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

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Ready-Ed

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

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Publications

Title: Multi-Level Literacy - Book 2 © 2012 Ready-Ed Publications Printed in Australia Author: Jodie Schicker Illustrators: Terry Allen, Melinda Brezmen, Rod Jefferson, Alison Mutton

Copyright Notice

The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

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2.

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

3.

Copies are not sold or lent;

4.

Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act. The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

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

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

ISBN: 978 186 397 835 4 2

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educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act.


Contents Teachers’ Notes Australian Curriculum Links

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Procedural Text - How to Make a Soda Bottle Terrarium Teachers’ Notes Student Information Page and Activity – Level 1 Student Information Page and Activity - Level 2 Extra Activity Page – Levels 1 & 2

4 4

r o e t s Bo r e p ok u S 5 6-7 8-9 10

11 12-13 14-15 16

Narrative - Granny’s Wise Idea Teachers’ Notes Student Information Page and Activity – Level 1 Student Information Page and Activity - Level 2 Extra Activity Page – Levels 1 & 2

17 18-20 21-23 24

Narrative - A Lucky Find Teachers’ Notes Student Information Page and Activity – Level 1 Student Information Page and Activity - Level 2 Extra Activity Page – Levels 1 & 2

25 26-28 29-31 32

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Procedural Text - Growing Grass Heads Teachers’ Notes Student Information Page and Activity – Level 1 Student Information Page and Activity - Level 2 Extra Activity Page – Levels 1 & 2

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Recount - Email from Camp Teachers’ Notes Student Information Page and Activity – Level 1 Student Information Page and Activity - Level Extra Activity Page – Levels 1 & 2

33 34-35 36-37 38

Recount - Tony Hawk Teachers’ Notes Student Information Page and Activity – Level 1 Student Information Page and Activity - Level Extra Activity Page – Levels 1 and 2

39 40-41 42-43 44

Word Bank Answers

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3


Teachers’ Notes Multi-Level Literacy - Book 2 is the second book in a two-part series that has been specifically designed to use with students in upper primary. It has been structured to be age appropriate and of high interest for its target age group. Both books in this series will assist teachers to cater for a diverse range of literacy levels within the classroom. They will allow differentiated learning to run parallel in the classroom without the need for high levels of preparation. The activity sheets marked Level 1 are for more able students and the sheets marked Level 2 are for less able students in the class.

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The three text types which are modelled in this book are: procedural texts, narratives and recounts. The activity pages focus on developing students’ reading skills and strategies, and encouraging students to identify components and the structure of different text types to help develop their own writing. Students are given the opportunity to respond to different text types and engage with the content. This blackline master resource can be used to prepare students for state and national standardised testing and is closely linked to the Australian English Curriculum.

Australian Curriculum Links

© ReadyEdPubl i cat i ons •f orr evLANGUAGE i ew pu r pose sonl y• YEAR LEVEL LITERATURE LITERACY

This resource is linked to the Australian Curriculum in English in the three strands of Language, Literature and Literacy. The links below are covered across the breadth of the texts and activities within this book.

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ACELT1609 ACELT1610 ACELT1611 ACELT1612

ACELY1698 ACELY1699 ACELY1701 ACELY1702 ACELY1703 ACELY1704 ACELY1705

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ACELA1501 ACELA1502 ACELA1504 ACELA1507 ACELA1508 ACELA1512

o c . che e r o t r s super ACELA1517 ACELA1518 ACELA1520 ACELA1522 ACELA1523 ACELA1524 ACELA1525

ACELA1531 ACELA1532 ACELA1534 ACELA1536 ACELA1537

ACELT1613 ACELT1615 ACELT1616 ACELT1618 ACELT1800

ACELY1711 ACELY1712 ACELY1713 ACELY1714

ACELT1620 ACELT1621 ACELT1622 ACELT1625

ACELY1719 ACELY1721 ACELY1722 ACELY1723 ACELY1724 ACELY1725


Teachers’ Notes

Procedural Text – How to Make a Soda Bottle Terranium

Key Features of a Procedural Text: to provide a set of instructions telling the reader how to do or make something.

Goal:

short statement of purpose or intended outcome of procedure.

Materials:

precise list of materials or ingredients required to complete the procedure.

Language:

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Method/ Steps:

sequential set of steps presented clearly and logically.

Test:

indicates whether the goal has been achieved.

Specific Activities and Teaching Ideas:

- Simple, present tense. - Use of command verbs. - Objective, subjectspecific vocabulary. - Clear, concise language with unnecessary words omitted.

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Purpose:

- Discuss and highlight the generic features of a procedure. - Ask students to describe when they have seen and used procedures, e.g. putting together Lego, recipes and playing games. - Read the text in small groups and then discuss the generic features in relation to the text. - Ask students to label the various sections of the text to reinforce the generic features. - Cut and jumble the text and ask students to re-order. - Use highlighter pens to identify the language features of the text such as command verbs and use of the simple present tense. - Students complete activity pages with various degrees of teacher support as required. - Orally practise procedures for simple tasks such as tying a shoelace or making a bed. - Discuss the method for finding information and websites using the internet. Demonstrate using a known plant such as a Venus Flytrap. Work with students to find appropriate websites. - Use dot points to write the steps of finding the website for students to use as a guide. - Students complete the Extra Activity (page 10) at their own level and publish work to desired level. - Teacher may model the writing process with students of lower literacy levels or provide students with support as required.

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o c . c e r Related Activities: h er o t s super

- Create a flyer with a list of websites that provide information on making terrariums and growing plants inside them. - Make the terrarium using the procedure. - Research the role/reason for various items’ inclusion in the terrarium (e.g. charcoal helps filter the water). - Use modelling clay to make and then paint a small terrarium ornament to include in the terrarium. - Measure, compare and graph terrarium plant growth over a number of weeks. - Design a set of basic, labelled pictures for a younger group of students to use to make their own terrariums. 5


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LEVEL

1

Procedural Text – How to Make a Soda Bottle Terrarium

Read the procedure below.

Goal: Follow these simple steps to create your own soda bottle terrarium.

Materials:

2 litre clean soda bottle

1 cup of small gravel rocks or pebbles

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1 handful of sphagnum moss

2 cups of potting mix/soil

2 tablespoons of activated charcoal

Small seedling

Permanent marker

Water spray bottle

Sharp scissors or craft knife

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seedling

potting mix

activated charcoal sphagnum moss

© ReadyEdPubl i cat i ons Method: •f orr evi ew pur posesonl y• 1. Cut the soda bottle evenly in half across the middle using the scissors or craft knife. 3.

Place rocks in the bottom of the container ensuring that they are level.

4.

Arrange a handful of sphagnum moss to create another even layer.

5. 6. 7. 8. 9.

Sprinkle the activated charcoal evenly across the top of the moss. Place approximately two cups of potting mix in the bottle.

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Write your name on both halves using a permanent marker.

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2.

rocks

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Make a small hole for the seedling in the middle of the soil using your finger. Gently put the seedling into the hole and press around it so it sits securely. Spray the seedling and soil with a small amount of water.

10. Secure the lid on the top. You may need to cut two small vertical slits to allow the lid to slide over. 11. Place your completed terrarium in a warm position with some sunlight but make sure that your terrarium does not get too hot. 12. Water should form and drip on the sides but if it gets too wet then leave the lid off and if it is too dry, add a few drops.

Test: Your plant should grow quickly in this environment.

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LEVEL

1

Procedural Text – How to Make a Soda Bottle Terrarium

Read the procedure on page 6 and complete the questions and tasks below. 1. What size soda bottle is required? ____________________________________________________ 2. How much activated charcoal is required to make three soda bottles? ______________________ 3. Why do you think it is important for the bottle to be clean? _______________________________

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________________________________________________________________________________ 4. Decide whether these statements are true or false.

b. The activated charcoal goes on top of the potting mix.

T/F

c. The terrarium requires large amounts of water to function.

T/F

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T/F

d. Plants in terrariums grow quickly.

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a. The sphagnum moss is placed on top of the rocks.

T/F

5. Draw some basic diagrams to illustrate three steps for making a terrarium.

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6. Do you think that the diagram is a necessary part of this procedural text? Give reasons for your answer. ________________________________________________________________________________

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________________________________________________________________________________

7. How can you tell whether you have been successful at making a soda bottle terrarium? ________________________________________________________________________________ 8. Command verbs are often used to start sentences in procedures. They direct what needs to be done. Locate and list ten command verbs from the text. ________________________________________________________________________________

Challenge... •

Use your research skills to find out what sphagnum moss actually is. Record your findings on the back of this sheet. 7


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LEVEL

2

Procedural Text – How to Make a Soda Bottle Terrarium

Read the procedure below.

Goal: Follow these simple steps to make your own soda bottle terrarium.

Materials: •

1 cup of small rocks

1 handful of sphagnum moss

2 cups of potting mix

2 tablespoons of charcoal

Small seedling

Texta

Water spray bottle

Sharp scissors

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2 litre clean soda bottle

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seedling

potting mix

activated charcoal sphagnum moss rocks

© ReadyEdPubl i cat i ons Cut the soda bottle in e halfv across • f o rr i ethe wmiddle. pur posesonl y•

1. 2.

Write your name on the bottle with the texta.

3.

Put rocks in the bottom of the bottle and make them sit level.

4.

Place a handful of sphagnum moss on top.

6. 7. 8. 9.

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Sprinkle the charcoal over the top of the moss. Put about two cups of potting mix in next.

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Make a small hole for the seedling in the middle with your finger.

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Method:

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Taking care, put the seedling into the hole and press around it. Spray the seedling and soil with a bit of water.

10. Place the lid on the top. You may need to cut two small slits so that the lid will sit over. 11. Put your terrarium in a warm place with some sun but make sure that your terrarium does not get too hot. 12. Water should form and drip on the sides but if it gets too wet then leave the lid off. If it is too dry then add a few drops of water.

Test: Your plant should grow quickly in this environment.

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Procedural Text – How to Make a Soda Bottle Terrarium

LEVEL

2

Read the procedure on page 8, then complete the questions and activities below. 1. What size soda bottle is needed? ____________________________________________________ 2. How much charcoal is needed to make two soda bottles? ________________________________ 3. Why do you think it is important for the bottle to be clean?

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________________________________________________________________________________ 4. Circle to show whether the statements are true or false.

b. The charcoal goes on top of the soil.

T/F

c. The terrarium needs lots of water to work.

T/F

d. Plants in terrariums grow very fast.

T/F

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T/F

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a. The moss is placed on top of the rocks.

5. Draw seven of the steps for making a terrarium in order.

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6. Why do you think that the diagram is an important part of this procedure?

________________________________________________________________________________ 7. How can you tell if your soda bottle terrarium works?

________________________________________________________________________________ 8. Command verbs are often used to start sentences in procedures. They say what needs to be done. Circle eight command verbs below. All of these command verbs can be found in the text. cut

write

bottle

spray

seedling

place

lid

soil

lid

put

cups

sprinkle

care

press

water

make

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Procedural Text – Locating a Website

LEVELS

1&2

Write the steps for finding a website that would provide more information on suitable terrarium plants. You need to direct your reader from turning the computer on right through to finding the website and area of the website that you have chosen. Start with a title which states what following the procedure will help them to do. Title: __________________________________________________________________________

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Write a simple sentence which states the purpose or goal of following this procedure. Goal: _________________________________________________________________________

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_______________________________________________________________________________

Write a precise list of the equipment required to complete the procedure.

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_______________________________________________________________________________

Equipment: ____________________________________________________________________

_______________________________________________________________________________ _______________________________________________________________________________

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Write all of the steps for finding the website and locating the information in order, using simple language. Use the back of this page if you need more space.

Steps/Method: _________________________________________________________________

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_______________________________________________________________________________ _______________________________________________________________________________

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_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Write a simple sentence that tells the reader how to evaluate whether they have been successful at finding the information. Test: __________________________________________________________________________ _______________________________________________________________________________ 10


Teachers’ Notes

Procedural Text – Growing Grass Heads

Key Features of a Procedural Text: a set of instructions telling the reader how to do or make something.

Purpose: Title:

short statement of purpose or intended outcome of procedure.

Goal:

precise list of materials or ingredients required to complete the procedure.

Materials:

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sequential set of steps presented clearly and logically.

indicates whether the goal has been achieved.

Specific Activities and Teaching Ideas:

- Simple, present tense. - Use of command verbs. - Objective, subjectspecific vocabulary. - Clear, concise language with unnecessary words omitted.

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Method/ Steps:

Language:

r o e t s Bo r e p ok u S clear and concise.

- Discuss and highlight the features of the genre. - Ask students to say when they have seen and used procedures, e.g. putting together Lego, recipes and playing games. - Read the text in small groups and then discuss the generic features in relation to the text. - Ask students to label the various sections of the text to reinforce generic features. - Cut and jumble the text and ask students to re-order. - Use highlighter pens to identify the language features of the text such as command verbs and simple present tense. - Students complete activity pages with various degrees of teacher support as required. - Orally practise procedures for simple tasks such as tying a shoelace or making a bed. - Discuss and brainstorm recipe ideas. Use recipe books to locate sections such as goal and method. - Use dot points to model the steps in making jelly or another simple recipe. - Students complete the Extra Activity (page 16) at their own level and publish work to desired level. - Teacher may model the writing process with students of lower literacy levels or provide students with support as required.

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o c . Related Activities: c e her r o t s super -

Make the grass heads. Write a story with the grass head as the main character. Design a leaflet for a grass head hair salon including prices, styles, location and slogan. Measure the growth of grass head hair and record in a graph. Photograph the grass head with various backdrops and create ‘postcards’ for their adventures. Make recipes and photograph the food to make a class recipe book. Write reviews of food made from the recipes. Make two versions of a basic cake mixture with one ingredient missing or amount altered (e.g. miss out the egg for one cake) and compare the difference. Highlight the importance of accuracy in procedures. 11


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Procedural Text – Growing Grass Heads

LEVEL

1

Read the procedure below.

Goal: Make your very own grass head character and watch as it grows its own unique, wild and crazy hairstyle!

Knee high stocking

Coloured felt

2 teaspoons of grass seeds

Water

1-2 cups of potting mix

Jar or large plastic cup

Elastic bands

Hot glue gun

Googly eyes

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Materials:

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3.

Carefully layer the cups of potting mix on top of the seeds.

4.

Push the potting mix down to form a compact ball.

5.

Gather the stocking and secure a knot as close to the soil ball as possible.

1.

7.

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© ReadyEdPubl i cat i ons Pull the stocking open at the top. You may need to ask a friend to assist. •f orr evi ew pur posesonl y• Place the two teaspoons of grass seeds into the stocking so that they gather at the toe.

Method:

Place the head into the cup or jar with the seeds facing upwards and the excess stocking hanging down.

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Squeeze small sections on the sides of the head to create ears and at the front to make a nose and tie them with elastic bands.

8.

Glue on googly eyes and pieces of felt to create other features such as a mouth, bowtie and eyebrows.

9.

Once dry, lightly spray the grass head with water until damp and sit a small amount of water in the cup with the stocking touching.

10. Water your grass head daily and provide it with sunlight.

Test: Your grass head should grow enough hair for you to trim and style into a crazy style.

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LEVEL

Procedural Text – Growing Grass Heads

1

Read the procedure on page 12 and complete the questions and activities below. 1. What type of stocking is required? __________________________ 2. How will the eyes and facial features be attached to the grass head? _______________________________________________________

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3. Why do you think it is important for the seeds to gather in the toe? _______________________________________________________ 4. Write numbers next to the steps to show the correct sequence.

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___ Glue on the eyes and mouth.

___ Squeeze sections and tie with an elastic band. ___ Open the stocking to form a wide neck.

___ Make the soil form a compact ball.

___ Place the grass seeds into the stocking.

___ Put the potting mix in the stocking.

___ Spray with water.

5. Write a simple question to match each of the following answers.

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___ Tie a knot in the stocking.

a. Question: ____________________________________________________________________ Answer: Two teaspoons.

© ReadyEdPubl i cat i ons Question: ____________________________________________________________________ •f orr evi ew pur posesonl y• Answer: Elastic bands.

b. Question: ____________________________________________________________________ Answer: Jug or plastic cup. c.

d. Question: ____________________________________________________________________ Answer: Daily.

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6. How can you tell whether you have been successful at making the grass head?

_____________________________________________________________________________

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7. Command verbs are often used to start sentences in procedures. They direct what needs to be done. Locate and list eight command verbs from the text.

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________________________________________________________________________________ 8. Complete the steps for making a ham sandwich by writing the missing command verbs in the spaces. a. ___________ the bread on the benchtop.

b. ___________ the butter thinly all over both slices of bread. c. ___________ the slice of ham in the middle of one slice of bread. d. ___________ the other slice on top with the butter facing down. Challenge... On the back of this page, create a WANTED poster for your grass head. Include information about its features, hairstyle and where it was last seen.

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Procedural Text – Growing Grass Heads

LEVEL

2

Read the procedure below.

Goal: Make your very own grass head and watch as it grows its own wild and crazy hairstyle!

Materials:

Knee high stocking

2 teaspoons of grass seeds

Felt

1-2 cups of soil

Water

Rubber bands

Jar or large cup

Googly eyes

Hot glue gun

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© ReadyEdPubl i cat i ons Place• the grass into thei stocking that they sito in the toe.so f oseeds rr ev ewsop u r p se nl y•

Method:

1. 2.

Open the stocking at the top. You may need to ask a friend to help.

4.

Push the soil down to form a ball.

5.

Bunch the stocking and make a knot as close to the soil ball as you can.

6. 7.

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Take care to layer the cups of soil on top of the seeds.

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Put the head into the cup or jar with the seeds upwards and the extra stocking hanging down.

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Squeeze small areas on the sides of the head to make ears and at the front to make a nose and tie them with rubber bands.

8.

Glue on googly eyes and felt to make other face parts such as a mouth, bowtie and eyebrows.

9.

Once dry, spray a little water on the grass head until wet and sit a small bit of water in the cup with the stocking sitting in it.

10. Water your grass head each day and give it some sun.

Test: Your grass head should grow enough hair so that you can trim it into any crazy style you like.

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LEVEL

Procedural Text – Growing Grass Heads

2

Read the procedure on page 14 to complete the questions and activities below. 1. What type of stocking is required? ______________________ 2. How will the eyes be put on the grass head? ___________________________________________________

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3. Why do you think it is important for the seeds to sit in the toe? ___________________________________________________

4. Write numbers next to the steps to show the correct sequence.

___ Tie a knot in the stocking.

___ Put the grass seeds into the stocking.

___ Make the soil form a ball.

___ Spray with water.

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___ Put the soil in the stocking.

5. Draw a line to match the questions to the answers. How often should the grass head be sprayed with water?

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___ Glue on the eyes and mouth.

TWO TEASPOONS

JAR OR LARGE CUP © ReadyEdPubl i cat i o ns How much grass seed is needed? RUBBER BANDS •f orr evi ew pur posesonl y• What is used to make ears on the grass head?

What does the grass head sit in?

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6. How can you tell if your grass head has worked?

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_______________________________________________________________________________

7. Command verbs are often used to start sentences in procedures. They say what needs to be done. Circle eight command verbs below. All of these command verbs appear in the text. open

seeds

. te push

bunch

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spray

seedling

place

cup

put

care

head

stocking

soil

dry

tie

8. Choose command verbs from the box to complete the steps for making a ham sandwich. spread

put

lay

place

a. ______________ the bread on the benchtop. b. ______________ the butter thinly all over both slices of bread. c. ______________ the slice of ham in the middle of one slice of bread. d. ______________ the other slice on top with the butter facing down. 15


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Procedural Text – Favourite Recipe

LEVELS

1&2

Write the recipe for making a food that you know. It may be a dish that requires cooking in the oven or something even simpler. Read Growing Grass Heads again to help you with the layout of this text. Start with a title which states what the recipe will make. Title: __________________________________________________________________________

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Write a simple sentence which states the purpose or goal of following this recipe.

Goal: _________________________________________________________________________ _______________________________________________________________________________

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_______________________________________________________________________________

Write a precise list of the ingredients and equipment required to make your recipe. Ingredients: _________________________

Equipment: __________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

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Use simple language to write the steps for making the recipe in order. Use the back of this page if you need more space.

Steps/Method: _________________________________________________________________

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_______________________________________________________________________________ _______________________________________________________________________________

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_______________________________________________________________________________

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_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Write a simple sentence that tells the reader how to evaluate whether they have been successful at following the recipe, e.g. The cake should spring back when it is ready. Test: __________________________________________________________________________ _______________________________________________________________________________

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Teachers’ Notes

Narrative – Granny’s Wise Idea

Key Features of a Narrative: to entertain or tell a story about people, places or events.

Purpose: Title:

r o e t s Bo r e p ok u S captures the audience’s interest.

Orientation:

Conclusion:

provides information which establishes the setting and characters in the narrative. establishes a problem to be solved. The ending may contain a moral or reveal what a character has learned.

reveals whether or not the complication has been resolved.

Specific Activities and Teaching Ideas:

- Descriptive language. - Use of conjunctions for connection. - Paragraphs for new events and ideas. - Can be written in either the first or third person. - Range of tenses. - Use of direct speech within text.

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Complication:

Other Features:

- Discuss and highlight the key features of the genre. - Ask students to predict what the story may be about using only the title – ask students to guess what Granny’s wise idea might be. Discuss the way that narrative titles engage the reader. - Stop reading after the orientation and predict what the complication might be. Stop again after the complication is revealed to predict what the resolution may be. - Read the text in small groups and then discuss its generic features. - Ask students to label the various sections of the text to reinforce the generic features. - Cut and jumble the text and ask students to re-order. - Use highlighter pens to identify the language features of the text such as the use of descriptive language and the use of conjunctions to vary sentence complexity. - Students complete activity pages with various degrees of teacher support as required. - Brainstorm various predicaments for students to base their own narratives on. List the predicaments for students to develop further. - Students complete the Extra Activity (page 24) at their own level and publish work to desired level. - Teacher may model the writing process with students of lower literacy levels or provide students with support as required.

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o c . c e r Related Activities: h er o t s super -

Role play either aspects of the text or students’ own stories. Write a number of different resolutions for the story. Research and discuss rating guidelines. Conduct a survey to find out students’ favourite computer games. Create an advertisement for the game Total Wartime 3 which is a made up name. Ask students to write a review of the game to provide more information about what kind of game it is. - Calculate the average price of a computer game using a variety of retail catalogues as a basis. - Write a diary entry by Oliver, describing his day.

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LEVEL

1

Narrative – Granny’s Wise Idea

Read the narrative below.

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

Oliver slumped further into the scratchy, brown couch and let out a grumpy “Ummph”. Granny raised her eyebrows and looked at him questioningly. “Bored,” he said in response. Granny muttered something to herself about the children of his generation not being able to entertain themselves and then returned her attention to the tennis.

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Oliver slumped in his chair, he was so bored! He had enjoyed four glorious weeks of school holidays but now he was trapped within the confines of his Grandmother’s small house and the fun and excitement of school-free days had disappeared. If only his parents did not have to work, then he could be home floating about in the cool water of the pool or whizzing around on his scooter. Instead he was stuck here, expected to while away the day drawing, watching TV and playing his hand-held computer game. These were activities he hated to be dragged away from normally, but today was different. He was tired of drawing and Granny had insisted on watching the dull tennis so he couldn’t watch any of his own shows. Even more annoying was that he had finished the highest level of his favourite computer game. If only he had a challenge, a game that would test his strategy and skill.

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

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Scowling, Oliver scanned the room wishing for the time to pass more quickly. His eyes came to rest upon his older brother’s hand-held game console which had been tossed carelessly on the floor. His brother Evan had flung it there when he had rushed out earlier to go riding with his friend. It seemed so unfair to Oliver that Evan was allowed to do so many things that he wasn’t just because he was 15. Oliver was only three years younger but he felt that his mother treated him like a baby. She would not even let him buy the latest version of Total Wartime 3. It was rated 15+ but he knew that he could play it better than Evan could, given the chance.

o c . che e r o t r s super

Suddenly, Oliver had an idea. Perhaps he could just borrow Evan’s game for a short while. Evan would be gone for ages and Granny was so involved in the tennis that she would never even notice. Oliver got up and headed towards the kitchen and as he reached down to grab the game he was startled by Granny calling, “Just pop the kettle on for me love”. He switched the kettle on absentmindedly and removed the game from his brother’s console. It felt warm in his hands, almost magical and the 15+ rating seemed to almost glow with warning. He ignored the guilty feeling in his stomach as he inserted the cartridge into his own console. Mesmerised by the flashing game he

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Tuvefou!Jogpsnbujpo!Qbhf

LEVEL

1

Narrative – Granny’s Wise Idea

barely registered his Granny calling for her tea. He impatiently threw a tea bag into her favourite chipped mug before pouring the steaming water. He was so distracted that his clumsy pouring caused the water to slosh up and scald his hand. “Owww!” he cried, dropping his console with shock and pain.

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As the console skidded along the wooden floorboards he watched in horror as the game dislodged and continued its slide across the floor before disappearing down one of the wide cracks in Granny’s old kitchen floor. The panic he felt was far more uncomfortable than the pink, scalded skin on his hand. What was he going to do? Granny peered through the door looking very concerned. “What happened?” she asked as her eyes surveyed the broken console and the devastated look on Oliver’s face. Oliver quietly explained what had happened, his face red with guilt and shame. Granny nodded solemnly and suggested a cup of tea while they considered the problem. Oliver felt a little better because he knew that his Granny was very wise and good at solving problems. Hours later, Oliver mopped his sweaty brow after removing yet another weed from the corner of his Granny’s garden. For the hundredth time that afternoon he wished that he was lying on Granny’s cool floorboards drawing. Granny sat perched under the shady veranda drinking her tea and playing Total Wartime 3. She called across the garden to him, “Buying this game was such a great idea Oliver. I only wish we did not have to give this new game back to Evan – it really is great fun”. With a wry smile Oliver marvelled at just how very wise his Granny really was.

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Bdujwjuz

Narrative – Granny’s Wise Idea

LEVEL

1

Read the narrative on pages 18 and 19 and complete the questions and activities below. 1. Write a simple question to match each answer. a. Question: _____________________________________________________________________ Answer: 4 weeks. b. Question: _____________________________________________________________________ Answer: Tennis. c. Question: ____________________________________________________________________ Answer: At work. d. Question: _____________________________________________________________________ Answer: Total Wartime 3

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2. List four activities that Oliver enjoys doing.

3. Why couldn’t Oliver play Total Wartime 3?

________________________________________________________________________________

4. List one thing that you have in common with Oliver. _____________________________________ 5. Locate four words which describe Oliver’s emotions in the narrative.

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

6. Summarise the complication of the story in one sentence.

________________________________________________________________

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7. Granny’s wise idea is implied at the end of the story, but is not explicitly stated. What do you think her wise idea was?

________________________________________________________________________________

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8. Give a synonym for each word below taken from the text. a. glorious _______________

c. peered ________________

e. devastated ____________

b. scalded _______________

d. wise __________________

f.

concerned _____________

9. Conjunctions are used to join short, simple sentences together to create compound sentences. Select conjunctions in the box to join the sentences below without changing the meaning. because a. b. c. d. e. 20

or

although

as

if

and

but

so

Oliver was staying at his Granny’s house _____________ his parents had to work. Oliver wanted to play the computer game ______________ it was rated 15+. Total Wartime 3 was hard to buy __________ it had only just been released. Oliver had to replace the game _______ Evan would be angry. Oliver had to weed the garden ________ he was going to repay Granny.


Tuvefou!Jogpsnbujpo!Qbhf

LEVEL

2

Narrative – Granny’s Wise Idea

Read the narrative below.

Oliver slumped in his chair, he was so bored! It had been four fun weeks of school holidays but now he was stuck in his Grandmother’s small house and the fun of schoolfree days had gone. If only his parents did not have to work then he could be home swimming in the cool water of the pool or riding on his scooter.

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Oliver slumped down into the brown chair and let out a grumpy, “Ummph”. Granny looked at him with one eyebrow lifted. “Bored,” he said meeting her eye. Granny told him that children of his age should make their own fun, and then went back to watching the tennis.

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Sadly, Oliver was stuck at his Grandmother’s house, having to spend the day drawing, watching TV and playing his hand-held computer game. These were things he loved to do normally, but today was not the same. He was sick of drawing and Granny was watching the dull tennis so he couldn’t watch any of his own shows. Even more of a pain was that he had finished the highest level of his favourite computer game. If only he had another good game to play.

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Oliver frowned and looked around the room hoping for the time to pass faster. His eyes came to rest upon his big brother’s hand-held game which had been tossed onto the floor. His brother Evan had dropped it there when he had rushed out to go for a ride with his friend. It didn’t seem fair to Oliver that Evan could do so many things just because he was 15. Oliver was only three years less in age but he felt that his mother treated him like a baby. She would not even let him buy the new copy of the game Total Wartime 3. It was rated 15+ but he was sure that he could easily play it better than Evan could.

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Then, he had an idea. Maybe he could just borrow Evan’s game for a little while. Evan would be gone for a long time and Granny was so busy with the tennis that she would never even see. Oliver got up and went into the kitchen. He jumped as he reached down to grab the game as Granny called, “Just pop the kettle on for me love”. Oliver put the kettle on without any care and took the game from his brother’s console. It felt warm in his hands, almost magical and the 15+ rating seemed to glow with warning. He pushed away the bad feeling in his tummy as he put the game into his

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LEVEL

2

Narrative – Granny’s Wise Idea

own console. He was so drawn in by the game he only just heard Granny call for her tea again. He hardly looked as he threw a tea bag into her favourite chipped mug before adding hot water. He was so busy looking at the game that he made the hot water slosh up and burn his hand. “Owww!” he cried, dropping his console with shock and pain.

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Oliver watched in fear as the console skidded along the wooden floorboards and the game came out. It kept sliding across the floor before falling down one of the wide cracks. The fear he felt was far worse than the pink, burnt skin on his hand. What was he going to do?

Granny looked into the kitchen, “What happened?” she asked as her eyes took in the broken console and the upset look on Oliver’s face. Oliver sadly told her what had happened, his face red with shame. Granny nodded with a serious face and made a cup of tea and told Oliver that they would have a think about the problem. Oliver felt a little better as he knew that his Granny was very wise and good at working out problems.

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

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Hours later, Oliver mopped his hot brow after pulling another weed from the back of his Granny’s garden. He wished once more that he was lying on Granny’s cool floorboards drawing. Granny sat under the cool veranda sipping her tea and playing Total Wartime 3. She called across the garden to him, “Buying this game was such a good idea Oliver. I only wish we did not have to give it back to Evan – it is such great fun.” With a small smile Oliver knew just how very wise his Granny really was.

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Bdujwjuz

Narrative – Granny’s Wise Idea

LEVEL

2

Read the narrative on pages 21 and 22 and complete the questions and activities below. 1. Draw lines to match the questions with the answers. Where were Oliver’s parents?

Four weeks.

What was Granny watching on the TV?

Tennis.

What was the name of the computer game that Oliver wanted to play?

At work.

How long had Oliver been on holidays?

Total Wartime 3.

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2. List three things that Oliver enjoys doing.

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3. Why couldn’t Oliver play Total Wartime 3? a. Because he didn’t know how.

c. Because his batteries ran out.

b. Because it was rated 15+.

d. Because his console was broken.

4. List one thing that you have in common with Oliver. _____________________________________

5. Circle two words which describe how Oliver felt at the start of the story. ashamed

grumpy

sad

bored

tired

sick

happy

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

6. What was the problem that happened in this story?

________________________________________________________________________________

7. Granny’s wise idea is suggested at the end of the story. What do you think her wise idea was?

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________________________________________________________________________________ ________________________________________________________________________________

8. Draw lines to match the words from the story with words that mean the same.

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cool dull grumpy

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

boring seat

mad

slide

9. Conjunctions are joining words. Write conjunctions in the spaces below. a. Oliver was staying at his Granny’s house _____________ his parents had to work. b. Oliver wanted to play the computer game ______________ it was rated 15+. c. Oliver had to buy a new game _____________ Evan would be angry. 23


Fyusb!Bdujwjuz

Narrative – A Tricky Predicament

LEVELS

1&2

Write a story about a difficult predicament or situation (complication) where the main character has made a bad decision and must solve the problem. Think of a title which links to the story and captures the reader’s interest. Title: __________________________________________________________________________

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Write the beginning of your narrative which reveals the setting and the characters.

Orientation: ____________________________________________________________________ _______________________________________________________________________________

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_______________________________________________________________________________ _______________________________________________________________________________

Briefly describe what the predicament or complication and main events of the narrative will be.

Complication: __________________________________________________________________ _______________________________________________________________________________

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

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Outline the way that the complication will be resolved in the narrative.

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Resolution: ____________________________________________________________________

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_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

24


Teachers’ Notes

Narrative – A Lucky Find

Key Features of a Narrative: to entertain or tell a story about people, places or events.

Purpose: Title:

Conclusion:

establishes the setting and characters in the story.

establishes a problem to be solved.

reveals whether the problem has been resolved. May present a moral or show what characters have learned.

Specific Activities and Teaching Ideas:

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Complication:

- Descriptive language. - Use of conjunctions for connection. - Paragraphs for new events and ideas. - Can be written in the first or third person. - Range of tenses. - Use of direct speech within text.

r o e t s Bo r e p ok u S captures the audience’s interest.

Orientation:

Other Features:

- Discuss and highlight the purpose and generic features of the text. - Ask students to predict what the story may be about using only the title – have students guess what could be the lucky find. Discuss the way that narrative titles and pictures engage the reader. - Stop reading after the orientation and predict what the complication might be. Stop reading again after the complication is revealed to predict what the resolution may be. - Discuss the underlying message of the text that `honesty is the best policy’. - Read the text in small groups and then discuss the generic features in relation to the text. - Have students label the various sections of the text to reinforce its generic features. - Cut and jumble the text and ask students to re-order. - Use highlighter pens to identify the language features of the text such as the use of descriptive language and the use of conjunctions to vary sentence complexity. - Discuss the use of direct speech within the text and revise rules for using speech punctuation. - Students complete activity pages with various degrees of teacher support as required. - Brainstorm various predicaments for students to base their narratives on. List the ideas for students to develop further. - Students complete Extra Activity (page 32) at their own level and publish work to desired level. - Teacher may model the writing process with students of lower literacy levels or provide students with support as required.

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o c . che e r o Related Activities: t r s super -

Role play aspects of the text or the students’ own stories. Write a number of different resolutions for the story. Use the internet to find and list various items of memorabilia, their prices and debate their worth. Write a text based on the proverb `honesty is the best policy’. Create an advertisement for the annual Wilson’s Memorabilia sale. Design a card for Steve and Karl which Bill may have sent to thank them. Produce a news article or TV report based on the story. Find all of the ways that $168 could be made using notes and coins. 25


Tuvefou!Jogpsnbujpo!Qbhf

LEVEL

1

Narrative – A Lucky Find

Read the narrative below.

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Karl and Steve sailed down the street, their blonde, curly hair fanned out like curtains billowing in a breeze. Their scooters rattled across the uneven bitumen road surface causing their voices to quiver as they shouted to one another. It was the weekend and the brothers were heading to the local shop to spend the pocket money that they had earned during the week by washing their mum’s car.

Karl made an agile manoeuvre up the curb, lifting both wheels off the ground and landing with impressive smoothness. Steve, less confident than his older brother settled for a quick grind along the curb before pulling up breathless alongside Karl who was already removing his helmet and hooking it over the scooter handle.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• The boys stared longingly through the window of Wilson’s Memorabilia at the Limited “Want to stop off at Wilson’s Memorabilia on the way in?” asked Karl.

“For sure,” replied Steve. “Wonder if the ball is still there?” he added whimsically.

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Edition World Cup soccer ball. “We will never have enough to buy it,” sighed Karl. “It’s signed by the captain and that makes it worth more than we could ever make washing Mum’s car.”

“How is anyone supposed to find $168 anyway? Some rich hotshot who doesn’t even know who the captain is will probably buy it for his office!” snorted Steve resentfully. As the boys headed down the mall, Steve looked back to steal one last glance at the prized ball before turning into the ice cream shop.

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The boys licked the ice creams that were melting down their hands in the hot midday sun. Steve tilted his head, squinting into the distance. He jumped from the bench and walked purposefully across the car park before stopping to pick something up. “What have you found?” called Karl. The contents of the wallet were strewn over the bench as they looked for clues of the owner. A driver’s license, health care card, a supermarket receipt for cat food and a lottery ticket for the weekend draw had all been carefully inspected by the boys. They knew that a man called Bill owned the wallet and that he lived in Donald Road, just a few streets from the shopping centre. They also knew he was 78 years old and he probably owned a cat. He had exactly $168 in his wallet and, oddly, one lone brown

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LEVEL

1

Narrative – A Lucky Find

button. After a heated discussion, the boys finally came to the decision that returning the wallet would be the right thing to do. As they slowly made their way across the car park in the direction of Donald Road, Steve blurted out exactly what Karl had been thinking since they had counted the money in the wallet. “Don’t you think it is kind of weird that there is exactly $168 in that wallet?”

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“I know, it’s almost as though we were meant to find it and buy that ball,” sighed Karl. When they pulled up outside the house where Bill lived, they once again debated whether they were doing the right thing. After all, this man named Bill could be a crazy, cat keeping lunatic and they may never be seen alive again. Or, more likely, he could just be an elderly man who needed that $168 to pay a bill and who happened to carry around a brown button for luck. Eventually, honesty prevailed over a souvenir ball, even though it was a rare ball. Later that afternoon as they kicked their shabby, ordinary soccer ball between them, they chatted excitedly about their good fortune. They could not believe that they had ever considered not returning the wallet. Had they not returned it, they would never have met Bill Wilson, the proprietor of Wilson’s Memorabilia. Nor would a one of a kind match ball from the 1966 World Cup, signed by all of the members of the Australian team, be displayed proudly on their games room shelf. It had turned out that the brown button in Bill’s wallet had been a lucky charm after all!

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o c . che e r o t r s super

27


Bdujwjuz

Narrative – A Lucky Find

LEVEL

1

Read A Lucky Find on pages 26 and 27 and complete the questions and activities below. 1. Write a simple question to match each of the answers. a. Question: _________________________________________________ Answer: Brown. b. Question: _________________________________________________ Answer: Karl.

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c. Question: _________________________________________________ Answer: $168. d. Question: _________________________________________________ Answer: Icecream.

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2. List four items that the boys found in the wallet.

3. How had the boys been earning money over the weekend?_______________________________ ________________________________________________________________________________

4. List one thing that you could have in common with the boys. _____________________________ 5. Locate four adjectives used in the text.

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

6. Summarise the complication of the story in one sentence.

________________________________________________________________________________

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7. Why do you think the boys were tempted to keep the wallet? ________________________________________________________________________________ 8. Write the simile that has been used in the story. ________________________________________

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9. Locate the phrase that tells the reader about the weather on the day the boys found the wallet. ________________________________________________________________________________ 10. Find four words that have been used instead of the word ‘said’, to indicate speech.

11. The first paragraph of a narrative should orientate the reader by providing information about the characters and setting. Find these parts in the first paragraph and list them below. WHO?

WHEN?

WHAT?

Challenge … Write a new resolution to the story. 28

WHERE?

WHY?


Tuvefou!Jogpsnbujpo!Qbhf

LEVEL

2

Narrative – A Lucky Find

Read the narrative below.

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Karl jumped up the curb cleverly, lifting both wheels off the ground and landing smoothly. Steve, much less sure than his older brother, went for a quick grind along the curb before pulling up out of breath next to Karl who had already taken off his helmet and was hanging it over the scooter handle.

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Teac he r

Karl and Steve rode down the street, their blonde hair fanned out like curtains blowing in a breeze. Their scooters rattled over the uneven road making their voices quiver as they shouted to each other. It was the weekend and the brothers were going to the local shop to spend the pocket money that they had made that week by washing their mum’s car.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• The boys stared longingly into the window of Wilson’s Memorabilia at the Limited “Want to stop off at Wilson’s Memorabilia on the way in?” asked Karl. “For sure,” said Steve. “Wonder if the ball is still there?” he added.

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Edition World Cup soccer ball. “We will never have enough to buy it,” sighed Karl. “It’s signed by the captain and that makes it worth more than we could ever make washing Mum’s car.”

“How is anyone meant to find $168 anyway? Some rich hotshot who doesn’t even know who the captain is will probably buy it for his office!” snorted Steve crossly. As the boys walked down the mall, Steve looked back to take one last look at the prized ball before turning into the ice cream shop.

. te

o c . che e r o t r s super

The boys licked the ice creams that were melting down their hands in the hot sun. Steve tilted his head, looking into the distance. He jumped from the bench and walked quickly across the car park before stopping to pick something up. “What have you found?” called Karl. The items from the wallet were all over the bench as they looked for clues of the owner. A driver’s license, health care card, a supermarket docket for cat food and a lotto ticket for the weekend draw had all been looked over by the boys. They knew that a man called Bill owned the wallet and that he lived in Donald Road, just a few streets away. They also knew he was 78 years old and that he probably owned a cat. He had exactly $168 in his wallet and, oddly, just one brown button. After a heated

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LEVEL

2

Narrative – A Lucky Find

chat, the boys made the choice to give back the wallet as the right thing to do. As they slowly made their way across the car park heading to Donald Road, Steve blurted out just what Karl had been thinking since they had checked how much money was in the wallet. “Don’t you think it is kind of weird that there is exactly $168 in that wallet?”

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Teac he r

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“I know, it’s almost as if we were meant to find it and buy that ball,” sighed Karl. When they pulled up outside the house where Bill must live, they once again chatted about whether they were doing the right thing. After all, this man named Bill could be a crazy, cat keeping lunatic and they may never be seen alive again. Or, more likely, he could just be an old man who needed that $168 to pay a bill and who liked to carry around a brown button for luck. After a while, honesty won over a ball, even though the ball was very special.

Later that day as they kicked their shabby, plain soccer ball, they chatted happily about their good luck. They could not believe that they had ever thought about not giving back the wallet. Had they not given it back, they would never have met Bill Wilson, the owner of Wilson’s Memorabilia. Nor would a one of a kind match ball from the 1966 World Cup, signed by all of the members of the Australian team, be up on their games room shelf. It had turned out that the brown button in Bill’s wallet had been a lucky charm after all!

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

o c . che e r o t r s super


Bdujwjuz

Narrative – A Lucky Find

LEVEL

2

Read the narrative A Lucky Find on pages 29 and 30. Complete the questions and activities below. 1. Match the questions to the correct answers. What colour was the button in the wallet?

Karl.

What did the boys buy at the shop?

Brown.

Who was older, Steve or Karl?

$168.

How much did the Limited Edition soccer ball cost?

Icecream.

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3. How had the boys been earning money over the weekend? a) racing their scooters

b) washing their mum’s car

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2. Draw four items that the boys found in the wallet.

c) playing soccer

4. List one thing that you could have in common with the boys. _____________________________

© ReadyEdPubl i cat i ons scooter blonde ball crazy old button shabby wallet •f orr evi ew pur posesonl y• What was the problem in the story?

5. Adjectives are describing words. Circle four adjectives in the box below.

6.

________________________________________________________________________________

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________________________________________________________________________________ 7. Why do you think that the boys may have wanted to keep the wallet? ______________________

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8. What is the moral of the story? a) You should not steal money. c) Honesty is the best policy.

b) Hard work gets you everything. d) Be kind to others.

9. The first part of a narrative should help the reader by giving him/her information about the characters and setting. Match the sentences to show the type of information given. WHO?

To spend their pocket money.

WHAT?

To the local shop.

WHEN?

Brothers called Karl and Steve.

WHERE?

Riding their scooters.

WHY?

On the weekend. 31


Fyusb!Bdujwjuz

Narrative – An Unusual Find

LEVELS

1&2

Write a story about a character or characters finding something very unusual that is not their own (complication) and explain how they deal with what they find (resolution). Think of a title to capture the reader’s interest. Title: __________________________________________________________________________

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Include information that will orientate the reader about the who, what, when, where and/or why of the narrative. Orientation: ____________________________________________________________________

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_______________________________________________________________________________

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_______________________________________________________________________________ _______________________________________________________________________________

Briefly describe the unusual find and say why this creates a complication.

Complication: __________________________________________________________________

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

_______________________________________________________________________________

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_______________________________________________________________________________ Outline the way that the unusual find will be dealt with (resolution) at the end of the narrative.

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Resolution: ____________________________________________________________________

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_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Describe the moral of the story or what the characters have learned. Moral/lesson: __________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 32


Teachers’ Notes

Recount – Email from Camp

Key Features of a Recount (Personal): to retell events in chronological order, in the form of a diary, letter or biography.

Title:

not always necessary.

Orientation:

information which establishes the time, place and people (who, what, when, where, why) in the text.

Events:

events described in paragraphs with supporting details.

Conclusion:

personal response to events or evaluative statements may be included.

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Specific Activities and Teaching Ideas:

Other Features: -

Descriptive language. Use of personal pronouns. First person. Simple, past tense. Use of time indicators e.g. then.

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Purpose:

- Discuss and highlight the purpose and generic features of a recount. - Ask students to predict what events may be described in the recount Email from Camp using only the title – have students make predictions about who the email may be from and to. - Stop reading after the orientation and draw conclusions about the age of the person writing the recount and the receiver, using the clues. - Read the text in small groups and then discuss the generic features in relation to the text. - Have students label the various sections of the text to reinforce its genre. - Cut and jumble the text and ask students to re-order. - Use highlighter pens to identify the language features of the text such as the use of descriptive language and the use of simple, past tense. - Using a class timetable as a reference to set out the events of Claudia’s day. - Students complete activity pages with various degrees of teacher support as required. - Brainstorm ideas for Jasmyn’s return email – use their typical day as a point of reference and write up a ‘timetable’ on the board for students to use if required. - Students complete the Extra Activity (page 38) at their own level and publish work to desired level. - Teacher may model the writing process with students of lower literacy levels or provide students with support as required.

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

o c . c e r Related Activities: h er o t s super -

Write a diary entry by Angus about his first day at camp using the information in Claudia’s email. Role play different aspects of the email, such as the bet being negotiated or the raft race. Draw up a timetable of activities for Claudia’s week at camp. Design, make and test a model raft using recycled materials. Write a newspaper article of the raft race using the generic features of a recount. Use local maps and scales to calculate and find places that are within a four hour drive (approximately 500km) of your school and mark them on a map. - Design a leaflet for a new camp school with pictures and descriptions of the facilities and activities that are offered. 33


Tuvefou!Jogpsnbujpo!Qbhf

LEVEL

1

Recount – Email From Camp

Read the recount below. Dear Jasmyn, How are you? I imagine you are already missing me! I know I have only been away on camp for one day but Mrs Johnson says that we have to write an email to a member of our family before dinner. If you ask me I think it is because the teachers want to trick us into doing some writing don’t know who they think they are fooling! You should consider yourself to be very privileged to be receiving an email from your big sister on camp, a whole four hours away in Bridgetown.

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

Teac he r

ew i ev Pr

It was a really long and boring ride on the bus to get here. The teachers tried to make it go more quickly by singing lame, old fashioned songs but after the second song most of us put in our earphones and just listened to our own music. I actually wonder if that was what they were hoping for all along! We stopped a couple of times on the way because some people needed to go to the toilet and poor Elyssa had to throw up. She gets travel sick and she looked as green as our fishpond for most of the way. When we arrived at the campsite I was surprised by how good it was. I was expecting some rattly old bunk beds but the rooms are quite modern. I set my bed up next to Sascha but I am a bit concerned because she told me that she snores sometimes. I really hope she isn’t too loud because I am exhausted after the day we have had.

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

Lunch was served soon after we arrived and it was fantastic! Barbequed sausages, sauce and fresh bread - my favourite! We were allowed to have as many as we wanted and Angus had six. It was hilarious because he turned the same colour as Elyssa was on the bus and he was so quiet that I doubt he will eat quite as much tomorrow.

. te

o c . che e r o t r s super

Anyway, we are being told to sign off our emails because dinner is ready. I am really regretting our bet with the boys now as Mrs Johnson just told us that it is chocolate cake for dessert and you know how much I adore chocolate cake. Have fun without me his week and remember to stay out of my room! Love Claudia

34

m . u

w ww

The best part of the day was the afternoon when we did raft building. We had to work in teams of three and use ropes, wood and flotation tubes to make our own rafts. I worked with Sophia and Abigail and we thought we did an amazing job. We were so confident that we made a bet with Zak, Xavier and Angus that we could beat them in a race. The deal was that the losing team had to give the winning team their dessert after dinner tonight. At the start of the race we were going so well that I was sure it would be double dessert for me. Unfortunately, we hadn’t tied our ropes properly so when we all jumped onto the raft it began breaking apart and we sunk in spectacular style. It was great fun and the water was really refreshing but it was still annoying that the boys easily won the race – they weren’t very fast but at least their boat actually stayed together!


Bdujwjuz

Recount – Email From Camp

LEVEL

1

Read the email from Claudia to her sister on page 34. Complete the questions and activities below. 1. Where is the camp being held? ______________________________________________________ 2. How far away is the camp?__________________________________________________________ 3. How many sausages did Angus eat? __________________________________________________

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

4. Circle the most likely reason for Angus turning green. a. He did not like the taste of the sausages. b. He ate too much food.

c. The sausages had gone rotten.

ew i ev Pr

Teac he r

5. Why was Claudia surprised by the campsite? ___________________________________________

6. Number the events described in the email from 1-6 to show the correct sequence. ____ The students had to write emails to their families. ____ The students travelled to the camp site. ____ The students worked in teams to build their rafts. ____ The students enjoyed a lunch of sausages and bread.

© ReadyEdPubl i cat i ons ____ The girls lost the raft race. •f orr evi ew pur posesonl y• ____ The students selected their beds.

7. The simile ‘as green as our fish pond’ is used to describe how Elyssa looked. Complete the following similes.

w ww

c. as white as a ________________________

b. as red as a __________________________

m . u

a. as light as a ________________________

d. as smooth as ________________________

8. Recounts are generally written in the past tense to show that the events being described have already taken place. Complete the following table to show different verb tenses.

. te

o c . che e r o t r s super

FUTURE TENSE PRESENT TENSE PAST TENSE (I will...) (I am...) (I have...)

build eat win sing

building

built

FUTURE TENSE PRESENT TENSE PAST TENSE (I will...) (I am...) (I have...)

snore stop turn sink

9. Find three adjectives that show that Claudia is enjoying the camp.

10. What will Claudia be doing once she finishes sending her email? ________________________________________________________________________________ Challenge … On the back of this page write a short race commentary of the raft race. 35


Tuvefou!Jogpsnbujpo!Qbhf

LEVEL

2

Recount – Email From Camp

Read the recount below. Dear Jasmyn, How are you? I bet you are missing me already! I know I have only been away on camp for one day but Mrs Johnson says that we have to write an email to a family member before dinner. If you ask me I think it is because the teachers want to trick us into doing some writing - don’t know who they think they are fooling! You should think yourself very lucky to be getting an email from your big sister on camp, a whole four hours away in Bridgetown.

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

Teac he r

ew i ev Pr

It was a very long and boring ride on the bus to get here. The teachers tried to make it go faster by singing lame, old songs but most of us just put in our earphones and tried to listen to our own music. I think maybe that was what they wanted all along! We had to stop on the way a few times as some people needed to go to the toilet and poor Elyssa had to throw up. She gets car sick and she looked as green as our fishpond for most of the way.

When we got to the campsite I was shocked by how good it was. I was expecting some rattly old bunk beds but the rooms are quite new. I set my bed up next to Sascha but I am a bit worried because she told me that she snores sometimes. I hope she isn’t too loud because I am so tired after the day we have had.

© R e a d y E d P u b l i c a t i o n s Lunch was served soon after we got here and it was great! Barbequed sausages, sauce and fresh bread - my • favourite! We could have as many as we wanted ands Angus hado six.n It was very funny f o r r e v i e w p u r p o e s l y • because he went the same kind of green as Elyssa was on the bus and he was so quiet that I don’t think he will eat as much next time.

. te

o c . che e r o t r s super

Anyway, we are being told to sign off our emails because dinner is ready. I am really sorry for the bet with the boys now as Mrs Johnson just told us that it is chocolate cake for dessert and you know how much I love chocolate cake. Have fun at home with me away this week and stay out of my room! Love Claudia 36

m . u

w ww

The best part of the day was the afternoon when we did raft making. We had to work in teams of three and use ropes, wood and rubber tubes to make our own rafts. I worked with Sophia and Abigail and by the end we were sure we had done a good job. We were so sure that we made a bet with Zak, Xavier and Angus that we could beat them in a race. The deal was that the team who lost had to give the winners their dessert after dinner tonight. At the start we were going so well that I was sure it would be double dessert for me. Sadly, we hadn’t tied our ropes very well so when we all jumped onto the raft it began to break and we sunk into the water. It was great fun and the water was really cool but it was still annoying that the boys won the race – they weren’t very fast but at least their boat did float!


Bdujwjuz

Recount – Email From Camp

LEVEL

2

Read the email from Claudia to her sister on page 36. Complete the questions and activities below. 1. Where is the camp being held? ______________________________________________________ 2. How far away is the camp?__________________________________________________________ 3. How many sausages did Angus eat? __________________________________________________

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

4. Circle the most likely reason for Angus turning green. a. He did not like the taste of the sausages. b. He ate too much food.

c. The sausages had gone rotten.

ew i ev Pr

Teac he r

5. Why was Claudia shocked by the campsite? ____________________________________________

6. Number to show the correct order of Claudia’s day. ____ Send email to family. ____ Bus ride to the camp. ____ Build a raft. ____ Eat lunch.

© ReadyEdPubl i cat i ons 7. The simile ‘as green as our fishpond’ is used to describe how Elyssa looked. Choose words from the f o rr evi ew pur posesonl y• box to• create similes. ____ Pick a bed.

beetroot

silk

ghost

mouse

feather

honey

c. as white as a ________________________

d. as smooth as ________________________

e. as quiet as a _________________ _______

f. as sweet as ______________________

. te

m . u

b. as red as a __________________________

w ww

a. as light as a ________________________

8. Recounts are written in the past tense to show that the events have already taken place. Complete the table to show the difference between future, present and past tense. FUTURE TENSE (I will...)

snore stop turn float

o c . che e r o t r s super PRESENT TENSE (add -ing)

PAST TENSE (add -ed)

snoring

snored

9. Circle three adjectives (describing words) that show that Claudia is enjoying the camp. boring

good

fooling

loud

great

fun

quiet

10. What will Claudia be doing once she finishes sending her email? ________________________________________________________________________________ 37


Fyusb!Bdujwjuz

Recount – Email From Camp

LEVELS

1&2

Write a return email from Jasmyn to Claudia describing what has happened while she has been on camp. Create a title for the recount. Title: __________________________________________________________________________

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

Write the information that will orient the reader about the who, what , when, where and why of the recount. Orientation: ____________________________________________________________________

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Teac he r

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

© ReadyEdPubl i cat i ons Events in order: _________________________________________________________________ •f orr evi ew pur posesonl y• _______________________________________________________________________________

List the events that will be described in the recount in order. Remember to use the past tense.

_______________________________________________________________________________

w ww

m . u

_______________________________________________________________________________ _______________________________________________________________________________

. te

_______________________________________________________________________________

o c . che e r o t r s super

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Plan how you will conclude the recount.. Conclusion: ____________________________________________________________________ _______________________________________________________________________________ 38


Teachers’ Notes

Recount – Tony Hawk Biography

Key Features of a Recount: to retell events in chronological order in the form of a diary, letter and biography.

Title:

not always necessary.

Orientation:

information which establishes the time, place and people (who, what, when, where, why) in the text.

Events:

events described in paragraphs with supporting details.

Conclusion:

personal response to events or evaluative statements may be included.

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

Specific Activities and Teaching Ideas:

Other Features: -

Descriptive language. Use of personal pronouns. First person. Simple, past tense. Use of time indicators e.g. then.

ew i ev Pr

Teac he r

Purpose:

- Discuss and highlight the purpose and generic features of a recount. - Ask students to predict what events may be in the recount Email from Camp using only the title. - Discuss background knowledge – what achievements is Tony Hawk most famous for, why do biographies interest us? - Stop reading after the orientation and discuss the important information provided, e.g. the birth date indicates Hawk’s current age and his nationality is also given. - Read the text in small groups and then discuss the generic features in relation to the text. - Have students label the various sections of the text to reinforce its genre. - Cut and jumble the text and ask students to re-order. - Use highlighter pens to identify the language features of the text such as the use of descriptive language and the use of simple, past tense. - Using a basic timeline model, use dates and ages to plot Hawk’s significant achievements. - Students complete activity pages with various degrees of teacher support. - Brainstorm appropriate subjects for a biography. Discuss the types of attributes which may make a biography more or less interesting to a reader. - Students complete the Extra Activity (page 44) at their own level and publish work to desired level. - Teacher may model the writing process with students of lower literacy levels or provide students with support as required.

w ww

. te

m . u

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

o c . c e r Related Activities: h er o t s super -

Write a diary entry by Tony Hawk on the day that he achieved the 900. Plan a script and conduct a TV interview with Tony Hawk. Read Tony Hawk’s autobiography Hawk Occupation: Skateboarder by Tony Hawk with Sean Mortimer. Produce a timeline for their own lives. Write a newspaper article about the day when Tony Hawk landed the 900. Design a new skateboard deck or T-shirt design for Tony Hawk’s clothing company. Design a poster to encourage other students to take up skateboarding as a sport. Build a model skate park using recycled materials.

39


Tuvefou!Jogpsnbujpo!Qbhf

LEVEL

1

Recount – Tony Hawk

Read the report below. Tony Hawk was born on the 12th May 1968 in San Diego, California. His parents were Frank and Nancy Hawk. Hawk was the fourth child. He had one brother and two sisters. In his early years there was nothing to suggest that he would become one of the world’s most wellknown skateboarders and a household name across the world.

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

Teac he r

At 25, Tony Hawk had sealed his place in history, having competed in over one hundred professional skateboarding contests. He won a staggering 73 competitions and he also gained places in many others. Tony Hawk also held the Vertical Skating World Champion title for 12 years running.

ew i ev Pr

Tony Hawk started to skate at the age of nine after his older brother gave him one of his old boards. The shabby, blue board did not immediately inspire his desire to develop his skateboarding abilities but success at skateboarding did not take long. At 12 Tony Hawk won his first amateur contest in California and this was merely the beginning of his immense achievements in skateboarding. Several years later at 14 years old Tony Hawk turned professional and started getting noticed for his manoeuvres. By the age of 16, Tony Hawk was one of the best competition skateboarders in the world.

m . u

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

By his early 30s Tony Hawk’s fame was not limited only to his skateboarding achievements. He established his own skateboarding company and a children’s skate clothing company. In 1999 he helped to create his own video game franchise with a range of skateboarding games that became widely popular and remain so today.

w ww

1999 was a very significant year for Tony Hawk as it also marked the pinnacle of his skateboarding career. At the X Games that year, Tony Hawk became the first skateboarder to land a 900. This complex trick involves two and a half full spins in the air, off the top of a ramp and is so called because the rider turns a full 900 degrees. Tony Hawk had attempted the trick many times before he landed it, and achieving it had always been one of his goals. The X Games were televised around the world and that ensured that he would long be remembered for attaining what no other skateboarder had before him. Tony Hawk has invented many new tricks including the airwalk and the Japan air.

. te

o c . che e r o t r s super

Shortly after landing the 900, Hawk retired from professional skateboarding. He maintains his involvement in skateboarding by performing in special shows and exhibitions and continues to work in the media. He has written an autobiography entitled Hawk Occupation: Skateboarder. In addition, Tony Hawk has developed his own charity which donates to skate park projects in the United States. Tony Hawk is now a father of four children and has a family to keep him busy, yet he still remains actively involved in the skateboarding industry. His many achievements on and off the skateboarding ramp have sealed his fate as one of the most famous sporting celebrities of all time and a man admired by several generations of skateboarders.

40


Bdujwjuz

Recount – Tony Hawk

LEVEL

1

Read the biography about Tony Hawk on page 40. Complete the questions and activities below. 1. Where was Tony Hawk born? ________________________________________________________ 2. How old is Tony Hawk now? ________________________________________________________ 3. How did Tony Hawk become interested in skateboarding? _______________________________

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

________________________________________________________________________________ 4. What title did Tony Hawk hold for twelve years running? a) X Games Winner.

b) Professional Skateboarding Champion.

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Teac he r

c) Vertical Skating World Champion.

5. Which of Tony Hawk’s achievements do you find most admirable? Give reasons for your answer. ________________________________________________________________________________ ________________________________________________________________________________

6. Number the events of Tony Hawk’s life from 1-6 to show the correct sequence. ____ He won his first professional skateboarding competition.

© ReadyEdPubl i cat i ons ____ He won his first amateur skateboarding competition. •f orr evi ew pur posesonl y• ____ His brother gave him an old skateboard. ____ He landed the 900 at the X Games.

____ He helped design his own video game .

w ww

7. Write the feminine versions of the pronouns used in the text.

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m . u

____ He retired from professional skateboarding.

a) him - ______________ b) his - ______________ c) he - ______________

o c . che e r o t r s super

8. Recounts are generally written in the past tense to show that the events being described have already taken place. Complete the following table to show different verb tenses. FUTURE TENSE PRESENT TENSE PAST TENSE (I will...) (I am...) (I have...)

start win

starting

started

FUTURE TENSE PRESENT TENSE PAST TENSE (I will...) (I am...) (I have...)

establish create

achieve

land

retire

invent

9. List three attributes that you think Tony Hawk had that made him so successful.

Challenge … On the back of this page write a short commentary of Tony Hawk’s 900 trick. 41


Tuvefou!Jogpsnbujpo!Qbhf

LEVEL

2

Recount – Tony Hawk

Read the report below.

Tony Hawk was born on the 12th May 1968 in San Diego, California. He was the fourth child for his dad Frank and his mum Nancy Hawk. He had one brother and two sisters. When Hawk was little there was nothing to suggest that he would become one of the world’s most wellknown skateboarders and a well-known name across the world.

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

Teac he r

At 25, Tony Hawk had set his place in history, having taken part in over one hundred professional skateboarding contests. He won 73 of them. Tony Hawk also held the Vertical Skating World Champion title for 12 years in a row.

ew i ev Pr

Tony Hawk started to skate at the age of nine after his older brother gave him one of his old boards. The shabby, blue board did not make him want to develop his skateboarding skills straight away but success at skateboarding did not take long. At 12, Tony Hawk won his first amateur contest in California and this was just the start of his many achievements in skateboarding. Several years later at 14 years old Tony Hawk turned professional and people started to notice him for his moves. By the age of 16, Tony Hawk was one of the best competition skateboarders in the world.

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

By his early 30s Tony Hawk owned his own skateboarding company and a children’s skate clothing company. In 1999 he helped to make his own video game series with a range of skateboarding games that became very popular and still are today.

. te

m . u

w ww

1999 was a very good year for Tony Hawk as it marked the biggest moment of his skateboarding career. At the X Games that year, Tony Hawk became the first skateboarder to land a 900. This hard trick involves doing two and a half full spins in the air, off the top of a ramp. It is called a 900 because the rider turns a full 900 degrees. Tony Hawk had tried to complete the trick many times before he landed it. Landing a 900 had always been one of his goals. The X Games were shown around the world and that meant that he would long be known for doing what no other skateboarder had done before him. Tony Hawk has also invented many new tricks including the airwalk and the Japan air.

o c . che e r o t r s super

Shortly after landing the 900, Hawk retired from professional skateboarding. Today, he stays involved in skateboarding by taking part in special shows and working in the media. He has written an autobiography called Hawk Occupation: Skateboarder. Tony Hawk has also started his own charity which gives money to skate park projects in the United States. Hawk is now a father of four children and has a family to keep him busy, yet he still remains very involved in skateboarding. His many achievements on and off the skateboarding ramp have made him one of the most famous sporting people of all time and a person admired by skateboarders past and present.

42


Bdujwjuz

Recount – Tony Hawk

LEVEL

2

Read the biography about Tony Hawk on page 42. Complete the questions and activities below. 1. Where was Tony Hawk born? ________________________________________________________ 2. When was Tony Hawk born? ________________________________________________________ 3. How did Tony Hawk get into skateboarding? __________________________________________

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

________________________________________________________________________________ 4. What title did Tony Hawk hold for twelve years running? a) X Games Winner.

b) Professional Skateboarding Champion.

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Teac he r

c) Vertical Skating World Champion.

5. What do you like the most about Tony Hawk? Give reasons for your answer.

________________________________________________________________________________ ________________________________________________________________________________

6. Number the events of Tony Hawk’s life from 1-4 to show the correct sequence. ____ He landed the 900 at the X Games.

© ReadyEdPubl i cat i ons •Hisf o rgave r e vi e w pur posesonl y• ____ brother him an old skateboard. ____ He won his first amateur skateboarding competition.

____ He retired from professional skateboarding.

w ww

m . u

7. Write the opposite of the pronouns used in the text.

a) him - ______________ b) his - ______________ c) he - ______________

8. Recounts are written in the past tense to show that the events have already taken place. Complete the table to show the difference between tenses.

. te

FUTURE TENSE (I will...)

start land invent

o c . che e r o t r s super PRESENT TENSE (add –ing)

PAST TENSE (add–ed)

starting

started

turn help 9. Circle three words which could be used to describe Tony Hawk. brave

caring

focused

sporty

lazy

unfair

fun

loud

quiet

43


Fyusb!Bdujwjuz

Recount – Biographical Writing

LEVELS

1&2

Plan and write a biography of a person who you admire. The person doesn’t have to be famous. Create a title for the recount. Title: __________________________________________________________________________

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

Write the information that will orient the reader about who the biography is about. Include details of their date and place of birth and their family details. Orientation: ____________________________________________________________________

Teac he r

_______________________________________________________________________________

ew i ev Pr

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

List the major events of their life or significant achievements in chronological order. Remember to use the past tense.

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

Events in order: _________________________________________________________________

_______________________________________________________________________________

m . u

_______________________________________________________________________________

w ww

_______________________________________________________________________________ _______________________________________________________________________________

. te

_______________________________________________________________________________

o c . che e r o t r s super

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Plan how you will conclude your recount, perhaps with a summary of the person’s contributions or a focus on future directions. Conclusion: ____________________________________________________________________ _______________________________________________________________________________ 44


WORD BANK Below are lists of challenging or subject-specific words which relate to each text contained in this book. It may be useful to revise these words and their meanings with your students. This would be particularly helpful to students working at Level 2 as it would make decoding the texts easier. These lists could also be included in your students’ weekly spelling lists or could form a base list for word searches, dictionary tasks or word of the day challenges.

Procedure – How to Make a Soda Bottle Terrarium Level 1

Teac he r

r o e t s Bo r e p ok u S Level 2

terrarium sphagnum environment charcoal scissors middle

Narrative – Granny’s Wise Idea Level 1

Level 2

Level 1

compact unique character secure excess

Level 2 hairstyle mouth soil stocking knot upwards

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terrarium vertical sphagnum environment activated permanent approximately

Procedure – Growing Grass Heads

Narrative – A Lucky Find Level 1

Level 2

billowing curtains © Reslumped a d y E d P u b l i c a t i o n s frowned bitumen quiver holidays agile memorabilia •f orr e v i e w p u r p o s e s o n l y• rated manuovere enough computer kettle console magical favourite happened veranda

memorabilia whimsically edition prevailed souvenir

signed distance license Australia edition

m . u

w ww

glorious scalded confines cartridge console inserted generation dislodged entertained mesmerised

. t– Email from Camp o Recount e Recount – Tony Hawk c . che e r o t r s super Level 1

Level 2

Level 1

privileged exhausted hilarious flotation confident spectacular

Bridgetown worried earphones annoying chocolate favourite toilet barbequed

siblings inkling amateur California immense manoeuvres franchise pinnacle attaining occupation

Level 2

San Diego California success achievement competition professional vertical champion invented autobiography occupation 45


Botxfst HOW TO MAKE A SODA BOTTLE TERRARIUM PAGE 7 1. A two litre bottle. 2. Six tablespoons. 3. So that the soda residue doesn’t affect the plants. 4. a) true b) false c) false d) true. 7. The plant should grow quickly. 8. Cut, write, place, arrange, sprinkle, make, put, press, spray, secure.

9.

GRANNY’S WISE IDEA PAGE 23 1. At work, tennis, Total Wartime 3, 4 weeks. 2. Watching TV, swimming, playing on his scooter, drawing, playing computer games. 3. Because it was rated 15+. 5. Sad, bored, tired. 6. Oliver lost his brother’s computer game. 7. Oliver could repay the cost of the game by weeding the garden. 8. Chair/seat, skid/slide, cool/cold, dull/ boring, grumpy/mad. 9. a) because/as b) but c) or.

6. 7. 8.

6,1,4,3,2,5. a) feather b) beetroot c) ghost d) silk. Eating, eaten, winning, won, singing, sung, snoring, snored, stopping, stopped, turning, turned, sinking, sunk. 9. Good, best, fun, great. 10. Eating her dinner. EMAIL FROM CAMP PAGE 37 1. Bridgetown. 2. Four hours. 3. Six. 4. b. 5. Because it was quite new. 6. 5,1,4,3,2. 7. a) feather b) beetroot c) ghost d) silk e) mouse f ) honey. 8. Stopping, stopped, turning, turned, floating, floated. 9. Good, great, fun. 10. Eating her dinner.

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

GROWING GRASS HEADS PAGE 13 1. Knee-high stocking. 2. Using a hot glue gun. 3. So that the grass only sprouts from the top. 4. 7,5,4,3,6,1,2,8. 5. How much grass seed is needed? What does the grass head sit in? What is used to make ears on the grass head? How often should the grass head be sprayed with water? 6. The grass hair will grow. 7. Open, ask, place, layer, push, gather, tie, squeeze, glue, spray, sit. 8. Put/place, spread, lay/place/sit, place/put/lay.

A LUCKY FIND PAGE 28 1. a) What colour was the button? b) Who was the oldest brother? c) How much did the ball cost?/How much was in the wallet? d) What did the boys buy? 2. Any four from: driver’s license, health care card, receipt, lottery ticket, money, button. 3. Washing their mother’s car. 6. The boys found a wallet and did not know whether to return it. 7. Because there was exactly the right amount of money to buy the ball. 8. Billowing like curtains in a breeze. 9. The hot midday sun. 10. Any four of: asked, replied, added, sighed, snorted, called, blurted 11. Who: Karl and Steve. When: on the weekend. What: riding their scooters. Where: to the local shop. Why: to spend pocket money.

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Teac he r

HOW TO MAKE A SODA BOTTLE TERRARIUM PAGE 9 1. A two litre bottle. 2. Four tablespoons. 3. So that the soda residue doesn’t affect the plants. 4. a) true b) false c) false d) true. 7. The plant should grow quickly. 8. Cut, write, put, spray, sprinkle, place, press, make.

8.

of the computer game by weeding the garden. a) good b) burnt c) looked d) clever e) upset f ) worried. a) because b) but c) because/as d) or e) if.

TONY HAWK PAGE 41 1. San Diego, California. 2. Current year minus 1968 = answer. 3. His older brother gave him an old skateboard. 4. c. 6. 3,5,2,1,6,4. 7. a)her b) her c) she. 8. Winning, won, achieving, achieved, retiring, retired, establishing, established, creating, created, landing, landed, inventing, invented.

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

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o c . che e r o t r s super

GRANNY’S WISE IDEA PAGE 20 1. How long has Oliver been on holiday? What was Granny watching on the television? Where were Oliver’s parents? What was the name of the computer game that Oliver wanted to play? 2. Watching TV, swimming, playing on his scooter, drawing, playing computer games. 3. Because it was his brother’s and was rated 15+. 5. Bored, annoyed, grumpy, guilty, distracted, mesmerised, devastated. 6. Oliver lost his brother’s computer game. 7. That Oliver could repay the cost

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A LUCKY FIND PAGE 31 1. a) brown b) ice cream c) Karl d)$168. 2. Any four from: driver’s license, health care card, receipt, Lotto ticket, money, button. 3. b. 5. Blonde, crazy, old, shabby. 6. The boys found a wallet and did not know whether to return it. 7. Because there was exactly the right amount of money to buy the ball. 8. c. 9. Who: Karl and Steve. When: on the weekend. What: riding their scooters. Where: to the local shop. Why: to spend pocket money.

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GROWING GRASS HEADS PAGE 15 1. Knee-high stocking. 2. Using a hot glue gun. 3. So that the grass only sprouts from the toe. 4. 5,4,3,2,1,6. 5. Daily, rubber bands, two teaspoons, jar or large cup. 6. The grass hair will grow. 7. Open, push, bunch, squeeze, spray, put, place, tie. 8. Place, spread, lay/put, lay/put.

TONY HAWK PAGE 43 1. San Diego, California. 2. 1968. 3. His older brother gave him an old skateboard. 4. c. 6. 3,2,1,4. 7. a) her b) her c) she. 8. Landing, landed, inventing, invented, turning, turned, helping, helped.

EMAIL FROM CAMP PAGE 35 1. Bridgetown. 2. Four hours. 3. Six. 4. b. 5. Because it was quite modern.

Multi-Level Literacy: Book 2  

These books allow teachers to cater for a diverse range of literacy levels within one classroom, without high levels of preparation. Buy no...