RIC-20790_Teaching_Strategies_for_Writing_BkB_word_choices

Your partner in education 

BOOK B 

TEACHING 

STRATEGIES 

FOR WRITING 

Word choices 

Australian Primary Publisher 

of the Year 2015 and 2016

Teaching strategies for writing (Book B) 

Published by R.I.C. Publications ® 2018 

Copyright © Diane Henderson and Rosemary Morris 2018 

RIC–20790 

Titles in this series: 

Teaching strategies for writing (Book A) 

Teaching strategies for writing (Book B) 

Teaching strategies for writing (Book C) 

Teaching strategies for writing (Book D) 

Teaching strategies for writing (Book E) 

Teaching strategies for writing (Book F) 

Copyright Notice 

A number of pages in this book are worksheets. 

The publisher licenses the individual teacher 

who purchased this book to photocopy these 

pages to hand out to students in their own 

classes. 

Except as allowed under the Copyright Act 1968, 

any other use (including digital and online uses 

and the creation of overhead transparencies 

or posters) or any use by or for other people 

(including by or for other teachers, students or 

institutions) is prohibited. If you want a licence 

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licence above, please contact the Publisher. 

This information is provided to clarify the limits 

of this licence and its interaction with the 

Copyright Act. 

For your added protection in the case of 

copyright inspection, please complete the form 

below. Retain this form, the complete original 

document and the invoice or receipt as proof 

of purchase. 

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Internet websites 

In some instances, websites or specific URLs may be recommended. While these are checked and rechecked at the time of 

publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended 

that the class teacher checks all URLs before allowing students to access them. 

View all pages online 

PO Box 332 Greenwood Western Australia 6924 

Website: www.ricpublications.com.au 

Email: mail@ricpublications.com.au 

ii 

TEACHING STRATEGIES FOR WRITING (Book B) 

www.ricpublications.com.au

FOREWORD 

Teaching strategies for writing is series of six books using modelling, guided and independent practice to teach 

students strategies they can use to improve the clarity, correctness and richness of their writing. The focus is on 

sentences, their structure, punctuation and word choices and on developing editing and proofreading skills and their 

habitual use. 

Titles in this series: 

• Teaching strategies for writing (Book A) • Teaching strategies for writing (Book D) 

• Teaching strategies for writing (Book B) • Teaching strategies for writing (Book E) 

• Teaching strategies for writing (Book C) • Teaching strategies for writing (Book F) 

TABLE OF CONTENTS 

Teacher notes ........................................................................................................................ iv–v 

Class recording sheets 

Assessment activities ..................................................................................................... vi–ix 

Assessment writing .......................................................................................................... x–xi 

Student writing checklist ........................................................................................................ xii 

Student self-evaluation ......................................................................................................... xiii 

WORD CHOICES 

Unit 1 Nouns, noun groups and adjectives ............................................................ 2–7 

Unit 2 Pronouns, confusing pronouns (me/I), which pronoun? ........................... 8–13 

Unit 3 Verbs and adverbials ................................................................................ 14–19 

Unit 4 Verbs: tense, matching verbs .................................................................. 20–25 

Assessment................................................................................................................... 26–29 

SENTENCE STRUCTURE 

Unit 5 Sentences, word order, questions ........................................................... 30–35 

Unit 6 Sentence beginnings ............................................................................... 36–41 

Unit 7 Conjunctions ............................................................................................ 42–47 

Unit 8 Paragraphs ............................................................................................... 48–53 

Assessment................................................................................................................... 54–57 

PUNCTUATION 

Unit 9 Using punctuation in sentences .............................................................. 58–63 

Unit 10 Full stops, capital letters, commas, direct speech ................................. 64–69 

Unit 11 Apostrophes in contractions ................................................................... 70–75 

Unit 12 Apostrophes for possession .................................................................... 76–81 

Assessment................................................................................................................... 82–85 

EDITING AND PROOFREADING 

Unit 13 

Unit 14 

Unit 15 

Unit 16 

Spelling (vowel sounds), sentence structure, 

punctuation, word choices, editing ........................................................ 86–91 

Spelling (more vowel sounds), sentence structure, 

punctuation, word choices, editing ......................................................... 92–97 

Spelling (suffixes), sentence structure, 

punctuation, word choices, editing ....................................................... 98–103 

Spelling (homophones), sentence structure, 

punctuation, word choices, editing ..................................................... 104–109 

Assessment............................................................................................................... 110–113 


www.ricpublications.com.au 

iii

TEACHER NOTES 

ABOUT WRITING 

A good writer is not simply one who knows about and can 

use text types. A good writer is one with the capacity to 

produce interesting, informative, grammatically correct 

text, for a specific purpose, that achieves any writer’s 

intent – clear, precise communication. 

TEACHING WRITING 

Students can and should be taught strategies that will 

help them to write better. These include improvements 

in word choices, sentence structure, punctuation and 

editing and proofreading. Writing strategies taught 

should be modelled, discussed and then applied, firstly 

with teacher support and then independently. However, 

the emphasis should always be on the writing process, 

which requires forethought, planning and a rational, 

measured approach in order to produce the desired 

outcome. Editing and proofreading are essential 

components of any writing. It is important that students 

edit and proofread habitually, with a specific purpose, 

and concentrate on the careful consideration of each 

sentence, one at a time. Activities provided in this series 

encourage students to think about appropriate aspects 

of their writing before, during and after the process. 

LESSON PROCEDURE 

Introduction 

Discuss the text title with students. Ask for their 

interpretations of what the title could mean. 

Discuss the text type. Why does it fit into this category? 

What are the specific features of this type of text? 

Guide the discussion to introduce the teaching points/ 

strategies to be covered during the course of the unit. 

For example, check they understand terms such as noun 

group, adverbial, sentence, paragraph and comma. 

Development 

Read and discuss the text, either in groups or as a 

class. Assist students with any unfamiliar vocabulary or 

expressions. 

Differentiation 

Work through the introductory activities with the class 

as a whole, ensuring students understand what is 

required of them. 

Work with those requiring additional assistance while 

the remainder of the class work independently on the 

activities. 

ASSESSMENT 

An assessment is included for each unit in the book. 

Because of the way it is structured, this assessment 

will allow you to see individual student’s understandings 

as well as any common points of weakness which may 

require further assistance. 

FORMAT 

Teaching strategies for writing is organised into four 

sections: 

Word choices 

Punctuation 

Sentence structure 

Editing and proofreading 

Each section has four units of work and one assessment 

unit. 

Teaching units 

Each six-page unit of work has a specific focus, two 

teacher pages and four activity pages. 

Assessment units 

• Following each section is a four-page unit of 

assessment activities–one page for each unit. 

• Answers are provided in the teacher pages for that 

unit. 

• Teacher record sheets – see pages vi–ix. 

Assessment writing tasks 

• A suggested paragraph writing topic for each unit is 

provided on the teacher pages. 

• Teacher recording sheet – see pages x–xi. 

• Student writing checklist – see page xii. 

• Student self-evaluation – see page xiii. 

Review 

In pairs or small groups, students review their answers, 

giving their reasoning where required and critiquing the 

longer sentence or paragraph responses. 

iv 






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TEACHER NOTES 

Sample open pages 

TEACHER INFORMATION 


UNIT 1 

NOUNS, NOUN GROUPS 

AND ADJECTIVES 

UNIT 1 



Focus 

Word choices – nouns, noun groups and adjectives 

Progression 

Recognise 

Students will recognise a noun/noun group/adjective from 

modelled examples. 

Choose 

Students will choose informative nouns/noun groups/adjectives 

from given examples, with teacher support. 

Use 

Students will choose and use appropriate, informative nouns/noun 

groups/adjectives in supplied and self-written sentences. 

Definition of terms 

Nouns are words used to name people, places, things, feelings and 

ideas. 

A noun group is a noun with other words used to name people, 

places, things, feelings and ideas. 

Adjectives are describing words adding to or changing the 

meaning of a noun or pronoun. 

Introduction 

Good writers improve their writing by their choice of words used 

to correctly name people, places, things, feelings and ideas. They 

can choose words to add information to nouns to make a more 

precise noun group. Noun groups have a noun, plus: 

• a determiner; e.g. the fish, many chips 

• a possessive; e.g. the boy’s pasta, Dad’s food 

• an adjective; e.g. tasty meal, sun-dried tomatoes 

LESSON NOTES AND PLANS 

Introduction 

• Discuss the text title and layout with students. 

• Do they think the text will be an imaginative story or will it be giving 

them information? 

• Why do they think this? What are some of the features of informative 

text? 

• What is the purpose of the illustrations? 

• List foods they like to eat. Do they know which country their favourite 

food is from? 

• Introduce the term ‘noun’ and explain that the words naming different 

foods are nouns. 

• Read the text with or to the class. 

• Identify some of the nouns used in the text to name foods. 

• Identify nouns used to name people places and things. 

• Identify nouns with capital letters. What do these nouns name? Why 

do these nouns have capital letters? 

Nouns – Page 5 

• Read and discuss the definition at the top of the page. 

• Explain that the text is divided into paragraphs with subheadings 

which have been numbered so it will be easier to find words. 

• Discuss why nouns are an important part of every sentence and why 

it is important for writers to think about nouns and to choose good, 

interesting and informative nouns. 

• Explain that good writers think about different words to name the 

same thing (synonyms) before choosing the best one. 

• Work through the activities with the class as a whole, ensuring they 

understand what is required of them. 

• Work with those requiring additional assistance while the remainder 

of the class work independently on the activities. 

Noun groups – Page 6 

ANSWERS 


1. (a) people 

(b) honey 

(c) drink 

(d) Aztecs 

2. (a) damper 

(b) sandwich 

(c) chocolate 

(d) pasta 

3. Teacher check 


1. (a) thick dough 

(b) most popular food 

(c) more than a thousand years 

2.–3. Teacher check 

4. Answers may include: 

sun-dried tomatoes, Australian bread, a heavy iron camp oven 


Adjectives – Page 7 


2. (a) solid 

(b) ancient 

(c) Swiss 


ASSESSMENT ANSWERS 

Assessment activity – Page 26 

1. (a) sandwich 

(b) Chocolate 

(c) flour 

(d) pasta 


3. their most popular food 


Class record sheet – Page vi 

ASSESSMENT WRITING 

• Paragraph topic – My country’s most popular food 

• Focus: Word choices – nouns, noun groups and adjectives 

Self-evaluation – Page xiii 

• nouns; e.g. kitchen benches, camp oven 


• a number; e.g. five tomatoes 

• Explain that often instead of using one word to name something, 

good writers add more information by writing a group of words. 

• Provide examples of noun groups including the word ‘book’ plus 

a determiner—e.g. my book, this book, some books—and with 

adjectives; e.g. a scary book. 

• Show by example how careful choice of noun groups can lead to a 

clearer understanding by the reader. (For example, The boy ran home 

vs The small, terrified boy ran home.) 



• Brainstorm adjectives to describe food using their sense of 

taste, smell, hearing and touch. This will assist them to complete 

Question 5. 

• Provide opportunities to share their answers to Question 5. 

2 978-1-925698-36-7 



3 

Teacher page 1 Teacher page 2 

UNIT 1 

WORLD FOODS 

Chocolate 

1. Chocolate came from ancient Central America. The 

Aztecs there made a drink from cocoa beans. But 

it tasted very bitter and was frothy. When chocolate 

was taken to Europe, people added sugar and honey. 

This made it sweeter to drink. It wasn’t until the 1800s 

that solid chocolate appeared. Now Swiss people eat 

chocolate more than any other people in the whole of 

Europe and the world. 

Sandwiches 

2. The sandwich gets its name from a British earl. Once, back in the 1700s, 

the Earl of Sandwich, who was busy playing cards, didn’t want to leave the 

table to eat. So he ordered a servant to put some meat 

between two slices of bread—and the sandwich was 

named. Although people had eaten food between 

bread, it didn’t have a name before this happened. 

Damper 

3. Damper is an Australian bread. It was made by stockmen or drovers 

using just flour, salt and water. It was easy to make and very filling. The 

ingredients they needed kept for a long time without 

spoiling. Today, campers still make damper, usually 

in a heavy iron camp oven. They also can add more 

ingredients to make it tastier, like cheese, chives, 

butter, milk and sun-dried tomatoes. 

Pasta 

4. Pasta, the most popular food in Italy today, was probably invented in a 

part of Italy called Sicily more than a thousand years ago! This popular 

food is easy to cook and is very filling. Pasta is made 

from flour and water, mixed into a thick dough. It is 

shaped into different types of pasta and dried. Today, 

there are about 350 different types of pasta, all with 

different names. For example, ‘spaghetti’ means ‘little 

strings’, while ‘orecchiette’ means ‘little ears’ and 

‘linguini’ means ‘little tongues’. 

UNIT 1 

NOUNS 

Nouns are naming words for people, places and things. 

For example: servants, Italy, chocolate 

Good writers choose their nouns carefully. 

1. Which noun in Paragraph 1 means: 

(a) men, women and children 

(b) something made by bees 

(c) a liquid 

(d) people from a country 

in Central America 

2. Choose the best noun for each sentence. 

damper pasta sandwich chocolate 

(a) The campers cooked some 

over an open fire. 

(b) I like to put cheese and tomato in a . 

(c) Ice cream tastes great with 

topping. 

(d) My favourite Italian food is . 

3. Write an interesting sentence for each noun. 

(a) drovers 

(b) oven 

(c) ingredient 

(d) table 

(e) cheese 

4 978-1-925698-36-7 



Activity page 1 Activity page 2 

5 

UNIT 1 

NOUN GROUPS 

A noun group is a noun with other words which add more 

information about the noun. 

For example: cold, white, frothy milk; some milk; my milk. 

Good writers use informative noun groups. 

1. Write the whole noun group from Paragraph 4. 

(a) dough 

(b) food 

(c) years 

2. Add some words to each noun to make an informative noun group. 

(a) butter 

(b) bread 

(c) meat 

(d) sandwich 

3. Write an interesting sentence using one of the noun groups from Question 2. 

UNIT 1 

ADJECTIVES 

Adjectives are describing words. They can tell more about a noun. 

For example: a delicious, tasty dish 

1. Choose one or two interesting adjectives you could use to describe each noun. 

(a) people 

(b) tables 

(c) spaghetti 

2. Write the adjective used in Paragraph 1 to describe each noun. 

(a) 

chocolate 

(b) 

Central America 

(c) 

people 

3. Use each adjective to describe a noun in an interesting sentence. 

(a) delicious 

(b) popular 

4. Find two noun groups from Paragraph 3. 

(a) 

(b) 

5. (a) Write a noun group using the word 'campers'. 

4. Add adjectives to make the sentences more descriptive. 

(a) The girl cooked some pasta. 

(b) A chef made a sandwich. 

5. Write a paragraph about your favourite food on the back of this page. Before 

you start, think about adjectives you could use to tell how it looks, tastes, 

smells, sounds and feels. Write some of these adjectives in the box below. 

(b) Use this noun group in an interesting sentence. 

6 978-1-925698-36-7 



Activity page 3 Activity page 4 

7 



v

CLASS RECORD 

ASSESSMENT ACTIVITIES 

Date: 

Name Unit 1 Unit 2 Unit 3 Unit 4 

vi 




CLASS RECORD 

Name: Unit: Date: 

Paragraph topic: 

Name 

Comment 

x 



STUDENT WRITING CHECKLIST 

Name: 

Date: 

Paragraph topic: 

Sentences 

• Does each sentence make sense by itself? ......................................................... 

• Is it too long or too short? ..................................................................................... 

• Do I need to join some sentences? ....................................................................... 

• Are the beginnings interesting?............................................................................ 

Punctuation 

Have I used: 

• capital letters to start sentences, and proper nouns?.......................................... 

• full stops, question marks and exclamation marks?............................................ 

• commas?................................................................................................................ 

• apostrophes for contractions and possession?.................................................... 

• speech marks? ...................................................................................................... 

Words 

• Are there some boring verbs? ............................................................................... 

• Is the verb tense correct? ..................................................................................... 

• Do some verbs need adverbials (how, when, where)?.......................................... 

• Can I add adjectives to tell more about nouns and pronouns?............................. 

Spelling 

• I have checked for spelling errors......................................................................... 

• I have made corrections........................................................................................ 

xii 



STUDENT SELF-EVALUATION 


I wrote a paragraph about: 

My goal was to focus on: 

How well did I achieve my goal? 

Two things I did well in my writing were: 

Next time I write a paragraph I will try to: 

STUDENT SELF-EVALUATION 


I wrote a paragraph about: 

My goal was to focus on: 

How well did I achieve my goal? 

Two things I did well in my writing were: 

Next time I write a paragraph I will try to: 



xiii


UNIT 1 



Focus 

Word choices – nouns, noun groups and adjectives 

Progression 

Recognise 

Students will recognise a noun/noun group/adjective from 

modelled examples. 

Choose 

Students will choose informative nouns/noun groups/adjectives 

from given examples, with teacher support. 

Use 

Students will choose and use appropriate, informative nouns/noun 

groups/adjectives in supplied and self-written sentences. 


Nouns are words used to name people, places, things, feelings and 

ideas. 

A noun group is a noun with other words used to name people, 

places, things, feelings and ideas. 

Adjectives are describing words adding to or changing the 

meaning of a noun or pronoun. 

Introduction 

Good writers improve their writing by their choice of words used 

to correctly name people, places, things, feelings and ideas. They 

can choose words to add information to nouns to make a more 

precise noun group. Noun groups have a noun, plus: 

• a determiner; e.g. the fish, many chips 

• a possessive; e.g. the boy’s pasta, Dad’s food 

• an adjective; e.g. tasty meal, sun-dried tomatoes 

• nouns; e.g. kitchen benches, camp oven 

• a number; e.g. five tomatoes 


Introduction 

• Discuss the text title and layout with students. 

• Do they think the text will be an imaginative story or will it be giving 

them information? 

• Why do they think this? What are some of the features of informative 

text? 

• What is the purpose of the illustrations? 

• List foods they like to eat. Do they know which country their favourite 

food is from? 

• Introduce the term ‘noun’ and explain that the words naming different 

foods are nouns. 


• Identify some of the nouns used in the text to name foods. 

• Identify nouns used to name people places and things. 

• Identify nouns with capital letters. What do these nouns name? Why 

do these nouns have capital letters? 



• Explain that the text is divided into paragraphs with subheadings 

which have been numbered so it will be easier to find words. 

• Discuss why nouns are an important part of every sentence and why 

it is important for writers to think about nouns and to choose good, 

interesting and informative nouns. 

• Explain that good writers think about different words to name the 

same thing (synonyms) before choosing the best one. 







• Explain that often instead of using one word to name something, 

good writers add more information by writing a group of words. 

• Provide examples of noun groups including the word ‘book’ plus 

a determiner—e.g. my book, this book, some books—and with 

adjectives; e.g. a scary book. 

• Show by example how careful choice of noun groups can lead to a 

clearer understanding by the reader. (For example, The boy ran home 

vs The small, terrified boy ran home.) 



• Brainstorm adjectives to describe food using their sense of 

taste, smell, hearing and touch. This will assist them to complete 

Question 5. 

• Provide opportunities to share their answers to Question 5. 

2 




UNIT 1 



ANSWERS 


1. (a) people 

(b) honey 

(c) drink 

(d) Aztecs 

2. (a) damper 

(b) sandwich 

(c) chocolate 

(d) pasta 




1. (a) sandwich 

(b) Chocolate 

(c) flour 

(d) pasta 


3. their most popular food 




1. (a) thick dough 

(b) most popular food 

(c) more than a thousand years 



• Paragraph topic – My country’s most popular food 

• Focus: Word choices – nouns, noun groups and adjectives 


4. Answers may include: 

sun-dried tomatoes, Australian bread, a heavy iron camp oven 




2. (a) solid 

(b) ancient 

(c) Swiss 




3

UNIT 1 

WORLD FOODS 

Chocolate 

1. Chocolate came from ancient Central America. The 

Aztecs there made a drink from cocoa beans. But 

it tasted very bitter and was frothy. When chocolate 

was taken to Europe, people added sugar and honey. 

This made it sweeter to drink. It wasn’t until the 1800s 

that solid chocolate appeared. Now Swiss people eat 

chocolate more than any other people in the whole of 

Europe and the world. 

Sandwiches 

2. The sandwich gets its name from a British earl. Once, back in the 1700s, 

the Earl of Sandwich, who was busy playing cards, didn’t want to leave the 

table to eat. So he ordered a servant to put some meat 

between two slices of bread—and the sandwich was 

named. Although people had eaten food between 

bread, it didn’t have a name before this happened. 

Damper 

3. Damper is an Australian bread. It was made by stockmen or drovers 

using just flour, salt and water. It was easy to make and very filling. The 

ingredients they needed kept for a long time without 

spoiling. Today, campers still make damper, usually 

in a heavy iron camp oven. They also can add more 

ingredients to make it tastier, like cheese, chives, 

butter, milk and sun-dried tomatoes. 

Pasta 

4. Pasta, the most popular food in Italy today, was probably invented in a 

part of Italy called Sicily more than a thousand years ago! This popular 

food is easy to cook and is very filling. Pasta is made 

from flour and water, mixed into a thick dough. It is 

shaped into different types of pasta and dried. Today, 

there are about 350 different types of pasta, all with 

different names. For example, ‘spaghetti’ means ‘little 

strings’, while ‘orecchiette’ means ‘little ears’ and 

‘linguini’ means ‘little tongues’. 

4 



UNIT 1 

NOUNS 

Nouns are naming words for people, places and things. 

For example: servants, Italy, chocolate 

Good writers choose their nouns carefully. 

1. Which noun in Paragraph 1 means: 

(a) men, women and children 

(b) something made by bees 

(c) a liquid 

(d) people from a country 

in Central America 


damper pasta sandwich chocolate 

(a) The campers cooked some 

over an open fire. 

(b) I like to put cheese and tomato in a . 

(c) Ice cream tastes great with 

topping. 

(d) My favourite Italian food is . 

3. Write an interesting sentence for each noun. 

(a) drovers 

(b) oven 

(c) ingredient 

(d) table 

(e) cheese 



5

UNIT 1 

NOUN GROUPS 

A noun group is a noun with other words which add more 

information about the noun. 

For example: cold, white, frothy milk; some milk; my milk. 

Good writers use informative noun groups. 

1. Write the whole noun group from Paragraph 4. 

(a) dough 

(b) food 

(c) years 

2. Add some words to each noun to make an informative noun group. 

(a) butter 

(b) bread 

(c) meat 

(d) sandwich 

3. Write an interesting sentence using one of the noun groups from Question 2. 

4. Find two noun groups from Paragraph 3. 

(a) 

(b) 

5. (a) Write a noun group using the word 'campers'. 

(b) Use this noun group in an interesting sentence. 

6 



UNIT 1 

ADJECTIVES 

Adjectives are describing words. They can tell more about a noun. 

For example: a delicious, tasty dish 

1. Choose one or two interesting adjectives you could use to describe each noun. 

(a) people 

(b) tables 

(c) spaghetti 

2. Write the adjective used in Paragraph 1 to describe each noun. 

(a) 

(b) 

(c) 

chocolate 

Central America 

people 

3. Use each adjective to describe a noun in an interesting sentence. 

(a) delicious 

(b) popular 


(a) The girl cooked some pasta. 

(b) A chef made a sandwich. 

5. Write a paragraph about your favourite food on the back of this page. Before 

you start, think about adjectives you could use to tell how it looks, tastes, 

smells, sounds and feels. Write some of these adjectives in the box below. 



7


UNIT 2 

PRONOUNS, CONFUSING PRONOUNS 

(ME/I), WHICH PRONOUN? 

Focus 

Word choices – pronouns, confusing pronouns (me/I), which 

pronoun? 

Progression 

Recognise 

Students will recognise a pronoun from modelled examples. 

Choose 

Students will choose appropriate pronouns from given examples, 

with teacher support. 

Use 

Students will choose and use correct and appropriate pronouns in 

supplied and self-written sentences. 


Pronouns are words used to replace nouns. 

Personal pronouns are used in place of a person or thing. 

A relative pronoun comes before the clause describing the noun 

or pronoun to which it refers. 

A possessive pronoun replaces a noun identifying ownership by 

the person or thing to which it refers. 

The subject of a verb is the person or thing ‘doing’ the action. 

The object of a verb is the person or thing affected by the action. 

Introduction 

Good writers improve their writing by replacing nouns with 

appropriate and correct pronouns. The use of pronouns prevents 

constant repetition of a noun, making text more manageable and 

fluid. It is important for students to know the correct pronouns to 

use in the context of a sentence. 

Possessive pronouns are used to replace the name of a person or 

thing; e.g. That bag belongs to him (Dad), it is his. 

Note: The words ‘his’ and ‘its’ can be used as a possessive 

determiner as well as a possessive pronoun; e.g. his bag, its tail. 

The following table shows subjective, objective and possessive 

personal pronouns. 

Note: Subjective and objective pronouns are required when the 

pronoun refers to the subject or object of the verb; for example, 

I (subject) boarded the ship. The crew welcomed us (object) 

onboard. 


Introduction 

• Discuss the text title with students. 

• What are some of the features of poetry? 

• Introduce the term ‘pronoun’ and explain that words replacing nouns 

are pronouns. Use examples from the classroom; e.g. Tran = he, 

Mary = she, the board = it, the tallest boy in the class = he. 


• Identify some of the pronouns used in the text to replace people, 

places and things. 

• Identify single and plural pronouns from the text. 

Pronouns – Page 11 

Personal pronouns 

Person Subjective Objective Emphatic/ 

reflexive 


Possessive 

First singular I me myself mine 

Second you you yourself yours 

Third (male) he him himself his 

Third (female) she her herself hers 

Third (neuter) it it itself its 

First plural we us ourselves ours 

Second you you yourselves yours 

Third they them themselves theirs 

The relative pronouns ‘who’, ‘which’ and ‘that’ are used to refer to 

nouns and pronouns; e.g., the boy who, he who, the team that, the 

book which. 

The correct use of ‘who’ for people is more critical. Although 

‘which’ and ‘that’ can both be used in many contexts, ‘which’ should 

strictly be used to refer to a particular desk (telling which one); 

e.g. the desk which is by the door. The relative pronoun ‘that’ has 

a broader reference and doesn’t refer to one desk; e.g. the desks 

that are by the door. 

• Explain that good writers use pronouns instead of repeating the 

same nouns. 

• Explain why it is important to use the correct pronoun for the noun it 

replaces. 





8 




UNIT 2 

PRONOUNS, CONFUSING PRONOUNS 

(ME/I), WHICH PRONOUN? 

Using pronouns – Page 12 

• Read the text with the class. 

• Discuss what is wrong with it. 

• Provide opportunities for students to share their thoughts for 

Question 2. 

Which pronoun – who or that? me or I? – Page 13 

• Questions 1 and 2 focus on the relative pronouns ‘who’ and ‘that’ . 

• Explain that ‘who’ must be used for people. NOTE: ‘That’ and ‘which’ 

refer to things, places and can both be used for groups of people; 

e.g. the team which, a class that, (but ‘the members of the team 

who’). 

• Encourage students to read the sentences for Questions 3 and 4 

aloud to help them to choose the correct pronouns. Encourage 

them to ask the question ‘Who did it?’; if the answer is ‘I’, then ‘I’ is 

correct; if not, it should be ‘me’. 

ANSWERS 

Pronouns – Page 11 

1. (a) It (b) They (c) I, it (d) She, them 

2. (a) she (b) he (c) they (d) it 

(e) they 

3. (a) her (b) them (c) us (d) me, him 

4. (a) she (b) he (c) they (d) You 

Using pronouns – Page 12 



1. (a) she 

(b) they 

(c) them, us 

2. (a) it 

(b) she, it 

(c) she, them 

3. (a) that 

(b) who 

(c) that 

4. (a) me 

(b) I 

(c) I 

5. The children ran to the pond. They were surprised to see a big 

green frog. It was croaking. It jumped away when it saw them. 



• Paragraph topic – In my garden 

• Focus: Word choices – pronouns, confusing pronouns (me/I), which 

pronouns? 


1. (a) The nouns are repeated and not replaced by pronouns. 

(b) The boy ran to the door, opened it and greeted his friend. 

She wanted to see his new toy. It was a yellow truck. It was 

shiny. The boy’s father was there. He gave them a snack. 


Which pronoun — who or that? me or I? – Page 13 

1. (a) that (b) who (c) who 


3. (a) me (b) I (c) me (d) I 

4. (a) ✘ (b) ✘ (c) ✓ 



9

UNIT 2 

IN MY GARDEN 

1. There’s a cat that roams through my yard 

Though the gates are locked and barred 

It scratches and digs 

Scattering leaves and twigs— 

Makes cleaning them up so hard 

2. There are two birds that sit in my tree 

They sing me concerts for free 

Though they’re ever so small 

They warble and call 

But when I get close, they flee 

3. There’s a frog that lives near the pond 

Of it I’m really quite fond 

It creaks and it croaks 

Saying, 'Here I am, folks' 

So I look, but it’s always gone 

4. There’s a spider among the green leaves 

A web of fine silk she weaves 

She catches big flies 

Nearly twice her size 

And eats them for tea, I believe 

10 



UNIT 2 

PRONOUNS 

A pronoun is used to replace a noun/noun group. 

For example: ‘the birds’ – they; ‘a frog’ – it 

1. Circle the pronouns in these sentences. 

(a) The cat roams in the park. It is black. 

(b) Two birds sit in the tree. They sing sweetly. 

(c) A frog lives in the pond. I am fond of it. 

(d) A spider catches flies. She eats them for tea. 

2. Circle the correct pronoun in these sentences. 

(a) My sister is tall and he she is kind. 

(b) Her dad has brown hair and he she has blue eyes. 

(c) All the girls swam in the pool, then he she they played. 

(d) The snake caught a spider, then he she it slithered away. 

(e) The boys watched TV. Later, he she they read books. 

3. Choose a pronoun to write in each space. 

them him her me us 

(a) See that girl over there? Please give this to . 

(b) I like frogs but my sister doesn’t like . 

(c) We are going swimming, so please come with . 

(d) My son is lost, please help find . 

4. Write a correct pronoun in the space. 

(a) Mary is my friend and 

(b) Bob plays cricket and 

(c) Dad and Mum went to the beach and 

is pretty. 

enjoys football too. 

had a swim. 

(d) 

are my best friend. 



11

UNIT 2 

USING PRONOUNS 

The boy ran to the door, opened the door and 

greeted his friend. His friend wanted to see the 

boy’s new toy. The new toy was a yellow truck. 

The yellow truck was shiny. The boy’s father 

was there. The boy’s father gave the children 

a snack. 

1. Read the text. 

(a) What is the problem? 

(b) Change all the underlined nouns to pronouns and write the new text. 

2. Write interesting sentences using the pronouns. 

(a) them 

(b) you 

(c) him 

(d) hers 

(e) mine 

12 



UNIT 2 

WHICH PRONOUN — 

WHO OR THAT? ME OR I? 

Good writers use the pronoun ‘who’ for people and ‘that’ or 

‘which’ for everything except people. 

For example: The gardener who grew the flowers … 

The flowers that were growing in the garden … 

1. Add ‘who’ or ‘that’. 

(a) The birds 

were in the trees flew away. 

(b) They were frightened by a group of boys 

were fighting. 

(c) The people 

go to the park enjoy it. 

2. Finish the sentences using 'who' or 'that'. 

(a) The children, , 

(b) The swings, , 

Good writers use ‘me’ or’ I’ correctly. 

They use I when I am the person doing something … I am reading. 

They use me when I am NOT the person doing something … Mum is reading 

to me. 

3. Write 'I' or 'me' in the space. 

. 

. 

(a) The gardener gave 

some flowers. 

(b) 

(c) Mum told 

(d) 

took them home. 

to put them in a vase. 

think they look beautiful. 

4. Is the pronoun correct? Put a tick or cross in the box. 

(a) My sister saw I getting some flowers. 

(b) She wasn’t happy with I. 

(c) Next time, I won’t show the flowers to her. 



13


UNIT 3 

VERBS AND ADVERBIALS 

Focus 

Word choices – verbs and adverbials 

Progression 

Recognise 

Students will recognise a verb or adverbial from modelled 

examples. 

Choose 

Students will choose the more or most informative verb or 

adverbial from given examples, with teacher support. 

Use 

Students will choose and use appropriate, informative verbs or 

adverbials in supplied and self-written sentences. 


Verbs or ‘doing’ words show actions or states of being or having. 

Adverbials are words or groups of words that add information, 

usually to a verb or verb group. They can tell how (manner), when 

(time) or where (place) something happens. Adverbs can modify 

(add information to) any words that are not nouns or pronouns. 

(These are modified by adjectives.) 

Paragraphs are sections of writing dealing with a particular 

subject or point, beginning on a new line. 

Persuasive texts are written to put forward a position which the 

writer wishes to persuade others to share. 

Introduction 

Good writers improve their writing by their choice of informative 

and appropriate verbs and adverbials. 


Introduction 


• What do they know about birds? 

• List things birds do. 

• Introduce the term ‘verbs’ and explain that the words telling what 

birds do are verbs. 


• Ask students to identify the text type and discuss the purpose and 

features of a persuasive text. Identify the writer’s position stated in 

Paragraph 1, the arguments organised in separate paragraphs and 

the restating of the writer’s position in the final paragraph. 

• Identify some of the action verbs used in the text. 

Verbs – Page 17 


• Explain that the text is divided into paragraphs which have been 

numbered so it will be easier to find words that will needed. 

• Discuss why verbs are an important part of every sentence and why 

it is important for writers to think about verbs and choose good, 

interesting and informative verbs. 





Boring verbs – Page 18 

• Review students’ understanding of the term ‘verb’ and ask them to 

provide examples. 

• Discuss the overuse of boring verbs like 'saw', 'went' and 'said' and 

give alternatives for 'said', such as 'yelled', 'screamed', 'whispered'. 

• Explain that better verbs can give more information about what is 

happening and can change the meaning of a sentence. 

• Brainstorm and list more informative verbs for got. This will assist 

students to complete Questions 2 and 3. 

Adverbials – Page 19 

• Read and discuss the definition of adverbials and the examples 

given. 

• Explain that good writers add adverbials to give the reader more 

information about verbs and to make their writing more interesting. 

• Brainstorm and make three lists of adverbials that could tell how, 

when and where 

• In pairs or small groups, students review their answers. 

14 




UNIT 3 


ANSWERS 

Verbs – Page 17 

1. (a) gobbled 

(b) swoop 

(c) chased 

2. (a) chase, flit, perch, stalk, fly, scare, catch, swoop 

(b) sing, screech, squawk, tweet 

(c) Teacher check 

3. (a) Teacher check 

(b) Answers may include—see, notice, observe, spy, peek, 

glimpse 


Boring verbs – Page 18 



1. (a) sang 

(b) flew 

(c) scared 




• Paragraph topic – My favourite pet 

• Focus: Word choices – verbs and adverbials 


1. (a)–(b) Teacher check 

(c) Answers may include —walked, ran, travelled, drove, cycled, 

flew, skipped 

2. (a)–(c) Teacher check 

(d) Answers may include—earned, received, bought, caught, 

obtained, found, grabbed 


Adverbials – Page 19 

1. (a) around 

(b) bravely 

(c) beautifully 

2. (a) how 

(b) when 

(c) where 




15

UNIT 3 

THE BEST BIRDS 

1. Wrens are the cutest, most interesting 

birds. They are my favourites and I think 

they should be yours, too. 

2. I watch these beautiful little birds move 

around our garden. Other birds just 

seem to fly around in a dull and boring 

way, but wrens are different. They don’t 

just fly. They flit around from place to 

place at astonishing speed. Sometimes 

they move so fast it’s hard to keep track 

of them. One minute a wren sits on the 

back of a chair and the next it perches 

on a nearby bush. 

3. It’s amazing to watch these wonderful 

birds as they cleverly stalk and catch 

small flying insects. They never seem to get tired of chasing and eating 

insects. Sometimes just watching them work makes me feel tired. 

4. I think these tiny birds are very attractive. Although they are short and 

dumpy, with long legs and a thin beak, they look cute. Most wrens are 

brown, but there are some amazingly colourful blue wrens, found only 

in Australia. If they are males, these superb Australian fairy-wrens have 

bright blue and black feathers. Sadly, the females are mostly brown. But 

being colourful isn’t everything, is it? 

5. One of the things I like about birds is that they sing. I must admit not every 

bird sounds great, but wrens do sing well. Their songs are rich and bubbly 

and surprisingly loud for such small birds. I’m sure you enjoy listening to 

wrens as much as I do. 

6. I see these small birds bossing much bigger birds around and scaring them 

away. They sometimes do this with the help of a friend or two. I think they 

must be very brave and clever to do this. 

7. Some people may like other birds more than wrens, but how can they think 

this? Are their favourite birds as clever, cute, fast, brave and as good to 

listen to as my favourites? Can they see their birds almost every day? 

8. I love wrens. They are my favourites and I hope they’ll be your favourites 

too. 

16 



UNIT 3 

VERBS 

A verb is a doing word. 

For example: We write stories. This bird talks. 

Good writers choose their action verbs carefully. 

For example: Instead of writing, ‘Birds flew in trees.’, a better 

writer could write, ‘Birds flitted among the trees.’. 

1. Choose the best verb for each sentence. 

chased swoop gobbled 

(a) The hungry bird 

(b) I noticed an eagle 

(c) The wrens 

up the insect. 

a bigger bird. 

down from the sky. 

2. sing chase screech flit squawk tweet 

stalk perch scare fly catch swoop 

(a) Circle the verbs that can tell how birds move. 

(b) Cross the ones that can tell how birds sound. 

(c) Choose one to use in an interesting sentence. 

3. Read the verbs. They are from Paragraph 2. 

watch perches move fly 

(a) Write an interesting sentence using one of the verbs. 

(b) Write two other verbs for watch. 

4. (a) Write an interesting verb from Paragraph 6. 

(b) Write your own sentence using this verb. 



17

UNIT 3 

BORING VERBS 

We use some verbs like went too often. A better verb would tell 

how something went. 

1. Write each sentence using a better verb. 

(a) The birds went to the trees. 

(b) We went to the park. 

(c) Write three more interesting verbs for went. 

2. Write a better word for 'got' in each sentence. 

(a) The children got into the bus. 

(b) The bus got up the hill. 

(c) They got out of the bus. 

(d) Write three more interesting verbs for 'got'. 

3. (a) Write a sentence using the verb 'got'. 

(b) Write the sentence again using a better, more descriptive verb. 

4. Write two sentences about watching birds. You must not use the verb 'saw'. 

• 

• 

18 



UNIT 3 

ADVERBIALS 

An adverbial can tell when, how or where the verb happens. 

For example: Yesterday (when) the bird flew quickly (how) into the trees. (where) 

1. Circle the adverbial in each sentence telling more about the verb. 

(a) The busy little birds flew around. 

(b) Some wrens bravely flew and attacked a big black bird. 

(c) The colourful birds sang beautifully. 

2. Circle the adverbial for each verb. Write how, when or where on the line. 

(a) Wrens sing loudly. 

(b) Often birds catch insects. 

(c) Fairy wrens live in Australia. 

3. Add an adverbial to tell 'how'. 

(a) The birds flew . 

(b) They moved . 

4. Add an adverbial to tell 'when'. 



5. Add an adverbial to tell 'where'. 



6. (a) Write a sentence about how something jumped. Make it interesting. 

(b) Write the adverbial from your sentence. 



19


UNIT 4 

VERBS: TENSE, MATCHING VERBS 

Focus 

Word choices – choosing correct verbs: tense, consistency, subject, regular, 

irregular 

Progression 

Recognise 

Students will recognise the tense of a verb; subject–verb agreement (asking 

‘who or what is doing the action?’); regular and irregular verbs; and auxiliary 

verbs, from modelled examples. 

Choose 

Students will choose the tense of a verb; subject–verb agreement; regular 

and irregular verbs; and auxiliary verbs, from given examples, with teacher 

support. 

Use 

Students will use the correct tense; subject–verb agreement; regular and 

irregular verbs; and auxiliary verbs in self-written sentences and paragraphs. 


Verbs or ‘doing’ words show actions or states of being or having. 

Verb tense – happening now = present tense; already happened = past 

tense; yet to happen = future tense. 

Subject–verb agreement – The form of the verb must match who or what is 

performing the action; e.g. I am reading, They are reading. 

The main verb describes the action. 

Auxiliary verbs are verbs added to the main verb which can change its 

tense; e.g. He swims, He is swimming. He had been swimming. 

Regular verbs follow a regular pattern when changing from the present to 

the past tense; e.g. shop – shopped, rate – rated. 

Irregular verbs are verbs which do not follow a regular patterns when 

changing from the present to the past tense; e.g. buy – bought, swim – swam, 

fly – flew. 

Note: Auxiliary verbs 

The verbs to be and to have are used as auxiliary or ‘helper’ verbs. They have 

many forms which change with subject and the tense. See the chart below. 

The verb ‘to be’ 

The verb ‘to have’ 

Person Pronoun Present Past Present Past 

First I am was have had 

Second you are were have had 

third he/she/it is was has had 

First we are were have had 

Second you are were have had 

Third they are were have had 


Introduction 


• What do they think the text may be about? 

• Ask students to identify the text type. 

• Revise the term ‘verbs’ and list some examples of what 

people do (verbs). 

• Read the text to or with the class. 

• Identify some of the action verbs used in the text. 

Verb tense – Page 23 


• Discuss why verbs are an important part of every sentence 

and why it is important for writers to use the correct verb 

tense. 

• Discuss and elicit from students the tense of the story 

(past tense —it has happened). 

• Work through the activities with the class as a whole, 

ensuring they understand what is required of them. 

• Work with those requiring additional assistance while 

the remainder of the class work independently on the 

activities. 

Past tense verbs – Page 24 

• Review students’ understanding of the term ‘verb’ and ask 

them to provide examples. 

• Discuss changing verbs to past tense. Most add ‘d’ or ‘ed’. 

• Ask students to list some common irregular past tenses. 

For example; catch–caught, say–said. 

Matching verbs — Page 25 

• Discuss with students how verb forms change, depending 

on who or what is doing the action. Use simple examples; I 

am running; we are running. 

• Introduce the concept of the subject; i.e. ask who or what 

is doing the action. For example; Mum is watching Dad. Ask 

‘who or what is watching’. Mum (subject) is watching. 

• Work through the activities with the class as a whole, 

ensuring they understand what is required of them. 

• Provide opportunities to share and discuss sentences from 

Question 4 with a partner. 

Introduction 

Good writers improve their writing by their choice and use of correct verb 

forms for emphasis and to make meaning explicit. 

20 




UNIT 4 


ANSWERS 

Verb tense – Page 23 

1. (a) past 

(b) future 

(c) present 


3. (a) shook 

(b) will walk 

(c) is watching/watches 

(d) will start 

Past tense verbs – Page 24 


2. (a) came 

(b) took 

(c) saw 

3. Answers will vary. Teacher check 


Matching verbs – Page 27 

1. (a) Dad (was shaking) 

(b) Mum (called) 

(c) the computer (was) 

2. (a) ✓ 

(b) ✘—was wondering 

(c) ✘—were appearing 

(d) ✓ 



1. (a) past 

(b) present 

2. (a) sucks/sucked 

(b) climbs/climbed 

(c) will cook 

3. (a) saw 

(b) said 

(c) caught 


5. (a) was writing/Owen 

(b) was/the computer 

6. (a) ✓ 

(b) ✘ 

(c) ✓ 

(d) ✓ 



• Paragraph topic – Talk to me! 

• Focus: Word choices – verbs: tense, matching verbs 





21

UNIT 4 

DO NOT DISTURB 

Mum was watching Dad type on the computer. 

'Hello, Owen. How are you?' 

The answer flashed back. 

'I’m good, Dad. How about you and Mum?' 

Dad sat with his fingers above the keyboard, thinking. Then he typed with just 

one finger. 

'We’re both fine. What are you doing?' 

This time, the words appeared slowly, as if Owen was thinking deeply. 

'Writing my blog. Oh, and "talking" to my friends.' 

Mum prodded Dad in the shoulder with her finger. 

‘Go on,’ she said, ‘ask him.’ 

‘Not yet’, Dad hissed. ‘It’s too soon.’ He started typing again. 

'Did you have a good day at school, son?' 

'Not too bad, Dad. The teacher bellowed at Mickey ’cos he was copying my 

maths. But that’s all.' 

Mum poked Dad, harder this time, and in the ribs. He gasped and sucked 

in a lungful of air. He swivelled his head around to face her. She arched her 

eyebrows as if to say, ‘Get going!’ 

Shaking his head, Dad typed, 'Are you 

doing much in about five minutes’ time, 

son?' 

'No, Dad. I should be free. Why?' 

'Well …' Dad paused. Then, in a great 

hurry, he typed, 'Well, your mother and 

I were wondering if perhaps you could 

come down from your bedroom and 

join us for dinner!' 

22 



UNIT 4 

VERB TENSE 

Verbs can tell us about what has happened in the past, what is 

happening now in the present and what will happen in the future. 

• Dad wrote the letter. (past) 

• Dad writes the letter. (present) 

• Dad will write the letter (future) 

1. Underline the verbs. Write ‘past’, ‘present’ or 

‘future’ after each sentence. 

(a) Mum prodded Dad. 

(b) Owen will answer soon. 

(c) He starts typing again. 

Think! There are little verbs that help with tense. 

will = future tense is/are = present tense had/were = past tense 

2. Write an interesting sentence about something you: 

(a) are doing now. 

(b) did yesterday. 

(c) will do tomorrow. 

3. Correct the tense of the verb and write it on the line. 

(a) Yesterday, he shake his head. 

(b) Next Monday, Owen walk to school. 

(c) Today, Mum watch television. 

(d) Tomorrow, Dad started typing again. 



23

UNIT 4 

PAST TENSE VERBS 

Changing most verbs to the past tense is easy—we add ‘ed’ or ‘d’. 

For example: jump – jumped, wave – waved 

1. Write a short interesting sentence using the past tense of each regular verb. 

(a) type 

(b) appear 

(c) poke 

Some past tense verbs need to change more. 

For example: come—came, catch—caught 

2. Write the past tense of each verb on the line. 

(a) Owen comes downstairs for dinner. 

(b) He takes his computer to school. 

(c) Mum sees Dad at the keyboard. 

Some past tense verbs like seen and done always need a helper like has, had, 

have. 

3. Write each verb with a helper. 

(a) seen 

(c) gone 

(b) done 

(d) been 

4. (a) Write a sentence using 'seen' and its helper. 

(b) Write a sentence using 'done' and its helper. 

24 



UNIT 4 

MATCHING VERBS 

Verbs can also change to show who or what is doing the action 

and when it happened. 

For example: I was reading. They were reading. I am reading. 

She is reading. 

1. Circle the verb then draw a line under who or what is doing the action. 

(a) Dad was shaking his head. 

(b) Mum called them for dinner. 

(c) The computer was in the study. 

2. Put a tick or a cross after each sentence to show if the verb group is correct. 

(a) Dad had sucked in a lungful of air. 

(b) Mum was wondered about Owen. 

(c) The words was appearing slowly. 

(d) The teacher bellowed at Mickey. 

3. Write a verb or verb group to match who or what is doing the action. 

(a) Shaking his head, Dad 

(b) Owen 

(c) Computers 

(d) Waiting for Owen, Mum 

on the computer. 

downstairs for his dinner. 

very useful. 

Dad. 

4. Write an interesting sentence about a computer. Choose your verbs 

carefully. 

5. What do you think Mum and Dad should do about Owen and his computer? 

Think carefully about the verbs you use and make sure they match Mum and 

Dad and Owen. 



25

ASSESSMENT UNIT 1 

NOUNS, NOUN GROUPS, ADJECTIVES 

Name: 

Date: 


pasta sandwich chocolate flour 

(a) Mum makes me a cheese 

for my lunch. 

(b) 

is my favourite topping for ice cream. 

(c) Damper is made using 

and water. 

(d) Italians love to eat . 

2. Write an interesting sentence using each noun. 

(a) honey 

(b) bread 

3. Circle the whole noun group in the sentence. 

This is their most popular food. 

4. Add some words to make an interesting noun group. 

(a) oven 

(b) tomatoes 

5. Choose one or two interesting adjectives to describe each noun. 

(a) beans 

(b) cheese 


(a) The cook made a soup. 

(b) On our way home we bought some 

chips. 

26 




PRONOUNS, CONFUSING PRONOUNS (ME/I), 

WHICH PRONOUN? 

Name: 

Date: 

1. Circle the correct pronoun in the sentences. 

(a) My mum is tall and he she has brown hair. 

(b) The girls walked home then they he she played cricket. 

(c) We played against they them but they beat we us . 

2. Circle the pronoun in the sentences. 

(a) When the cat scratches and digs, it scatters leaves. 

(b) The spider spins a web and she catches flies in it. 

(c) After the spider traps the flies, she eats them. 

3. Add ‘who’ or ‘that’. 

(a) The birds 

(b) My friends 

(c) The baby birds 

sat in my tree flew away. 

saw them laughed. 

were in the nest squawked loudly. 

4. Write ‘me’ or ‘I’ in the space. 

(a) Dad gave 

(b) 

(c) Dad and 

put them in my bag. 

some books to carry. 

will read them together. 

5. Read the text. Change all the underlined nouns to pronouns. 

Write the new text. 

The children ran to the pond. The children were surprised to see a big green 

frog. The frog was croaking. The frog jumped away when it saw the children. 



27



Name: 

Date: 

1. Choose the best verb to complete each sentence. 

flew scared sang 

(a) The birds 

(b) A bee 

(c) A large dog 

sweetly in the tree. 

around the flowers. 

my cat. 

2. Write each sentence using a more descriptive verb. 

(a) All the children went to the park. 

(b) Our family got tickets for the new show. 

(c) I saw my friend today. 

(d) My sister got onto the slide. 

3. Add an adverbial to tell ‘how’. 

(a) The large black horse galloped . 

(b) The schoolboys walked . 

4. Add an adverbial to tell ‘when’. 

(a) All the girls raced . 

(b) Small birds sing . 

5. Add an adverbial to tell ‘where’. 

(a) The children played . 

(b) Goldfish swam . 

28 





Name: 

Date: 

1. Underline the verbs. Write ‘past’, ‘present’ or ‘future’ after each sentence. 

(a) Mum was watching Dad. 

(b) Dad is shaking his head. 

2. Correct the tense of the verb and write it on the line. 

(a) Dad suck in air. 

(b) Today, Owen climb the stairs. 

(c) Tomorrow, Mum cook dinner. 

3. Write the past tense of each verb on the line. 

(a) I see Owen on his computer. 

(b) Dad says to come for dinner. 

(c) Yesterday, we catch the bus. 

4. Write each verb with a helper verb. 

(a) come (b) gone 

(c) seen (d) been 

5. Circle the verb then draw a line under who or what is doing the action. 

(a) Owen was writing his blog. 

(b) The computer was in Owen’s bedroom. 

6. Put a tick or cross after each sentence to show if the verb group is correct. 

(a) Mum wants Owen to come for dinner. 

(b) Dad had shaking his head. 

(c) They wanted to have dinner together. 

(d) Owen typed on his computer. 



29

RIC-20790_Teaching_Strategies_for_Writing_BkB_word_choices

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