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

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About Ready-Ed 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.

Ready-Ed

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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.

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Publications

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 © 2009 Ready-Ed Publications Printed in Australia Author: Margaret Warner Illustrator: Terry Allen

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

Cover images: i.

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.

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I-stock Photos.

iii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7.

Published by:

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

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Teachers' Notes: Exposition

28

5

Exposition 1: Balloons

29

Text Type Overview

6

Balloons Activity 1

30

Text Type Overview

7

Balloons Activity 2

31

Grammar Revision 1

8

Grammar Revision 2

9

Grammar Revision 3

10

Grammar Revision 4

11

Punctuation Revision 1

12

Punctuation Revision 2

13

Punctuation Revision 3

14

Punctuation Revision 4

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Outcome Links

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Teachers’ Notes

Now Write Your Own Exposition

32

Check Your Exposition

33

Teachers' Notes: Discussion

34

Discussion 1: Should Kids Do Homework? 35 Should Kids do Homework? Activity 1 36

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

Should Kids do Homework? Activity 2 37 38

Check Your Discussion

39

Teachers' Notes: Response

40

Response 1: Kids in the Kitchen

41

Explanation 1: The Life Cycle of a Frog 17

Kids in the Kitchen Activity 1

42

The Life Cycle of a Frog Activity 1

18

Now Write Your Own Response

43

The Life Cycle of a Frog Activity 2

19

Check Your Response

44

Teachers' Notes: Explanation

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Now Write Your Own Explanation

20

Check Your Explanation

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Teachers' Notes: Description

22

Description 1: Tom's Grandad

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Tom's Grandad Activity 1

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Tom's Grandad Activity 2

25

Now Write Your Own Description

26

Check Your Description

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Now Write Your Own Discussion

Teachers' Notes: Poetry

45

Poem 1: Nursery Rhyme

46

Poem 2: Rhyming

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Poem 3: A Poem That Doesn't Rhyme 48

Poem 4: Acrostic Poem

49

Poem 5: Limerick

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Now Write Your Own Poem

51

Check Your Poem

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Answers

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Teachers’ Notes 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.

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

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.

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).

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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.

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

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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.

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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.


Outcome Links 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

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

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)

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Early Literacy (Writing and Shaping): Students experiment with emerging understandings of written, visual and multi-modal texts to communicate meanings.

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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

Early Literacy (Reading and Viewing): Use emerging understandings to predict and make meanings from a variety of written, visual and multi-modal texts.

- 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)

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

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)

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Northern Territory

Listening: (LL2.1,2,3,4) (LL3.1,2,3,4)

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Speaking: (SL2.1,2,3,4) (SL3.1,2,3,4)

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.

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Reading: (RL2.1,2,3,4) (RL3.1,2,3,4)

Writing: (WL2.1,2,3,4) (WL3.1,2,3,4) QUEENSLAND

Victoria

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The student listens and speaks with purpose and effect. (8.EC.1,2,4,7,8)

Language Learning and Communication.

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 Text Type: Narrative Forms:

Text Type: procedure Forms:

story, myth or legend, play

instructions, recipes, playing a game, using an appliance

Features:

Features:

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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)

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

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)

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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

Text Type: Information Report Forms:

© ReadyEdPubl i cat i ons Features: • f orr evi ew puStatement r pos so nl y• - ae general statement Text Type: recount

retelling an event, a journal, a diary, a life story

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Features:

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

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Grammar focus:

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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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) 6

about the subject of the report Description - specific information about all aspects of subject Conclusion - tells reader something interesting about subject

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Forms:

scientific report, newspaper article, book review


Text Type Overview Text Type: explanation Forms:

Text Type: exposition Forms:

text book, information book

speech, letter

Features:

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

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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:

Grammar focus:

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

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

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

© ReadyEdP ubl i cat i ons Features: Statement - outlines the subject Introduction - the subject •f orr evi ew pu r pos epoints so l y • Argument - lists forn and against Description - details describing people, animals and objects

Features:

Grammar focus:

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

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Conclusion - summing up both sides or favouring one

Grammar focus:

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Conclusion - final comment

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

o c . Text Type: response c e her r Forms: o t sfocus: supGrammar er Features: review

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

Grammar focus:

Text Type: Text Type: Text Type: Poetry

Forms: rhyming, free verse, acrostic, limerick Features: rhyme, emotion, meaning Descriptive Language (noun groups and adjectives) Verbs and Adverbs (actions, time and place)

sentences, nouns and noun groups, adjectives, verbs, present tense, adverbs, sequence of events 7


Grammar Revision 1

Activity

Remember a e i o u are vowels. Use ‘an‘ with words that start with a vowel.

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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.

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end

in

egg

tree

apple

at

peach

sleep into

car cat

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Colour the words that start with a vowel. on

orange

'a' or 'an' in P front of these words. ©R ea dy Ed ubl i ca t i on s 2 Use

f orr evi e w___egg pur pose s___shoe onl y• a. • ___umbrella c. e. d. ___apple

f. ___orange

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b. ___fish

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.

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o c . che e r o t r s s r u e p Circle the common nouns.

table arm is child on under cow up eat Circle the proper nouns. Monday cat Ahmad dog duck Lilly Australia 8


Grammar Revision 2

Activity

Remember Nouns can be singular (one) or plural (more than one). Colour all the plural words red.

r o e t s Bohands arm r face eyes nose finger knees e p ok u leg feet S back ears back teeth head toes

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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.

© ReadyEdPubl i cat i ons adjectives ine this oCircle rr evthe i ew pur pos sostory nl y• 2•f

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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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then draw the picture.

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Grammar Revision 3

Activity

Remember Pronouns are little words that are used in place of nouns to refer to people, places and things: I you he she it we they

reading.

b. The kangaroo [ is resting.

are painting.

]

]

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r o e t s r Use a pronoun inB place e ooof 1 p the underlined nouns.k u a. James S [ ] is d. Ahmad and I [

e. Lilly and Jack [ are watching TV.

c. Anna [ ] is singing. © ReadyEdPubl i cat i ons

Remember •f o rr evi ew pur posesonl y•

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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.

. te Underline the verbs and o 2 c . circle the adverbs.e che r o t r s you later. r a. The boy talked s d. See upe quickly.

b. “Come here,” she said. c. The tortoise walked slowly. 10

e. They played quietly.

]


Grammar Revision 4

Activity

Remember Prepositions are little words that tell you where something is or show time.

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r o e t s Bo r e p for above on near ino u k S a. The tree is ______________ to the house.

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Use the prepositions below to complete the sentences.

b. The plane is flying _______________ the city. c. The box is ________ the table.

d. They were sleeping ________ two hours.

Reais dy EdPuits bl i cat i ons e. The© wombat ________ burrow.

•f o rr evi ew pur posesonl y• Remember

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Conjunctions (or connectors) connect words and sentences.

Add a conjunction (and,or,but,because) to each sentence so that it makes sense.

. te won ____________ he didn't o a. The tortoise go c . to sleep. c e her r o t s super b. We like to run _________ to swim. c. I like pizza ________ I don't like noodles. d. Do you like football _______ swimming? e. I eat vegetables ____________ I like them. 11


Punctuation Revision 1

Activity

Remember A sentence begins with a capital letter and ends with a full stop.

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Rewrite these sentences making 1 sure that they start with a capital letter and end with a full stop. a. lilly went to Darwin with her family

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____________________________________

b. sam's birthday is in April

____________________________________

c. we're going to the beach today

© ReadyEdPubl i cat i ons ____________________________________ •f o rr evi ew pur posesonl y• Remember

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Use a capital letter when writing ’I’, days of the week and the names of places. Write these sentences using capital letters correctly.

. t edarwin with my uncle. o a. i live in c . c e her r ____________________________________ o t s super

b. we all live in different parts of australia.

____________________________________ c. my friend john, goes to tasmania on Monday. ____________________________________ 12


Punctuation Revision 2

Activity

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.

a. "Help, help yelled.

" he

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r o e t s Bo r e p Add a full stop, question o mark u k S or exclamation mark.

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

"

b. Can you swim c. I like vegetable © ReadyEdPubl i cat i ons soup

•f orr evi ew pur posesonl y• Remember

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Use a comma to show a pause in a sentence. Use a comma to separate groups of things. Add a comma to these sentences. t 2 . e o

c . che e r o t r s uper b. A long time agos dinosaurs lived on the Earth. a. I like Sam Maria and Jessie.

c. I saw a parrot a magpie and an emu. d. They ate apples peaches and plums. e. Take three steps stop and listen. 13


Activity

Punctuation Revision 3 Remember

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Speech marks are used to show words that someone says. Punctuation goes inside the speech marks.

r o e t s Bo r e p Example: The hare oksaid, u S “I can win the race.”

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I can win the race

Colour the speech marks in these sentences.

a. “I'm the winner,” the tortoise said to the hare.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• c. “Help! Fire!” he shouted. b. “Do you want a glass of water?” she asked.

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e. “Happy birthday,” she screamed.

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d. “It's cold today,” he said.

. te speech marks to these sentences. 2 Add o c . a. Where you? she asked.r chare e e o t r s s r u e p b. Goodbye, he called. c. How old are you? the doctor asked. d. We're going to the park, they said. e. Well done! the coach shouted.

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Punctuation Revision 4

Activity

Remember Use an apostrophe to show who owns something.

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r o e t s Bo r e p ok are a. Mums new bag is red. d. Aishas shoes u S brown. b. The teachers car is green. c. The dogs paws are white.

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Read these sentences and add an apostrophe in red.

e. The girls backpacks are heavy.

©apostrophe ReadyE dshow Pub l i cat o ns is Use an to where ai letter missing a word has shortened. •f orwhen r evi ew pu r pbeen oses onl y•

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

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a. It is a sunny day._______________________

. t o b. They e are hungry. _ _____________________ c . che e r o c. I am happy.___________________________ t r s super

d. Let us go to the pool.____________________ e. He is very tall._________________________ f. You are tired._ ________________________

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Teachers’ Notes: Explanation Explanatory texts tell readers how and why things happen.

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An explanation has three parts:

Title: The Water Cycle

A statement (introduction) The first part states what is going to be explained.

People, plants and animals need water to live.

(series of events) The second part explains in detail how something works or why something happens. The events are explained clearly in sequence.

After that, the water gets cool and turns into clouds.

First of all, water falls from the sky as rain.

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They often explain how and why scientific or technical things happen or explain how something works. An explanation may also include pictures or diagrams.

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.

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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Next, the rain clouds get bigger and drop rain. The rain falls in the oceans and rivers and on the land.

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© Read yEdPubl i cat i ons Then, on a hot day, the sun upr into the sky. •f orr evtakes i ewwater pu po s esonl y• Explanation

o c . c e her r Final statement o t s super (comment/summary) The final statement may comment on the subject of the explanation or summarise the text.

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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.


Explanation 1: The Life Cycle of a Frog

Explanation

Read this explanation.

r o e t s Bo r e p ok u S • Next, at about 10 to

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The tadpoles develop lungs and can breathe air. They are now known as froglets. 12 weeks, the froglets grow front legs.

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Frogs are very • Later, at about 14 interesting. They begin weeks, froglets can eat their lives as tadpoles small bugs. They now live then slowly change shape © R e a d y E d P ubl i c at i o ns mostly out of the water. as they grow into frogs. •f orr evi ew pu pos eso nl y• • r 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.

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• Soon, as the tadpoles get bigger, back legs start to grow and the outside gills disappear. 17


The Life Cycle of a Frog Activity 1

Activity

r o e t s Bo r e p ok u Read The Life Cycle of a Frog S and answer these questions.

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An explanation has three parts. The first part tells the reader what the explanation is about, the second part gives more information about the subject. The final part comments on or summarises the text.

1. What does the first sentence tell you?

_____________________________________

2. Read the second part of the explanation.

a) How eggs does female frog lay? ©many Rea dyEdaP ubl i c at i o ns

•f orr evi ew pur posesonl y• _ __________________________________ b) What do the eggs hatch into?

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_ __________________________________ c) How does a tadpole change as it grows?

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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

Find some of the words in The Life Cycle of a Frog that make it interesting.

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Find four nouns.

r o e t s Bo r •_ _______________ e p ok u •_ _______________ •_ _______________ S

Find four verbs that tell you what happens.

•_ _______________

•_ _______________

•_ _______________

•_ _______________

•_ _______________

•_ _______________

•_ _______________

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•_ _______________

© ReadyEdPubl i cat i ons Find three groups of words that tell you 3 •f o rr ev i ew pur posesonl y• how long something takes.

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o c . che e r o t r s super a. a ___________________ number. Find four adjectives that describe something.

b. _____________________ eggs.

c. as the tadpoles get ________________. d. __________________bugs. 19


Now Write Your Own Explanation

Activity

Plan your explanation on a separate piece of paper.

Title

r o e t s Bo r e p Statement ok u S The first part of your explanation should

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

tell the reader what you are going to explain.

Explanation

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The middle part of your explanation tells reader how works ©the Re adyEdsomething Publ i ca t i ons or why something happens. It tells this •f orr evi ew pur posesonl y• 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 t final a e sentences summarise or make o c . comment c about what you have explained. e her r o t s su r peStory Check Your

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.

Include a picture with your explanation. 20


Check Your Explanation Give yourself a  if you answer yes when checking your explanation. My title is the subject of the explanation

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The explanation (series of events)

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The statement (introduction) The first part tells the reader what the explanation is about

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The second part explains how something works or why something happens The information is told in the order that it happens © ReadyEdPubl i cat i ons I used words such as first, next, soon, later and •f orr evi ew pur posesonl y• 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

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o c . che e r o t r s s r u e p 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 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.

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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.

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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 © ReadyEd Pbig ub i ca t i omedium ns isn’t orl small. She’s The description sized. She has white fur with black (features of the subject) •f orr evi ew p ur po shas on l y patches on s it.e She 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.

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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.

. te Jessie is a smart, friendly dog and o c The final part of a description she’s my dog. . c e makes an overall comment about h r e o t the subject of the description.r s super Comment (final statement)

Grammatical features nouns: dog, family, eyes adjectives: cuddly, small, big

22

noun groups: cuddly puppy, black patches verbs: lives, wags, chase


Description 1: Tom's Grandad

Description

Read this description. My Grandad is 65 years old. He is my mum's father.

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

Teac he r

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.

ew i ev Pr

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.© HeR can lift very heavy boxes. ea dy Ed Pub l i cat i ons

. te

m . u

w ww

Every Grandad •day, f or r evi ew pur posesonl y• 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.

o c . che e r o t r s super

I love my Grandad and my Grandad loves me. 23


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.

Teac he r

ew i ev Pr

r o e t s Bo r e Read Tom's Grandad and answer the questions. p ok u S does the introduction tell you? 1 What _____________________________________

2

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

© R e a d y E d P u b l i c a t i o n s a. _ ________________________________ •f orr evi ew pur posesonl y• b. _ ________________________________

m . u

c. _ ________________________________

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d. _ ________________________________

. t e o f. _ ________________________________ c . c e her r g. _ ________________________________ o t s super e. _ ________________________________

3

What is the special comment in the very last sentence?

_____________________________________ 24


Tom's Grandad Activity 2

Activity

Find some of the words in the description of Tom's Grandad that make it interesting.

1

Find four nouns.

r o e t s Bo •_ _______________ r e p ok u •_ _______________ •_ _______________ S 2

ew i ev Pr

Teac he r

•_ _______________

Find four adjectives that describe Grandad.

•_ _______________

•_ _______________

•_ _______________

•_ _______________

•_ _______________

•_ _______________

•_ _______________

•_ _______________

w ww

m . u

© ReadyEdPubl i cat i ons Find four verbs that tell you what 3 •f orr evi e w pur pos edo. sonl y• Grandad likes to

Find four noun groups (a noun group is a t 4 . e o

c plus an adjective).. chnoun e r e o t r a. _ ________________________________ s super b. _ ________________________________ c. _ ________________________________ d. _ ________________________________

25


Now Write Your Own Description Plan your description on a separate piece of paper. Title Think of a title that tells the reader who or what your description is about

Teac he r

ew i ev Pr

r o e t s B r e The Introduction o p o u This part introduces the person, animal, k place or S 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 © Ready EDescription dPubl i cat i ons If you are describing a person, tell the reader •f orr ev i ew pold ur p os es onl y• what they look like, how they are, where

. te

m . u

w ww

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.

o c . che e r o t r s super

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. Include a picture with your description. 26


Check Your Description

Give yourself a if you answer yes when checking your description. My title is the subject of my description

r o e t s Bo r e p ok The firstu part tells who or what I am S describing

ew i ev Pr

Teac he r

The introduction (beginning)

It tells this information in an interesting way

The description (features of subject)

The second part describes a person, place or thing

© ReadyEdPubl i cat i ons The description is interesting •f orr evi ew pur posesonl y• It tells the reader what the person, animal, place or thing looks like

m . u

w ww

It includes a lot of details about the person, animal, place or thing

. t e sentences make an overall comment o My final c . e about thec subject her r o t s super

The comment (final statement)

I used describing words

My description was interesting to the reader I checked my description for errors My sentences made sense 27


Teachers’ Notes: Exposition 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.

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

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.

ew i ev Pr

Teac he r

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

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.

© ReadyEdFirstly, Pub l i cat i ons you should wear a hat The arguments for the because its protects your face• and f o rr evi ew pu r p o e s o n l y point of• view (middle) ears and eyes.

. te

Secondly, if you don’t wear a hat you could get sunburnt and that can cause skin cancer when you’re older.

m . u

w ww

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.

Thirdly, sunburn hurts and your skin gets very sore.

o c . c(end) e Concluding statement her r o t s super The final statement sums up the writer’s point of view.

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 28


Exposition 1: Balloons

Exposition

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

Teac he r

ew i ev Pr

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

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 bits ofu the balloons ©R ea dthe yE dP bl i cat i othat ns fall. They think they are jellyfish. When they eat •f o rr evi e wvery pusick r po se sonl y• these bits, they get and die.

. te

m . u

w ww

Secondly, bits of ribbon are sometimes still tied to the bits of balloons. The ribbons can get stuck around birds’ necks or legs. Then they can't catch fish to eat.

o c . che e r o t r s supe r Balloons are fun but don't let lots of them go up Thirdly, balloons that pop and fall down on the ground cause pollution and make the area look messy.

into the sky. They are not good for the birds and animals. We must look after the environment. Olivia Newton Balcatta. W.A. 29


Balloons Activity 1

Activity

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.

Teac he r

r o e t s Bo r e p ok Read the letter and answer the questions. u S

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1. What does the first sentence tell you?

______________________________________ ______________________________________

2. What are the arguments that Olivia uses to support her opinion? ©R ea dyEdPubl i cat i ons

•Firstly _______________________________ •f or r evi ew pur posesonl y•

____________________________________

m . u

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____________________________________

•Secondly_____________________________

. t e o ____________________________________ c . c e her r •Finally_______________________________ o t s super ____________________________________

____________________________________

3. What words does Olivia use to sum up her argument about not letting balloons go? ______________________________________ 30


Balloons Activity 2

Activity

Find some of the words in Olivia's letter about balloons that make it interesting.

1

Find four nouns.

r o e t s •_ _______________ Bo r e p ok u •_ _______________ •_ _______________ S 2

Find four verbs.

ew i ev Pr

Teac he r

•_ _______________

•_ _______________

•_ _______________

•_ _______________

•_ _______________

©Find Rea d y E d P u b l i c a t i o n s five groups of words that show 3 •f or r ev i ew puthinks r pos eso nl y• that the writer that letting balloons go, causes problems.

w ww

m . u

a. People should_________________________ b. They cause_ _________________________

. te o c d. Don't let____________________________ . che e r o t r s super e. We must____________________________ c. The balloons are_ _____________________

4

What do you think about letting balloons go?

I think________________________________ 31


Now Write Your Own Exposition

Activity

Plan your exposition on a separate piece of paper.

Title

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

ew i ev Pr

Teac he r

Think of a title that tells the reader what your argument is about. The first part outlines your position or point of view on the subject.

The Argument

This part introduces each point in the argument ©R ead yE dPubl i c at i o nspoint. and then gives more information about each

w ww

m . u

•f or r evwith i ewthe pu r poses onl y• It should start strongest point and end with the weakest point. Each point must be supported with facts or information. The Concluding Statement

. te

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

o c . c e Check Your Exposition her r o t s sup er 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. Include a picture with your expository text. 32


Check Your Exposition Give yourself a if you answer yes when you check your expository text.

My title tells the reader what my argument is about

Teac he r

about the subject

My point of view is clear

The argument (middle)

ew i ev Pr

r o e t s Bo r e p (beginning) ok The statement u S The first part tells the reader what I think

The second part explains why I think the © ReadyEdPubl i cat i ons way I do

• f or r evi ew p ur pmy os esonl y • My points (which form argument) are clear

My points make sense

m . u

w ww

Each point is supported with extra information

. t e statement (end) o Concluding c . c e r The lasth part of my argument clearly sums er o t s s per up what I thinku I used persuasive words in my argument I checked my writing for errors My sentences made sense 33


Teachers’ Notes: Discussion 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

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.

canteens sell junk food?

ew i ev Pr

Teac he r

r o e t s Bo r e p ok u A discursive text has S Title: Should school three parts:

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.

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.

© ReadyEdThey Pu bl i cat i ons believe that when the kids order at the canteen it’s like a little •f o r r evi ew pu r posesonl y• In the second part the treat. They believe that some junk For

Point 2

food is okay for them sometimes.

Point 1

w ww

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

Against

Other parents say that the school canteen should only sell healthy food. They say that healthy food is necessary for growing kids.

m . u

Arguments for and against (middle)

Conclusion (end)

Grammatical features general nouns: junk food adjectives: healthy, older, junk thinking verbs: think, believe 34

Point 2

. te o c In the conclusion, the writer . ce e sums up both argumentsh r o t r and/or reveals that he/she s s r u e p supports one point of view.

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.

connectives: because modal words: should, would


Discussion 1: Should Kids Do Homework?

Discussion

Read this discussion that happened in Mr Green’s class.

r o e t s Bo r e p o that they Homework helps kids to practise new workk u S in school. When they practise that have just learned

Teac he r

Is homework important? Is homework really necessary?

ew i ev Pr

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, Re ady Ethey dPdo ub l i cat i ons because© they think that enough school work every• day at They want to have fun f o rschool. r evi e wp ur p orelax sesand on l y• with their friends after school.

. te

m . u

w ww

Secondly, they say homework is boring, because it’s the same work that they do in school every day. They want to play, ride their bikes, go swimming or just do nothing.

o c . che e r o t r s super

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. 35


Should Kids do Homework? Activity 1

Activity

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.

Teac he r

ew i ev Pr

r o e t s Bo r e p ok u Read theS discussion Should Kids Do Homework?

. te

36

m . u

w ww

1. What is the discussion about? _ __________________________________ 2. What are the two arguments for doing homework? •___________________________________ © ReadyEdPubl i cat i ons _ __________________________________ •f orr evi ew pur posesonl y• •___________________________________ _ __________________________________ 3. What are the two arguments against doing homework? •___________________________________ _ __________________________________ •___________________________________ _ __________________________________ 4. What does the class say at the end? Are they for or against homework? _ __________________________________

o c . che e r o t r s super


Should Kids do Homework? Activity 2

Activity

Find some of the words that Mr Green’s class used to make their writing interesting.

1

Find four nouns.

r o e t s Bo r •_ _______________ e p ok u •_ _______________ •_ _______________ S 2

Find four verbs.

ew i ev Pr

Teac he r

•_ _______________

•_ _______________

•_ _______________

•_ _______________

•_ _______________

© ReadyEdPubl i cat i ons Find the words below in the text and o r r evi ew pur posesonl y• 3 •f underline them. They are thinking/feeling words that help to present ideas.

b. to think

e. it's important

m . u

d. they say

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a. it helps

. t o f. Our class c think c. they e want . che e r o t r s super 4

What do you think about homework?

I think________________________________ _____________________________________ 37


Now Write Your Own Discussion Plan your discussion on a separate piece of paper. Think of a title that tells the reader what your discussion is about.

Teac he r

r o e t s Bo r e pThe Statement ok u S introduces the topic to the This part

ew i ev Pr

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 toy support each point. © Read EdP ubl i cat i ons

w ww

The Conclusion

m . u

It introduces points which argue •also f or r evi ewthe pu r pos eso nl y• against the issue and provides more information to support each point. 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.

. te

o c . cCheck e herYour Discussion r o t s s r u e p 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. Include a picture with your discussion. 38


Check Your Discussion

Give yourself a if you answer yes when checking your discussion. My title tells the reader the subject of the argument

Teac he r

r o e t s Bo r e ok The statementp (beginning) u S part introduces the subject to be The first

ew i ev Pr

discussed It gives some information about it It tells the information in an interesting way

. te

m . u

w ww

The arguments for and against (middle) The part explains sides of the ©second Read yEdPuboth bl i c at i o ns discussion •f orr evi ew pur posesonl y• 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

o c . che e r o t r s super

I used interesting words I checked my writing for errors My sentences made sense 39


Teachers’ Notes: Response 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.

Teac he r

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.

Title:

ew i ev Pr

r o e t s Bo r e p ok u A response hasS three parts:

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.

© ReadyEdPubl i cat i ons Text description (second part) cook food that looks good and The second part •f ogives rr evi ew They p u r posesonl y• 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.

m . u

w ww

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.

. te Opinion (final part) o c In the final part, the writer . c I really enjoy Kids ine the gives his/her opinion of the h r Kitchen. It’s tops! e o t r book or program and tells why s s r u e p he/she did or didn’t enjoy it. Grammatical features noun groups: a cool program, easy recipes verbs: prepare, watch, make

40

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


Response 1: Kids in the Kitchen

Activity

Read this review of a TV program.

Teac he r

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.

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

ew i ev Pr

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.

m . u

I really like the fact that you can download the recipe after the program. I make ©R ead yEdPub l i cat i ons something yummy for my family every •f o rr evi ewalways pur p os es onl y• weekend. My brother asks me what I’m going to cook. He likes to cook too.

w ww

I really enjoy Kids in the Kitchen. It’s tops!

. te

o c . che e r o t r s super

41


Kids in the Kitchen Activity 1

Activity

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.

r o e t s Bo r e p o u k do the first three sentences tell 1 What S you about Kids in the Kitchen?

ew i ev Pr

Teac he r

Read the review of Kids in the Kitchen again.

What:_ ______________________________ When:_______________________________ Who:________________________________

© ReadyEdPubl i cat i ons orr e vi ew p ur po ses omain nl ypart • What are three things that the 2 •f

of the review tells you about the program?

m . u

w ww

•_ __________________________________ •_ __________________________________

. te

•_ __________________________________

o c . c e he r What are some of the words or phrases o t r 3 (groups s s er p of words)u in the review that tell you what the writer thinks about the program?

____________________________________ ____________________________________ 42


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

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

Teac he r

The title should be the topic of your review.

The Text Description

ew i ev Pr

The first part tells the reader about the book/ program. It lists the author, title, setting and genre and provides details.

The second part tells the reader about the © ReadyEdPubl i cat i ons characters and events in the book or what the •f o r evi ewwho pu p esonl y• program isr about and isr ino it.s Opinion

. te

Check Your Response

m . u

w ww

The final part tells the reader what you think about the text.

o c When you have finished the draft of your story, . c e r write your finalh copy and use the list on page 44 to er o t s s r u e p help you to check it. Include a picture with your response.

43


Check Your Response

Give yourself a if you answer yes when checking your response.

r o e t s Bo r e The context (introduction) p o u The first part lists and discusses in somek detail: S the title of the text

the author of the text the setting in the text the genre of the text

ew i ev Pr

Teac he r

My title is the topic of my response

It© tells reader about the story Rthe ead yEd Pu bl i cat i ons

the characters/people

w ww

the main events

. tthird part tells the reader my opinion o The e of c . che the book/program e r o t r s super I used interesting words

Opinion (end)

I used describing words I checked my review for errors My sentences made sense 44

m . u

The • text description f or r evi ew(middle) pur posesonl y• The second part discusses:


Teachers’ Notes: Poetry 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.

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

Row, row, row your boat (a) Gently down the stream (b) If you see a crocodile (c) Don’t forget to scream (b)

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:

ew i ev Pr

In this poem/nursery rhyme, the second and the fourth lines rhyme.

Teac he r

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.

Shining Under the clouds Not cool

© ReadyEdPubl i cat i ons •f orr evi ew pu r posesonl y• Limericks are funny or silly poems,

w ww

One, two (a) Buckle my shoe (a) Three, four (b) Knock on the door (b) Five, six (c) Pick up sticks (c)

. te

which have five lines. The first, second and fifth lines rhyme and the third and fourth lines rhyme and are shorter in length.

m . u

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.

o c . che e r o t r s super

45


Poem 1: Nursery Rhyme

Activity

1,2 3,4,5 once I caught a fish alive, 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.

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

Answer these questions.

ew i ev Pr

Teac he r

Read this poem.

© ReadyEdPubl i cat i ons 1. What story is this poem telling? •f orr evi ew pur posesonl y• 2. How does the child feel?

m . u

_____________________________________

w ww

_____________________________________

. te o _____________________________________ c . c e her r 4. Write the words that rhyme with o t s bite_________ super ten________ go_______ 3. What happened to the fish?

5. Can you think of other nursery rhymes which tell a story? _____________________________________ 46


Poem 2: Rhyming

Activity

Read this poem.

Jump, jump, jump 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.

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

ew i ev Pr

Teac he r

Kangaroo

© Re adyE dPquestions. ubl i cat i ons Answer these •f orr evi ew pur posesonl y• 1. What story is the poem telling?

w ww

2. Write the words that rhyme with:

. te

kangaroo out

m . u

_____________________________________

o c . che____________________ e r o t r s super ____________________

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

peaceful scared

shy

excited

surprised 47


Poem 3: A Poem That Doesn't Rhyme

Activity

Read this poem.

r o e t s Bo r Little brown caterpillar, do you know e p o u that one day, when the time is rightk S 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?

ew i ev Pr

Teac he r

Butterfly

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Answer these questions.

1. What story is the poem telling?

. te

m . u

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

_____________________________________

o c . c e he r 2. What does the cocoon look like? o t r s super

_____________________________________

3. Some describing words are: _____________________________________ 48


Poem 4: Acrostic Poem

Activity

Read this poem.

all special colours r o e t s rthe sky Bo e in p ok u S no one looking but me bright and beautiful over the ocean watch it slowly disappear

ew i ev Pr

Teac he r

rainbow

© Re adyEdPubl i cat i ons Answer these questions. •f orr evi ew pur posesonl y•

1. What is the poem about?

w ww

m . u

_____________________________________ 2. Where is the rainbow?

. te

o c . 3. How does the make you feel? e Circle the chpoem r er o words. st super

_____________________________________

happy quiet

peaceful scared

shy

excited

surprised

49


Poem 5: Limerick

Activity

Read this poem.

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

ew i ev Pr

Teac he r

There once was a wombat named Fred, 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.

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

1. What is the poem about?

w ww

m . u

Answer these questions.

_____________________________________

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2. What happened to the wombat?

o c . che _____________________________________ e r o t r s super 3. Find the words that rhyme with:

50

Fred

_ ___________________

bright

_ ___________________


Now Write Your Own Poem

Activity

Plan your poem on a separate piece of paper.

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Poems can be short or long; they can rhyme or not rhyme; they can be about anything. Write your own poem. Have fun, play with words.

r o e t s B r e oo Title: This tells the reader p u what your poem is about. k S

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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 © Readabout yEd Publ i cat i ons feelings.

•f orr evi ew pur posesonl y• Check Your Poem

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Give yourself a if you answer yes when checking your poem.

. te o My poem has a title c . c e he r I had fun writing my poem o t r s s r u e p I used interesting words I used describing words

My poem tells a little story I checked my poem for errors 51


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 Grammar Revision 2, P9 1. eyes knees hands feet ears teeth toes 2. hot purple pink black colourful tall

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.

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. 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!

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.

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

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

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

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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.

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)

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

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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.

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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.

o c . che e r o t r s super

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.

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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.

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

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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.

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

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

Easy English: Book 7 - More Easy Text Types  

A series aimed at improving educational outcomes for indigenous and ESL students. Buy now: http://www.teachersuperstore.com.au/product/engl...

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