tell your parents what you think they should do about giving you pocket money. Think of some good arguments. Title

My story is called Overview

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

Do you think you should get pocket money?

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Teac he r

I think I

Arguments

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Conclusion

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What do you think should happen?

2. Check your work. PRIMARY WRITING

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