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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

Written by Edward Connor. Illustrated by Terry Allen. Published by Ready-Ed Publications (2007) © Ready-Ed Publications - 2007. P.O. Box 276 Greenwood Perth W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 707 4


About this Book This book is designed for students aged 8+ years. The principal thrust of the book is to encourage students to learn to focus their reading and to provide the groundwork for teachers to teach some aspects of English grammar. The book is arranged in seven sections, each of which begins with a story. Students will be asked to focus on specific areas (paragraphs) of the text.

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Comprehension: Each of the seven sections begins with a set of comprehension questions that also provide a framework for the answers to assist students. Word Study: These sheets look at the meaning and grammatical use of specific words in the stories.

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Scanning: Exercises to encourage scanning the text for specific points.

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Grammar: Some of the sheets are designed to be the focal point for teaching various aspects of English grammar. These include nouns and adjectives, verbs and adverbs, apostrophes, direct speech, synonyms and antonyms, pronouns, comparisons, singular and plural, collective nouns, homophones and tenses. Activity Sheets: These sheets are designed to appeal to children’s sense of fun and to challenge them to focus more closely on the written word. They include: Word Bingo, Sentences from the Story, Worm-Words, Spot the Differences, Word Lines, Crosswords and Word Searches.

© Rto ea dyEOutcome dPubStatements l i cat i ons Links Student •f orr evi ew pur posesonl y•

The activities contained in Grammar Focus address the following English strands and outcomes.

Strand: Reading Texts – 2.5 (a) (b); 3.5 (a) (b) Aspects of Language: Contextual Understanding – 2.6 (a) (b); 3.6 (a) (b) 2.7 (a) (b); 3.7 (a) (b) Strategies – 2.8 (a) (b); 3.8 (a) (b) Strand: Writing Texts – 2.9, 3.9 Aspects of Language: Contextual Understanding – 2.10, 3.10 Linguistic Structures and Features – 2.11, 3.11 Strategies – 2.12, 3.12

Sub-strand: Speaking and Listening – Cultural 3.1 Sub-strand: Reading and Viewing – Cultural 2.2, 3.2; Operational 2.2, 3.2; Critical 2.2, 3.2 Sub-strand: Writing and Shaping – Cultural 2.3, 3.3; Operational 2.3, 3.3; Critical 2.3, 3.3

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New South Wales

Western Australia

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Queensland

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Victoria

Strand: Viewing – Level 2-3 Use of Texts V 2.1, 3.1; Contextual Understanding V 2.2, 3.2; Conventions V 2.3, 3.3 Strand: Reading – Level 2-3 Use of Texts R 2.1, 3.1; Contextual Understanding R 2.2, 3.2; Conventions R 2.3, 3.3 Strand: Writing – Level 2-3 Use of Texts W 2.1, 3.1; Contextual Understanding W 2.2, 3.2; Conventions W 2.3, 3.3

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Strand: Learning to Read – RS 2.5, 3.5; RS 2.6, 3.6 Strand: Learning to Write – WS 2.9, 3.9; WS 2.12, 3.12 Strand: Learning About Reading – RS 2.7, 3.7; RS 2.8, 3.8 Strand: Learning About Writing – WS 2.13, 3.13; WS 2.14, 3.14

South Australia Strand: Texts and Contexts – 2.3, 3.2, 3.3, 3.4; Strand: Language – 2.5, 2.6, 2.7, 2.8, 3.5, 3.6, 3.7, 3.8 Strand: Strategies – 2.9, 2.10, 2.11, 2.12, 3.10, 3.11, 3.12

National Curriculum (NT, ACT, Tas) Strand: Reading and Viewing – Level 2-3 Texts 2.5, 3.5; Contextual Understanding 2.6, 3.6; Linguistic Structures and Features 2.7, 3.7; Strategies 2.8a, 3.8a Strand: Writing – Level 2-3 Texts 2.9, 3.9; Contextual Understanding 2.10, 3.10; Linguistic Structures and Features 2.11, 3.11; Strategies 2.12a. 3.12a


contents Contents

.......... 3

Scary Story Scary Story

r o e t s Bo r e p ok u S .......... 4 .......... 5 .......... 6 .......... 8 .......... 9 ........ 10 ........ 11 ........ 12

magnetic sammy

Magnetic Sammy Comprehension Questions Scanning the Story Talking in the Story Direct Speech in Writing Synonyms in the Story Synonyms Worm-Words

........ 13 ........ 14 ........ 15 ........ 16 ........ 17 ........ 18 ........ 19 ........ 20

........ 34 ........ 35 ........ 36 ........ 37

It’s A Buzz To Be A Fly

It’s a Buzz to Be a Fly Questions on the Story Words in the Story Homophones in the Story Nouns and Adjectives Crossword from the Story Worm-Words Spot the Difference

........ 38 ........ 39 ........ 40 ........ 41 ........ 42 ........ 43 ........ 44 ........ 45

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Bingo Bingo Words Comprehension Questions Words in the Story Types of Words – 1 Types of Words – 2 Sentences from the Story

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Word Search The Worst Jokes Ever Collective Nouns Spot the Difference

Jill and Jack

© ReadyEdPu i cat i ons ........ 46 Jill b andl Jack Comprehension Questions ........ 47 •f orr evi ew pur pos e sonl y• Scanning the Story ........ 48

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My Teacher – Mrs Bugweed ........ 21

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Word Bingo Bingo Comprehension Questions Pronouns in the Story Comparing Things – 1 Comparing Things – 2 Spot the Difference

........ 22 ........ 23 ........ 25 ........ 26 ........ 27 ........ 28 ........ 29

Professor Mary

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Sally and Missy

Sally and Missy Comprehension Questions One and More in the Story Crossword from the Story

........ 30 ........ 31 ........ 32 ........ 33

........ 49 ........ 50 ........ 51 ........ 52 ........ 53

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My Teacher -

mrs bugweed

Talking in the Story Direct Speech in Writing Now and Then in the Story Word Line Spot the Difference

Merryweather

Professor Mary Merryweather ........ 54 Comprehension Questions Sentences from the Story Verbs and Adverbs Word Search Antonyms in the Story Antonyms in Writing Word Line

........ 55 ........ 56 ........ 57 ........ 58 ........ 59 ........ 60 ........ 61

Answers

........ 62


Scary Story

*

breath. Now would it? Although it would be a good trick. *

*

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*

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

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If begging doesn’t change your teacher’s mind you should throw a tantrum. Throw a good old fashioned tantrum right here on the floor. I’m sure you know how to do it. Just fall onto your back, kick your legs out, flay your arms about, shake your head vigorously, scream and shout over and over, “I hate you! I hate you!”

I hope that works for you, but it wouldn’t work if your teacher is like mine was when I was at school. Her name was Mrs Bugweed. She was so mean that even her stupid shadow tried to run away from her. If a child so much as sneezed at the wrong time she would slowly stuff him in her desk drawer. But it scares me too much to talk about her so I won’t. *

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Beware, beware, beware! This is a very scary story. It is so scary that it frightened me so much while I was writing it that I almost wet my pants. If you read it you might wet your pants. Perhaps you should wear a nappy while you read it just to be safe. Like people say, “It’s better to be safe than sorry.” But to be perfectly safe you should beg your teacher not to make you read this story.

*

Now let’s get back to this scary story, if you are sure you want to continue reading and you can’t get out of it. At least it’s not a long story and it’s not hard to read. It hasn’t got many characters in it that you have to remember. It isn’t complicated with too many things happening that confuse you and it hasn’t got any big words in it that give children headaches. In fact it’s only got one word … “Boo!”

*

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ever popular “Holding Your Breath” trick. But you must do it properly, too many kids these days are just not expert enough in the ever popular “Holding Your Breath” trick, not like they were when I was young. We were the best ever at the “Holding Your Breath” trick! Here are a few good tips for you.

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First: you must puff your cheeks out as hard as you can. Second: you must close your eyes as tightly as you can. (But don’t do that until you finish reading the rest of the instructions because you will find you can’t read with your eyes closed.) Third: you must stand rigid and as motionless as a statue. Fourth: you must bunch your hands up into tight fists. And most importantly, fifth: you must not breathe. It would hardly be the ever popular “Holding Your Breath” trick if you took even one sneaky little

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© ReadyEdPubl i cat i ons f owork rr ev ew ur posesonl y• If that• doesn’t you cani try the p


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Bingo

Scary Story

 For the Teacher: On the three pages following this one are twelve sets of words taken from the story. Give each student a set of words to play Word Bingo. Some students may have to be given copies of the same set of words or they could work in pairs. All the words are listed below. Pick words at random to read out to the class and tick off the words as you read them. Students should tick words off as they appear on their lists. Naturally the first students who tick off all their words are the winners.

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As you read the words emphasise those that are the focus of the following worksheet. That is the verbs, nouns, adverbs, adjectives and the words with apostrophes.

beware

frightened

happening

back

breath

fourth

second

writing

children

onto

shout

statue

tightly

perfectly

headaches

just

about

finish

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Teac he r

           

rest

desk

until

time

don’t

tried

© ReadyEdPubl i cat i ons reading begging complicated I’m throw cheeks must name •f orr evi ew pur posesonl y• characters

sure

right

close

hard

mean

confuse

teacher’s

because

good

sorry

young

first

hope

enough

tantrum

sneezed

mind

nappy

expert

were

little

breathe

safe

might

scream

trick

fists

vigorously

although

wear

pants

change

work

bunch

holding

instructions

read

while

better

over

stand

remember

popular

importantly

much

story

should

flay

third

continue

properly

motionless

very

scary

almost

kick

can’t

wouldn’t

hardly

sneaky

tight

fifth

school

mine

works

drawer

hasn’t

talk

would

too

scares

won’t

let’s

word

back

least

it’s

hard

many

isn’t

things

doesn’t people

teacher

fashioned

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perhaps

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shadow

o c . che e r o t r s super

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Bingo Words

Scary Story

popular first let’s throw

confuse sneezed mine work

hard can’t mind right

third back expert teacher

beware over nappy time

characters safe

name would

don’t remember

enough until

very hardly little story

tantrum good works sorry

fashioned hard isn’t scary

close wouldn’t better sneaky

perfectly complicated things second

much vigorously children headaches

stand scream just it’s

while motionless finish least

sure continue writing rest

statue reading I’m instructions

r o e t s Bo r e p wear almost were o pants u k because shout school can’t S

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Teac he r

might fists it’s kick

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beware would teacher breathe

scary hope teacher’s works

6

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

were close begging . tethrow don’t very perfectly desk o cenough . fifth over e che good r o tantrum tightly fists importantly t r s super tightly although back mind

throw don’t very breath

almost reading holding continue

change characters pants trick


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Bingo Words

Scary Story

wear until must wouldn’t

Teac he r

sneezed don’t many cheeks

finish time school rest

would continue desk drawer I’m hope right young

r o e t s Bo r e p good o little were k u Sstand properly enough teacher complicated

sneaky sure

perfectly headaches

pants close least throw

tight read tightly scream

vigorously reading mind almost

second fists tantrum shout

while breath remember teacher’s

trick tried writing because

doesn’t can’t properly shadow

name expert mean almost

ew i ev Pr

sorry third although fashioned

hard first works mine

flay importantly about it’s

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

hardly very word work

m . u

w ww story too much scares

begging isn’t change instructions

statue better just . te fourth o talk frightened nappy bunch c . che back motionless hasn’t safe e r o people r hard onto it’s st su per should holding beware confuse

breathe scary back popular

let’s kick things won’t

fifth might happening perhaps

7


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Comprehension Questions

Scary Story

The following are comprehension questions on the story. Answers have been partly done for you but words have been left out. Fill in the missing words.

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

Q: In the first paragraph what were you warned might happen if you read the Scary Story?

1

A: If you read the story you might end up __________ your __________.

Q: In the second paragraph what was the reader advised to throw?

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2

A: The reader was __________ to throw a __________.

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Q: In paragraph three who did the narrator claim were the best ever at the “Holding Your Breath” trick?

3

A: __________ were the best ever at the “__________ __________ __________ ” trick.

© ReadyEdPubl i cat i ons Q: What did paragraph four say was the most important tip? •f orr evi ew pur posesonl y•

4

A: To __________ __________ __________ was the most __________ tip.

Q: Who was Mrs Bugweed, mentioned in paragraph five?

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5

m . u

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A: Mrs __________ was the narrator’s __________ when he was at __________ .

6

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o c . che e r o t r s super

Q: In the last paragraph what was the one word of the Scary Story?

A: The one __________ in the __________ __________ was “__________!”

7

Q: What did you have to do as hard as you can?

A: You had to __________ __________ __________ __________ as __________ __________ __________ __________ .

8

Q: What did you have to kick and what did you have to flay? A: You had to kick _______ _______ and you had to _______ _______ _______.

8


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Words in the Story

Scary Story

The following questions are on the words used in the story. The paragraphs are numbered to make it easier for you. Give simple one or two word answers. 1

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

In paragraph one, which word means the same as “maybe”?

9

_____________________________

_____________________________

_____________________________

In paragraph three, which word means the same as “correctly”? _____________________________

Which adverb and verb in the fifth 11 paragraph both start with “s”?

_____________________________

© ReadyEdPuWhich bl i c at i ons adjective and noun in the sixth 12 paragraph both start with “s”? • f o r r e v i e w p u r p osesonl y• _____________________________

4

In the fourth paragraph, which word means the same as “shut”?

5

In the fifth paragraph, which word means the same as “incorrect”?

w ww

_____________________________

6

_____________________________

In the sixth paragraph, which word means the same as “bamboozle”?

. te

_____________________________ In the story there are words that have 13 apostrophes. What do these words mean? The words are: it’s, doesn’t, I’m, don’t, can’t, wouldn’t, won’t, let’s, hasn’t and isn’t.

m . u

3

Which adjective (a word that describes 10 a noun) in the fourth paragraph begins with the letter “l”?

ew i ev Pr

In paragraph two, which word means the same as “forcefully”?

Teac he r

2

o c . che e r o t r s super

_____________________________

_____________________________ 7

Which verb (or doing word) in the first paragraph begins with a “w”?

14

_____________________________ 8

Which noun (the name of something) in the third paragraph begins with “t”?

Which adverb (word that describes the verb and tells how something was done) in the second paragraph begins with the letter “v”?

There is another word with an apostrophe: teacher’s. What does this word mean? _____________________________

15

See how many nouns you can find throughout the story. _____________________________

_____________________________

9


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Types of Words – 1

Scary Story

‹ Types of Words: Nouns are names of things and adjectives are words that describe nouns. For example: the word cat is a noun because it is the name of something, and the word big is an adjective because it can be used to describe what a noun looks like. We can say: “The big cat is dangerous.”

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

Verbs are doing or action words and adverbs are words that describe how something is done. For example: the word run is a verb as it is an action, and the word quickly is an adverb as it can be used to describe how the action is done. We can say: “I run quickly to the shop.”

Teac he r

           

1

(adjective) 

(noun) 

(verb) 

ew i ev Pr

Choose words from the word list on Page 11 to fill in the missing words. They appear in the order that you can use them. Some of the words have been marked as NOUN, ADJECTIVE, VERB or ADVERB to show what they are. Choose words from the correct set. Discuss the sentences before you do the writing. (noun) 

(adjective) 

(verb) 

read a scary story and it __________________. © Rgorilla ead yEdPu bl i cat i ons •f orr evi ew pur posesonl y•

The enormous

A

(noun) 

(verb) 

naughty

ghost

screams

(adjective) 

w ww

3

(adjective) 

That 4

5

. te

10

the ________________ forest.

(adjective) 

(verb) 

(noun) 

the ____________________ goat.

o c . che e r o t r s super (noun) 

(adjective) 

(verb) 

(noun) 

I _____________________ escaped

Seven

in

(noun) 

(noun) 

unhappy _________________ wanted its ___________________ doll.

(adjective) 

6 (adjective) 

“BOO!”

greedy _________________ ate

(adjective) 

The

(noun) 

(adjective) 

m . u

2

(noun) 

(adverb) 

(adjective) 

from

(verb) 

dwarves ____________________ ate

(noun) 

the ____________________ witch.

(adjective) (adjective)  

seven

(noun) 

fat __________________.


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Types of Words – 2

Scary Story

7

(adjective) 

Don’t _____________________ 8

with

(noun) 

Teac he r 10

spider.

(adjective) 

my

will

become

a ___________________ tiger.

(verb) 

(noun) 

(noun) 

an _______________ ogress.

(verb) 

(adverb) 

(noun) 

(adjective) 

beautiful _______________ becomes

(adjective) 

(noun) 

(adjective) 

ew i ev Pr

(noun) 

night

_______________________

(verb) 

That __________________ kitten

At

(noun) 

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

(adjective) 

9

a

(adjective) 

(noun) 

(noun) 

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

That _________________ vampire quickly ___________________ a glass of blood. (adjective) 

(noun) 

A __________________ butterfly (verb) 

w ww

12

(verb) 

(adverb) 

(noun) 

greatly ____________________ the

(adjective) 

monster.

m . u

11

(noun) 

(adjective) 

(noun) 

There is a _______________ and ______________ ______________ in the water.

13

. te

(adjective) 

o c . che e r o t r s super (noun) 

(adverb) 

(verb) 

(adjective) 

(noun) 

The _______________ mummy ______________ kissed the ______________ ghost.

‹ Word List – Choose words from here. NOUNS: ADJECTIVES:

VERBS: ADVERBS:

•troll •dark •cute •fat •cried •bravely

•beast •smallest •ferocious •hungry •play •hungrily

•pigs •cuddly •ugly, •lovely •gulped •sweetly

•wife shark •horrible •hairy •thirsty •pretty •little •frightened

11


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Sentences from the Story

Scary Story

Following are some sentences or parts of sentences from the story but they have been distorted. This means they have been messed up. Try to make sense of them and find them in the story. Write them correctly.

…r Thisisaveryscarystory … o e t s Bo r e p ok u S … !you hate I …

123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012  From paragraph 1 123 1234 12345678901234567890123456789012 123 1234 123 1234 123 1234 1 1234 123 123 123 123 123

 _____________________________________________________________________

Teac he r

ew i ev Pr

123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012  From paragraph 2 123 12345678901234567890123456789012 1234 123 1234 123 1234 2 123 1234 123 123 123 123

 _____________________________________________________________________

123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012  From paragraph 3 123 1234 12345678901234567890123456789012 123 1234 1234 123 1234 123 3 1234 123 123 123 123 123

… _____ are a few ____ ____ for you …

© ReadyEdPubl i cat i ons … wNo oduwl ti? … •f orr evi ew pur posesonl y•

 _____________________________________________________________________

123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012  From paragraph 4 123 1234 12345678901234567890123456789012 123 1234 1234 123 4 1234 123 123 123 123 123

 _____________________________________________________________________

. te

m . u

w ww

123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012  From paragraph 5 123 12345678901234567890123456789012 1234 … away tried her from shadow to run her stupid … 123 1234 123 1234 123 1234 5 1234 123 123 123 123 123  _____________________________________________________________________ 123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012  From paragraph 6 123 1234 12345678901234567890123456789012 … *h** g**e **il*r*n ***d*c**s … 123 1234 123 1234 6 123 1234 123 123 123 123

o c . che e r o t r s su er .tip od ot woh wonk uoy erus m’I

 _____________________________________________________________________

123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012  From somewhere in the story 123 1234 12345678901234567890123456789012 123 1234 123 1234 123 1234 7 123 1234 123 123 123 123  _____________________________________________________________________ 123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012  From somewhere in the story 123 1234 12345678901234567890123456789012 Aou i ou e a oo i. 123 1234 123 1234 8 123 1234 123 123 123 123

 _____________________________________________________________________

12


magnetic sammy Sammy woke up one morning and found that something was strange. He discovered it when his toy truck suddenly plunged through the air and clobbered him right in the middle of his forehead. “Ouch!” he screamed. *

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

*

*

*

Teac he r

*

*

*

*

He had to yank hard at the toy truck to pull it off his head but when he placed it on the centre of the table next to his bed it immediately hurtled itself right back up and zonked him on his forehead again. “Ouch!” he screeched. He was positive then that something was weird. “I’m sure it was not like this yesterday,” he said.

*

*

*

*

*

Sweating in terror he ran back into his bedroom and with a whack that made his eyes rattle in their sockets his toy walloped him right in the midpoint of his forehead again. He cautiously stuck the truck back in the drawer and made sure that it was properly shut. *

*

*

*

*

*

ew i ev Pr

At first he thought it was his mother who threw the toy at him. His mum was always complaining that he left his toys on the floor. “You’ll forever be a danger to us all,” she often scolded him. “I wish you learnt to keep your things out of other people’s way.” But it wasn’t her who had flung it at him as she was nowhere to be seen. *

Sammy went into the kitchen and instantly he squealed in tremendous fear. As soon as he opened the door every knife, fork and spoon, every pot, pan and skillet came shooting right at him at supersonic speed. He shut the door as a cover just in time before the utensils thumped him into a pulp. He heard them crash into the door. “That’s not funny!” he yelled.

*

*

*

*

“I think I have become magnetic,” he © ReadyEdP u bl i ca i on s “How mumbled. Then het asked himself, long will it last?” Then he pondered, “I wonder it’s because something •f orr evi ew pur poifs e soofn l y•I ate.”

*

*

*

*

w ww

With great difficulty Sammy managed to get the truck into a drawer and closed it before it shot back at him. He bellowed at it as if it could hear him “Stay there!”

. te *

*

m . u

*

He put on his bicycle helmet, got a tennis racket to block any missiles and carefully went outside. He thought if he could only get to the hospital he would be safe, but he got a lot further than that. A jet flew by overhead and Sammy was whizzed up and got stuck to it. He ended up going all around the world and wherever he went he became a great attraction.

o c . che e r o t r s super

*

*

*

*

*

*

*

*

13


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Comprehension Questions

magnetic sammy

The following are comprehension questions on the story. Answers have been partly done for you but words have been left out. Fill in the missing words.

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

Q: In the first paragraph what was the first sign to Sammy that something was wrong? A: The ________

________ hitting Sammy in the ________ was the first sign

Teac he r

that something was wrong.

Q: In the third paragraph where was the table? A: The table was

________ to Sammy’s ________.

ew i ev Pr

Q: In paragraph six how do you know that the toy hit Sammy very hard?

A: The toy must have hit Sammy hard because it said that his ________ rattled

© ReadyEdPubl i cat i ons Q: Where did Sammy intend to go in the last paragraph? •f orr evi ew pur posesonl y• ________ ________ ________.

A: Sammy intended to go ________

________

________.

Q: Who did Sammy think had thrown the toy truck at him?

w ww

14

m . u

1234 1234 1234 1234 1234 1234 1 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 2 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 3 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 4 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 5 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 6 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 7 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 8 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234

A: Sammy thought that his ________ ________ ________ ________ toy truck at ________.

. te

o c . che e r o t r s super

Q: What did Sammy wear for protection? A: Sammy wore his ________

________ for protection.

Q: Would you say the story of Magnetic Sammy is possible or ridiculously impossible? A: I think the story of ________

________

is … _____________________

Look around your room and list the things that would be attracted by a magnet. List of magnetic things in this room: ________; ________; ________; ________.


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Scanning the Story

magnetic sammy

Scanning means to glance over the story pretty quickly, just looking at the words rather than reading them. For this activity you have to scan the story to find the words that suit the given clues. More than one word may fit a clue but you only need find one.

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

In paragraph one there is a word with a double “d” in it.

Teac he r

____________________________

In paragraph three there is a word with a double “e” in it. ____________________________

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In the sixth, seventh or eighth paragraph there is this jumbled-up word “udclo”.

ew i ev Pr

____________________________

Somewhere in the story there is a long nine letter word. ____________________________

© ReadyEdPuSomewhere bl i ca t i ons in the story there is a word that has seven letters in it and the middle •f orr evi ew pur p os nl y• letter ise “l”.so

In paragraph six there is a word that has two “r’s” in it but they are not beside each other. ____________________________

w ww

In the last paragraph there is a word with four out of the five vowels.

. te

____________________________

m . u

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Somewhere in the story there is a word that has the little word “in” in it.

o c . che e r o t r s super

____________________________

In the first or second paragraph there is a word that has the word “ear” inside it. ____________________________

In the third, fourth or fifth paragraph there is a word that rhymes with “lot”. ____________________________

____________________________

In the story how many times is the word “his” used? ____________________________ Which of these words is not in the story? Often, back, into, made, game or ate. ____________________________

15


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Talking in the Story

magnetic sammy

‹ Direct Speech: When we write what someone says we call it direct speech. We place quotation marks around exactly what was said. Like this: “G’day, mate.” What is actually spoken is included inside the quotation marks – not a word more and not a word less. To show who said it and how it was said we write “said” before or after the direct speech. However if we wrote just “said” every time it would be pretty dull and it wouldn’t show how it was said.

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

Answer the following questions on direct speech.

Teac he r

How many times in the story did Sammy say something? _____________________________

During all of Sammy’s direct speech (when he talked) exactly how many words or sounds did he make? _____________________________

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What do you think is the answer to Sammy’s question?

ew i ev Pr

_____________________________

Which word showed that Sammy was thinking hard about something when he spoke? _____________________________

© ReadyEdPu bl i cashow t i o ns Which words that Sammy had been hurt when he made a sound? Who else besides Sammy talked in the story?•f orr evi ew pur p osesonl y• _____________________________ _____________________________

w ww

How many times was “said” used to show someone had spoken?

16

_____________________________

. te

What other words beside “said” were used to show that Sammy had spoken (not just made a noise)?

What word was used when someone else other than Sammy spoke and why do you think that word was used?

m . u

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_____________________________ Which word shows that Sammy was angry as he gave an order?

o c . che e r o t r s super

_____________________________

Which word showed that Sammy asked a question? _____________________________ Copy Sammy’s question. _____________________________ _____________________________

_____________________________

Copy Sammy’s direct speech when he was giving an order to something. _____________________________ _____________________________ _____________________________ _____________________________


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Direct Speech in Writing

magnetic sammy

‹ Direct Speech: When we write what someone says we call it direct speech. We place quotation marks around exactly what was said. Like this: “G’day, mate.” What is actually spoken is included inside the quotation marks – not a word more and not a word less. To show who said it and how it was said we write “said” before or after the direct speech. However if we wrote just “said” every time it would be pretty dull and it wouldn’t show how it was said.

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

PAY CLOSE ATTENTION TO THE PUNCTUATION MARKS.

Complete these sentences by putting in what was said (i.e. the direct speech).

Teac he r

The scientist wondered,

ew i ev Pr

123 123 123 123 123 1 123 123 123 123 123 123 123 123 123 123 123 123 2 123 123 123 123 123 123 123 123 123 123 123 123 3 123 123 123 123 123 123 123

“____________________________________________________________________?”

“____________________________________________________________________!” screamed the man when the giant magnet lifted his car,

“____________________________________________________________________?” asked the girl as she experimented with the magnet.

© ReadyEdPubl i cat i ons •the f o rr ev e wp ur po se so nl y• Complete sentences byi putting in who said them and how. Remember: Don’t just use “said”.

m . u

“Magnets attract iron,” __________________________________________________

w ww

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_____________________________________________ , “Are nails made out of iron?”

. te

o c . c e hwrite r On the back of this sheet, entire sentences that have direct speech in them e o t r s following the directions below. s uper

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“Yes they are!” ________________________________________________________

Write a sentence in which a crazy scientist says something to a cat. Write a sentence in which a talking magnet says something to a pin. Write a sentence in which a silly child swallows a magnet.

17


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Synonyms in the Story

magnetic sammy

‹ Synonyms: Synonyms are words that are similar in meaning. For example: happy is similar in meaning to glad and also cheerful. Glad and cheerful are synonyms for happy.

Below are some words from the story. Their synonyms are also in the story. See if you can find the synonyms and write them down. Also write the number of the paragraphs in which you found the synonyms.

middle

1

Teac he r

Clue: The synonym starts with a “c” _____________________________

fear

2

Clue: The synonym has a double “r” in it. _____________________________

close

8

9

Clue: There are two synonyms.

_____________________________ _____________________________

zonked

Clue: There are three synonyms.

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

Clue: The synonym starts with an “s”.

always

4

Clue: The synonym has a double “r” in it. _____________________________

w ww

6

7

18

great

Clue: The synonym has ten letters in it.

. te

_____________________________

think

_____________________________

o c . che e r o t r s super

_____________________________

found

10

_____________________________

m . u

3

5

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ew i ev Pr

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

Clue: The synonym is usually used with explorers. _____________________________

instantly Clue: There are two synonyms for this word in the story. One has the word “ate” in it and the other has a double “d” in it. _____________________________ _____________________________

11

12

13

block

_____________________________

cautiously

_____________________________

skillet _____________________________


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Synonyms

magnetic sammy

‹ Synonyms: Synonyms are words that are similar in meaning. For example: sad is similar in meaning to miserable and also unhappy. Miserable and unhappy are synonyms for sad.

Below are some synonyms on either side of the columns. Join them with coloured lines.

Teac he r

carpet

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r o e t s B r e oo nasty toss p u k S less 1234567 1234567 1234567 1234567 1234567 1234567 1234567 1234567

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halt

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hat

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fast

quick

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boat

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none

cruel

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minus

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kid

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ship

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gobble

sleepy

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begin

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neat

terrible

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nothing

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almost

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throw

tired sprig

stop

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ew i ev Pr

lot

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© Ready EdPubl i cat i ons cap stupid horrible vacation •f orr evi ew pur posesonl y•

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hurry many

m . u

w ww quick

. te

rug

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o c . eat cheidiot e r o t r s s r u e p after wriggle 1234567 1234567 1234567 1234567 1234567 1234567 1234567 1234567

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start

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holiday

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wiggle

later

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recent

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twig

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new child

nearly tidy

19


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Worm-Words

magnetic sammy

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

ew i ev Pr

Teac he r

Follow the lines and along the way pick up the letters that make up the words. All the words come from the story. There are some letters missing so you may have to look at the story to work out what the words are. Write the words in your workbook and then five good sentences that have all the words in them.

w ww

. te

20

m . u

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

o c . che e r o t r s super


my teacher -mrs bugweed Any gardener will tell you that bugs and weeds are the worst things in the garden, but put them together and you get the worst thing in the school. Mrs Bugweed was my teacher. She was the meanest, nastiest, cruellest, most terrible and most horrible teacher that ever lived. Other teachers were bad, but they were teddy bears compared to her.

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

*

*

*

My best friend was Fatty Freddy Frog Face, his real name was just Freddy but his mother called him Frederic. He didn’t really look like a frog or make frog noises but it just fit to call him Frog Face. He was my best friend and I liked him but he was also the teacher’s pet. Mrs Bugweed adored Freddy so while she tormented the rest of us it seemed that he couldn’t do anything wrong in her eyes. It just wasn’t fair but Mrs Bugweed was never fair about anything.

*

*

*

*

*

“No, you mustn’t,” he said. But I was determined. I wasn’t silly enough to stay next to him and get myself tortured into a wobbly jelly. But unfortunately Mrs Bugweed heard us and she wasn’t going to let me upset her darling Freddy. *

*

ew i ev Pr

Teac he r

*

she was being so nice to him she would soon be more horrible to me than ever. “That’s it, I’m moving for sure!” I told him.

*

*

*

She looked me straight in the eyes and grinned. Her eyes were almost red and where they should have been white they were grey. Her teeth were an ugly yellow and the one in the middle was missing. She smelt like peppermint mixed with stale porridge. “You are not moving and upsetting my little angel,” she said.

© ReadyEdPubl i cat i ons •f orr evi ew pur p osesonl y• Before I knew what was happening she The worst thing about Freddy being the *

*

*

*

w ww

teacher’s pet was that the nicer she was to him the meaner she was to me. I thought it was because I shared the desk with him and many times I threatened to sit next to someone else. But he always talked me into staying because we were a team and it was our desk. “This desk is yours and mine,” he would tell me.

. te *

*

*

*

*

*

*

*

*

*

grabbed my shirt and pulled me up. Then she squeezed something from a little tube onto the seat of the desk beneath me and plonked me down hard on top of it. I was so surprised that I almost screamed. But I was even more surprised when she jiggled me about like a teabag so that my bottom got all wet with the gooey stuff and then she held me firmly down.

o c . che e r o t r s super

*

*

One day Mrs Bugweed gave Freddy a present and it wasn’t his birthday or even hers. She just gave it to him for no reason at all. “Just to see his angelic smile,” she said. *

*

m . u

*

*

Hearing her say that almost made me puke which wouldn’t have been a good thing to do. But it also terrified me. I knew that as

*

*

*

*

*

“There,” she said to me. “Now you won’t upset my Freddy.” Then I realised what she had done. The gooey stuff she squeezed onto the desk seat was Super glue! *

*

*

*

*

21


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Word Bingo

mrs bugweed

 For the Teacher: On the two pages following are twelve sets of words taken from the story. Give each student a set of words to play Word Bingo. Some students may have to be given copies of the same set of words or they could work in pairs. All the words are listed below. Pick words at random to read out to the class, tick off the words as you read them. Students should tick words off as they appear on their lists. Naturally, the first students who tick off all their words are the winners.

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

As you read the words emphasise those that are the focus of the following worksheets (i.e. the pronouns and antonyms).

beware

frightened happening

back

breath

fourth

gardener

school

bugs

weeds

worst

meanest

teacher

didn’t

bottom

most

thing

nastiest

terrible

name

that

ever

compared

cruellest

horrible mother

rest

desk

best

she

wa

her

but

they

ew i ev Pr

Teac he r

           

just R really friend © elived adyEdPcall ubl i c at i obad ns my like downp frog make look •f orr eavi ew ur pose son l y•his also

liked

stale

pet

even

him

while

rest

little

wrong

wasn’t

eyes

fair

other

and

because

meaner

with

desk

it

tormented

Mrs

. te

seemed

shared

couldn’t

before

anything

were

would

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

next

thought

many

always

talked

into

team

and

firmly

gave

angel

smile

good stay

22

m . u

but

w ww

noises

sit

he

because

else

us

this

is

mine

me

present

made

wouldn’t

which

I

pulled

reason

been

little

myself

we

terrified

sure

silly

enough

next

one

our

wobbly

hard

ugly

yellow

middle

top

yours


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Bingo

mrs bugweed

gardener didn’t lived pet

Teac he r

meanest ever a while

was they frog wrong

thing bad his fair next seemed couldn’t good

r o e t s Bo r e p o with it sit k u S us because talked would I

team pulled

this smile

sure compared name also

enough best horrible stale

one worst really him

yours school friend wasn’t

desk else little yellow

he and reason bugs

thought anything stay she

shared firmly terrified nastiest

ew i ev Pr

and mine present wouldn’t

weeds terrible just but

middle ugly look meaner

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

m . u

w ww

always made next most

her that cruellest . te bottom o my call mother down c . c even liked rest little e h r e su o other r because Mrs tormented st per

teacher but make eyes angel is wobbly his

many me top friend

into which gardener ever

before myself bugs terrible

were been best nastiest

23


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Bingo

mrs bugweed

school lived and silly

meanest make with hard

her him our would

most liked little thought

seemed eyes

myself rest

were compared

she tormented shared present

horrible desk seemed made

frog many us we

even next else one

but like into firmly

cruellest stale wouldn’t reason

bad pet me pulled

just because mine good

Teac he r

r o e t s Bo r e p his o u really down k also Swrong fair it meaner

ew i ev Pr

was rest Mrs also

name noises gave he

fair sit

also many because next

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

teacher other were middle

24

m . u

w ww bugs friend wasn’t always

mother talked and ugly

. nastiest my next te thing o a but little sure c . che Mrs e other whiler terrified o stI s couldn’t r anything enough uper didn’t meaner smile yellow

ever meaner been wobbly

look team yours angel

call this before worst


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Comprehension Questions

mrs bugweed

The following are comprehension questions on the story. Answers have been partly done for you but words have been left out. Fill in the missing words. 1 Q:

2 Q: A:

3 Q: A:

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

The ________

Teac he r

A:

In the seventh paragraph, what colours were the teacher’s eyes? ________ were ________

and ________.

In the second paragraph what was the name of the narrator’s best friend? The narrator’s best friend was ________

ew i ev Pr

12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345

________ ________

________.

In the sixth paragraph what was the narrator determined to do?

The narrator was determined that he would move to a ________

________ .

© ReadyEdPubl i cat i ons A: The narrator and ________ ________ a desk. •f orr evi ew pur posesonl y•

4 Q:

In the third paragraph what did the narrator and Freddy have in common?

The way the ________ described his ________ made it ________ that he didn’t

w ww

A:

6

7

m . u

5 Q: What made it so obvious in the first paragraph that the narrator didn’t like his teacher?

________

. te

________.

o c . che e r o t r s super

Q:

In the story, what does porridge have to do with anything.

A:

Porridge along with ________ is the way the ________ smelled.

Q:

Why did Mrs Bugweed give Freddy a present?

A:

________

________ gave ________

a ________ for ________ reason at all.

8 Q:

How does your teacher compare with Mrs Bugweed?

___________________________________________________________________

25


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Pronouns in the Story

mrs bugweed

‹ Pronoun: A pronoun is a word used to take the place of a noun or a thing. A sentence such as, “The teacher was terrifying and when the teacher came into the classroom the children fainted when they saw the teacher.” is awkward. However, using pronouns can make it a lot better.

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

E.g. “The teacher was terrifying and when she came into the classroom the children fainted when they saw her.”

Following are pronouns as they are used in the story. Write the things they replace.

Teac he r

In paragraph one – … but put them together … -

_____________________________

In paragraph four – … or even hers … _____________________________

In paragraph seven – … where they should have … -

1234 1234 1234 1234 1234 1234 9 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 10 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 11 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 12 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 13 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 14 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 15 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234

In paragraph two – … It just wasn’t fair … -

ew i ev Pr

_____________________________ In paragraph four – … present and it wasn’t … -

_____________________________

Inb paragraph six– © ReadyEdPu l i cat i ons … Mrs Bugweed heard us and … _____________________________ •f orr evi ew pur p osesonl y• _____________________________

In paragraph nine – … Now you won’t … _____________________________

w ww

In paragraph one – … but they were … -

26

. te

_____________________________

In paragraph five – … … - But it also terrified … -

m . u

1234 1234 1234 1234 1 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 2 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 3 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 4 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 5 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 6 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 7 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 8 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234

_____________________________ In paragraph seven – … upsetting my little angel … -

o c . che e r o t r s super

In paragraph three – … desk with him and many … -

_____________________________ In paragraph two – … noises but it just fit … -

_____________________________ In paragraph nine – … realised what she had done … _____________________________

_____________________________

In paragraph two – … tormented the rest of us … _____________________________

In paragraph four – … just gave it to … _____________________________


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Comparing Things – 1

mrs bugweed

‹ Comparing things: One way we compare things is by adding “er” and “est” to a word. For example we can say, “A stone is big.” Then we can say, “A rock is bigger than a stone.” But then we can say, “Uluru is the biggest rock of all.” You see? Big, bigger, biggest. Small, smaller, smallest. Funny, funnier, funniest. Mad, madder, maddest. Smart, smarter, smartest. Nice, nicer, nicest.

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

Three words used in the story were: meanest, nastiest and cruellest. Fill the blanks in this table. 1234

Teac he r

mean

nastier

cruellest

Now fill in the blanks in this table.

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

. te red

cute

sweeter

m . u

easiest

w ww

123 123 123 123 123 4 123 123 123 123 123 123 123 5 123 123 123 123 123 123 123 6 123 123 123 123 123 123 123 7 123 123 123 123 123 123 123 8 123 123 123 123 123 123 123 9 123 123 123 123 123 123 123 10 123 123 123 123 123 123 123 11 123 123 123 123 123 123 123 12 123 123 123 123 123 123 123 13 123 123 123 123 123 123 123 14 123 123

ew i ev Pr

1234 1234 1234 1234 1 1234 1234 1234 1234 1234 1234 1234 1234 2 1234 1234 1234 1234 1234 1234 1234 3 1234 1234 1234

o c . che e r o t r s super

loveliest

smarter

empty kinder heaviest 27


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Comparing Things – 2

mrs bugweed

For this activity you have to start at the first line of the tables you completed on Page 27 and choose one of the three words (i.e. mean, meaner or meanest) to fill in the blank space in sentence 1. Then you choose one of the three words in the second line (i.e. nasty, nastier or nastiest) to fill in the blank space in sentence 2. And so on …

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

Teac he r

That teacher is ___________ and I’m glad he’s not your teacher. The teacher I had was the _____________ teacher of all. In fact my teacher was _____________ than a goblin.

ew i ev Pr

My teacher was so _____________ that everyone wore pegs on their noses.

© ReadyEdPubl i cat i ons Hiding• from herr wasr _____________ your on it. f o evi ewbecause pur plife odepended seso nl y• Only the _____________ kids in school ever went near her.

Although my teacher was horrible the girl who sat in front of me was ____________.

w ww

She had the _____________ hair of anyone in the class.

. te

And she was _____________ than even a hairy spider.

m . u

123 123 123 123 123 1 123 123 123 123 123 123 123 123 2 123 123 123 123 123 123 123 3 123 123 123 123 123 123 123 123 4 123 123 123 123 123 123 123 123 5 123 123 123 123 123 123 123 123 6 123 123 123 123 123 123 123 123 7 123 123 123 123 123 123 123 8 123 123 123 123 123 123 123 123 9 123 123 123 123 123 123 123 123 10 123 123 123 123 123 123 123 123 11 123 123 123 123 123 123 123 12 123 123 123 123 123 123 123 123 13 123 123 123 123 123 123 123 123 14 123 123 123 123 123

o c . che e r o t r s super

Her name was Tizzy and she was so _____________ that even birds sang to her. Unfortunately she wasn’t exactly the _____________ cookie in the jar.

Her head was so _____________ you could hear an echo from between her ears. But fortunately for me she was a _____________ person. She never threw anything at me _____________ than a brick.

28


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Spot the Difference

mrs bugweed

Here are two short stories that appear the same but there are eight differences between them. Underline the differences.

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

His mother was fed up with his tantrums. “Every morning it’s the same sooky-baby attitude. You will go to school,” she told him.

His mother was fed up with his tantrums. “Each morning it’s the same sooky-baby attitude. You will go to school,” she told him.

“No I won’t,” he sulked defiantly and stomped his foot down hard.

“No I won’t,” he sulked defiantly and banged his foot down hard.

His mother took a deep breath and calmed herself down. “Alright then,” she said calmly. “I’ll make you a deal. You give me three reasons why you shouldn’t go to school and then I’ll give you three reasons why you should. Then we’ll see who’s right. That’s fair, isn’t it?”

His mother took a big breath and calmed herself down. “Alright then,” she said calmly. “I’ll make you a deal. You give me three reasons why you shouldn’t go to school and I’ll give you three reasons why you should. Then we’ll see who’s right. That’s fair, isn’t it?”

Johnny couldn’t argue with that so he told her. “One, the work is too hard. Two, all the teachers pick on me. And three, none of the kids like me.”

Johnny couldn’t argue with that so he told her. “One, the work is much too hard. Two, all the teachers pick on me. And three, none of the kids like me.”

His mother shook her head. “Alright, now I’ll tell you why you should go to school. One, you’re fifty years old. Two, you have to earn a living. And three, you’re the school’s principal.”

His mother shook her head. “Alright, now I’ll tell you why you should go to school. One, you are fifty years old. Two, you need to earn a living. And three, you’re the school’s principal.”

Teac he r

Johnny was screaming and yelling as he did every school morning. “I don’t want to go to school! I don’t want to go!” he was screaming.

ew i ev Pr

Johnny was screaming and yelling as he did every school morning. “I don’t want to go to school! I don’t want to go!” he kept screaming.

w ww

. te

m . u

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

o c . che e r o t r s super

29


Sally and Missy

*

*

*

*

*

*

Sally couldn’t think of anything in the world that she didn’t share with her friend, even special things that her mother told her belonged just to her – her clothes, her puppy and all the presents she ever got for birthdays and Christmases. If Missy wanted to wear her clothes or play with her toys she could.

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

*

*

*

The families had gathered at Sally’s home and had eaten a large delicious lunch together. The adults did an extra lot of loud chattering and the older kids romped about more than usual without being scolded. The young girls looked at each other and silently agreed to quietly leave the house and go out into the garden. They loved Sally’s backyard especially the garden bench that was at the back and hidden behind her mother’s prized rose bushes. Sitting there, side by side, made them feel better in spite of the terrible thing that would soon happen.

*

*

*

*

*

The girls sat beside each other holding hands and smiling although a part of them wanted to cry. They knew what was happening, their mothers had explained it carefully to them, but what they couldn’t understand was why. Sally’s family had a lovely home and everyone was as happy as they could be, but they were going away. The girls knew that although their world was very small the world outside that was going to take Sally away was very big.

ew i ev Pr

Teac he r

Everyone was being more than usually nice to the two little girls. They smiled a lot at them, patted them on the head, and complimented them on how lovely they looked. The older kids didn’t tease them and they repeatedly reassured them that everything was going to be just fine. But the girls knew that everything was going to change and that it was not going to be fine at all.

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

*

*

*

They didn’t know very many words, like the adults did, but it wasn’t hard at all for them to express their feelings. Just a look or a touch was enough and holding hands brought a depth of comfort that all the words in the world couldn’t.

. te *

*

*

*

*

*

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

*

Missy’s real name was Melissa but every one called her Missy. She couldn’t remember a day when she hadn’t seen her friend. At one time she even thought that Sally was as much her sister as Julie was. She had cried every night unable to understand why one of her sisters was taken to the house next door instead of staying there with her.

30

*

m . u

w ww

*

*

Their parents told them that Sally was not going terribly far away and that it would not be the end of their friendship. They could speak over the phone, even the computer and one day they would see each other again. They even told them that it would be good for them and that they would quickly make new best friends, but grown-ups always used too many words. *

*

*

*

*


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Sally and Missy

Comprehension Questions

The following are comprehension questions on the story. Answers have been partly done for you but words have been left out. Fill in the missing words. In the fifth paragraph, what special things did Sally’s mother mention?

A:

Sally’s ________ meant her ________, ________ and the ________ she had received.

Q:

In paragraph one, what did Sally and Missy know?

A:

Sally and Missy knew that ________ was going to ________.

Q:

In the second paragraph what did the girls agree upon?

A:

The girls ________ to go into the ________.

Q:

In the last paragraph how were the girls told they could still keep in touch?

A:

The girls were ________ they could speak over the ________ and use the ________ to keep in ________.

Q:

In paragraph four, who was Julie?

A:

________ was ________’s ________.

Q:

Why was every one being so nice to the girls?

Teac he r

2

3

4

5

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

w ww

6

7

8

9

10

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

Q:

m . u

1

ew i ev Pr

123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456

_____________________________________________________________

Q:

. te

o c . che e r o t r s super

What reasons can you think of for people to call Melissa, Missy?

_____________________________________________________________

Q:

What reasons can you think of for people to have to leave their home?

_____________________________________________________________ Q:

In paragraph six it said that, “a part of them wanted to cry”. What part? What does this mean? _____________________________________________________________

Q:

Have you ever shifted from one home to another? What did that feel like or if you’ve never changed homes, what do you think it would feel like? _____________________________________________________________

31


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Sally and Missy

One and More in the Story

We call words that refer to one thing only SINGULAR and we call words that refer to more than one thing PLURAL.

For this exercise you have to find fifteen singular words and fifteen plural words in the story. The first letters have been given to you and the words appear in the story in the order that you have to find them.

Teac he r

. te

m . u

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

w ww

32

1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 H 1234 1234 1234 1234 1234 1234 1234 L 1234 1234 1234 1234 1234 1234 1234 H 1234 1234 1234 1234 1234 1234 1234 G 1234 1234 1234 1234 1234 1234 1234 B 1234 1234 1234 1234 1234 1234 1234 R 1234 1234 1234 1234 1234 1234 1234 W 1234 1234 1234 1234 1234 1234 1234F 1234 1234 1234 1234 1234 1234 S 1234 1234 1234 1234 1234 1234 1234 N 1234 1234 1234 1234 1234 1234 1234 P 1234 1234 1234 1234 1234 1234 1234F 1234 1234 1234 1234 1234 1234 1234 C 1234 1234 1234 1234 1234 1234 1234 D 1234 1234 1234

ew i ev Pr

1234 1234 1234 1234 1234 G 1234 1234 1234 1234 1234 1234 1234 K 1234 1234 1234 1234 1234 1234 1234F 1234 1234 1234 1234 1234 1234 1234 A 1234 1234 1234 1234 1234 1234 1234 B 1234 1234 1234 1234 1234 1234 1234 W 1234 1234 1234 1234 1234 1234 1234 1234F 1234 1234 1234 1234 1234 1234 H 1234 1234 1234 1234 1234 1234 1234 P 1234 1234 1234 1234 1234 1234 1234 B 1234 1234 1234 1234 1234 1234 1234 C 1234 1234 1234 1234 1234 1234 1234 T 1234 1234 1234 1234 1234 1234 1234 M 1234 1234 1234 1234 1234 1234 1234 T 1234 1234 1234 1234 1234 1234 1234 G 1234 1234

r o e t s B r ooWords Singular Plural Words e p u k H e.g.Sgirls

o c . che e r o t r s super


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Sally and Missy

Crossword from the Story

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

ew i ev Pr

Teac he r

Like all crosswords this one has the clues for you but it also tells you in which paragraph of the story you will find the answers.

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

1.

The sound made by someone who is hurt or very sad. (paragraph 6)

1.

Yelled for when needed. (paragraph 4)

2.

Not a little. (paragraph 4)

4.

A small word ending with a “t”. (paragraph 1)

3.

To take a little each of something. (paragraph 5)

5.

They grow in a garden sometimes with flowers on them. (paragraph 2)

4.

A small word starting with “a”. (paragraph 6)

6.

When there is many of something. (paragraph 1)

7.

In the direction of something. (paragraph 4)

9.

When it is not this one. (paragraph 2)

8.

Not a few. (paragraph 7)

. te

m . u

DOWN

w ww

ACROSS

o c . che e r o t r s super

11. Not odd. (paragraph 4)

10. When something belongs to more than one person. (paragraph 6)

13. Girls that are in the same family. (paragraph 4)

12. To say that something is more. (paragraph 6)

15. A pronoun for a thing. (paragraph 6)

14. You say it when you are pointing to something. (paragraph 3)

17. A machine that looks like it thinks but it doesn’t really. (paragraph 7)

16. Means the same as “also” and the same as very. (paragraph 7)

33


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Sally and Missy

Word Search

The words in this Word Search are written left to right, up to down, or a combination of the two. So the words may be written like



W __ __ __ __ D (5)

or anything like this:

S __ __ __ __ __ S (4)

The first and last letters of the words are given to you. The number of letters and the paragraph they come from are also supplied. (The paragraph number is shown in brackets.) Use coloured lines to mark the words and write them down in the space provided.

ew i ev Pr



Teac he r

T __ __ __ N (4)

r o e t s Bo r e p ok u S or like this:



this:

T __ __ __ __ __ T (4)

S __ __ __ __ __ G (6)

C __ __ __ __ __ __ R (7) P __ __ __ __ __S (7)

© ReadyEdPub l i c t i ns C __ __a __ Do (4) •f orr evi ew pur pPo sesonl y• __ __ __ Y (5)

A A G H M S R P I E

K N H A O I S P L N

E T T R T D E Y I N

. te

N E D D H E R H A G

C P A R E N T S N D

O E C R I E D T H S

M V E R Y O B E A N

P U T E R N E N C H

E __ __ N (7)

m . u

T W U O U T E U M V

w ww

T H O S I S T P S E

B __ __ __ H (2) T __ __ N (2)

o c . che e r o t r super Os __ __ __ __ __E (6) H __ __ D (3)

E __ __ __ __ __ __ E (1) M __ __ __ __ R (5) H __ __ __ S (6)

34


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Sally and Missy

The Worst Jokes Ever

When we are feeling sad a good joke will cheer us up. Unfortunately these jokes below are not good. They are the worst jokes in the world. They are “Crossing the Road” riddles and you know how moronic they are. Join the answers to the riddles with coloured lines. When you are finished see if you can make up some jokes of your own. (Better than these, I hope.)

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

Why did the chewing gum cross the road?

To get to the other tree.

Why did the elephant scramble across the road?

Because it was scared and running away from the mouse.

Teac he r

To get to the other side.

ew i ev Pr

Why did the chicken cross the road?

© ReadyEdPubBecause l i ca i o nsto catch up itt was ‘hopping’ to the koala. •f orr evi ew pur po sesonl y•

Why did the mouse scurry across the road?

Because the elephant fell out of the tree on top of it.

w ww

Because it was having fun chasing the elephant.

Why did the kangaroo bound across the road?

. te

m . u

Why did the koala waddle across the road?

o c . che e r o t r s super

Why was the kangaroo sorry it crossed the road?

Because you got sick of these stupid jokes.

Why was the other kangaroo even more sorry it crossed the road?

Because it was stuck to the chicken’s foot.

Why did you rush across the road?

Because the koala fell out of the tree on top of it.

Why did the exclamation mark cross the road?

To put an end to these stupid, stupid, stupid, stupid, stupid, stupid jokes?

35


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Sally and Missy

Collective Nouns

‹ Collective nouns: A collective noun is a word that means a group of things, or a group of nouns. For example, we can say a group of birds, a group of dogs, a group of cows, a group of ants, but that would be so boring so collective nouns are used instead. So we can say a flock of birds, a pack of dogs, a herd of cows and an army of ants. (BTW, have you heard of a herd of cows?)

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

Here are some nouns and a list of collective nouns that can be used with them. Write the nouns next to the collective nouns that you think suit. •pack of ________________________

•bouquet of ________________________

•litter of ________________________

•swarm of _________________________

•mob of ________________________

•deck of ___________________________

•doom of _______________________

•crowd of _________________________

•shell of _________________________

•constellation of _____________________

•platoon of ______________________

•ball of ____________________________

Teac he r

•pod of ____________________________

ew i ev Pr

•wisdom of ______________________

•autumn _________________________ © ReadyEd Puofb l i cat i ons •range of ________________________ •laugh of___________________________ •f orr evi ew pur posesonl y• •ticktock of ______________________ •atlas of ___________________________ •parade of _______________________

•tribe of ___________________________

•stripe of________________________

•band of ___________________________

w ww

m . u

•slither of _______________________ •giggle of ________________________

•pride of __________________________

•gaggle of _______________________

•fistful of __________________________

•team of ___________________________ . t e o •flock of ________________________ •fleet of ___________________________ c . che •class of ___________________________ e •belt of _________________________ r o t r s super •flock of ________________________

•students •flowers •sheep •dollars •lions •birds

•leaves •bees •musicians •maps •zebras •ships

•horses •mountains •stars •wolves •wool •snakes

•puppies •soldiers •tortoises •onlookers •owls •geese

•girls •natives •cards, •whales •penguins

•asteroids •dragons •kangaroos •hyenas •clocks

When you have finished this work see if you can make up some interesting sounding combinations of nouns and collective nouns of your own. 36


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Sally and Missy

Spot the Difference

Here are two short stories that appear the same but there are eight differences between them. Underline the differences.

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

Teac he r

Two little girls went for a little walk. After walking a little way they realised that they were enjoying their walk so much that they didn’t want to stop so they kept walking. The sun was pleasant and the birds were singing. The girls sang too, but they knew the words unlike the birds which didn’t know the words to any song. They walked up hills, around trees and over bridges. They agreed that it was a wonderful walk but also that it was a nuisance to walk around things so they agreed not to give way to anything any longer. So when they came to a tree they didn’t walk around it but just knocked it down and walked over it. When they came to a hill they didn’t walk around it but dug their way straight through it. When they came to a river they didn’t change direction to go to a bridge but just kept walking into the water and up onto the opposite bank. They had such a very lovely time until they came to the dynamite factory. They should have turned then but they didn’t. That brought their walk to a sudden end. But don’t worry about them – they went straight to heaven.

ew i ev Pr

Two little girls went for a little walk. After walking a little way they realised that they were enjoying their walk so much that they didn’t want to stop so they kept walking. The sun was warm and the birds were singing. The girls sang too, but they sang the words unlike the birds which didn’t know the words to any song. They walked up hills, around trees and over bridges. They agreed that it was a wonderful walk but also that it was such a nuisance to walk around things so they decided not to give way to anything any longer. So when they came to the next tree they didn’t walk around it but just knocked it over and walked over it. When they came to a hill they didn’t walk around it but dug their way straight through it. When they came to a river they didn’t change direction to go to the bridge but just kept walking into the water and up onto the opposite bank. They had such a very lovely time until they came to the dynamite factory. They should have turned then but they didn’t. That brought their walk to an explosive end. But don’t worry about them – they went straight to heaven.

w ww

. te

m . u

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

o c . che e r o t r s super

37


It’s A Buzz To Be A Fly I was enjoying myself, that’s all. Is there a law against that? [cough] I was feeling on top of the world, just buzzing about and minding my own business. My shiny wings were fluttering so fast that they looked like a blur. [cough] The taste of that rancid meat I ate for lunch was still in my mouth and every hair on my body was covered in mucky germs. I felt just bonza, mate. [cough] *

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

*

*

I was enjoying myself so much that I got careless. In this world there are two kinds of flies, and the careless ones are the dead ones. [cough] I should have had my senses on red alert instead I was an idiot daydreaming about that cute little bluebottle who hangs out by the loo. I practically had my eyes closed thinking I would love to kiss her. It would taste better than diving into a warm lump of fresh doggie-do with my mouth wide open. [cough]

*

*

*

*

ew i ev Pr

Teac he r

*

I beat my wings faster than ever before. [cough] I flew in long circles and in figures of eight. (Whatever they are. What do I know about numbers? After all I’m just a fly.) I flew like the wind in a storm. But that wicked device of destruction just kept swishing and swashing at me. [cough] Those humans are the worst monsters in the world, mate. Birds are mean, spiders are nasty but nothing is as bad as humans. They think they own the world, cobber, and they want to squish us into extinction. Make itsy-bitsy squished dinosaurs out of us. *

But skill always beats brute force and I was soon looking over my shoulder and laughing at the goofy monster as I flew away. I thought I was safe but how was I to know how sneaky those beastly humans are? [cough] After all, I’m just a fly. I heard a “Ssssssss” and before I knew what was happening I was plastered with a great drop of icky-yucky stuff. It smelt worse than perfume. I was done for! [cough] My time had come to go feed the worms.

© ReadyEdPubl i cat i ons The fly swatter came whooshing atw me p • f o r r e v i e ur posesonl y• faster than a pongy morsel of rotten fish *

*

*

*

w ww

goes down your greedy throat. Those two legged ogres were at it again! [cough] Trying to exterminate me as if I had no right to exist. Luckily I caught sight of the deadly swatter just in time to swerve to the left, or perhaps it was to the right. [cough] What do I know about left and right? I’m just a fly.

. te *

*

*

38

*

*

*

*

*

*

So mate, give that cutie one by the loo a kiss for me and tell all my mates that I’ll see them in that great whiffy thunder box in the sky soon enough. [cough] [cough] *

*

*

*

*

o c . che e r o t r s super

*

*

I have seen what was left of a few good mates when that terrible weapon slammed into them. Crushed wings, shattered legs, bodies squashed into pulp like an oak tree fell on them. It was horrible, although it made it easier to slurp up the gooey slime that oozed out of them. You’ve got to look at the bright side of everything, mate. [cough] But there wouldn’t have been any bright side if it had clobbered me. After all I can’t exactly guzzle up my own splattered guts. *

*

m . u

*

*

*


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It’s A Buzz To Be A Fly

Questions on the Story

The following are comprehension questions on the story. Answers have been partly done for you but words have been left out. Fill in the missing words.

A: The ________ of the ________ was compared to swallowing a ________ ________ of ________ ________.

3

4

A: The taste of ________

________ was still in the ________

________.

Q: In the fourth paragraph what was the ‘bright side’ that the fly saw?

A: The fly saw that its mates being squashed made it easier to ________ ________ their ________ ________.

© ReadyEdPubl i cat i ons Q: • In the sixth paragraph the the o cutie by the was that? f o rr evi e wfly mentions pur p s e sloo, owho nl y • A: The cutie ________

________

________

was the

________.

Q: What was the “Sssssss” mentioned in the sixth paragraph?

w ww

5

Q: In the first paragraph what taste did the fly say was still in its mouth?

A: The “Sssssss” was the

. te

________ from an aerosol

m . u

2

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

Q: In the third paragraph what was the speed of the fly swatter compared to?

Teac he r

1

ew i ev Pr

123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456

________.

o c . che e r o t r s super

6 Q: What shows you that the fly was again being too careless?

A: The fly was again being careless because it was looking ________ its ________ and ________.

7 Q: According to the fly, what do humans want?

8

________________________________________________________________ Q: Make a list of some of the things the fly said about humans? ________________________________________________________________ ________________________________________________________________

39


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It’s A Buzz To Be A Fly

Words in the Story

The following questions are on the words used in the story. The paragraphs are numbered to make it easier for you. Answer these questions below in simple one or two word answers.

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

In paragraph two what is a “bluebottle”? ______________________________

Teac he r

______________________________

In paragraph four, which word means something used to attack with? ______________________________

In paragraph one what does “feeling on top of the world” mean? ______________________________

1234 1234 1234 1234 8 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 9 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 10 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 11 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234

In paragraph one “bonza” is Strine (that is, Australian slang) for “very good”. What do you think these Strine words mean? cobber _________________________

ew i ev Pr

mate __________________________

thunder box _____________________

face fungus ______________________ up a gumtree ____________________

dead horse ______________________ © R e a d y E d P u bl i cat i ons ______________________________ Do you know any other Strine •f ofive, rr ev i ew ur p osesonl y• In paragraph which word meansp expressions? the same as “people”?

______________________________

w ww

In paragraph three, which word means the same as “fortunately”?

. te

______________________________

______________________________ In paragraph four the word “guzzle” is used. It means to eat. What other words can you think of that could have been used in that part of the story?

o c . che e r o t r s super

In paragraph six, which two words mean to do something using a lot of strength and not thinking? ______________________________ ______________________________

Compound words are words that are made up of two words being joined into one. For example, “bathroom”. How many compound words can you find in the story?

40

______________________________

m . u

1234 1234 1234 1234 1234 1 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 2 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 3 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 4 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 5 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 6 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 7 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234

______________________________

______________________________ ______________________________

“Destruction” as it is in paragraph six, comes from the word, “Destroy”. Write down the other word in the story that has the “tion” ending and also write the word it comes from. ______________________________ ______________________________


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It’s A Buzz To Be A Fly

Homophones in the Story

‹ Homophones: Homophones are words have the same pronunciation but are spelt differently and have different meanings. E.g. a “sail” is found on yachts, while a “sale” is when shops sell their goods at a reduced price.

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

Find words in the story that are homophones of the words in the boxes below. Write the homophone next to the word. _______________________ e.g. there

eye

_______________________

new

_______________________

meet

_______________________

eight

_______________________

four

_______________________

Teac he r

their

1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234

read

_____________________

buy

_____________________

write

_____________________

oar

_____________________

no

_____________________

maid

_____________________

herd

_____________________

ew i ev Pr

1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234

_______________________ flu _____________________ © ReadyEdPu bl i ca t i ons sew _______________________ sea •f orr evi ew pur p ose_____________________ sonl y• hare

to

_______________________

123 123 123 123 123 1 123 123 123 123 123 1232 123 123 123 123 123 123 123 3 123 123 123 123 123 123 1234 123 123 123 123 123 5 123 123 123 123 123 123 123 6 123 123

. te

There were ____ elephants and the fly ____ them all for lunch.

m . u

w ww

These sentences have both versions of some of the homophones from the above lists except that they have been left out. Place the correct homophones in the blank spaces. E.g. I flew in an aeroplane but I caught the flu.

o c . che e r o t r s super

Have you ever ____ a ____ of cattle mooing?

Over ____ is where they put ____ collection of blowflies.

I went to the beach to ____ if the ____ is really as big as everyone says. I ____ that Sally was going to wear her ____ yellow dress. I ____ by holding the pencil in my ____ hand.

On the back of this sheet, put five of the other homophones into sentences. 41


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It’s A Buzz To Be A Fly

Nouns and Adjectives

‹ Nouns and Adjectives: Nouns are naming words, that is, they are the names of things. Adjectives describe what those things look like. For example: The furious fly flew into the dopey dog. In this sentence the word “fly” is a noun, because it’s the name of something and “furious” is an adjective because it describes what the fly was like. Also, the word “dog” is a noun and “dopey” is an adjective.

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

Teac he r

ew i ev Pr

123 123 123 123 In the story there are many nouns and adjectives. Some of the nouns are 123 123 123 written below. Write the adjectives used in the story to describe them. 123 123 123 123 123 123 123 123 123 123 wings 123 germs 4 1231 123 123 123 123 123 123 123 123 123 123 123 123 123 5 throat legs 1232 123 123 123 123 123 123 123 123 123 123 123 123 123 123 123 6 device monster 3 123 123 123 123 123 123 123 123 123 123 123 123 Here are some adjectives from the story. Write the nouns that they describe. 123 123 123 1234 123 1234 123 1234 123 1234 123 1234 cute 4 warm 1 123 1234 123 1234 123 1234 123 1234 123 1234 123 1234 123 1234 123 1234 5 pongy 2 fresh 123 1234 123 1234 123 1234 123 1234 123 1234 123 1234 123 1234 6 terrible 3 rotten 123 1234 123 1234 123 1234 123 123 123 123 Here are some sentences with nouns and adjectives missing. Their first two 123 123 123 letters and the number of letters in the words have been given to you. 123 123 123 Find the missing words in the story to fill in the blanks. 123 123 123 123 123 123 Once upon a time there was a tiny wh __ __ __ __ mo __ __ __ __ that was scared of 123 123 123 123 123 123 his shadow. Some na __ __ __ og __ __ __ laughed at the li __ __ __ __ 123 123 123 123 123 mo__ __ __ __ __. “ Not only is he an it __ __ - bi __ __ __ th __ __ __, but he 123 123 123 123 is also a scaredy cat,” they teased. “Don’t be me __ __ and be __ __ __ __ __ 123 123 123 123 creatures. That is not nice,” said the mo __ __ __ __ __. The wi __ __ __ __ 123 123 123 123 123 og __ __ __ didn’t like being called not nice so they ate the po __ __ __ 123 123 123 123 123 mo __ __ __ __ __ up and then they burped, because they were not nice. 123 123 123

w ww

. te

42

m . u

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

o c . che e r o t r s super


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It’s A Buzz To Be A Fly

Crossword from the Story

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

ew i ev Pr

Teac he r

Like all crosswords this one has the clues for you but it also tells you in which paragraph of the story you will find the answers.

© ReadyEdPubl i cat i ons DOWN ACROSS f o rr evi ew pur o ses on l y 4. The• smallest even number. 1.p Something better to do with• your head

w ww

8.

9. 10. 13. 14. 17.

20. 21. 22. 23.

. te

2. 3. 5.

than knocking into a wall. (paragraph 5) Do one thing rather than another. (paragraph 2) Animals tend to walk on these things. (paragraph 4) The Earth is one of these and so are Venus and Mars. (paragraph 5) A small word starting with “o” and ending with “f”. (paragraph 4) Two, too or ____ (paragraph 3) Seeing or peering or viewing. (paragraph 6) Foolish and stupid. (paragraph 2) Oppostite of short. (paragraph 5) A small word that joins one thing with another. (paragraph 7) To like someone very, very much. (paragraph 2) The smallest odd number. (paragraph 7)

m . u

7.

(paragraph 2) The great roaring sound from the clouds. (paragraph 7) The same exact word as six down. (paragraph 7) To enter something. (paragraph 5) To be motionless. (paragraph 1) Someone had knowledge of something. (paragraph 6) To make something happen. (paragraph 3) Something fatal, like poison and smoking. (paragraph 3) A type of tree that’s not a eucalyptus or a pine tree. (paragraph 4) A word showing that something is over another. (paragraph 1) A way of getting into the pool, but do not do it in the shallow end. (paragraph 2) The same exact word as eleven down. (paragraph 3)

o c . che e r o t r s super 6.

11. 12.

15. 16. 18. 19. 21.

43


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It’s A Buzz To Be A Fly

Worm-Words

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

ew i ev Pr

Teac he r

Follow the lines and along the way pick up the letters that make up the words. All the words come from the story. There are some letters missing so you may have to look at the story to work out what the words are. Write the words in your workbook and then five good sentences that have all the words in them

w ww

. te

44

m . u

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

o c . che e r o t r s super


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It’s A Buzz To Be A Fly

Spot the Difference

Here are two short stories that appear the same but there are eight differences between them. Underline the differences.

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

Teac he r

This was the great moment Rocky had been waiting for all his life. The past month he had spent training was rough but it was worth the effort. He felt in peak physical condition. There was not a gram of fat on him and his muscles were strong. He could flap his wings so fast that they looked a blur and most importantly his stinger was hard and sharp. But still he was scared. He thought of the other mosquitos before him who had taken up the challenge of the Impossible Target. Most of them didn’t even penetrate but just bounced off it and everybody laughed at them. Some managed to stick into it but not far enough and they got stuck to it. But worst of all were those whose stingers broke – the worst thing in the world that could happen to a mosquito! But he wasn’t going to back out now. Rocky took off pointing his perfect stinger at the Impossible Target. He flew with the speed of the wind. The target got closer, he flew faster, his stinger sparkled and in a wild, roaring smash Rocky speared himself into the Impossible Target. The elephant didn’t know what had hit it. “Yeow!” it screamed.

ew i ev Pr

This was the big moment Rocky had been waiting for all his life. The past month he had spent training was rough but it was worth the effort. He felt in peak physical condition. There was not a gram of fat on him and his muscles were strong. He could beat his wings so fast that they were a blur and most importantly his stinger was hard and sharp. But still he was nervous. He thought of the other mosquitos before him who had taken up the challenge of the Impossible Target. Most of them didn’t even penetrate but just bounced off it and everyone laughed at them. Some managed to stick into it but not far enough and they got stuck to it. But worst of all were those whose stingers broke – the worst thing in the world that can happen to a mosquito! But he wasn’t going to back down now. Rocky took off pointing his perfect stinger at the Impossible Target. He flew with the speed of the wind. The target got closer, he flew faster, his stinger sparkled and in a roaring, wild smash Rocky speared himself into the Impossible Target. The elephant didn’t know what had hit it. “Yeow!” it screamed.

w ww

. te

m . u

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

o c . che e r o t r s super

45


Jill and Jack It seems that once upon a long time ago a sister and her brother had to walk up a hill to fetch a pail of water for their mother. (She had asked them very nicely as she was a very nice mother.) They were lovely children and always obeyed their mother but they hated going up that hill. (It was long, steep, and dusty. It still is. It still will be tomorrow.) *

*

*

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“I wish there was a chairlift that we could ride on,” said Jill.

*

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But there was no way to get to the top of the hill except by walking and so the girl and the boy merely complained and walked. (It occurs to me that walking is healthy and they should have been grateful for a chance to get some exercise instead of being so lazy and grumpy about it.)

*

*

*

*

“That was too scary,” breathed Jill with a great sigh of relief. “It certainly was and I will not do it again no matter how many times mother asks us,” insisted Jack. (That was naughty of him. I hope you will never say anything so ill-mannered.)

ew i ev Pr

“I wish there was a taxi with air conditioning and computer games,” said her brother Jack.

Teac he r

*

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

*

*

However, in spite of their fears and whinging they got safely down to the bottom of the hill without falling, tripping or stumbling. (They didn’t even spill a drop of water.)

“As soon as I see mother I’m going to tell her that anytime she wants water she can get it herself!” huffed Jill. (That was more terrible than her brother. I thought they were such well-behaved children too. Perhaps one day they will be as lovely as I thought.) *

As soon as they got home they put the pail down with a slosh and looked their mother straight in the eyes. “Mother,” said Jack in a stern voice. “That is the last time we are going up the hill to fetch a pail of water. It is just too dangerous and I am afraid of breaking my crown.”

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

*

*

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w ww

“Well this bucket is heavy and it will weigh a million times more when it’s full of water,” bellyached Jack. (What an exaggeration that is! Water isn’t that heavy although it is heavier than feathers. It would be funny if birds had wings made of water and we drank glasses of feathers.)

. te *

*

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“Then next time you want some water, whether it is to wash with or to cook with,” Jill told her mother. “You should simply turn on the tap.”

o c . che e r o t r s super

*

*

So they walked to the top of the hill, filled the pail with water and then started back down. They walked very carefully because the ground beneath their feet seemed suddenly very slippery and it was a precarious slope. (“Precarious” means unsafe and risky in case you didn’t know.) *

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“What if we stumble and fall down,” Jill almost yelled as the terrible thought struck her. “My head hurts to think about it,” groaned Jack. (His head wasn’t hurting he just said that.)

46

*

“Perhaps precarious not dangerous,” pointed out his mother. “But we need water to wash and cook with and you know I’m too old and frail to traipse up that hill myself. And what’s a crown?”

m . u

*

“The ground is too hard,” moaned Jill. (I will have to walk up that hill to see for myself just how hard that ground is. I bet it’s not at all hard and that she was exaggerating.)

*

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Comprehension Questions

Jill and Jack

The following are comprehension questions on the story. Answers have been partly done for you but words have been left out. Fill in the missing words. How is the mother described in the opening paragraph?

A:

The mother is described as being

Q:

What thought frightened Jill in the middle paragraph?

A:

Jill was frightened by the thought of _______ and _______ down the hill.

Q:

How did Jill tell her mother to get water in the final paragraph?

A:

Jill told her _______ to turn _______ wanted _______.

Teac he r

2

3

4

5

7

8

_______

_______.

_______

_______ next time she

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

Q:

According to the fourth paragraph what should the children be grateful for?

A:

The _______ should be _______ for a _______ to get some _______.

Q:

In paragraph thirteen who did Jill say should get the water?

A:

Jill said that her

w ww

6

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

Q:

_______

_______

get the

_______.

m . u

1

ew i ev Pr

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Q:

What did Jill and Jack wish was there to get them to the top of the hill?

A:

Jill wished there was a _______ and Jack _______ _______ was a _______

. te

o c . che e r o t r s super

to get them to the

_______

_______

_______

_______.

Q:

How do you know the children were determined to tell their mother that they would not fetch water again?

A:

The children were determined not to fetch water again because they looked _______ _______ _______ _______ _______ _______.

Q:

Why did the children walk carefully down the hill? _______________________________________________________________

47


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Scanning the Story

Jill and Jack

Scanning means to glance over the story pretty quickly, just looking at the words rather than reading them. For this activity you have to scan the story to find the words that suit the given clues. More than one word may fit a clue but you only need find one.

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

Teac he r

In the seventh paragraph is a word that has a small word starting with “n” inside it. ____________________________

In the fourth paragraph is a word that is six letters long and has “r” as one of the middle letters. ____________________________

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Somewhere between the beginning of paragraph eleven and the end of paragraph sixteen is a word with a double “r” in it.

ew i ev Pr

____________________________

Somewhere in one of the even numbered paragraphs is a word with an apostrophe in it. ____________________________

© ReadyEdPubl i cat i ons In the second paragraph is a compound word (that means a word •f orr evi ew pur p o s e s o n l y • ____________________________ made up of two words stuck together.)

In the thirteenth paragraph is a word that rhymes with “touch”.

In the first paragraph is a word of something that is a liquid.

w ww

____________________________

. te

In the fourteenth paragraph is a word that means the same as strict.

Somewhere in the story is a word that has all five vowels in it.

o c . che e r o t r s super

____________________________

In paragraph ten is a word that means a small amount. ____________________________

In paragraph four is a word that has the first and last letters of the alphabet.

48

____________________________

m . u

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____________________________

____________________________

Somewhere in the story is a word that starts and ends with the same letter. ____________________________

Somewhere in the story is a word that is five letters long and has a “v” in the centre. ____________________________


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Talking in the Story

Jill and Jack

‹ Direct Speech: When we write what someone says we call it direct speech. We place quotation marks around exactly what was said. Like this: “G’day, mate.” What is actually spoken is included inside the quotation marks – not a word more and not a word less. To show who said it and how it was said we write “said” before or after the direct speech. However if we wrote just “said” every time it would be pretty dull and it wouldn’t show how it was said.

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

Answer the following questions on direct speech.

Teac he r

What was the third word that Jill spoke in the story? _____________________________

What was the twentieth word that Jack spoke in the story? _____________________________

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Do you think it was good advice that Jill gave to her mother?

ew i ev Pr

_____________________________

How many words did the mother speak altogether? _____________________________

Who spoke the word “scary”? © ReadyEdPub l i cat i ons _____________________________ _____________________________ •f orr evi ew pur pCopy os esonl y• What was the last word that Jill spoke in all the words used to show that Who did the mother speak to exactly?

the story?

_____________________________

w ww

What was the last word that Jack spoke in the story?

. te

Jack had spoken.

_____________________________

m . u

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_____________________________ Copy all the words used to show that Jill had spoken.

o c . che e r o t r s super

_____________________________

Which word that usually means someone is sick was used to show that Jack was complaining when he said something? _____________________________ What was Jill’s advice to her mother? _____________________________ _____________________________

_____________________________ _____________________________

What words were used to show that the mother had spoken? _____________________________ _____________________________

49


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Direct Speech in Writing

Jill and Jack

‹ Direct Speech: When we write what someone says we call it direct speech. We place quotation marks around exactly what was said. Like this: “G’day, mate.” What is actually spoken is included inside the quotation marks – not a word more and not a word less. To show who said it and how it was said we write “said” before or after the direct speech. However if we wrote just “said” every time it would be pretty dull and it wouldn’t show how it was said.

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

PAY CLOSE ATTENTION TO THE PUNCTUATION MARKS.

Complete these sentences by putting in what was said (the direct speeches).

Teac he r

Miss Muffett screamed at the spider,

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123 123 123 123 1 123 123 123 123 123 123 123 123 123 123 123 123 123 2 123 123 123 123 123 123 123 123 123 123 123 123 3 123 123 123 123 123 123

“____________________________________________________________________!”

“____________________________________________________________________,” sang the spider when it stopped raining,

“____________________________________________________________________?” asked the girl as she looked at the twinkling star.

© ReadyEdPubl i cat i ons Complete• thef sentences by putting who ands how. orr e v i ewinp usaid r pthem ose onl y• Remember: Don’t just use “said”.

m . u

“This porridge is too hot,” _______________________________________________

w ww

123 123 123 123 1234 123 123 123 123 123 123 123 123 123 5 123 123 123 123 123 123 123 123 123 6 123 123 123 123

_____________________________________________ ,“I’ll huff and I’ll puff!”

. te

o c . ch e On the back of this sheet, write entire sentences that have direct speech in them r e o r following the directions. st super

123 123 123 123 123 1237 123 123 123 123 123 123 123 123 8 123 123 123 123 123 123 123 123 123 9 123 123 123 123 123

“Is the well at the top of the hill?” __________________________________________

Write a sentence in which a beautiful girl says something to a beast.

Write a sentence in which a fairy godmother says something to the lovely girl. Write a sentence in which a dwarf says something to a witch.

50


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Now and Then in the Story

Jill and Jack

Things happen! But when do they happen? Things can have already happened, or then can be happening right now or they will happen in the future. That’s what we call tense. The past tense, the present tense and the future tense.

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

Here are some parts from the story, which we call extracts. Read them carefully and write whether they are talking about a past, present or future event.

Teac he r

1 ... so they walked to the top of the hill ...

________________ e.g. past

ew i ev Pr

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2 ... the ground is too hard ...

________________

3 .... as soon as I see mother I’m going to tell her ...

________________

4 ... she had asked them very nicely ...

________________

© ReadyEdPubl i cat i o ns ________________ •f orr evi ew pur posesonl y•

5 ... it will weigh a million times more when it’s full of water ...

6 ... as soon as they got home they put the pail down with a slosh ... _______________

w ww

8 ... that was more terrible than her brother ...

. te

________________

m . u

7 ... what if we stumble and fall down? ...

o c . che e r o t r s super

9 ... perhaps one day they will be as lovely as I thought ...

________________

10 ... I’m too old and frail to traipse up that hill ...

________________

11 ... breathed Jill with a great sigh of relief ...

________________

12 ... then next time you want some water ...

________________

13 ... my head hurts to think about it ...

________________

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Word Line

Jill and Jack

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

ew i ev Pr

Teac he r

All the hidden words below come from the story. They are connected from one word to the next by same letters. The numbers tell you in which paragraphs the words are found and the number of boxes shows you how many letters make up each word. Find the words and fill in the missing letters.

w ww

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52

m . u

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

o c . che e r o t r s super


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Spot the Difference

Jill and Jack

Here are two short stories that appear the same but there are eight differences between them. Underline the differences.

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

Teac he r

Jill and Jack were on a track, That led to there and then came back. Jill played music on a flute, While Jack kicked pebbles with his boot. And as they walked a song they sang, Made up of words from rhyming slang. The sun was warm the track was long, And so, “I’m thirsty,” was their song. “I know where there’s a little well,” Said Jack his voice just like a bell. “Oh yes,” said Jill, “I know it too. Upon a hill for me and you.” So off they walked without a care Towards the hill they knew just where. Said Jack, “I sorely need a drink, So much that I can hardly think.” “Me too, me too, my throat is dry,” His sister moaned and it was no lie. Around a bend around a tree, The girl and boy went merrily. Until at last to their great pleasure, The well was there just like a treasure. “Oh, no!” said Jack his voice a wail. “Oh, no,” wept Jill. “We have no pail!”

ew i ev Pr

Jill and Jack were on a track, That led them there and then came back. Jill played music on a flute, While Jack kicked pebbles with his boot. And as they walked a song they sang, Made up of words from rhyming slang. The sun was hot the track was long, And soon, “I’m thirsty,” was their song. “I know where there’s a lovely well,” Said Jack his voice just like a bell. “Oh yes,” said Jill, “I know it too. Upon a hill for me and you.” So off they went without a care Towards the hill they knew just where. Said Jack, “I sorely need a drink, So much that I can hardly think.” “Me too, me too, my throat is dry,” His sister cried and it was no lie. Around a bend around a tree, The boy and girl went merrily. Until at last to their great pleasure, The well was there just like a treasure. “Oh, no!” said Jack his voice a wail. “Oh, yes,” wept Jill. “We have no pail!”

w ww

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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

53


Professor Mary Merryweather Professor Mary Merryweather flicked the switch and her invention, which was as large as a room, came to life. Beepers beeped, bleepers bleeped and buzzers buzzed, lights of many colours flashed and flickered and whistles tooted. It was like a party. But the professor definitely wasn’t in a party mood; she seriously was in experimental mode.

*

*

*

Professor Merryweather merrily wandered about the lab for a while as pleased and proud as any inventor had ever been. “Marvellous,” she joyously sang. “As marvellous as toast and marmalade.”

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

*

*

*

*

She peered closely at the meters, quickly jotted notes and expertly adjusted dials. “Good, good,” she proudly said. “As good as a one plus one equals two.” She went to a door that led into the great machine, eagerly opened it, took a deep breath and cautiously entered. *

*

*

*

*

*

Inside the machine the floor began to slowly move and she was smoothly taken deeper into the contraption. Her heart beat loudly and she felt a prickly sensation over her body. “This feels odd,” she anxiously said. “As odd as the number three.”

*

*

*

*

*

But then she froze, terribly scared. “This is bad,” she said worriedly. “As bad as two plus three equals seven.” Before her stood her cat, Kitty Mitty, and she was as large as a dinosaur. Fortunately for the professor Kitty was utterly puzzled. Her eyes saw a little thing, which looked very tasty, but her nose picked up the scent of her dear, sweet mistress. So Mary had a chance to turn and run as fast as she could. She ran and ran until she came to an abrupt halt. She had bumped into a mouse that was as astonished as she was. But there was no time for “Hello” or “Good bye” for Kitty was hungrily pouncing nearer.

ew i ev Pr

Teac he r

*

*

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

*

*

*

w ww

After a while the floor suddenly stopped moving. The professor was standing in front of a door that looked exactly like the one she had entered through. However she knew that it was very different. Mary nervously held her breath and cautiously opened the door. She carefully stepped through it and was back in her laboratory.

. te *

*

*

*

*

*

*

*

Professor Mary Merryweather was greatly pleased with herself because everything around her was monstrous. The chairs were the size of trees, the table was the size of a mountain and the room seemed so large that she could hardly see the ceiling. But the room hadn’t changed at all. Her invention had shrunk her down to a miniscule size, the size of a matchbox to be precise.

54

*

*

*

*

o c . che e r o t r s super

*

She brightly looked around her, she looked down and she looked up. “Yippee,” she happily yelled. “It worked as well as a deep hole filled with water.” *

*

Merryweather speedily ran to the little door that led into her great invention. The floor started moving taking her back through the machine and unshrinking her back to her normal size. She felt much better now that she thought her adventure was finally finished. But she wouldn’t have felt quite so good if she realised she had left the little door open and what that mouse had done.

m . u

*

*

*

*

*

*


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Comprehension Questions

The following are comprehension questions on the story. Answers have been partly done for you but words have been left out. Fill in the missing words. How was the professor’s heart beat described in paragraph three?

A:

The professor’s _______ beat _______.

Q:

How did Merryweather, in paragraph six, know that her invention had worked?

A:

When she looked around her _______ appeared _______.

Q:

In paragraph eight what was Kitty Mitty?

A:

Kitty Mitty was Professor Mary _______

Q:

In paragraph one what did beepers, bleepers and buzzers do when Mary turned on her invention?

Teac he r

2

3

4

5

7

8 9

_______.

© ReadyEdPubl i cat i ons f or evi ew pu r p oMerryweather sesoben l y Q: • According tor paragraph nine, what size would after she• made A:

When Mary turned on her _______ beepers _______, bleepers _______ and buzzers _______.

the return trip through her machine?

A:

After the _______ trip through her _______ Merryweather would return to her

w ww

6

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

Q:

_______

_______.

m . u

1

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Q:

How do you know in paragraph two that the professor looked very carefully at the meters?

A:

It said that the _______ _______ _______ at the _______ which means the

. te

o c . che e r o t r s super

professor looked Q:

_______

_______.

How do we know that Merryweather was concerned when she exited from her great invention? _______________________________________________________________

Q:

What does, “There was no time for “Hello” or “Good bye”, mean? _______________________________________________________________

Q:

What do you think the ending of the story means and what happened after that? _______________________________________________________________

55


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Sentences from the Story

Following are some sentences or parts of sentences from the story but they have been distorted. This means they have been messed up. Try to make sense of them and find them in the story. Write them correctly. 123 123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012  From paragraph 8 123 1234 12345678901234567890123456789012 123 1234 123 1234 123 1234 1 123 123 123

SoMaryhadachancetoturn … r o e t s Bo r e p ok u … taerg eht otni del taht rood … S

Teac he r

ew i ev Pr

 _____________________________________________________________________ 123 123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012  From paragraph 2 123 12345678901234567890123456789012 1234 123 1234 123 1234 2 123 1234 123 123 123  _____________________________________________________________________ 123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 1234 12345678901234567890123456789012  From paragraph 5 123 1234 12345678901234567890123456789012 … sh* l**k*d d*wn *nd sh* l**k*d *p … 1234 123 1234 123 3 1234 123 123 123 123  _____________________________________________________________________ 123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012  From paragraph 1 123 12345678901234567890123456789012 1234 123 1234 … l***e a* a r**m, c**e t* l**e … 1234 123 1234 123 4 1234 123 123 123  _____________________________________________________________________ 123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012  From paragraph 4 123 1234 12345678901234567890123456789012 … klei eth eon ehs ahd treeedn … 123 1234 1234 123 1234 123 5 1234 123 123 123  _____________________________________________________________________ 123 123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012  From paragraph 7 1234 123 12345678901234567890123456789012 … as _____ _____ had _____ … 123 1234 1234 123 1234 123 6 123 123 123  _____________________________________________________________________ 123 123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012  From paragraph 9 123 1234 12345678901234567890123456789012 …. **ou*** *e* a**e**u*e *a* *i*a*** 123 1234 123 1234 7 1234 123 *i*i**e* … 123 123 123  _____________________________________________________________________ 123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012  From paragraph 3 1234 123 12345678901234567890123456789012 … b___ t___ s___ m___ a___ s__ w__ … 123 1234 123 1234 8 123 1234 123 123 123  _____________________________________________________________________ 123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012  From the story 123 1234 12345678901234567890123456789012 123 1234 … ___s ___e ___e ___e ___f ___s … 123 1234 123 1234 9 123 1234 123 123  _____________________________________________________________________ 123 12345678901234567890123456789012 123 12345678901234567890123456789012 123 12345678901234567890123456789012  From the story 123 1234 12345678901234567890123456789012 … and ____ ____ ____ ____ done … 123 1234 123 1234 123 1234 10 123 1234 123 123

w ww

. te

m . u

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

o c . che e r o t r s super

 _____________________________________________________________________

56


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Verbs and Adverbs

‹ Verbs and Adverbs: Verbs are “doing” words, that is, they tell of an action. Adverbs describe how the action (verb) has been done. For example: The scientist carefully mixed the chemicals. In this sentence the word “mixed” is a verb, because it is an action, while “carefully” is an adverb, because it describes how the action was done.

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

In the story there are several verbs with adverbs describing them. Here is a list of some of those verbs. Write down the adverbs that are with them in the story. 1234 1234 move

___________________

looked

___________________

pleased

___________________

sang

___________________

puzzled

___________________

wasn’t

Teac he r

___________________

1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234

___________________

held

ew i ev Pr

1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234

___________________

wondered

___________________

ran

___________________

scared

___________________

see

___________________

stopped

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

123 123 123 123 123 1 123 123 123 123 123 123 2 123 123 123 123 123 123 1233 123 123 123 123 123 123 4 123 123 123 123 123 123 123 5 123 123 123 123 123 123 1236 123 123

. te

m . u

w ww

Here are sentences with some verbs and adverbs left out. The first two letters of the missing words have been given to help you and the words are written beneath but jumbled up and not in the order that they are used in the sentences. Complete these sentences. •asleiy •nilyafl •zlpdzue •tae •onw •ylyjuoos •labdy •eadpels •ycioaultus •nra •ibyertrl •tafs •qyckuil •rnuetd •dsptope •ymrierl

o c . che e r o t r s super

The cat fi________ st________ screeching like a fire siren.

The scientist was te_______ pu________ at why the experiment so ba_______ failed. When the mouse hungrily at______ the cheese it was jo______ pl______ with itself. I ra______ fa_______ to the machine and qu_______ tu_______ it off. Mary me_______ entered into her lab but ca_______ entered into her invention. Her invention ea_______ wo_______ the prize for best thing-a-ma-gig.

57


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Word Search

The words in this Word Search are written left to right, up to down, or a combination of the two. So the words may be written like



or anything like this:

D __ __ __ __ __ __ R (8) T __ __ __ G (8)

The first and last letters of the words are given to you. The number of letters and the paragraph they come from are also supplied. (The paragraph number is shown in brackets.) Use coloured lines to mark the words and write them down in the space provided.

L __ __ __ E (1),

ew i ev Pr



Teac he r

M __ __ __ __ __ __ N (6)

r o e t s Bo r e p ok u S or like this:



this:

N __ __ __ __ L (9)

L __ __ __ __ E (8)

L __ __ __ __ D (8)

© ReadyEdPubl i cat i ons R __ N (8) •f orr evi ew pur posesonl y•

I N O L R K E D S I

P __ __ __ D (7)

T T L E P R O E W M O U N U I __ __ __ __ __ __ __ N (9) O C H A T T D S __ __ E (9) K S I N H A I A __ L (6) . Et L Z C I N N e o c DA E E R G T T __ __ __T (7) . ch e r o T R G Ee Ur N O t s__W (4) supeKr __ HOUG B A A A U R H T C S W __ __ __ __ D (5) O N A L L K T T __ __ __ __ __T (9)

m . u

L K L A O D I N O T

w ww

N O R M W I N V E N

C __ __ __ __ E (8)

B __ __ K (4)

58


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Antonyms in the Story

‹ Antonyms: Antonyms are words that are opposite in meaning. For example: happy is opposite in meaning to sad. We can say that sad is an antonym of happy.

Below are some words from the story. Their antonyms are also in the story. See if you can find the antonyms and write them down. Some clues have been given to help you.

Clue: Starts with an ‘l’ in paragraph 1.

3

4

5

6

started _________________ Clue: Starts with an ‘s in paragraph 4.

never __________________ Clue: Starts with an ‘e’ in paragraph 7.

slow ___________________

8

9

10

11

14

close __________________ Clue: Starts with an ‘o’ in paragraph 9.

shallow ________________ Clue: Starts with a ‘d’ in paragraph 5.

gradual ________________

Clue: Starts an ‘a’ ins paragraph 8. © ReadyEdPub l i cawith t i o n •f o rr evi ew pur pworse ose_________________ sonl y• slowly _________________ 16 Clue: Starts with an ‘f’ in paragraph 8.

Clue: Starts with a ‘q’ in paragraph 2.

dimly __________________ Clue: Starts with a ‘b’ in paragraph 5.

w ww

7

13

Clue: Starts with an ‘f’ in paragraph 8.

sour _________________

15

17

18

Clue: Starts with a ‘b’ in paragraph 9.

sadly __________________

m . u

2

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12

Teac he r

1

r o e t s Bo r e p ok__________ unfortunately small_________________ u S

ew i ev Pr

12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345 12345

Clue: Starts with an ‘h’ in paragraph 5.

nothing _______________

. t e o death ________________ melted _______________ c . che e r o t r s___________________ super bad few ___________________ Clue: Starts with an ‘s’ in paragraph 8.

Clue: Starts with an ‘e’ in paragraph 6.

19

Clue: In paragraph 8.

Clue: In paragraph 1.

20

Clue: In paragraph 1.

ashamed______________ Clue: Starts with an ‘p’ in paragraph 7.

after _________________ Clue: In paragraph 8.

21

22

Clue: In paragraph 9.

recklessly _____________ Clue: In paragraph 2.

quietly _______________ Clue: In paragraph 3.

59


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Antonyms in Writing

Below is a group of sentences that have some words underlined. Replace the underlined words with their antonyms in the spaces provided. The antonyms that you can use are written below. These words are just suggestions – you might want to use other words because more than one word can be an antonym to another and your choice is as good as mine!

r o e t s Bo r e p ok u S Words that you can use:

2

3

4

5

Inventions are wonderful things, especially if they never blow up.

• _______________ • _______________ However if they blow up it is a horrible thing to happen.

• _______________ • _______________ Imagine if everything got blasted into tiny pieces.

© ReadyEdPubl i cat i ons It would be so loud that your ears would break and fall off. •f orr e vi ew pu posesonl y• • _______________ • _______________ •r ________________ • _______________ • _______________

The news would report you as dead and everyone would be sad. • _______________ • _______________ • ________________

m . u

1

w ww

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ew i ev Pr

Teac he r

•always •neat •down •fabulous •large •silent •mend •on •alive •happy •best •less •dirty •terrible •thoughtless •nothing •nobody •fortunate

6 But worst of all would be the unfortunate cleaner having to clean the room. • _______________ • _______________ • ________________

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o c . che e r o t r s Pictures. r up eHomonym Now just for fun, if you finish yours work draw

7 You have got to be more considerate and not be so messy when you blow yourself up. • _______________ • _______________ • ________________

These are “opposite” pictures. For example: Draw a classroom where the teacher is a child and the students are grownups. In your homonym picture, make the grown-ups – who would normally wear suits and dresses – appear wearing nappies and of course acting like the worst kids ever. Or draw an opposite kind of face with eyes where the mouth should be, and an ear where the nose should be. Try thinking of homonym pictures of your own to draw. 60


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Word Line

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

ew i ev Pr

Teac he r

All the hidden words below come from the story. They are connected from one word to the next by same letters. The numbers tell you in which paragraphs the words are found and the number of boxes shows you how many letters make up each word. Find the words and fill in the missing letters.

w ww

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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

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Answers

Scary Story Comprehension Questions Page 8: Missing words: 1. Wetting your pants; 2. Throw a tantrum; 3. Kids when the narrator was young; 4. Hold your breath; 5. Bugweed was the teacher; 6.Boo!; 7. Puff your cheeks out; 8. Kick your legs and flay your arms.

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

Types of Words – 1 and 2 Page 10 and 11: 1. Cried; 2. Dark; 3. Troll, smallest; 4.Beast, cuddly; 5.Bravely, horrible; 6. Hungrily, pigs; 7. Play, hairy; 8.Cute, ferocious; 9. Wife, ugly; 10. Thirsty, gulped; 11. Pretty, frightened; 12. Fat, hungry, shark; 13. Lovely, sweetly, little. Sentences from the Story Page 12: 1. This is a very scary story; 2. I hate you! 3. Here are a few good tips for you; 4. Now would it? 5. Her stupid shadow tried to run away from her; 6. That give children headaches; 7. I’m sure you know how to do it; 8. Although it would be a good trick.

Worm-Words Page 20: 1. Found; 2. Mother; 3. Right; 4. Said; 5. Knife; 6. Rattle; 7. Helmet; 8. World; 9. Truck; 10. Before.

My Teacher

mrs bugweed

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Words in the Story Page 9: 1. Perhaps; 2. Vigorously; 3. Properly; 4. Close; 5. Wrong; 6. Confuse; 7. Wet; 8. Vigorously; 9. Tips; 10. Little; 11. Slowly/stuff; 12. Scary/story; 13. It’s = it is; doesn’t = does not; I’m = I am, don’t = do not; can’t = can not; won’t = would not; wouldn’t = would not; let’s = let us; hasn’t = has not; isn’t = is not; 14. The mind belongs to the teacher.

Teac he r

Synonyms Page 19: Carpet/rug; lot/many; cruel/nasty; minus/less; stupid/idiot; kid/ child; sleepy/tired; terrible/horrible; quick/hurry; later/after; recent/new; twig/sprig; toss/throw; hat/cap; quick/fast; stop/ halt; vacation/holiday; ship/boat; begin/start; nothing/none; eat/ gobble; wriggle/wriggle; nearly/almost; tidy/neat.

Comprehension Questions Page 25: 1. Red and grey; 2. Fatty Freddy Frog Face; 3. Change seats; 4. Shared a desk; 5. The description; 6. Teacher’s smell; 7. No reason. Pronouns the Story Page 26: 1. Bugs and weeds; 2. Her birthday; 3. Her eyes; 4. Narrator; 5. Teachers; 6. Freddy; 7. Nickname; 8. Mrs Bugweed; 9. Mrs Bugweed liked Freddy so much; 10. Reason for present; 11. Freddy and narrator; 12. What Mrs Bugweed said to Freddy; 13.Mrs Bugweed; 14. Class; 15. Present.

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

w ww

Comprehension Questions Page 13: 1. Toy truck hitting him in the forehead; 2. Next to bed; 3. Eyes rattled in their sockets; 4. Hospital; 5. Mother; 6. Bicycle helmet.

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Comparing Things – 2 Page 28: 1. Mean; 2. Nastiest; 3. Crueller; 4. Smelly; 5. Dumbest; 6. Easy; 7. Sweet; 8. Reddiest; 9. Lovlier; 10. Cute; 11. Smartest; 12. Empty; 13. Kind; 14. Heavier.

o c . che e r o t r s super

Scanning the Story Page 14: 1. Middle; 2. Screeched; 3. Drawer; 4. Outside; 5. Learnt; 6. Pot; 7. Could; 8. Yesterday; 9. Scolded; 10. Think; 11. 12; 12. Game. Talking in the Story Page 16: 1.8; 2.35; 3. His mother; 4. Once; 5. Bellowed, yelled, mumbled, asked, pondered; 6. Asked; 7. How long will it last? 8. Answers will vary; 9. Pondered; 10. screamed, yelped, screeched, shrieked; 11. scolded; 12. Bellowed; 13. Stay there!

Synonyms in the Story Page 18: 1. Centre(3); 2. Terror(6); 3. Shut(5); 4. Forever(2); 5. Tremendous(5); 6. Discovered(1); 7. Immediately(3), suddenly(1); 8. Middle(1), midpoint(6); 9. Thumped(5), walloped(6), clobbered(1); 10. Pondered(7); 11. Carefully(8); 12. Cover(5); 13. Pan(5).

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magnetic sammy

Comparing Things – 1 Page 27: 1. Mean/meaner/meanest; 2. Nasty/nastier/nastiest; 3. Cruel/ crueler/cruelest; 4. Smelly/smellier/smelliest; 5. Dumb/dumber/ dumbest; 6. Easy/easier/easiest; 7. Sweet/sweeter/sweetest; 8. Red/redder/reddest; 9. Lovely/lovelier/loveliest; 10. cute/ cuter/cutest; 11. Smart/smarter/smartest; 12. Empty/ emptier/ emptiest; 13. Kind/kinder/kindest; 14. Heavy/heavier/heaviest.

Spot the Difference Page 29: •…he was screaming; •“Each morning…; •…and banged his…; •…a big breath…; •…and I’ll…; •…is much too…; •…you are fifty…; •…you need to earn….

Sally and Missy

Comprehension Questions Page 31: 1. Clothes, puppy and presents; 2. Everything was going to change; 3. To go into the garden; 4. Phone and computer; 5. Missy’s sister; 6. Make them feel better; 7. Answer varies; 8. Answer varies; 9. Their “hearts” because they felt sad; 10. Answer varies. One and More in the Story Page 32: Plural words girls; kids; families; adults; bushes; words; feelings; hands;


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Answers

presents; birthdays; Christmases; they; mothers; them; grown-ups. Singluar words head, home, lunch, house, garden, bench, rose, world, friend, sister, night, puppy, friendship, computer, day.

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

Crossword from the Story Page 33: ACROSS: 1=cry, 4=at, 5=bushes, 6=lot, 9=other, 11=even, 13=sisters, 15=it, 17=computer. DOWN: 1=called. 2=much, 3=shared, 4=as, 7=to, 8=many, 10=their, 12=very, 14=that, 16=too.

The Worst Jokes Ever Page 35: Why did the chicken cross the road? To get to the other side. Why did the chewing gum cross the road? Because it was stuck to the chicken’s foot. Why did the elephant scramble across the road? Because it was scared and running away from the mouse. Why did the mouse scurry across the road? Because it was having fun chasing the elephant. Why did the koala waddle across the road? To get to the other tree. Why did the kangaroo bound across the road? Because it was “hopping” to catch up to the koala. Why was the kangaroo sorry it crossed the road? Because the koala fell out of the tree on top of it. Why was the other kangaroo even more sorry it across the road? Because the elephant fell out of the tree on top of it. Why did you rush across the road? Because you got sick of these stupid jokes. Why did the exclamation mark cross the road? To put an end to these stupid, stupid, stupid, stupid, stupid, stupid jokes!

Comprehension Questions Page 39: 1. Swallowing a pongy morsel of rotten fish; 2. Rancid meat; 3. Slurp up their gooey slime; 4. A bluebottle; 5. Aerosol can spray; 6. Looking over its shoulder and laughing; 7. Squish flies into extinction.

Words in the Story Page 40: 1. A fly; 2. Weapon; 3. Feeling very good; 4. Humans; 5. Luckily; 6. Brute force; 7. Daydreaming bluebottle flyswatter everything whatever; 8. Friend, friend, toilet, beard, in trouble, tomato sauce; 9. and 10. Answers will vary; 11. Extinction – extinct.

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Word Search Page 34: Thought; taken; wanted; sisters; computer; parents; cried; puppy; even; bench; than; outside; everyone; hard; mother; hands; everyone.

Teac he r

It’s A Buzz To Be A Fly

Homophones in the Story Page 41: •There; •I; •knew; •meat; •ate; •for; •hair; •so; •too.

•Red; •by; •right; •or; •know; •made; •flew; •see; •heard.

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

Nouns and Adjectives Page 42: 1. Shiny wings; 2. Greedy throat; 3. Wicked device; 4. Mucky germs; 5. Shattered legs; 6. Goofy monster.

1. Cute bluebottle; 2. Fresh doggie-do; 3. Rotten fish; 4. Warm doggie-do; 5. Pongy morsel; 6. Terrible weapon.

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Collective Nouns Page 36: •Wisdom of owls; •pod of whales; •pack of wolves; •bouquet of flowers; •swarm of bees; •litter of puppies; •mob of kangaroos; •deck of cards; •doom of dragons; •crowd of onlookers; •shell of tortoises; •constellation of stars; •platoon of soldiers; •ball of wool; •parade of penguins; •autumn of leaves; •range of mountains; •laugh of hyenas; •ticktock of clocks; •atlas of maps; •slither of snakes; •tribe of natives; •stripe of zebras; •band of musicians; •gaggle of geese; •pride of lions; •giggle of girls; •fistful of dollars; •flock of sheep; •team of horses; •flock of birds; •fleet of ships; •belt of asteroids; •class of students.

1. Eight/ate; 2. Heard/herd; 3. There/their; 4. See/sea; 5. Knew/new; 6. Write/right.

whiffy monster; nasty ogres; little monster; itsy-bitsy thing; mean; beastly; monster; wicked ogres; pongy monster Crossword from the Story Page 43: ACROSS: 4=two, 7=thunder, 8=of, 9=in, 10=still, 13=knew, 14=do, 17=deadly, 20=oak, 21=on.

o c . che e r o t r s super

Spot the Difference Page 37: • ...The sun was pleasant ... •… but they knew the words; •… that it was a nuisance to walk •… they agreed not to give way; •… they came to a tree they didn’t; •… knocked it down and walked over; •… to go to a bridge but just; •… their walk to a sudden end.

DOWN: 1=think; 2=instead; 3=legs; 5=world; 6=of; 11=to; 12=looking; 15=idiot; 16=long; 18=and; 19=love; 21=one.. Worm-Words Page 44: 1. Better; 2. Know; 3. Monster; 4. Thought; 5. Again; 6. Perhaps; 7. Should; 8. Device; 9. Birds; 10. Lunch.

Spot the Difference Page 45: •... was the great moment; •... he could flap his wings; •... that they looked a blur; •... still he was scared; •... off it and everybody laughed; •... world that could happen; •... going to back out now; •... and in a wild, roaring smash.

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Answers

Verbs and Adverbs Page 57: • Slowly move; •brightly looked; •greatly pleased; •joyously sang; •utterly puzzled; •finally finished; •definitely wasn’t.

Jill and Jack Comprehension Questions Page 46: 1. Very nice; 2. Stumbling and falling down the hill; 3. Turn on the tap; 4. Get some exercise; 5. Her mother; 6. Chairlift or taxi; 7. Looked their mother in the eyes; 8. Ground seemed slippery and precarious.

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

Scanning the Story Page 48: 1. Beneath; 2. merely; 3. such; 4. water; 5. stern; 6. drop; 7. lazy; 8. terrible; 9. isn’t; 10. chairlift; 11. precarious; 12. exercise; 13. never.

Talking in the Story Page 49: 1. There; 2. will; 3. Jack; 4. tap; 5. crown; 6. belly-ached; 7. turn on the tap; 9.31; 10. Jill; 11. turn on the tap; bellyached; said insisted; groaned; 12. said; moaned; yelled; breathed; huffed told; 13. pointed out. Direct Speech in Writing Page 50: Teacher to check.

1. Finally stopped; 2. terribly puzzled, badly; 3. ate, joyously pleased; 4.ran fast, quickly turned; 5.merrily, cautiously; 6. easily won.

Word Search Page 58: Normal; mountain; dinosaur; thing; large; little; looked; chance; run; proud; invention; size; all; toast; knew; worked; thought; back.

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• Nervously held; •merrily wondered; •speedily ran; •terribly scared; •hardly see; •seriously was; •suddenly stopped.

Antonyms in the Story Page 59: 1. large; 2. stopped; 3. ever; 4. fast; 5. quickly; 6. brightly; 7. sweet; 8. froze; 9. many; 10. proud 11. before; 12. fortunately; 13. open; 14. deep;15. abrupt; 16. better; 17. happily; 18. everything; 19. life; 20. good; 21. cautiously; 22. loudly.

Antonyms in Writing Page 60: 1. terrible, always; 2. down, fabulous; 3. nothing, large; 4. silent, mend, on; 5. alive, nobody, happy; 6. best, fortunate, dirty; 7. less, thoughtless, neat.

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

Word Line Page 52: •Games; •groaned; •long; •wings; •think; •looked; •bottom; •instead; •almost; •told; •dangerous; •because; •children.

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Spot the Difference Page 53: •That led to there…; •sun was warm the track…; •And so, “I’m thirsty…; •there’s a little well…; •off they walked without…; •His sister moaned and it…; •The girl and boy went…; •“Oh, no,” wept Jill.

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Professor Mary

Merryweather

o c . che e r o t r s super

Comprehension Questions Page 55: 1. Loudly; 2. Everything appeared monstrous; 3. Merryweather’s cat; 4. Beeped, bleeped, buzzed; 5. Normal size; 6. Peered closely; 7. Nervously held her breath and cautiously opened the door; 8. She was in a great hurry; 9.Answers will vary.

Sentences from the Story Page 56: 1. Mary had a chance to turn…; 2. door that led into the great…; 3. she looked down and she looked up…; 4. Large as a room, came to life…; 5. Like the one she had entered…; 6. As any inventor had ever… 7. Thought her adventure was finally finished… 8. Began to slowly move and she was…; 9. Chairs were the size of trees…; 10. And what that mouse had done….

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Word Lines Page 61: Party; bad; deeper; mouse; machine; worked; precise; breath; great; knew; professor; mountain; dinosaur.

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Now and Then in the Story Page 51: 1. Past; 2. present; 3. future; 4. past; 5. future; 6. past; 7. future; 8. past; 9. future; 10. present; 11. past; 12. future; 13. present.

Grammar Focus  

This book is divided into seven themes, each of which involve reading and comprehension tasks. Buy now: http://www.teachersuperstore.com.au...

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