Easy English 7: More Easy Text Types by Ready-Ed Publications

Ready-Ed

Publications

The Easy English Series For ESL and ESD students

Book 7

PHOTOCOPY MASTERS

More Easy Text Types

©www.istock.com/bekir gürgen

Text types for students who have little or no experience of English.

By Margaret Warner

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

Publications

Ready-Ed Publications was established in 1984 with the purpose of creating practical classroom blackline master activities. At the time, the role of the teacher was becoming ever more diverse with an increasing range of duties and responsibilities within the school and school community. Since then, the role of the teacher has continued to evolve with an escalating range of tasks and obligations, ensuring a reduction in time available to prepare work for the daily instructional program. Throughout these past 24 years, Ready-Ed Publications has built a reputation as publishers of Australian made, high quality, innovative, timesaving materials for teachers of primary and lower secondary levels. In addition, all materials are based on state or national curriculum guidelines or specific age-related interest areas and subjects. Ready-Ed Publications aims to assist busy professionals by making available contemporary classroom materials that contain relevant and stimulating work to support the requirements of the curriculum.

More Easy Text Types Book 7 in the Easy English Series ÂŠ 2009 Ready-Ed Publications Printed in Australia Author: Margaret Warner Illustrator: Terry Allen Acknowledgements

Cover images: i.

I-stock Photos.

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

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

ISBN: 978 1 86397 764 7 COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for noncommercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

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This is a Ready-Ed Publications' book preview. Contents Teachersâ&#x20AC;&#x2122; Notes

Teachers' Notes: Exposition

Outcome Links

Exposition 1: Balloons

Text Type Overview

Balloons Activity 1

Text Type Overview

Balloons Activity 2

Now Write Your Own Exposition

Grammar Revision 1

Check Your Exposition

Grammar Revision 2

Grammar Revision 3

Teachers' Notes: Discussion

Grammar Revision 4

Punctuation Revision 1

Punctuation Revision 2

Punctuation Revision 3

Punctuation Revision 4

Discussion 1: Should Kids Do Homework? 35 Should Kids do Homework? Activity 1 36 Should Kids do Homework? Activity 2 37 Now Write Your Own Discussion

Check Your Discussion

Teachers' Notes: Response

Response 1: Kids in the Kitchen

Explanation 1: The Life Cycle of a Frog 17

Kids in the Kitchen Activity 1

The Life Cycle of a Frog Activity 1

Now Write Your Own Response

The Life Cycle of a Frog Activity 2

Check Your Response

Now Write Your Own Explanation

Check Your Explanation

Teachers' Notes: Poetry

Poem 1: Nursery Rhyme

Teachers' Notes: Description

Poem 2: Rhyming

Description 1: Tom's Grandad

Tom's Grandad Activity 1

Tom's Grandad Activity 2

Now Write Your Own Description

Check Your Description

Teachers' Notes: Explanation

Poem 3: A Poem That Doesn't Rhyme 48 Poem 4: Acrostic Poem

Poem 5: Limerick

Now Write Your Own Poem

Check Your Poem

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Teachersâ&#x20AC;&#x2122; Notes

This is a Ready-Ed Publications' book preview. More Easy Text Types is the seventh book in the Easy English Series for students learning English as a Second Language as well as Aboriginal students learning English as a Second Dialect, that is, students who are coming into the school system having little or no experience of English.

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

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

More Easy Text Types (Book 7) builds on the thematic vocabulary introduced in Easy Words (Book 1) and uses examples from the stories in Easy Read and Write (Book 2) and More Easy Read and Write (Book 3). It revises punctuation and grammar from Easy Punctuation (Book 4) and Easy Grammar (Book 5) and follows on from the text types explained in Easy Text Types (Book 6).

It is important for the teacher to establish a supportive classroom environment where the student's first language and culture are valued. This will nurture the student's selfesteem and encourage him or her to gain confidence in the early stages of learning the new language. Use of co-operative learning strategies and peer tutoring will help the student build social friendships as well as develop language skills. It is important for the teacher to be aware that using short, positive sentences is best for the learner. The teacher must provide time for the student to process statements and instructions and always check for the student's understanding.

More Easy Text Types focuses on explanation, description, exposition, discussion, response and poetry. Joint construction of these texts will help each student to understand how every text type works and differs. Book 8 is the final book in the series and focuses on the skills of editing and proofreading.

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Outcome Links

This is a Ready-Ed Publications' book preview. New South Wales

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

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

Writing: WES1.9, WS1.9, WS2.9, WES1.10, WS1.10, WS2.10, WS3.10, WES1.11, WS1.11, WS2.11, WES1.12, WS1.12, WES1.13, WS1.13, WS2.13, WES1.14, WS1.14. WS2.14 Tasmania Reading and Viewing: Standard One, Stage 1,2&3 Writing and Representing: Standard One, Stage 1,2&3 Speaking and Listening: Standard One, Stage 1&2 ACT The student listens and speaks with purpose and effect. (8.EC.1,2,4,7,8) The student reads effectively. (9.EC.1,2,3,4,6,7,8,9,10 11,12,13,14) (9.LC.1,2,3,4,5,6,7,8,9,10,11,13) The student writes effectively. (10.EC.1,2,3,4,5,6,7,8, 9,10,11,12,14) (10.EL.1,4,5,6,7,8,11,12,13) The student interprets and creates texts. (11. EC.1,2,3,4,7,8) (11.LC.2,3,12) Northern Territory Listening: (LL2.1,2,3,4) (LL3.1,2,3,4) Speaking: (SL2.1,2,3,4) (SL3.1,2,3,4) Reading: (RL2.1,2,3,4) (RL3.1,2,3,4) Writing: (WL2.1,2,3,4) (WL3.1,2,3,4) QUEENSLAND Language Learning and Communication.

Early Literacy (Reading and Viewing): Use emerging understandings to predict and make meanings from a variety of written, visual and multi-modal texts. Early Literacy (Writing and Shaping): Students experiment with emerging understandings of written, visual and multi-modal texts to communicate meanings. South Australia Reading, Writing, Speaking and Viewing.

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

Victoria Reading: Level 1 & Level 2 Writing: Level 1 & Level 2 Speaking and Listening: Level 1 & Level 2 Western Australia Understanding Language: Students understand that the way language is used varies according to context. Reading: Students read a wide range of texts with purpose and understanding. Writing: Students write for a range of purposes and in a range of forms, using conventions appropriate to audience, purpose and context. Speaking and Listening: Students speak and listen with purpose and understanding in a range of contexts.

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

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Text Type Overview

This is a Ready-Ed Publications' book preview. Text Type: Narrative

Forms:

Text Type: procedure Forms:

story, myth or legend, play

instructions, recipes, playing a game, using an appliance

Features:

Orientation - introduce main character, setting Purpose - tell a story and to entertain Complication - sequence of events which are interrupted Resolution - usually the problems are solved by the main character

Purpose - to instruct someone Materials Required - what is needed Steps - steps to complete the task

Grammar focus: Nouns (words that identify characters and places) Adjectives (to express feelings or describe characters) Verbs (to express actions) Adverbs (to show time/place) Conjunctions (to join words and sentences)

Text Type: recount Forms: retelling an event, a journal, a diary, a life story

Features: Orientation - tells who, where and when Events - retell important events sequentially Conclusion - final personal comment on events

Grammar focus: Nouns (people, animals and things) Adjectives (to describe nouns) Verbs ( describe actions usually in past tense) Adverbs (to add information about place and time) Conjunctions (to sequence events)

Grammar focus: Nouns (names of things needed) Verbs (describe action and command) Adverbs (to show time/place) Vocabulary (special vocabulary for a specific purpose) Conjunctions (to sequence actions)

Text Type: Information Report Forms: scientific report, newspaper article, book review

Features: Statement - a general statement about the subject of the report Description - specific information about all aspects of subject Conclusion - tells reader something interesting about subject

Grammar focus: Nouns (general nouns) Verbs (action verbs and specific verbs for the subject) Timeless Present Tense (to indicate usualness) Technical Language (specific to the subject) Paragraphs (topic sentences)

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Text Type Overview

This is a Ready-Ed Publications' book preview. Text Type: explanation Forms:

Text Type: exposition Forms:

text book, information book

speech, letter

Features:

Statement - tells the reader what will be explained Explanation - a sequence of events that explains something (may include visual images) Conclusion - a finishing statement

Grammar focus:

Nouns and Noun Groups Verbs and Adverbs - (action verbs, present tense verbs) Conjunctions (to sequence steps) Technical Language

Tex

Text Type: description Forms:

describing people, animals and objects

Features:

Introduction - the subject Description - details Conclusion - final comment

Grammar focus:

Nouns and Noun Groups Pronouns Adjectives (for describing) Verbs (action and thinking) Adverbs Conjunctions Descriptive Language (as round as a pudding)

Text Type: response Forms: review Features:

Context - background information Description - characters, events, themes Opinion - personal comment

Statement - state your position Argument - points that support the position Conclusion - restating the position

Grammar focus: Nouns Verbs (action and thinking) Technical Words Adverbs Connectives (firstly, secondly)

Text Type: Text Type: Text Type: Discussion Forms: speech, advertisement, review

Features: Statement - outlines the subject Argument - lists points for and against Conclusion - summing up both sides or favouring one

Grammar focus: Nouns Verbs (action and thinking) Adverbs Connectives (to link arguments)

Text Type: Text Type: Text Type: Poetry Forms: rhyming, free verse, acrostic, limerick Features: rhyme, emotion, meaning

Grammar focus: Descriptive Language (noun groups and adjectives) Verbs and Adverbs (actions, time and place)

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Grammar focus:

sentences, nouns and noun groups, adjectives, verbs, present tense, adverbs, sequence of events

Grammar Revision 1

Activity

Remember

Thisa eisi oau Ready-Ed Publications' are vowels. Use â&#x20AC;&#x2DC;anâ&#x20AC;&#x2DC; with words that start with a vowel. book preview. b c d f g h j k l m n p q r s t vw x y z are called consonants. Use 'a' with words that start with a consonant.

Colour the words that start with a vowel. end in

egg

tree

apple

peach

sleep into

car cat

on orange

Use 'a' or 'an' in front of these words.

a. ___umbrella c. ___egg

e. ___shoe

b. ___fish

f. ___orange

d. ___apple

A common noun is the word used for a thing, e.g. table, bird, house and leg. Proper nouns refer to the names of people, places, days of the week, months of the year and special days.

Circle the common nouns.

table arm is child on under cow up eat

Go to www.readyed.net Monday cat Ahmad dog duck Lilly Australia Circle the proper nouns.

Grammar Revision 2

Activity

Remember

This is a Ready-Ed Publications' Nouns can be singular (one) or plural (more than one). book preview. 1

Colour all the plural words red.

face eyes nose finger knees hands arm leg feet back ears back teeth head toes Remember Adjectives are words that give more information about nouns. They are describing words, e.g. a happy girl, a yellow flower, a small lizard.

Circle the adjectives in this story then draw the picture.

It's a hot day today. A girl wearing a purple t-shirt and pink shorts is licking an ice cream. Her brother is drinking a bottle of water. They are taking their black dog for a walk in the park. They see colourful parrots in the tall gum trees.

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Grammar Revision 3

Activity

Remember

This is aareReady-Ed Pronouns little words that Publications' are used in place of nouns to refer to people, places and things: book preview. I you he she it we they 1 a. James [ reading.

Use a pronoun in place of the underlined nouns. ] is d. Ahmad and I [ are painting.

b. The kangaroo [ is resting. c. Anna [ singing.

]

e. Lilly and Jack [ are watching TV.

] is

Remember A verb tells you about what someone or something is doing. Verbs are called ‘action’ words. They can tell you about the past, present or future. An adverb adds to a verb and tells you ‘how’ or ‘when’ or ‘where’ something happened.

Underline the verbs and circle the adverbs. a. The boy talked d. See you later. quickly. e. They played quietly. b. “Come here,” she said.

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c. The tortoise walked slowly. 10

]

Grammar Revision 4

Activity

Remember

This Prepositions is a Ready-Ed are little wordsPublications' that tell you where something is or show time. book preview. 1

Use the prepositions below to complete the sentences. for above on near in

a. The tree is ______________ to the house. b. The plane is flying _______________ the city. c. The box is ________ the table. d. They were sleeping ________ two hours. e. The wombat is ________ its burrow. Remember Conjunctions (or connectors) connect words and sentences. Add a conjunction (and,or,but,because) to each sentence so that it makes sense. a. The tortoise won ____________ he didn't go to sleep. b. We like to run _________ to swim. c. I like pizza ________ I don't like noodles.

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d. Do you like football _______ swimming?

e. I eat vegetables ____________ I like them. 11

Punctuation Revision 1

Activity

Remember

A sentence begins withPublications' a capital This is a Ready-Ed letter and ends with a full stop. book preview. Rewrite these sentences making

sure that they start with a capital letter and end with a full stop. a. lilly went to Darwin with her family

____________________________________ b. sam's birthday is in April ____________________________________ c. we're going to the beach today ____________________________________ Remember Use a capital letter when writing â&#x20AC;&#x2122;Iâ&#x20AC;&#x2122;, days of the week and the names of places.

Write these sentences using capital letters correctly.

a. i live in darwin with my uncle. ____________________________________ b. we all live in different parts of australia. ____________________________________

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c. my friend john, goes to tasmania on Monday.

____________________________________ 12

Punctuation Revision 2

Activity

This is a Ready-Ed Publications' book preview. Remember Use a question mark at the end of a sentence when asking a question. Use an exclamation mark in sentences that are commands or show strong feelings.

Add a full stop, question mark or exclamation mark.

a. "Help, help yelled.

" he

b. Can you swim c. I like vegetable soup

d. "Where are you she asked. e. The dog is sleeping

Remember Use a comma to show a pause in a sentence. Use a comma to separate groups of things.

Add a comma to these sentences.

a. I like Sam Maria and Jessie. b. A long time ago dinosaurs lived on the Earth. c. I saw a parrot a magpie and an emu.

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d. They ate apples peaches and plums. e. Take three steps stop and listen.

Punctuation Revision 3

Activity

This is a Ready-Ed Publications' Speech marks are used to book preview. show words that someone Remember

I can win the race

says. Punctuation goes inside the speech marks.

Example: The hare said, “I can win the race.”

Colour the speech marks in these sentences.

a. “I'm the winner,” the tortoise said to the hare. b. “Do you want a glass of water?” she asked. c. “Help! Fire!” he shouted. d. “It's cold today,” he said. e. “Happy birthday,” she screamed.

Add speech marks to these sentences. a. Where are you? she asked. b. Goodbye, he called. c. How old are you? the doctor asked. d. We're going to the park, they said.

Go to done! www.readyed.net e. Well the coach shouted. 14

Punctuation Revision 4

Activity

This is a Ready-Ed Publications' Use an apostrophe to show who owns something. book preview. Remember

Read these sentences and add an apostrophe in red.

a. Mums new bag is red. d. Aishas shoes are brown. b. The teachers car is green. e. The girls backpacks are heavy. c. The dogs paws are white. Use an apostrophe to show where a letter is missing when a word has been shortened.

Write these sentences again using the short form of the words underlined.

a. It is a sunny day._______________________ b. They are hungry. _ _____________________ c. I am happy.___________________________ d. Let us go to the pool.____________________ e. He is very tall._________________________

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f. You are tired._ ________________________ 15

Teachersâ&#x20AC;&#x2122; Notes: Explanation

This is a Ready-Ed Publications' book preview. Explanatory texts tell readers how and why things happen. They often explain how and why scientific or technical things happen or explain how something works. An explanation may also include pictures or diagrams.

An explanation has three parts: A statement (introduction) The first part states what is going to be explained. Explanation (series of events) The second part explains in detail how something works or why something happens. The events are explained clearly in sequence. Final statement (comment/summary) The final statement may comment on the subject of the explanation or summarise the text.

It is important to discuss how things work and why things happen with students, so that they can identify and become familiar with, the different parts of an explanatory text. Discussing topics that are represented pictorially, e.g. life cycles, will encourage students to develop the language needed to write an explanation of their own.

Title: The Water Cycle People, plants and animals need water to live. First of all, water falls from the sky as rain. Then, on a hot day, the sun takes water up into the sky. After that, the water gets cool and turns into clouds. Next, the rain clouds get bigger and drop rain. The rain falls in the oceans and rivers and on the land. Finally, the sun warms the water and takes it up into the sky once more. Then the cycle starts again. All living things need water. The water cycle shows how water is recycled all over the world every day.

Grammatical features general nouns: water, rain clouds noun groups: hot day, rain clouds action verbs: falls, takes, warms present tense: falls, takes, warms conjunctions of time or cause: first, then, next technical words: cycle, recycle

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Explanation 1: The Life Cycle of a Frog is a Ready-Ed Publications' Explanation

This

Read this explanation.

book preview. The tadpoles develop

lungs and can breathe air. They are now known as froglets.

Frogs are very interesting. They begin their lives as tadpoles then slowly change shape as they grow into frogs.

• Next, at about 10 to 12 weeks, the froglets grow front legs. • Later, at about 14 weeks, froglets can eat small bugs. They now live mostly out of the water.

• Frogs have finished • First, a female frog growing when they lays a large number of have no tail left. tiny eggs that are stuck together with something • Finally, the little that is like jelly. froglets become adult frogs. • Then the eggs hatch into tadpoles after 10 days. The tadpoles swim, eat, grow and breathe with gills. • Soon, as the tadpoles get bigger, back legs start to grow and the outside gills disappear.

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The Life Cycle of a Frog Activity 1

Activity

An has three parts. The first This part is explanation atellsReady-Ed Publications' the reader what the explanation is about, the second part gives more book preview. information about the subject. The final part comments on or summarises the text. Read The Life Cycle of a Frog and answer these questions. 1. What does the first sentence tell you? _____________________________________ 2. Read the second part of the explanation. a) How many eggs does a female frog lay? _ __________________________________ b) What do the eggs hatch into? _ __________________________________ c) How does a tadpole change as it grows? _ __________________________________ d) What is a froglet? _ __________________________________ _ __________________________________

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3. The final sentence says that when a froglet finishes growing, it is a ___________ 18

The Life Cycle of a Frog Activity 2

Activity

This is a Ready-Ed Publications' book preview. Find four nouns. 1 Find some of the words in The Life Cycle of a Frog that make it interesting.

•_ _______________

Find four verbs that tell you what happens.

•_ _______________

Find three groups of words that tell you how long something takes.

•_ _______________

Find four adjectives that describe something.

a. a ___________________ number. b. _____________________ eggs. c. as the tadpoles get ________________.

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d. __________________bugs.

Now Write Your Own Explanation Plan your explanation on a separate piece of paper.

Activity

This is a Ready-Ed Publications' book Title preview. Think of a title that tells the reader what your explanation is about.

Statement

The first part of your explanation should tell the reader what you are going to explain.

Explanation

The middle part of your explanation tells the reader how something works or why something happens. It tells this information in the order that it happens. Use words like: first, next, then, soon, later and finally, to help you organise your information correctly.

Final Statement

The final sentences summarise or make a comment about what you have explained.

Check Your Story

When you have finished the draft of your explanation, write your final copy and use the list on page 21 to help you to check it.

Go to www.readyed.net Include a picture with your explanation.

Check Your Explanation

This is a Ready-Ed Publications' preview. My titlebook is the subject of the explanation Give yourself a ď ? if you answer yes when checking your explanation.

The statement (introduction) The first part tells the reader what the explanation is about The explanation (series of events) The second part explains how something works or why something happens The information is told in the order that it happens I used words such as first, next, soon, later and finally, to help me organise my information The information is detailed The information is easy to understand Final statement (comment/summary) The final part ends with a comment or a summary

I used describing words in the explanation My explanation was interesting I checked my explanation for errors My sentences made sense

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Teachers’ Notes: Description

This is a Ready-Ed Publications' book preview. A description tells the reader about the features of a person, animal, place or thing, e.g. my Grandad, a blue tongue lizard, a rainbow or where I live. A description is often part of a longer text. Descriptions are used in narratives to tell the reader about the characters or settings and they are

A description has three parts: An introduction (beginning) This part introduces the subject that the writer is describing. The description (features of the subject) The second part describes the features of the subject in detail so that at the end of the description the reader has a detailed 'picture' of the subject.

Comment (final statement) The final part of a description makes an overall comment about the subject of the description.

Grammatical features

also used in poems. It is important to discuss descriptions with students when they are involved in activities such as news talks, reading aloud to the class and in shared reading activities. They will then be familiar with the different parts of a description before they start to create their own descriptive texts.

Title: Jessie Jessie is my dog. She came to live with my family when she was a 12 week old cuddly puppy. Jessie is four years old now. She isn’t big or small. She’s medium sized. She has white fur with black patches on it. She has two big, black patches around her eyes. It looks like she’s wearing a mask. Her tail is short. She wags it when she’s happy. Jessie likes to run and chase a tennis ball. She likes to go for long walks with me. Sometimes she likes to sleep in the sun. Jessie is a smart, friendly dog and she’s my dog.

noun groups: cuddly puppy, black patches

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nouns: dog, family, eyes

adjectives: cuddly, small, big

verbs: lives, wags, chase

Description 1: Tom's Grandad

Description

Read this description.

This is a Ready-Ed Publications' My Grandad is 65 years old. He is my mum's father. book preview. Grandad has a happy face. Grandad smiles a lot. When he smiles he has little lines around his eyes. He has green eyes and grey eyebrows. He has short, grey hair with patches of black. When Grandad was young, his hair was all black. He has big ears. He says that his big ears help him to hear everything. He wears glasses to help him to read little writing. Grandad is tall and he's strong. He can lift very heavy boxes. Every day, Grandad walks to the pool and swims up and down ten times. Then he walks home again. He likes to read and work in the garden and he's good at fixing broken things. Grandad likes to play tricks too. He makes me laugh. I love my Grandad and my Grandad loves me.

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Tom's Grandad Activity 1

Activity

A description has three parts. The first part tells who or what the description is about. The second part gives lots of details about the person, animal, place or thing. The third part makes a final comment about the subject.

This is a Ready-Ed Publications' book preview. Read Tom's Grandad and answer the questions.

What does the introduction tell you?

_____________________________________

Write down seven things that the description tells you about Grandad.

a. _ ________________________________ b. _ ________________________________ c. _ ________________________________ d. _ ________________________________ e. _ ________________________________ f. _ ________________________________ g. _ ________________________________

What is the special comment in the very last sentence?

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_____________________________________ 24

Tom's Grandad Activity 2

Activity

This is a Ready-Ed Publications' book preview. Find four nouns. 1 Find some of the words in the description of Tom's Grandad that make it interesting.

•_ _______________

Find four adjectives that describe Grandad.

•_ _______________

Find four verbs that tell you what Grandad likes to do.

•_ _______________

Find four noun groups (a noun group is a noun plus an adjective).

a. _ ________________________________ b. _ ________________________________ c. _ ________________________________

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d. _ ________________________________ 25

Now Write Your Own Description

This is a Ready-Ed Publications' Title book preview. Think of a title that tells the reader who Plan your description on a separate piece of paper.

or what your description is about

The Introduction This part introduces the person, animal, place or thing and tells the reader a little about him/her/ it. If it is about a person, say if it is someone in your family, a friend or someone who you know. If it is about an animal or a thing, you might tell the reader where it comes from. If it is about a place, tell the reader what is special about this place. The Description If you are describing a person, tell the reader what they look like, how old they are, where they live or anything special about them. If you are describing an animal, tell the reader where it lives, its size, colour, what it eats and its special features. If you are describing a thing, tell the reader about its colour, size, smell or anything special about it. The Comment Make a general comment about the subject of your descriptive piece. Check Your Description When you have finished the draft of your description, write your final copy and use the list on page 27 to help you to check it.

Go to www.readyed.net Include a picture with your description.

Check Your Description yourself a ď ? if you answer yes This isGiveawhen Ready-Ed Publications' checking your description. book preview. My title is the subject of my description The introduction (beginning) The first part tells who or what I am describing It tells this information in an interesting way The description (features of subject) The second part describes a person, place or thing The description is interesting It tells the reader what the person, animal, place or thing looks like It includes a lot of details about the person, animal, place or thing The comment (final statement) My final sentences make an overall comment about the subject I used describing words My description was interesting to the reader

Go to www.readyed.net My sentences made sense I checked my description for errors

Teachers’ Notes: Exposition

This is a Ready-Ed Publications' book preview. An expository text tries to persuade someone on a subject/issue. It attempts to persuade others to adopt a particular point of view, such as, students should not be allowed to bring lollies to school. It is important to encourage students to express their opinions on topics arising from key learning areas as well as

An exposition has three parts: A statement outlining a position or point of view on a topic (beginning) The first part introduces the subject and states the writer’s point of view on that topic. The arguments for the point of view (middle) In the second part the writer presents his/her argument, giving one point at a time. After stating a point, the writer then supports his/her point with information. It is important that the writer starts with his/ her strongest points and ends with his/her weakest points. Concluding statement (end) The final statement sums up the writer’s point of view.

on community issues. Encourage them to state their point of view and then say why they think the way they do. It is important to remember that in some cultures it may be inappropriate for students to express a strong point of view, so model and discuss when it is considered appropriate to express an opinion.

Title: Kids Should Wear Hats in the Sun Teachers at my school think that everyone should wear a hat when they’re outside for play or sport to stop them getting sunburnt. Firstly, you should wear a hat because it protects your face and ears and eyes. Secondly, if you don’t wear a hat you could get sunburnt and that can cause skin cancer when you’re older. Thirdly, sunburn hurts and your skin gets very sore. Kids must wear hats when they’re outside because they need to protect their faces and eyes so that they don’t get skin cancer in the future.

Grammatical features nouns: hat, teacher, sun thinking verbs: teachers think technical words: protect, skin cancer modal verbs: kids must action verbs: wear, protect connectives: firstly, secondly, thirdly

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Exposition 1: Balloons

Exposition

Read this exposition. It is in the form of a letter addressed to the newspaper about balloons.

This is a Ready-Ed Publications' book preview. Dear Editor, People should not let lots of balloons go at the football grand final. The balloons look nice but they cause a lot of problems. Firstly, bits from the balloons fall down to the land and into the rivers and ocean. The balloons are bad for land birds and animals and also sea birds and animals. Sea birds, turtles and dolphins will eat the bits of the balloons that fall. They think they are jellyfish. When they eat these bits, they get very sick and die. Secondly, bits of ribbon are sometimes still tied to the bits of balloons. The ribbons can get stuck around birdsâ&#x20AC;&#x2122; necks or legs. Then they can't catch fish to eat. Thirdly, balloons that pop and fall down on the ground cause pollution and make the area look messy. Balloons are fun but don't let lots of them go up into the sky. They are not good for the birds and animals. We must look after the environment.

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Olivia Newton Balcatta. W.A.

Balloons Activity 1

Activity

This is a Ready-Ed Publications' book preview. An exposition has three parts. The first part tells the reader what the writer thinks about a subject. The second part tells the reader all the reasons why he/she thinks in this way and the third part sums up the writer’s argument. Read the letter and answer the questions. 1. What does the first sentence tell you? ______________________________________ ______________________________________ 2. What are the arguments that Olivia uses to support her opinion? •Firstly_______________________________

____________________________________ ____________________________________ •Secondly_____________________________

____________________________________ ____________________________________ •Finally_______________________________

____________________________________ 3. What words does Olivia use to sum up her argument about not letting balloons go?

Go to www.readyed.net ______________________________________

Balloons Activity 2

Activity

This is a Ready-Ed Publications' book preview. Find four nouns. 1 Find some of the words in Olivia's letter about balloons that make it interesting.

•_ _______________

Find four verbs.

•_ _______________

Find five groups of words that show that the writer thinks that letting balloons go, causes problems.

a. People should_________________________ b. They cause_ _________________________ c. The balloons are_ _____________________ d. Don't let____________________________ e. We must____________________________

What do you think about letting balloons go?

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I think________________________________ 31

Now Write Your Own Exposition

Activity

This is a Ready-Ed Publications' book preview. Title Plan your exposition on a separate piece of paper.

Think of a title that tells the reader what your argument is about.

The Statement The first part outlines your position or point of view on the subject.

The Argument This part introduces each point in the argument and then gives more information about each point. It should start with the strongest point and end with the weakest point. Each point must be supported with facts or information.

The Concluding Statement The final sentences should sum up what you think about the topic.

Check Your Exposition When you have finished the draft of your expository text, write your final copy and use the list on page 33 to help you to check it.

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Include a picture with your expository text. 32

Check Your Exposition Give a ď ? if youPublications' answer yes This iswhen a yourself Ready-Ed you check your expository text. book preview. My title tells the reader what my argument is about

The statement (beginning) The first part tells the reader what I think about the subject My point of view is clear The argument (middle) The second part explains why I think the way I do My points (which form my argument) are clear Each point is supported with extra information My points make sense Concluding statement (end) The last part of my argument clearly sums up what I think I used persuasive words in my argument

I checked my writing for errors Go to www.readyed.net My sentences made sense

Teachersâ&#x20AC;&#x2122; Notes: Discussion

This is a Ready-Ed Publications' book preview. A discursive text shows both sides of a topic. This type of text outlines the arguments for and against an issue. At the end of a discussion, the writer sums up both sides of the argument and/or reveals that he/she is in favour of one point of view. It is important to encourage students to express their opinions on topics arising from key

A discursive text has three parts:

Title: Should school canteens sell junk food? Every day, lots of kids buy their lunch at the school canteen. What they choose to eat is very important.

A statement (beginning)

Point 1

The first part introduces the subject and gives some information about it.

For Point 2

Arguments for and against (middle)

learning areas as well as on community issues. Encourage them to state their point of view, then say why they think the way that they do. It is important to remember that in some cultures it may be inappropriate for students to express a strong point of view, so model and discuss when it is considered appropriate to express an opinion.

Point 1

In the second part the writer states the points for and against the topic. Each point should be supported with information.

Point 2

Against

Conclusion (end)

In the conclusion, the writer sums up both arguments and/or reveals that he/she supports one point of view. Grammatical features general nouns: junk food adjectives: healthy, older, junk thinking verbs: think, believe

Some parents say that school canteens should sell some junk food. They say that kids should be able to choose from all kinds of food. They believe that when the kids order at the canteen itâ&#x20AC;&#x2122;s like a little treat. They believe that some junk food is okay for them sometimes. Other parents say that the school canteen should only sell healthy food. They say that healthy food is necessary for growing kids. They say that the canteen should be setting a good example. So canteens should only sell healthy food. School canteens are very important. I think that they should sell healthy food because some kids might choose to buy junk food all the time.

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connectives: because modal words: should, would

Discussion 1: Should Kids Do Homework?

Discussion

This isRead a Ready-Ed Publications' this discussion that happened in Mr Greenâ&#x20AC;&#x2122;s class. book preview. Is homework important? Is homework really necessary?

Homework helps kids to practise new work that they have just learned in school. When they practise that work at home it helps them to understand it. When kids do homework they remember the new work more easily. They have more time to think about it at home. Some kids don't want to do homework. Firstly, because they think that they do enough school work every day at school. They want to relax and have fun with their friends after school. Secondly, they say homework is boring, because itâ&#x20AC;&#x2122;s the same work that they do in school every day. They want to play, ride their bikes, go swimming or just do nothing. Our class think that kids should do homework. It's important for their education. They have lots of time after school and on the weekend to play and relax. They also have time to do some homework.

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Should Kids do Homework? Activity 1

Activity

This is a Ready-Ed Publications' book preview. A discussion has three parts. The first part introduces the subject. The second part presents points for and against the subject and supports each point with extra information, and the third part sums up the points and/ or gives an opinion for or against the issue. Read the discussion Should Kids Do Homework? 1. What is the discussion about? _ __________________________________ 2. What are the two arguments for doing homework? •___________________________________ _ __________________________________ •___________________________________ _ __________________________________ 3. What are the two arguments against doing homework? •___________________________________ _ __________________________________ •___________________________________ _ __________________________________ 4. What does the class say at the end? Are they for or against homework? _ __________________________________

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Should Kids do Homework? Activity 2

Activity

This is a Ready-Ed Publications' book preview. Find four nouns. Find some of the words that Mr Green’s class used to make their writing interesting.

•_ _______________

Find four verbs.

•_ _______________

Find the words below in the text and underline them. They are thinking/feeling words that help to present ideas.

a. it helps

d. they say

b. to think

e. it's important

c. they want

f. Our class think

What do you think about homework?

I think________________________________

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_____________________________________ 37

Now Write Your Own Discussion Plan your discussion on a This is a Ready-Ed Publications' separate piece of paper. book preview. Think of a title that tells the reader what your discussion is about.

The Statement This part introduces the topic to the reader and gives some information about it. The Arguments For and Against This part introduces the points which are for the issue and then gives more information to support each point. It also introduces the points which argue against the issue and provides more information to support each point. The Conclusion In the conclusion the writer sums up both sides of the argument and/or shows that he/she is in favour of one point of view. Check Your Discussion When you have finished the draft of your story, write your final copy and use the list on page 39 to help you to check it.

Go to awww.readyed.net Include picture with your discussion. 38

Check Your Discussion

ď ? This is a Ready-Ed Publications' book preview. My title tells the reader the subject of the Give yourself a if you answer yes when checking your discussion.

argument

The statement (beginning) The first part introduces the subject to be discussed It gives some information about it It tells the information in an interesting way The arguments for and against (middle) The second part explains both sides of the discussion The points (for and against) are clear Each point has extra information to support it The points (which form the argument) are easy to understand Conclusion (end) The last part sums up both sides of the argument and/or tells the reader what I think about the subject I used interesting words I checked my writing for errors My sentences made sense

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Teachers’ Notes: Response

This is a Ready-Ed Publications' book preview. A response or review tells the reader what someone thinks of a book or a program. It usually tells the reader about the important features of a book or program and ends with the writer’s personal opinion. Usually a response is in the form of a review. It is important that

students are familiar with a variety of narratives before being asked to give a spoken or written response on them. Try to use narratives that students can relate to, e.g. a shared book or a jointly constructed story. Joint construction of a response will build their confidence.

A response has three parts: The context (first part) The first part of a response or review introduces the book/ program and gives information about it: the title, the author, the setting, the story and what type of book/program it is. Text description (second part) The second part gives information about the main character/person and the other characters/people and also about what happens in the story. It doesn’t tell the whole story, it just selects the main and most interesting points. Opinion (final part) In the final part, the writer gives his/her opinion of the book or program and tells why he/she did or didn’t enjoy it. Grammatical features noun groups: a cool program, easy recipes verbs: prepare, watch, make

Title:

Kids in the Kitchen Kids in the Kitchen is a cool program for kids in primary school. It’s on every Monday at 4:30pm. Krystal and Adam are good cooks and very funny too. They cook food that looks good and tastes good too. They have easy recipes. They use ingredients that most people already have in the cupboard. I really like the fact that you can download the recipe after the program. I make something yummy for my family every weekend. My brother always asks me what I’m going to cook. He likes to cook too. I really enjoy Kids in the Kitchen. It’s tops!

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present tense verbs: prepare, watch, make words that persuade: a cool program, I really like

Response 1: Kids in the Kitchen

Activity

This isRead a Ready-Ed Publications' this review of a TV program. book Kids in the Kitchen is a preview. cool program for kids in primary school. It’s on every Monday at 4:30pm. Krystal and Adam are good cooks and very funny too.

They cook food that looks good and tastes good too. They have easy recipes. They use ingredients that most people already have in the cupboard. I really like the fact that you can download the recipe after the program. I make something yummy for my family every weekend. My brother always asks me what I’m going to cook. He likes to cook too. I really enjoy Kids in the Kitchen. It’s tops!

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Kids in the Kitchen Activity 1

Activity

This is a Ready-Ed Publications' book preview. A response has three parts. The first part tells the reader what is being reviewed, the second part gives more information about it and the final part is the writer’s opinion about it. Read the review of Kids in the Kitchen again.

What do the first three sentences tell you about Kids in the Kitchen?

What:_ ______________________________ When:_______________________________ Who:________________________________

What are three things that the main part of the review tells you about the program?

•_ __________________________________ •_ __________________________________ •_ __________________________________

What are some of the words or phrases (groups of words) in the review that tell you what the writer thinks about the program?

____________________________________

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____________________________________ 42

Now Write Your Own Response Plan your response on a separate piece of paper.

This is a Ready-Ed Publications' book preview. Title The title should be the topic of your review. The Context The first part tells the reader about the book/ program. It lists the author, title, setting and genre and provides details. The Text Description The second part tells the reader about the characters and events in the book or what the program is about and who is in it. Opinion The final part tells the reader what you think about the text. Check Your Response When you have finished the draft of your story, write your final copy and use the list on page 44 to help you to check it. Include a picture with your response.

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Check Your Response yourself a ď ? if youPublications' answer yes This isGiveawhen Ready-Ed checking your response. book preview. My title is the topic of my response

The context (introduction) The first part lists and discusses in some detail: the title of the text the author of the text the setting in the text the genre of the text It tells the reader about the story The text description (middle) The second part discusses: the characters/people the main events Opinion (end) The third part tells the reader my opinion of the book/program I used interesting words I used describing words

Go to www.readyed.net My sentences made sense I checked my review for errors

Teachers’ Notes: Poetry

This is a Ready-Ed Publications' book preview. A poem expresses thoughts and feelings about people, nature, places, things and events. A poem can be about anything or anyone. Poems can be written with rhyme and rhythm or in free verse with no rhyme at all. Poems that rhyme often follow a rhyming pattern. Below are some examples.

In this poem/nursery rhyme, the second and the fourth lines rhyme. Row, row, row your boat (a) Gently down the stream (b) If you see a crocodile (c) Don’t forget to scream (b) In this poem/nursery rhyme, the first and the second lines rhyme, the third and the fourth lines rhyme and the fifth and the sixth lines rhyme. One, two (a) Buckle my shoe (a) Three, four (b) Knock on the door (b) Five, six (c) Pick up sticks (c)

There are many different types of poems covered in this book. There are narrative poems, acrostic poems and limericks. It is important to read poems aloud frequently to students so that they develop an enjoyment of different kinds of poems. Narrative poems tell a story. They don’t have to rhyme and can be any length. In acrostic poems, the first letter of each line spells the title vertically. Each line must be a word which relates to the subject spelled out. Example: Shining Under the clouds Not cool Limericks are funny or silly poems, which have five lines. The first, second and fifth lines rhyme and the third and fourth lines rhyme and are shorter in length.

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Poem 1: Nursery Rhyme

Activity

This is a Ready-Ed Publications' 1,2 3,4,5 book preview. once I caught a fish alive, Read this poem.

6,7,8,9,10 then I let it go again. Why did you let it go? Because it bit my finger so. Which finger did it bite? This little finger on my right.

Answer these questions. 1. What story is this poem telling? _____________________________________ 2. How does the child feel? _____________________________________ 3. What happened to the fish? _____________________________________ 4. Write the words that rhyme with ten________ go_______ bite_________ 5. Can you think of other nursery rhymes which tell a story?

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_____________________________________ 46

Poem 2: Rhyming

Activity

This is a Ready-Ed Publications' Kangaroo book preview. Jump, jump, jump Read this poem.

goes the kangaroo I saw only one, but now there are two. There's a mother and a joey with his head popping out. He holds tight in the pouch while his mother jumps about. Answer these questions. 1. What story is the poem telling? _____________________________________ 2. Write the words that rhyme with: kangaroo

____________________

out

____________________

3. How does the poem make you feel? Circle the words.

peaceful shy excited Gohappy to www.readyed.net quiet

scared

surprised

Poem 3: A Poem That Doesn't Rhyme This is a Ready-Ed Publications' Activity

Read this poem.

book preview.

Butterfly

Little brown caterpillar, do you know that one day, when the time is right you will curl up in your soft cocoon that looks like a small sleeping bag and when you wake up you'll be a beautiful blue butterfly?

Answer these questions. 1. What story is the poem telling? _____________________________________ 2. What does the cocoon look like? _____________________________________

Go to www.readyed.net _____________________________________

3. Some describing words are:

Poem 4: Acrostic Poem

Activity

Read this poem.

This is a Ready-Ed Publications' book preview. rainbow all special colours in the sky no one looking but me bright and beautiful over the ocean watch it slowly disappear

Answer these questions. 1. What is the poem about? _____________________________________ 2. Where is the rainbow? _____________________________________ 3. How does the poem make you feel? Circle the words. happy quiet

peaceful scared

shy

excited

surprised

Go to www.readyed.net 49

Poem 5: Limerick

Activity

Read this poem.

This is a Ready-Ed Publications' There once was a wombat named Fred, book preview. who liked to sleep all day in bed. One night that was bright he woke up with a fright, when he dreamed he was eating some bread.

Answer these questions. 1. What is the poem about? _____________________________________ 2. What happened to the wombat? _____________________________________ 3. Find the words that rhyme with: Fred

_ ___________________

Go to www.readyed.net _ ___________________

bright 50

Now Write Your Own Poem

Activity

poem on a separatePublications' piece of paper. ThisPlanisyour a Ready-Ed Poems can be short or long; they can rhyme or book not rhyme; they can preview. be about anything. Write your own poem. Have fun, play with words. Title: This tells the reader what your poem is about. Poem: Choose a type of poem to write: rhyming poem free verse narrative acrostic limerick Brainstorm lots of interesting words for your poem. They can be describing words and words about feelings.

Check Your Poem

ď ?

Give yourself a if you answer yes when checking your poem. My poem has a title I had fun writing my poem I used interesting words I used describing words

Go to www.readyed.net I checked my poem for errors My poem tells a little story

Answers Grammar Revision 1, P8 1. end apple on in egg at into orange 2. a)an umbrella b)a fish c)an egg d)an apple e)a shoe f) an orange 3. table arm child cow Monday Ahmad Lilly Australia

d) A froglet is a tadpole that is changing into a frog and can breathe air. 3. When a froglet finishes growing it is a frog.

school work every day at school. They say homework is boring and they want to go and have fun. 4. The class thinks that kids should do homework because it's important for their education. They are for homework.

This is a Ready-Ed Publications' book preview. Grammar Revision 2, P9 1. eyes knees hands feet ears teeth toes 2. hot purple pink black colourful tall Grammar Revision 3, P10 1. a)he b)it c)she d)we e)they 2. verbs: a)talked b)come, said c)walked d)see e)played 3. adverbs: a) quickly b)here c)slowly d)later e)quietly

Grammar Revision 4, P11 1. a)near b) above c)on d)for e)in 2. a)because b)and c)but d)or e)because Punctuation Revision 1, P12 1. a) Lilly went to Darwin with her family. b) Sam's birthday is in April. c) We're going to the beach today. 2. a) I live in Darwin with my uncle. b) We all live in different parts of Australia. c) My best friend John, goes to Tasmania on Monday. Punctuation Revision 2, P13 1. a) ! b) ? c) . d) ? e) . 2. a) I like Sam, Maria and Jessie. b) A long time ago, dinosaurs lived on the Earth. c) I saw a parrot, a magpie and an emu. d) They ate apples, peaches and plums e)Take three steps, stop and listen. Punctuation Revision 3, P14 1. Colour speech marks. 2. a)"Where are you?" she asked. b) "Goodbye," she called. c) "How old are you?" the doctor asked. d) "We're going to the park," they said. e) "Well done!" the coach shouted. Punctuation Revision 4, P15 1. a)Mum's new bag is red. b)The teacher's car is green. c)The dog's paws are white. d)Aisha's shoes are brown. e)The girls' backpacks are heavy. 2. a)It's a sunny day. b)They're hungry. c)I'm happy. d)Let's go to the pool. e)He's very tall. f)You're tired. The Life Cycle of a Frog 1, P18 1. Frogs are very interesting. 2. a) A female frog lays a large number of eggs. b) The eggs hatch into tadpoles. c) As a tadpole changes, it grows legs and develops lungs to breathe air.

The Life Cycle of a Frog 2, P19 Teacher check 1) 2) 3) 4. a) a large number b) tiny eggs c)as the tadpoles get bigger d) small bugs Tom's Grandad 1, P24 1. Tom's Grandad is 65 years old. He is Tom's mum's father. 2. Teacher check. There are other possible answers for this question. a) He has a happy face. b) He has green eyes. c) He wears glasses. d) He is tall and strong. e) He likes to fix things. f) He plays tricks. g) He makes me laugh. 3. I love my Grandad and my Grandad loves me. Tom's Grandad 1, P25 Teacher check 1) 2) 3) Teacher check (Examples: ) 4)a) a happy face b) green eyes c) very heavy boxes d) broken things

Balloons 1, P30 1. People should not let lots of balloons go at the football grand final. 2. Firstly, bits from the balloons fall down to the land and into the rivers and ocean. They are bad for birds and animals. They eat the balloons and get sick and die. Secondly, ribbon from the balloons can get stuck around birds' necks and legs. Then they can't catch fish to eat. Finally, balloons that pop and fall down on the ground cause pollution and make the area look messy. 3. don't let not good for must look after Balloons 2, P31 1) and 2) Teacher check 3. a) People should not let lots of balloons go at the football grand final. b) They cause a lot of problems. c) The balloons are bad for land birds and animals d) Don't let lots of them go up into the sky. e) We must look after the environment. Should Kids do Homework? 1, P36 1. The discussion is about whether homework is really necessary/important. 2. Homework helps kids to practise new work that they have just learned at school. Homework helps kids to remember new work more easily because they have more time to think about it at home. 3. * Some kids think they do enough

Should Kids do Homework? 2, P37 Teacher check

Kids in the Kitchen 1, P42 1. What: Kids in the Kitchen is a cool program. When: every Monday at 4:30pm. Who: Krystal and Adam are good cooks. 2. They cook food that looks good and tastes good too. They have easy recipes. They use ingredients that most people already have in the cupboard. 3. a cool program; I really like; I really enjoy; It's tops!

Poem 1, P46 1. The poem is telling a story about a child catching a fish that bit his/ her finger so he/she let it go. 2. He feels surprised. 3. It swam away. 4. ten/again go/so bite/right 5. Teacher check (Examples: Mary had a little lamb/Jack and Jill/Humpty Dumpty/Little Miss Muffet) Poem 2, P47 1. The poem is telling a story about a mother kangaroo hopping around with a joey in her pouch. 2. kangaroo/two out/about Poem 3, P48 1. The poem is telling a story about a little caterpillar changing into a beautiful blue butterfly. 2. The cocoon looks like a small sleeping bag. 3. little, brown, soft, small, beautiful, blue Poem 4, P49 1. The poem is about a rainbow. 2. The rainbow is over the ocean. Poem 5, P50 1. The poem is about a wombat. 2. He was asleep in bed and he woke up with a fright when he dreamed he was eating bread. 3. Fred/bed/bread, bright/fright

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