Issuu on Google+

Vi

ew

in

g

Sa

m

pl

e

LOWER

Written by Rosalba Bottega and Yolande Colwell Published by Prim-Ed Publishing www.prim-ed.com


Foreword

e

Writing Frameworks – Lower is one in a series of three photocopiable resources designed to familiarise pupils with writing frameworks through a thematic approach. Each framework (recount, narrative, letter, description, report and procedure) is based on a different theme and written in a clear step-by-step format. A collection of support activities follows each framework. These activities range from: • writing individual texts in the given framework outline • comprehension questions • a variety of word study activities • cloze Assessment examples and answers are also provided for teacher use, and a writing checklist is provided for pupil self-assessment. The final section in this book is a learning centre to be used by independent pupils or as directed by the teacher. It consists of writing and creative activities. Teachers may choose to make these activities into individual work cards or simply enlarge the worksheet and allow pupils to choose an activity. A pupil response sheet has been provided for each activity. Other books in this series are: Writing Frameworks – Middle Writing Frameworks – Upper

LETTER FRAMEWORK A Letter from Harry (Letter Framework) ...... 15 A Letter from Harry (Comprehension) .......... 16 A Letter from Harry (Cloze) ........................ 17 Contractions (Word Study) ........................... 18 Invitations (Invitation Framework) ............... 19 Rules for Your Home (Vocabulary Extension) 20 Writing a Letter .......................................... 21

Sa

Curriculum Links .......................................... ii–iii Assessment Sheet ..............................................iv Writing Checklist ............................................... v

m

pl

Contents

ew

in

g

RECOUNT FRAMEWORK Our Day at the Fun Park (Recount Framework) ... 1 Our Day at the Fun Park (Comprehension) .......... 2 Our Day at the Fun Park (Cloze) ......................... 3 Our Day at the Fun Park (Word Study) ............... 4 Our Day at the Fun Park (Character Study) ......... 5 Writing a Recount ............................................. 6

Vi

NARRATIVE FRAMEWORK The Three Little Pigs (Narrative Framework) ....... 7 The Three Little Pigs (Comprehension) ............... 8 The Three Little Pigs (Cloze) .............................. 9 The Three Little Pigs (Text Reconstruction) ....... 10 The Three Little Pigs (Direct Speech) ................ 11 The Three Little Pigs (Word Study) ................... 12 Make Your Own Puzzle (Vocabulary Extension) 13 Writing a Narrative .......................................... 14

DESCRIPTION FRAMEWORK My Pet Budgie (Description Framework) ....... 22 My Pet Budgie (Comprehension)................... 23 My Pet Budgie (Cloze) ................................. 24 Using ‘a’ or ‘an’ (Word Study) ...................... 25 Pattern Poems (Poetry) ............................... 26 Mixed-up Poems (Poem Reconstruction) ....... 27 Writing a Description ................................... 28 REPORT FRAMEWORK Dinosaurs (Report Framework) .................... 29 Dinosaurs (Comprehension) ......................... 30 Dinosaurs (Cloze) ........................................ 31 Dinosaurs (Sentence Reconstruction) ............ 32 Dinosaurs (Dictionary Skills) ......................... 33 Writing a Report ......................................... 34 PROCEDURE FRAMEWORK Making Bubbles (Procedure Framework) ...... 35 Making Bubbles (Comprehension) ................. 36 Making Bubbles (Cloze) ............................... 37 Compound Words (Word Study) ................... 38 Secret Words (Word Study) .......................... 39 Writing a Procedure .................................... 40 LEARNING CENTRE ............................. 41–42 Learning Centre (Response Sheet) ................ 43 Answers ............................................... 44–45

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

i


Curriculum Links The English Language Revised Primary School Curriculum for Ireland encourages children to write using a wide range of genres. It also encourages the integration of oral language, reading and writing in a coherent language process. Both of these characteristics have been taken into consideration in Writing Frameworks, which is a series of three books featuring a variety of themed frameworks for writing. The series also contains a variety of comprehension and word study activities. Writing Frameworks covers many of the content objectives from the strands of the English Language curriculum. They include that the child should be enabled to:

Lower

Strand

Strand Unit

Class

Writing

1st & 2nd

Receptiveness to language

Content Objectives • • •

Competence and confidence in using language

1st & 2nd

Sa

1st & 2nd

in

g

Writing

ew

Developing cognitive abilities through language

• • •

Write in a variety of genres Write the significant details about an event or an activity Write an explanation for something

Emotional and imaginative development through language

Writing

1st & 2nd

• •

Write about experiences Draw and write stories and poems

Receptiveness to language

Writing

3rd & 4th

Experience a classroom environment that encourages writing Observe the teacher modelling different writing genres Write stories that explore a variety of genres See his/her writing valued

Vi

Middle

Realise that first attempts at writing are not necessarily the finished product and learn to undertake second drafts in order to improve writing Have regular opportunities to write for himself/herself or for others

m

Writing

pl

• •

Experience a classroom environment that encourages writing Observe the teacher as he/she models writing Seek help from the teacher in order to achieve accuracy and an appropriate standard of presentation Experience how story structure is organised by reading and listening to fiction Explore different genres Have writing valued

e

Book

• • • Competence and confidence in using language

Writing

3rd & 4th

• • • •

• Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

Write regularly, and gradually extend the period over which a writing effort is sustained Learn to use questions as a mechanism for expanding and developing a story Give sequence to ideas and events in stories Develop an appreciation of how the intended audience should influence the nature of a piece of writing Learn to revise and re-draft writing ii


Curriculum Links Strand

Middle

Developing cognitive abilities through language

Strand Unit

Class

Writing

3rd & 4th

Content Objectives • • • •

Upper

Receptiveness to language

Writing

3rd & 4th

• •

Writing

5th & 6th

Express his/her reactions to particular experiences in writing Create stories Experience a classroom environment that encourages writing Observe the teacher model a wide variety of writing genres Experience interesting and relevant writing challenges Receive and give constructive responses to writing See his/her writing valued Experience a level of success in writing that will be an incentive to continue writing

pl

Emotional and imaginative development through language

Write in a variety of genres with greater sophistication Write about ideas encountered in other areas of the curriculum Write down directions on how to perform a particular process Expand and clarify his/her thoughts on a particular idea or topic through drafting and redrafting

e

Book

m

Sa

• •

Writing

5th & 6th

ew

Competence and confidence in using language

in

g

• •

Vi Developing cognitive abilities through language

Writing

• • •

5th & 6th

• • • •

Emotional and imaginative development through language

Prim-Ed Publishing www.prim-ed.com

Writing

5th & 6th

Writing Frameworks

Write regularly Write for a sustained length of time Write independently through a process of drafting, revising, editing and publishing Choose a register of language appropriate to subject and audience Choose a form and quality of presentation appropriate to the audience Write in a wide variety of genres Write for a particular purpose and with a particular audience in mind Refine ideas and their expression through drafting and re-drafting Argue the case in writing for a particular point of view Write stories and poems

iii


Vi

ew

in

g

Sa

m

pl

e

Assessment Sheet

Dev. = Developing Prim-Ed Publishing www.prim-ed.com

Mast. = Mastered

Writing Frameworks

iv


Sa

m

pl

e

Writing Checklist

Vi

ew

in

g

Writing Checklist

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

v


Our Day at the Fun Park Opening Statement (When, who, where?) Yesterday, Mum took my brother and me to the Fun Park. We caught the train. There were many different things to see when we got there. What would we do first? Event 1 (Events in time order) The first things we saw were the clowns. They made us laugh. They did lots of tricks like juggling balls, squirting water at each other, honking their noses and telling jokes. The best part was when the clowns fell off their bikes. Event 2

m

pl

e

Next we went for a ride on the bumper cars. They were great fun. My brother and I were allowed to ride on one car each. We spent the whole time chasing each other around the ring. It was fun listening to people laughing and screaming.

Sa

Event 3

ew

in

g

After lunch we bought tickets to the trapeze show. It was amazing. Men, women and children were swinging in the air and balancing on beams. The beams were different heights. My favourite part was when the trapeze artists hung from large springs in the air. Conclusion (Ending statement)

Vi

We had a very exciting day at the Fun Park. By the time we got home my brother and I were very tired. We were ready to go to bed and dream about our wonderful day.

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

1


Our Day at the Fun Park Use the story to answer the questions.

1. Who went to the Fun Park? 2. What was the first thing they saw? 3. Why do you think the children wanted one bumper car each?

How do you think you would feel if you were swinging through the air?

g

Sa

m

5.

pl

e

4. When were the people laughing and screaming?

ew

in

6. What did the boy enjoy the most at the trapeze show?

Vi

7. How do you think the family got home?

8. List six things you would like to do if you went to a Fun Park.

Prim-Ed Publishing www.prim-ed.com

9. Draw your favourite part of a Fun Park.

Writing Frameworks

2


Our Day at the Fun Park Yesterday, Mum took my brother and me to the Fun Park. We caught the (1)

. There were many different things to see when (2)

(3)

. What would we do

we got

?

(4)

.

The first things we saw were the clowns. They made us (5)

They did lots of tricks like juggling

, squirting

(6)

part was when the clowns fell off their bikes.

m

pl

(7)

noses and telling jokes. The

e

water at each other, honking

(8)

Sa

Next we went for a ride on the bumper cars. They were

(9)

each other around the ring.

in

We spent the whole time

g

fun. My brother and I were allowed to get one car each.

(10)

.

ew

It was fun listening to people laughing and

Vi

After lunch we bought tickets to the trapeze show. It was (11)

. Men, women and children were

(12)

in the air and balancing on beams. The beams were (13)

different

(14)

artists

. My favourite part was when the trapeze

from large springs in the air.

We had a very exciting day at the Fun Park. By the time we got home my (15)

(16)

Prim-Ed Publishing www.prim-ed.com

and I were very tired. We were ready to go to bed and about our wonderful day. Writing Frameworks

3


Our Day at the Fun Park Choose words from the story to help you find the answers to the following activities.

1. Antonyms are words that are opposite in meaning. Find the antonyms for these words. (a) tomorrow (b) same (c) sister (d) boring

Vi

ew

in

g

Sa

m

2. Complete the table below to build new words.

pl

e

(e) last

3. Add the correct letters from the list to complete these words. (a) f i r (b) t r

n

(c) l i s t

4. Synonyms are words that are similar in meaning. Match the synonyms.

en

(a)

laugh •

• riddles

st

(b)

ladies •

• giggle

ar

(c)

jokes •

• best

(d) l

ge

ai

(d)

favourite •

• sleepy

(e) p

t

ar

(e)

tired •

• women

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

4


Our Day at the Fun Park My Clown by: Name: Lives: Looks like:

Sa

m

My clown’s favourite trick is:

pl

e

My clown likes to:

in

g

Interesting habits:

ew

Elle the Elephant

Lives:

Vi

by:

Looks like:

Elle can:

Elle likes to eat: Elle is special because:

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

5


Writing a Recount Write a recount about a visit to a Fun Park or a zoo. Tell how you got there and what happened. Follow the layout below.

Title Opening Statement (When, who, what, where and why?)

Sa

m

pl

e

Event 1

Event 3

Vi

ew

in

g

Event 2

Conclusion (Ending Statement)

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

6


The Three Little Pigs Setting (When, who, where) Once upon a time, there were three little pigs who wanted to live in their own homes. Together they went looking at houses. Beginning Event (What starts the story?) The first little pig saw a house of straw. He thought that it would be very easy and quick to build. So he did.

e

The second little pig saw a house of sticks and he thought, ‘That’s for me!’. It, too, was easy to build. In no time at all, the two little pigs had built their homes. They were then free to play, sing and dance together.

g

Sa

m

pl

The last little pig built a house of bricks. It took a long time to build, but he knew that it was very strong. It would keep him safe.

in

Problem (What makes the story exciting?)

Vi

ew

The first little pig saw a wolf coming towards him, so he ran into his house. The wolf followed him and blew the house down. Luckily, the first little pig made it to the second little pig’s house. The wolf followed him again. This time he blew a bit harder and the stick house blew down too. The pigs escaped just in time. Now they all hid inside the brick house. But again the wolf followed them. He tried to blow the brick house down but he couldn’t. Resolution (How is the problem solved?) The wolf decided to go down the chimney. Luckily the pigs were ready for him. They had a pot of boiling water in the fireplace. When the wolf came down he made a big splash and that was the end of him. Conclusion (How does the story end?) Soon afterwards, the pigs built two more brick houses. They all lived happily ever after. Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

7


The Three Little Pigs Use the story to answer the questions.

1. What was the first little pig’s house made of?

2. Why do you think the wolf could blow down the stick house?

Why do you think the wolf couldn’t blow down the brick house?

g

Sa

4.

m

pl

e

3. How do you think the second little pig felt when his house was blown down? Why?

ew

in

5. Do you think the third little pig helped the other two pigs build their brick homes?

Vi

Why/Why not?

6. Who was your favourite character? Why?

Prim-Ed Publishing www.prim-ed.com

7. Draw the wolf blowing down the straw house.

Writing Frameworks

8


The Three Little Pigs Once upon a time, there were three little pigs who wanted to live in their own homes. (1)

Together they went

at houses.

The first little pig saw a house of straw. He thought that it would be (2)

very easy and

to build. So he did.

The second little pig saw a house of sticks and he thought, ‘That’s for me!’. It, too, was (3)

. In no time at all, the two little pigs had built

easy to

(4)

their homes. They were then free to play, sing and dance

e

.

(5)

. It would keep him safe.

Sa

m

that it was very

pl

The last little pig built a house of bricks. It took a long time to build, but he knew

The first little pig saw a wolf

(7)

towards him, so he ran into

him and blew the house down.

g

his house. The wolf

(6)

(8)

in

Luckily, the first little pig made it to the second

pig’s

ew

house. The wolf followed him again. This time he blew a bit harder and the house blew down too.

Vi

(9)

(10)

The pigs escaped just in time. Now they all (11)

brick house. But again the wolf

inside the

them. He tried to blow

(12)

the brick house down but he

.

The wolf decided to go down the chimney. Luckily the pigs were ready for him. They had a pot of

(13)

water waiting in the fireplace. When the wolf

came down he made a big splash and that was the end of him. Soon afterwards, the pigs built two more brick houses. They all lived Prim-Ed Publishing www.prim-ed.com

(14)

ever after.

Writing Frameworks

9


The Three Little Pigs Cut out the paragraphs below. Glue them onto a sheet of paper in the correct order.

Once upon a time, there were three little pigs that wanted to live in their own homes. Together they went looking at houses.

e

The wolf decided to go down the chimney. Luckily the pigs were ready for him. They had a pot of boiling water waiting in the fireplace. When the wolf came down he made a big splash and that was the end of him.

Sa

m

pl

The last little pig built a house of bricks. It took a long time to build, but he knew that it was very strong. It would keep him safe.

in

g

The first little pig saw a house of straw. He thought that it would be very easy and quick to build. So he did.

Vi

ew

The first little pig saw a wolf coming towards him, so he ran into his house. The wolf followed him and blew the house down. Luckily, the first little pig made it to the second little pig’s house. The wolf followed him again. This time he blew a bit harder and the stick house blew down too.

The second little pig saw a house of sticks and he thought, ‘That’s for me!’. It, too, was easy to build. In no time at all, the two little pigs had built their homes. They were then free to play, sing and dance together.

Soon afterwards, the pigs built two more brick houses. They all lived happily ever after.

The pigs escaped just in time. Now they all hid inside the brick house. But again the wolf followed them. He tried to blow the brick house down but he couldn’t.

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

10


The Three Little Pigs

ew

in

g

Sa

m

pl

e

1. Write what you think each character is saying in the speech bubbles.

Vi

2. Complete the sentences by including speech marks. (a) Who’s that knocking on my door? said the first little pig. (b) Help! cried the wolf. (c) It will be easy and quick to build a stick house, said the second little pig. (d) Little pig, little pig, let me in, growled the wolf. (e) The last little pig said, I’m going to build a brick house. (f)

Let’s play! said the first little pig.

(g) We need to set a trap to catch the wolf, said the third little pig. (h) The wolf is coming! shouted the second little pig.

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

11


The Three Little Pigs 1. Find these words in the search below. blew

together

house

pot

little

wolf

enough

brick

Sa

m

pl

e

pig

Vi

ew

in

g

2. Use the words from the search to complete this crosspatch.

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

12


Make Your Own Puzzle 1. (a) Create your own word search using the grid below. Choose your favourite fairytale and list 12 words from the story.

ew

in

g

Sa

m

pl

e

(b) Now hide your words in the search.

Vi

(c) Give your search to a friend to solve. Can they guess the fairytale you chose?

2. Draw a picture of the fairytale that you chose your words from.

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

13


Writing a Narrative Discuss some ideas with a partner. Use this sheet to plan your own narrative.

Title

Setting (When, who, where?)

Sa

m

pl

e

Beginning Event (What starts the story?)

Vi

ew

in

g

Problem (What makes the story exciting?)

Resolution (How is the problem solved?)

Conclusion (How does the story end?)

Edit your story and write it out on another piece of paper. Illustrate your story. Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

14


A Letter from Harry Address 36 Marian Street Dublin 15

Date 24.7.2000

m

Introduction (What starts the letter?)

pl

e

Dear Andrew

Sa

I’m writing to let you know that we have moved house. We are now living in a two-storey house with a swimming pool.

in

g

Michael and I now have our own bedrooms and we share a study. We also have a games room and a TV room for the whole family to use.

ew

Purpose (Why are you writing?)

Vi

I’d like to invite you over to stay for a couple of nights in the school holidays. Mum said that we can go for a swim in the pool and she might take us to the zoo. Conclusion (How does it end?) Please ask your mum and dad if you can stay. Write back and let me know what they say as soon as possible. I really hope that you can stay. We will have a great time. Your friend

Harry Auguston

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

15


A Letter from Harry Use the letter to answer the questions.

1. Who did Harry write the letter to?

2. Where did Harry say his mum might take them on the holidays?

pl

e

3. Who do you think Andrew is? Why?

Sa

m

4. Write two reasons why Harry wrote the letter.

Vi

ew

in

g

5. Do you think Harry’s friend would like to stay with him? Why/Why not?

6. Draw a picture of Harry swimming in his pool.

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

16


A Letter from Harry 36 Marian Street Dublin 15

24.7.2000

Dear Andrew

e

I’m writing to let you know that we have moved house. We are now in a two-storey house with a

(2)

pool. We

(4)

a games room and a TV room for the

(3)

a study. We also

Sa

m

pl

(1)

(5)

to use.

g

whole

ew

that

in

I’d like to invite you over to stay for a couple of nights in the school holidays. Mum said (6)

(7)

can go for a (8)

us to the zoo.

Vi

pool and she might

in the

Please ask your mum and dad if you can stay. Write back and (9)

me know what they say as soon as

(10)

. I really hope that

(11)

can stay. We will have a great time. Your

(12)

Harry Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

17


Contractions Contractions are words which are joined together and made shorter by taking out letters and adding an apostrophe. For example, I will = I’ll.

1. Join each contraction to its meaning. • it is

(b) it’s

• she will

(c) who’s •

• you are

(d) I’m

• I would

(e) we’ve •

• we will

(f)

• who is

pl

e

(a) you’re •

(h) we’ll

• we have

Sa

(g) I’d

m

she’ll •

• I am

g

2. Finish the sentence for each contraction.

Vi

(c) Who’s

ew

(b) We’ve

in

(a) I’d

(d) That’s

3. Complete the boxes below.

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

18


Invitations 1. Complete the invitation below. To: You are invited to sleep over at house. Date:

e

Address:

pl

Time:

Sa

m

Please bring:

g

RSVP:

Vi

ew

in

2. Design your own invitation to your birthday party below. Remember to decorate it and include all the necessary information.

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

19


Rules for Your Home 1. You have moved to a new house and your family has decided there are going to be rules that must be followed. With a partner, decide on some rules. List them below.

Rules of the House 1. Make your bed every morning.

e

2.

m

pl

3.

Sa

4. 5.

g

6.

Vi

9.

ew

8.

in

7.

10.

2. Discuss your rules with the class. How many children have written similar rules? Are there any rules that some children disagree with? 3. On another piece of paper, design a rules poster for your bedroom. Decorate it and put it on your bedroom door. Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

20


Writing a Letter Write a letter to a friend. Tell him/her something interesting you have done lately or invite him/her over to stay. Follow the framework below.

Address

Number and street name

Town and county

Dear

ew

in

g

Sa

Introduction (What starts the letter?)

m

pl

e

Date

Vi

Purpose (Why are you writing?)

Conclusion (How does it end?)

From

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

21


My Pet Budgie Introduction (What is it?) My pet’s name is Peppi. He is a budgie. Peppi is a special bird who likes to sit on my shoulder or fly around the room. Description (What it looks like; for example, colour, shape, size) Peppi has a white breast with a blue back and yellow wings. His beak is yellow and his eyes are very dark brown. Interesting Details (Special features)

pl

e

Peppi is very clever as he can dance and talk. Peppi likes to say ‘dance cocky, dance cocky’ (even though he is a budgie) and he even likes telling people to keep quiet.

Conclusion (Ending statement)

Sa

m

Last month we put a mirror and a swing in his cage. He loves looking at himself and sometimes Peppi even has a swing.

Vi

ew

in

g

Every three months we take Peppi to the vet for a check-up. Sometimes he trims his beak and checks his feet for disease. He’s the best pet in the whole world.

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

22


My Pet Budgie Use the report to answer the questions.

1. What type of pet is Peppi? 2. Name two things Peppi likes to do.

pl

e

3. Why is Peppi clever?

ew

in

g

Sa

m

4. When is Peppi taken to the vet? Why?

(a)

Vi

5. Name three different kinds of animals you could have for a pet. (b)

(c)

6. Write the correct colour to describe Peppi. (a)

wings

(b)

breast

(c)

beak

(d)

back

7. Draw a pet you own or one you would like to have in the box on this page.

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

23


My Pet Budgie (1)

My pet’s name is Peppi. He is a (2)

. Peppi is a special (3)

who likes to sit on my

or

fly around the room.

(4)

Peppi has a white

with a blue back and yellow

(5)

. His beak is yellow and his eyes

e

very dark brown.

m

pl

(6)

Sa

Peppi is very clever as he can dance and talk. Peppi likes to (7)

‘dance cocky, dance cocky’ (even though he is a budgie) (8)

people to keep

g

and he even likes

in

(9)

ew

.

(10)

looking at

Vi

Last month we put a mirror and a (11)

and sometimes Peppi even has a swing.

(12)

Every three

(13)

Sometimes

in his cage. He loves

we take Peppi to the vet for a check-up. trims his beak and checks his feet for

(14)

.

He’s the best pet in the whole (15)

.

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

24


Using ‘a’ or ‘an’ If a word starts with a vowel (a, e, i, o, u), we use ‘an’ before it. For example, an egg, an orange, an ape. If a word starts with a consonant, we use ‘a’ before it. For example, a budgie, a swing, a mirror.

elephant

(b)

vet

(c)

pet

(d)

cat

(e)

orang-utan

(f)

zebra

(g)

monkey

(h)

ant

(i)

dog

(j)

umbrella

(k)

owl

m

pl

(a)

e

1. Write ‘a’ or ‘an’ in front of the following words.

cage

Sa

(l)

2. Write ‘a’ or ‘an’ in the sentences below. (a) ‘This will be

g

easy spelling test,’ said my teacher.

(b) It turned into

(e)

joke or

beetle has six legs, but

riddle? octopus has eight legs.

Vi

(d)

ew

(c) Can you think of

in

sunny day after the dark clouds went away.

insect bit me on my left foot. 3.

Prim-Ed Publishing www.prim-ed.com

Write a nonsense paragraph below. Include the words ‘a’ and ‘an’ at least twice each. Illustrate your paragraph.

Writing Frameworks

25


Pattern Poems Pattern poems follow a rhythmic pattern. Read and follow the example about birds.

Birds Fluffy birds Cuddly birds Cute, precious birds Colourful birds Squawking birds Sweet, singing birds.

e

1. Write a pattern poem about fish.

m

pl

Fish

fish

fish

g

,

Sa

fish

in

fish

ew

fish

fish.

Vi

,

2. (a) Now write a pattern poem of your own choice.

(b) Illustrate your poem. Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

26


Mixed-up Poems 1. Unjumble each line so the words are in the correct order and the poem makes sense. Butterfly, Butterfly Butterfly, butterfly air. flies the through butterfly, Butterfly everywhere flies

e

plants the through and

m

pl

through trees. the

Sa

Butterfly, butterfly sneeze. make me you

Vi

ew

in

g

2. Now use the poem pattern above to write your own poem about a living creature. Remember to make lines 2 and 4 rhyme and lines 6 and 8 rhyme. Publish and illustrate your poem in poster form.

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

27


Writing a Description Write a description about your pet or one that you would like to own. Plan your description using the framework below. Title

m

pl

e

Introduction (What is it?)

ew

in

g

Sa

Description (What does it look like? For example, size, colour, body covering)

Vi

Interesting Details (Special features)

Conclusion (Ending statement)

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

28


Dinosaurs

Classification (What is it?)

pl

e

The word dinosaur means ‘terrible lizard’. However, dinosaurs were not lizards although they did belong to the reptile family. These animals lived millions of years ago in a world much different from what it is today. All of the dinosaurs are now dead. That means they are extinct.

m

Description (What does it look like? Colour, size, shape)

in

g

Sa

There were many types of dinosaurs. Some were big and some were small. Some had long necks and others had short necks. Many of the dinosaurs used their legs and tail to defend themselves against their enemies. Some dinosaurs were brown and others were coloured green, grey or black.

ew

Location (Where can it be found?)

Vi

Dinosaur skeletons have been found on many continents including Australia, Europe, North America and Asia. They lived in a variety of places, such as in valleys, along rivers, near volcanoes, or in swamps. Dynamics (What can it do?) Most dinosaurs walked on land, but there were some that could fly or swim. The dinosaurs roamed the land looking for food and water. They tried to keep away from their enemies to avoid fights. Some of the dinosaurs were meat eaters (carnivores) while others were plant eaters (herbivores). Some dinosaurs ate both meat and plants (omnivores). Summarising Comment Dinosaurs were amazing creatures. The king of the dinosaurs was Tyrannosaurus rex. He was a mean, large, sharp-toothed dinosaur who fought with other dinosaurs.

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

29


Dinosaurs Use the dinosaur report to answer the questions.

1.

What does the word dinosaur mean?

2.

When did dinosaurs become extinct?

m

pl

e

3. In what kinds of places did dinosaurs live?

g

Sa

4. Why did dinosaurs keep away from their enemies?

Vi

ew

in

5. How do we know dinosaurs lived?

6. Who was the king of the dinosaurs? Why? 7. Draw and label your favourite dinosaur below.

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

30


Dinosaurs The word dinosaur means ‘terrible lizard’. However, dinosaurs were not (1)

although they did belong to the reptile family. (2)

These (3)

lived millions of years ago in a world much

from what it is today. All of the dinosaurs are now

(4)

(5)

. That means they

(6)

There were many types of dinosaurs. Some were

extinct. and (7)

e

some were small. Some had long necks and others had

(8)

pl

necks. Many of the dinosaurs used their legs and tails to defend themselves . Some dinosaurs were brown and others

m

against their

Sa

were coloured green, grey or

(9)

.

g

Dinosaur skeletons have been found on many continents including Australia, Europe, North in valleys, near volcanoes, along

ew

rivers, or in swamps.

(10)

in

America and Asia. They

or

Vi

Most dinosaurs walked on land, but there were some that could fly (11)

. The dinosaurs roamed the land (12)

looking for

and water. They tried to keep away from their

enemies to avoid fights. Some of the dinosaurs were meat eaters (carnivores) while others were

(13)

eaters (herbivores). Some dinosaurs ate both meat

and plants (omnivores). (14)

. The king of the dinosaurs was

Dinosaurs were amazing

Tyrannosaurus rex. He was a mean, large, sharp-toothed dinosaur who fought with other Prim-Ed Publishing www.prim-ed.com

(15)

. Writing Frameworks

31


Dinosaurs 1. Draw a line to match the beginning of each sentence to its ending. (a) Dinosaurs

• meat eaters.

(b) Some dinosaurs were

• lived many years ago.

(c) T-rex was

• found on many continents.

(d) The word ‘dinosaur’

• very large. • fly through the air.

(f)

• means ‘terrible lizard’.

• very different from ours.

(g) Dinosaur skeletons have been

pl

Some dinosaurs could

e

(e) The world of the dinosaurs was •

m

2. Now rewrite each sentence in full below.

Sa

(a) (b)

in

g

(c)

(f) (g)

Vi

(e)

ew

(d)

3. Unjumble these sentences. (a) were There types dinosaurs. many of

(b) ate Some dinosaurs plants. meat and both

(c) their They enemies. to tried avoid

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

32


Dinosaurs 1. Use a dictionary find the meaning of these words. (a) fossil (b) reptile (c) large (d) lizard (e) extinct

many

eat

terrible

before

long

plants

e

ago

pl

(a) dinosaur

m

2. Write the following words in alphabetical order.

fly

millions

ew

in

(c) lizards

g

Sa

(b) lived

3. Draw pictures of these words in alphabetical order in the boxes below.

Vi

tree

Prim-Ed Publishing www.prim-ed.com

dinosaur

Writing Frameworks

swamp

volcano

33


Writing a Report Find out some information about your favourite dinosaur or another animal. Write a report about it following the framework below. My report about Classification (What is it?)

Sa

m

pl

e

Description (What does it look like? Colour, size, shape)

Vi

ew

in

g

Location (Where can it be found?)

Dynamics (What can it do?)

Summarising Comment (What is interesting about this animal?)

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

34


Making Bubbles Topic:

Bubbles

Goal:

To make bubbles

Requirements: (What is needed) Ingredients:

1 tablespoon glycerine 1 cup extra strength detergent 1

/2 cup water

2 teaspoons food colouring Utensils:

bubble-blowing stick

e

measuring cup

pl

teaspoon

m

tablespoon wooden spoon

g

Method: (How to do it)

Sa

bucket

Mix the glycerine and the detergent together.

2.

Add the rest of the ingredients.

3.

Stir thoroughly.

4.

Dip your blowing stick into the mixture and blow.

5.

Repeat with the remaining mixture.

6.

Blow different sized bubbles. (Try blowing softly, quickly, slowly etc.)

Vi

ew

in

1.

Evaluation: (Did it work?) Could you blow bubbles that were different sizes?

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

35


Making Bubbles Use the procedure to answer the questions.

1. Write a beginning or ending for each sentence about making bubbles. Write the numbers 1–6 in the boxes to show the correct order.

(a) Dip your blowing stick into . (b)

thoroughly.

m

pl

e

(c) Mix the glycerine and

. .

in

Repeat with the

g

(e) Blow different (f)

of the ingredients.

Sa

(d)

.

ew

2. Write the ingredient next to the amounts.

(b)

1

Vi

(a) 2 teaspoons /2 cup

(c) 1 tablespoon (d) 1 cup

3. What do you think would happen if you added only 1/2 cup of detergent?

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

36


Making Bubbles Topic:

Bubbles

Goal:

To make

(1)

Requirements: (What is needed) Ingredients:

(2)

1

glycerine

1 cup extra strength detergent 1

/2 cup water (3)

2 teaspoons

colouring

e

(4)

pl

bubble-blowing stick

(5)

m

measuring teaspoon

Sa

tablespoon

(6)

spoon

in

g

bucket

Mix

Vi

1.

ew

Method: (How to do it)

2.

Add the rest

3.

Stir thoroughly.

4.

Dip

(7)

(8)

. (9)

(10)

(11)

5.

Repeat

6.

Blow different

glycerine and the detergent

the ingredients.

blowing stick into the mixture

blow. (12)

the remaining mixture. (13)

bubbles.

(Try blowing softly, quickly, slowly etc.) Evaluation: (Did it work?) (14)

Could you blow bubbles that Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

different sizes? 37


Compound Words Compound words are made by joining two separate words. For example tea + spoon = teaspoon.

1. Match the words to make compound words. Write the compound words you made. • mother • tale

(c) news •

• body

(d) road •

• light

(e) grand •

• paper

(f)

• side

fairy •

m

(b) some •

e

pl

(a) day

(c)

ew +

Vi

(b)

in

+

(a)

g

Sa

2. Draw a picture or write the words for these compound words.

(d)

=

=

+

=

+

=

rainbow

tablespoon

3. Write a sentence for these compound words. everyone

seesaw

daylight

(a) (b) (c) Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

38


Secret Words 1. (a) Follow the instructions below to work out the secret message. Take ‘t’ from ‘out’, add ‘y’ to the beginning. Add ‘c’ to the beginning of ‘an’. Join ‘some’ and ‘times’ together. Take ‘d’ from ‘seed’. Add ‘t’ to the front of ‘he’. Take ‘ing’ from ‘colouring’. Add ‘s’.

pl

e

Take ‘ho’ from ‘hoof’.

m

Take ‘m’ from ‘them’.

Sa

Join ‘rain’ and ‘bow’ together.

in

Take ‘r’ and ‘n’ from ‘ran’.

g

Add ‘in’ to the beginning of ‘side’.

ew

Take ‘n’ from ‘bun’. Add ‘bble’.

Vi

(b) Write the message.

. (c) Make up your own secret message for a friend to solve. 2. Find small words inside each of the words below. together

ingredients

stick

mixture

blowing

softly

into

colouring

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

39


Writing a Procedure Make up a procedure for a recipe of your choice. Here are some ideas.

1. How to make playdough. 2. A crazy recipe. 3. Your favourite food. Topic Goal

e

Requirements

in

g

Sa

m

pl

Ingredients

Vi

ew

Utensils

Method

Evaluation Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

40


Learning Centre These activities can be photocopied, enlarged to A3 and made into individual activity cards. Standard equipment required is scissors, card, glue, paper, pencils and felt pens. 2

1 Think of your favourite dessert. Write a procedure that tells someone how to make it.

Write a letter telling your friend what you did on the weekend. Use the recount framework. 4

Write a report on a farm animal; for example, a pig, a cow or a chicken. Don’t forget to draw your animal.

Use the description framework to write about your house or your school.

Sa

m

pl

e

3

6

Vi

7

ew

in

Write a story of your own choice. Remember to follow the narrative framework; for example, ‘Under the Sea’.

g

5

8

Design a dinner menu for your favourite restaurant. Remember to include starter, main meal, dessert and drinks. 9 Make a collage out of magazine pictures and then write a description telling what it is about. Prim-Ed Publishing www.prim-ed.com

Read a fairytale. Write a list of questions to ask your friend. Remember to include questions that start with who, what, where, when and why. Make a postcard and write to a friend. Imagine you are staying somewhere on holiday. Tell your friend what you have been doing. Write on one side of the postcard and draw a beautiful picture of your destination on the other side.

10

Design your next birthday invitation. Remember to include who, what, where, time and RSVP. Writing Frameworks

41


Learning Centre 11

12

Your pet has disappeared. Design a wanted poster. Include a picture of your pet, his/her name, your phone number and anything special about your pet.

Write a procedure on how to plant a rose bush or any other plant.

13

14

Write a recount about a special trip your family has been on; for example – theme park, a holiday or the zoo.

Sa

m

pl

e

Write a list of ten special things about yourself.

16

in

g

15

18

Vi

17

ew

Draw a map from your house to school.

Write an acrostic poem using your name.

Write a letter to your teacher telling him/her what you are planning for your next birthday party. Remember to set the letter out correctly.

19

20

Write a recount about a time when something special happened to you; for example – ‘My Pet’, ‘My Holiday’.

Prim-Ed Publishing www.prim-ed.com

Write out the nursery rhymes you can remember. Illustrate them and make them into a book.

Write a list of your favourite foods. Illustrate.

Writing Frameworks

42


Learning Centre Evaluation Activity no. Name What did I do?

What I enjoyed the most:

Score

pl

e

What I learnt from the activity:

Sa

m

/10 Activity no.

Vi

Name

ew

in

g

Learning Centre Evaluation

What did I do?

What I enjoyed the most:

What I learnt from the activity:

Score

/10 Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

43


Answers Our Day at the Fun Park

Page 13

2.

A Letter from Harry

e

Page 16 1. Andrew. 2. The zoo. 3. A friend. Because Harry invites him to stay at his house, and he signs the letter ‘Your friend’. 4–6.Teacher check Page 17 1. living 2. swimming 3. share 4. have 5. family 6. we 7. swim 8. take 9. let 10. possible 11. you 12. friend Page 18 1. (a) you’re; you are (b) it’s; it is (c) who’s; who is (d) I’m; I am (e) we’ve; we have (f) she’ll; she will (g) I’d; I would (h) we’ll; we will 2. Teacher check

g

Sa

m

3.

pl

Page 2 Mum and her two children. Clowns. Teacher check When they were on the bumper cars. Teacher check The trapeze artists hanging from large springs in the air. 7–9.Teacher check Page 3 1. train 2. there 3. first 4. laugh 5. balls 6. their 7. best 8. great 9. chasing 10. screaming 11. amazing 12. swinging 13. heights 14. hung 15. brother 16. dream Page 4 1. (a) yesterday (b) different (c) brother (d) exciting (e) first 1. 2. 3. 4. 5. 6.

1. Teacher check

in

3. (a) first (b) train (c) listen (d) large (e) part 4. (a) laugh; giggle (b) ladies; women (c) jokes; riddles (d) favourite; best (e) tired; sleepy

ew

The Three Little Pigs Page 8

Vi

1. Straw 2–7.Teacher check

Page 9 looking 2. quick 3. build 4. together strong 6. coming 7. followed 8. little stick 10. hid 11. followed 12. couldn’t boiling 14. happily Page 10 Order from top to bottom: 1, 7, 4, 2, 5, 3, 8, 6 Page 11 1–2.Teacher check Page 12

1. 5. 9. 13.

P L I I T O G E T W L E N O U L F

P B O T H E R I C G H K O U S B L E W

Prim-Ed Publishing www.prim-ed.com

My Pet Budgie

Page 23 A budgie. Teacher check He can dance and talk. Every three months for a check-up. Teacher check (a) yellow (b) white (c) yellow (d) blue Teacher check Page 24 1. budgie 2. bird 3. shoulder 4. breast 5. wings 6. are 7. say 8. telling 9. quiet 10. swing 11. himself 12. months 13. he 14. disease 15. world Page 25 1. (a) an (b) a (c) a (d) a (e) an (f) a (g) a (h) an (i) a (j) an (k) an (l) a 2. (a) an (b) a (c) a, a (d) A, an (e) An 3. Teacher check Page 26 1–2.Teacher check Page 27 1–2.Teacher check 1. 2. 3. 4. 5. 6. 7.

Writing Frameworks

44


1. 2.

3.

pl

2. 3.

m

1.

Sa

1. 5. 9. 13.

g

7.

Page 30 Terrible lizard. Millions of years ago. In valleys, along rivers, near volcanoes or in swamps. To avoid fights. Their remains have been found. Tyrannosaurus rex because he was a mean, large, sharp-toothed dinosaur who fought with others. Teacher check Page 31 lizards 2. animals 3. different 4. dead are 6. big 7. short 8. enemies black 10. lived 11. swim 12. food plant 14. creatures 15. dinosaurs Page 32 (a) Dinosaurs lived many years ago. (b) Some dinosaurs were meat eaters. (c) T-rex was very large. (d) The word ‘dinosaur’ means ‘terrible lizard’. (e) The world of the dinosaurs was very different from ours. (f) Some dinosaurs could fly through the air. (g) Dinosaur skeletons have been found on many continents. Teacher check (a) There were many types of dinosaurs. (b) Some dinosaurs ate both meat and plants. (c) They tried to avoid their enemies. Page 33 Teacher check (a) ago, dinosaur, eat, many (b) before, fly, lived, terrible (c) lizards, long, millions, plants Teacher check

in

1. 2. 3. 4. 5. 6.

e

Dinosaurs

Making Bubbles

Vi

ew

Page 36 1. 4, 3, 1, 2, 6, 5 2. (a) food colouring (b) water (c) glycerine (d) extra strength detergent 3. Teacher check Page 37 1. bubbles 2. tablespoon 3. food 4. Utensils 5. cup 6. wooden 7. the 8. together 9. of 10. your 11. and 12. with 13. sized 14. were Page 38 1. (a) daylight (b) somebody (c) newspaper (d) roadside (e) grandmother (f) fairytale 2–3.Teacher check Page 39 1. You can sometimes see the colours of the rainbow inside a bubble. 2. Teacher check

Prim-Ed Publishing www.prim-ed.com

Writing Frameworks

45


0266 Writing Frameworks - Lower