RIC-20799_Teaching_Strategies_for_Writing_BkD_sentence_structure

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BOOK D
TEACHING
STRATEGIES
FOR WRITING
Sentence structure
Australian Primary Publisher
of the Year 2015 and 2016

Teaching strategies for writing (Book D)
Published by R.I.C. Publications ® 2018
Copyright © Diane Henderson and Bruce Tuffin 2018
RIC–20799
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
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who purchased this book to photocopy these
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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 writing task – 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, descriptive and overused verbs, adverbials ................................. 14–19
Unit 4 Choosing correct verbs: tense, consistency,
subject, regular, irregular ......................................................................... 20–25
Assessment................................................................................................................... 26–29
SENTENCE STRUCTURE
Unit 5 Sentences, word order, statements, 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
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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 the 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 page 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.
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TEACHER NOTES
Sample open pages
Teacher page 1 Teacher page 2
Activity page 1 Activity page 2
Activity page 3 Activity page 4
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ASSESSMENT ACTIVITIES
CLASS RECORD
Date:
Name Unit 5 Unit 6 Unit 7 Unit 8
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ASSESSMENT WRITING
CLASS RECORD
Unit: Focus: Date:
Paragraph topic:
Name
Comment
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STUDENT WRITING CHECKLIST
Name:
Date:
Assessment writing topic:
Paragraph
I have read the paragraph and it makes sense. ..........................................................
I have read it to check for spelling errors. ..................................................................
I have made corrections. ............................................................................................
Punctuation
I have checked the sentences one at a time for:
• capital letters to start sentences and proper nouns. ...........................................
• full stops, question marks, exclamation marks. .................................................
• commas. ................................................................................................................
• apostrophes for contractions and ownership. ......................................................
• speech marks. .......................................................................................................
I have made corrections. ............................................................................................
Sentences
I have checked the sentences one at a time for:
• sense – Does each sentence make sense by itself? ............................................
• length – Are any sentences too long? ...................................................................
Should they be separated? .....................................................................
Should some be joined? ..........................................................................
• beginnings – Have I used interesting beginnings? ...............................................
Word choices
I have made changes. ......................................................................
verbs – Are they informative and different? ...............................................................
Have I used the correct verb tense? ...............................................................
Are there too many boring verbs? ..................................................................
adverbials – Do some verbs need adverbials to tell how,
when or where something happened? ...................................................
noun groups – Are the noun groups descriptive? ......................................................
Can I add some descriptive adjectives to tell
more about nouns and pronouns? ......................................................
pronouns – Have I used the correct pronouns? .........................................................
I have made changes and corrections. ....................................................
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STUDENT SELF-EVALUATION
Name: Unit: Date:
I wrote a paragraph about:
My goal was to focus on:
How well did I achieve my goal?
Three things I did well in my writing were:
•
•
•
Next time I write a paragraph I will try to:
STUDENT SELF-EVALUATION
Name: Unit: Date:
I wrote a paragraph about:
My goal was to focus on:
How well did I achieve my goal?
Three things I did well in my writing were:
•
•
•
Next time I write a paragraph I will try to:
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TEACHER INFORMATION
SENTENCES, WORD ORDER,
STATEMENTS, QUESTIONS
UNIT 5
Focus
Sentence structure – sentences, word order, statements to
questions
Progression
Recognise
Students will recognise a sentence from modelled examples.
Choose
Students will choose a variety of sentences from given examples,
with teacher support.
Use
Students will use sentences in self-written sentences and
paragraphs.
Definition of terms
A sentence is a set of words that makes sense by itself. It may be
a statement, a question, an exclamation or a command.
Nouns are words used to name people, things and feelings.
Introduction
Good writers improve their writing by planning sentences and
paragraphs.
LESSON NOTES AND PLANS
Introduction
• Discuss the text title with the class.
• What do they think the text is about?
• What do they know about microscopes?
• Identify the number of paragraphs and discuss why they are all so
short.
• Explain that a new line and paragraph is required for each new
speaker and this helps the reader to understand what is happening
in the interview.
• Discuss why organising text in this way is important.
• Read the text with or to the class.
Sentences, changing sentences – Page 33
• Read and discuss the definition at the top of the page.
• Explain that sentences can be either long or short and that the
number of words in a set of words is unrelated to whether or not it
qualifies as a sentence.
• Discuss different types of sentences—statements, questions,
commands and exclamations—and how each is punctuated.
• Explain that a small change in a sentence can make a big difference
to its meaning or give the opposite meaning; for example, adding
suffixes or the word ‘not’.
• Explain the terms ‘positive’ and ‘negative’.
• 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.
Word order – Page 34
• Read and discuss the statement at the top of the page.
• Explain that word order can make a difference.
• Discuss some of the reasons students gave to Question 2(a) (sounds
better, traditional, easier to say etc.).
• 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.
Questions – Page 35
• Discuss with students the definition at the top of the page. (Ignore
rhetorical questions for this age group.)
• Work with the class as a whole, demonstrating methods of changing
statements to questions. Ensure students are comfortable with this
concept.
• Work with those requiring additional assistance while the remainder
of the class work independently on the activities.
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TEACHER INFORMATION
SENTENCES, WORD ORDER,
STATEMENTS, QUESTIONS
UNIT 5
ANSWERS
Sentences, changing sentences – Page 33
1. (c) and (d) require full stops
2. (a) I think your book will not be suitable for parents and older
children.
(b) Well, I’m not a fan of your writing.
(c) This is the show where we don’t put hard questions to
celebrities. (Accept ‘never’)
3. (a) weaker
(b) without
(c) unworried
Word order – Page 34
1. (a) fish and chips
(b) bread and butter
(c) fat and thin
(d) good and evil
2. (a) Chips and fish, butter and bread, thin and fat, evil and good
(b)–(e) Teacher check
3. (a) He is walking because his car will not start.
(b) I know you wonderful people will line up to buy my book.
(c) Just suck them dry and discard the husk like a shrivelled-up
prune!
ASSESSMENT ANSWERS
Assessment activity – Page 54
1. Only (b) requires a full stop.
2. (a) You will not be lining up to buy my new book.
(b) Our writer is not a hero!
(c) His latest novel is not the best one he’s written.
3. (a) unhappy
(b) unlikeable
(c) unfinished
4. (a) Could you give us a little sneak preview?
(b) He’s in the bad end of town.
Class record sheet – Page vii
ASSESSMENT WRITING
• Paragraph topic – A scary book character
• Focus: Sentence structure – Sentences, changing sentences, word
order, questions
Self-evaluation – Page xiii
Questions – Page 35
1. (a) question mark
(b) question mark
(c) full stop
(d) question mark
2. Teacher check
3. (a) Teacher check: When he adds their life force to his, he
becomes even stronger and more powerful.
(b) Teacher check: When he puts his hands up to shield himself,
fiery sparks leap from his fingertips.
(c) It is followed by a question mark.
(d)–(e) Teacher check. Answers will vary.
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UNDER THE MICROSCOPE
UNIT 5
1. ‘Good evening, ladies and gentlemen. Welcome to “Under the microscope”, the show where we put the
hard questions to celebrities. Tonight, we have the famous writer of horror fiction, the man of a million
words–and all of them frightening–Mr Steven Queen. Welcome, Steven.’
2. ‘Thank you. Great to be here. And I know all you wonderful, wonderful little people will be lining up to
buy my new book when it comes out tomorrow.’
3. ‘Err … yes. Speaking of your new book, titled Changers, could you give us a little sneak preview of the
plot?’
4. ‘For you, Michael, of course! Basically, it’s the story of a writer, caught in a weird electrical storm, who
finds himself with a frightening new power.’
5. ‘Sounds deliciously creepy. Just what is this new power?’
6. ‘He can suck the life force out of people. Just suck them dry and discard the husk like a shrivelled-up
prune! Then he adds their life force to his and becomes even stronger and more powerful.’
7. ‘Wow! That’s serious stuff there, Steven. How does he find out he can do that?’
8. ‘Well, picture this. He’s going home one night after a book signing. He’s walking because his car won’t
start. It’s cold, dark and wet–and he’s in the bad end of town. Then, out of the shadows steps this nasty
crook, who threatens him with a knife if he doesn’t hand over his wallet.’
9. ‘So he fights him off?’
10. ‘Heavens, no! Our writer is not that sort of hero! He’s more a classic … wimp. Just then, a huge
lightning storm hits. Blinding blue and yellow light swirls all around our hero. He puts his hands up to
shield himself and … wham!’
11. ‘Wham?’
12. ‘Yep, just like that, fiery sparks leap from his fingertips. He closes his eyes, and when he opens them
again, the crook has shrivelled up and is just a bundle of old, wet clothes on the pavement.’
13. ‘Well, I’m a fan of your writing, Steven, but I’m beginning to think this all far too hard to swallow. I
mean, really … sparks from fingertips?
Come on now!’
14. ‘Sparks worry you? You mean like …
these?’
15. ‘Hey! Sparks coming from your fingers.
Nice party trick, but do you really think
anyone would be silly enough to believe
they’re rea–’
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UNIT 5
SENTENCES, CHANGING SENTENCES
A sentence is a set of words that makes sense by itself.
1. A sentence must make sense on its own. Put a full stop in the boxes after a
sentence and nothing in the other boxes.
(a) Our writer is more of a wimp than
(b) When he opens his eyes again
(c) I’m a fan of your writing
(d) That’s serious stuff
(e) I’m beginning to think that this story is
Good writers will use different types of sentences. They can give a new meaning by
making small changes.
For example: by adding words like ‘not’ or changing a word like ‘likely’ to ‘unlikely’.
2. Change the sentence from a positive to a negative by adding a word.
(a) I think your book will be suitable for parents and older children.
(b) Well, I’m a fan of your writing.
(c) This is the show where we put hard questions to celebrities.
3. Change the positive to a negative by changing the underlined word.
(a) His life force becomes even stronger.
(b) He finds himself with any frightening powers.
(c) He was worried by the sparks.
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UNIT 5
WORD ORDER
If we change the order, some pairs of words sound odd to us.
1. Join the pairs of nouns using ‘and’.
butter fish fat bread thin chips good evil
(a)
(b)
(c)
(d)
2. Word order makes a difference.
(a) Change the order of the words you put together in Question 1.
(b) What did you notice?
(c) Which pair did you find the hardest to change?
(d) Was it because the first word is the more important?
(e) What other reason could there be?
3. Change the order of the words so the sentence makes sense.
(a) start. his not He car walking will is because
(b) wonderful I you people know up will my line buy to book.
(c) Just them and the like shrivelled-up suck prune! a husk dry discard
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QUESTIONS
UNIT 5
A question needs an answer and is always written with a question mark.
1. Add question marks at the end of questions and full stops after any statements.
(a) Will you be lining up to buy my book
(b) What colour is the light that swirls around the hero
(c) When he opens his eyes, he sees that the crook is just a bundle of wet clothes
(d) What does the crook threaten him with
2. (a) Change a statement from Question 1 and write it as a question.
(b) Write any new words you added to the question.
(c) How did you need to change the verb?
3. Answer the questions from the text.
(a) What happens when he adds their life force to his?
When he
(b) What happens to the hero when he puts up his hands to shield himself?
When
(c) How do you know the sentence in Paragraph 9 is a question?
(d) Change the word order and the verb to ask the question in a different way.
(e) Write the first question from Paragraph 14 in a different way.
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TEACHER INFORMATION
SENTENCE BEGINNINGS
UNIT 6
Focus
Sentence structure – sentence beginnings
Progression
Recognise
Students will recognise a variety of interesting sentence
beginnings from modelled examples.
Choose
Students will choose a variety of interesting sentence beginnings
from given examples, with teacher support.
Use
Students will use interesting sentence beginnings in self-written
sentences and paragraphs.
Definition of terms
Verbs or ‘doing’ words show actions or states of being or having.
A verb group is a verb combined with other, auxiliary, verbs.
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.)
Introduction
Good writers improve their writing by using a variety of different,
interesting sentence beginnings.
LESSON NOTES AND PLANS
Introduction
• Discuss the text title with the class.
• What do students think the text could be about? (May be many and
varied responses.)
• Identify the number of paragraphs and discuss why they are all so
short.
• Explain that a new paragraph is required for each new speaker; this
helps the reader to more clearly understand what is happening in
the story.
• Identify the text type and discuss the features of imaginative text.
When and where? – Page 39
• Discuss as a class possible reasons why a writer tries to begin
sentences in an interesting way.
• Summarise the writing ideas Mr Harris wanted his class to
understand.
• Ask if class members agree or disagree with him. Discuss answers.
• 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.
How? – Page 40
• Discuss with students the way a sentence can start by telling how
something is happening. Work through an example on the board. For
example: With a great sigh of relief, the …
• Ask, ‘Who is likely to do something with a great sigh of relief?’
• Discuss selected possible answers with students.
• Select one appropriate response; e.g. ‘Students’. Discuss what
students might be doing with a sigh of relief.
• Revise the concept of verb groups as a combination that gives
greater meaning.
• Work with those requiring additional assistance while the remainder
of the class work independently on the activities.
And then … – Page 41
• Discuss with students the undesirable results of repeated use
of a conjunction (‘and then’)—repetitive, overlong sentences;
uninteresting writing.
• Ask how students could overcome this problem. Discuss answers.
• Elicit the solution of changing the word order and using a variety of
conjunctions.
• Work with those requiring additional assistance while the remainder
of the class work independently on the activities.
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TEACHER INFORMATION
SENTENCE BEGINNINGS
UNIT 6
ANSWERS
When and where? – Page 39
1.–3. Teacher check
How? – Page 40
1.–2. Teacher check
And then … – Page 41
1. Overuse of ‘and then’ as a conjunction
2. (a) Teacher check, but should include: short, featureless
sentences; overuse of ‘they’, uninteresting
(b)–(c) Teacher check. Answers will vary.
ASSESSMENT
Assessment activity – Page 55
1.–6. Teacher check. Answers will vary.
Class record sheet – Page vii
ASSESSMENT WRITING
• Paragraph topic – When the Martians landed
• Focus: Sentence structure – sentence beginnings
Self-evaluation – Page xiii
3. Teacher check. Answers will vary.
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UNIT 6
IT ALL MAKES SENSE
1. Mr Harris flew into the classroom like a crazy
seagull, flapping his arms and squawking,
‘The Martians are here! Run for the hills! The
Martians are here!’
2. ‘W-W-What?’ stammered Martin in the front
row. ‘W-W-Who? W-W-Where? W-W-When? R-R-
Really?’ His voice shot up to a squeal on the
last word.
3. ‘No, not really’, said Mr Harris, suddenly very
calm. ‘But I got your attention, didn’t I? Can
anyone tell me how I did that?’
4. ‘Scared us half to death?’ ‘Shouted and waved
your arms?’ ‘Said something really interesting
to start?’ called the class.
5. ‘Bingo!’ said Mr Harris. ‘Just how you need to
start your sentences and paragraphs when you
write. You need to attract the reader’s attention
straight away and hold it. What else do you
notice about what I said?’
6. ‘You repeated yourself?’ ‘Said just a few things?’
‘Started with the most important thing?’
7. ‘You’ve got it. If I had said, “Attention, please.
I have an unconfirmed report that there is a
possibility, though not necessarily factual,
that an unidentified extraterrestrial vehicle,
possibly from Mars, has landed”, how would
you have reacted?’
8. ‘I wouldn’t’, muttered Martin. ‘I would probably
have been asleep.’
9. Mr Harris stared at Martin and went to speak,
then changed his mind. ‘Yes’, he said instead.
‘Careful choice of sentence length and
vocabulary is very important in making your
writing better. But what if I had said, “There are
Martians. They are here. They are green. They
are in a spaceship. They have rayguns.”’?
10. Martin opened his mouth, but shut it quickly
when he saw the look on Mr Harris’s face.
11. ‘Those sentences are all short and start the
same way’, Sarah said. ‘Maybe join some?’
12. ‘Excellent! Yes, we could use some conjunctions
to make our writing flow more and get rid of
“they”. Now, what about word order? I said
“The Martians are here”. But what if I had
started the sentence with “Are”? Caleb?’
13. ‘“Are the Martians here?” would be a question’,
came the response. ‘It needs an answer.’
14. ‘Very, very good’, said Mr Harris, smiling and
rubbing his hands together. ‘Now, let’s see if
we can use these ideas about sentences to
improve our writing.’
15. ‘Sir, sir!’, interrupted Martin urgently, looking
out the window. ‘A big car has just run over your
new bicycle in the car park!’
16. ‘What?’ Mr Harris rushed to the window. ‘Where?
Really?’
17. ‘No, sir … but I sure got your attention!’
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WHEN AND WHERE?
UNIT 6
Sentence beginnings are important.
Sentences should start in different, interesting ways.
An adverbial telling when something happened is a good way to start a sentence.
1. Complete the sentences. They all start by telling when something happened.
(a) On my way to school, I
(b) After the rain stopped,
(c) Just before the game finished,
2. Add an interesting sentence beginning telling when each thing happened.
(a)
(b)
(c)
to a stop.
into a tree and he broke his leg.
sounded.
the sports car screeched
Simon’s bicycle crashed
the noisy fire alarm was
An adverbial telling where something happened is also a good way to start a sentence.
3. Write interesting sentences starting with phrases telling where something
happened.
(a) Above their heads,
(b) At the very top of the tall tree,
(c) In the middle of the blistering desert,
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UNIT 6
HOW?
1. Complete the sentences which start by telling how something is happening. Be
imaginative. Use descriptive verbs.
(a) With great squawking, the
(b) With trembling legs, the
(c) Slowly and painfully,
(d) Without thinking, I
(e) Like a stone, the swimmer
2. A verb or verb group can be a good sentence beginning. Complete the sentences
beginning with a verb.
(a) Struggling up the steep cliff, the exhausted climber
(b) Hoping to get a good seat,
(c) Dragging his schoolbag behind him, the boy
(d) Gasping for air,
(e) Shaking with fear,
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UNIT 6
AND THEN …
1. What is wrong with the sentence about Mr Harris?
Mr Harris scared the class and then he explained what he was trying to teach them
about and then he asked them questions about it and then they discussed it.
2. (a) In your own words, what is the problem with the last five sentences in
Paragraph 9?
(b) How could these sentences be improved?
(c) Write the same information in your own words.
3. Improve the sentences by changing the order of the words and using another
conjunction.
(a) I climbed up the steps and then I jumped into the heaving water below.
(b) The monkey snatched the lady’s camera and then it scrambled up the coconut
tree.
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TEACHER INFORMATION
CONJUNCTIONS
UNIT 7
Focus
Sentence structure – conjunctions
Progression
Recognise
Students will recognise a conjunction from modelled examples.
Choose
Students will choose conjunctions from given examples, with
teacher support.
Use
Students will use appropriate conjunctions in supplied and selfwritten
sentences.
Definition of terms
Conjunctions are joining words which can be used to connect
words, phrases and sentences.
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 improving sentence
structure using appropriate conjunctions.
Teacher information
Conjunctions:
• enable a writer to build and combine ideas and to avoid
repetition
• can be placed between two clauses or at the beginning of a
longer sentence.
The position of the conjunction can help readers to know which
part of the sentence is the focus.
LESSON NOTES AND PLANS
Introduction
• Discuss the text title. What needs to be ‘turned off’?
• List devices with screens.
• Introduce the term ‘conjunctions’ and explain that they enable a
writer to combine ideas and to avoid repetition. For example: They
ate fish. They ate chips. = They ate fish and chips.
• Read the text with or to the class.
• Ask students to identify the text type and discuss the purpose and
features of 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 conjunctions used in the text.
Conjunctions – Page 45
• Read and discuss the definition at the top of the page.
• Read Paragraph 7 and identify the different ideas that are linked or
joined in the first sentence; that is:
– they have LAN parties
– they go to different rooms
– they set up a LAN
– they talk to each other
– they use laptops
• 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.
Using conjunctions – Page 46
• Review students’ understanding of the term ‘conjunction’ and ask
them to provide examples.
• Read the words listed in Question 1 with the class.
• List other words or phrases that can be used as conjunctions.
• Explain that the words in Question 1 should be used only once.
• Work with those requiring additional assistance while the remainder
of the class work independently on the activities.
• In pairs, students can share the sentences they wrote in Question 3.
Which conjunction? – Page 47
• Discuss and list conjunctions of time with the class and explain that
they will need to use some of them in Question 1.
• Explain that conjunctions can be used to tell that one event caused
the other. Conjunctions showing cause will be used in Questions 2
and 3.
• In Question 4, conjunctions are used to compare and contrast.
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TEACHER INFORMATION
CONJUNCTIONS
UNIT 7
ANSWERS
Conjunctions – Page 45
1. (a) if
(b)–(d) Teacher check
(e) You will be grumpy in the morning. You won’t perform well at
school.
2. (a) 8
(b) It will happen.
(c) Just keep staring at that computer screen for hours and it
will happen.
(d) and (e) Teacher check. Possible answer: Eyestrain,
headaches and even damage to the retina are all
possible, so here’s a tip to help your eyes.
3. (a) but
(b) Teacher check: ‘Although’ is possible.
Using conjunctions – Page 46
1. (a) because
(b) if
(c) although
(d) but
(e) While
(f) before (‘because’ also possible)
ASSESSMENT ANSWERS
Assessment activity – Page 58
1. (a) although
(b) I was very tired. I stayed awake long enough to read my book.
2. I wouldn’t eat the scone unless it was fresh.
3. (a) but
(b) if
(c) unless
4.–5. Teacher check
Class recording sheet – Page vii
ASSESSMENT WRITING
• Paragraph topic – Get more exercise!
• Focus: Sentence structure – conjunctions
Self-evaluation – Page xiii
2. (a) yes
(b) Teacher check
(c) full stop
(d) Teacher check
3. Teacher check
Which conjunction? – Page 47
1. (a) I went to sleep after I ate my dinner.
(b) Before (When) crossing the road, look both ways.
(c) Unless it rains, my lawn will die.
(d) I watch television until it is my bedtime.
2.–4. Teacher check
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UNIT 7
TURN IT OFF
1. It’s almost impossible to get away from a
screen these days. Televisions, computers,
tablets, smartphones are all part of everyday
life. Even some refrigerators have screens
now! But enough is enough, we must turn these
devices off, before they take over our lives.
2. I admit we couldn’t manage easily without them,
but too much screen time is bad, very bad, for
you. It affects you mentally and physically. It
can make you aggressive. It can make you lazy.
It can even give you heart disease! Let’s look
at some of the concerns.
3. If you’re using a screen when you should be
sleeping, you’re headed for big trouble. Feeling
grumpy in the morning will be the first result
and you definitely won’t be performing well at
school.
4. Children are meant to be active. So it’s easy to
see that sitting still in front of a screen for too
long will lead to problems. The most common
one is obesity. Not only are you not exercising,
you’re more likely to ‘snack’ on the wrong
things.
5. Want to permanently damage your eyes? Just
keep staring at that computer screen for hours
at a time. It will happen. Eye strain, headaches
and even damage to the retina are all possible.
Here’s a tip to help your eyes. Every 20 minutes,
look away from the screen. Focus on something
6 metres away for 20 seconds. It will definitely
help you.
6. ‘Text thumb‘ – a constant ache in the thumb
joints from texting or using games controllers
– is very real. But too much screen time can
also lead to head, neck, wrist and forefinger
pain. At its worst, it could lead to arthritis.
7. Some children have been known to have ‘LAN
parties’, where they go to different rooms in
a friend’s house, set up a LAN (Local Area
Network) and ‘talk’ to each other via laptops!
The problem with too much screen time is that
children may never learn the skill of interacting
face-to-face with others. That may lead to a
lack of friendships in the real world.
8. So let me give you some rules to save you from
the disaster of too much screen time. Read my
list, then make these changes to change your
life NOW, before it’s too late.
• No screens during meals, including phones
and the TV
• No screen time in the car
• No screens in bedrooms – blue light
prevents proper sleep
• No screens at social events, like parties, a
family barbecue or the cinema
• Absolute maximum of two hours of
‘entertainment’ screen time per day
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UNIT 7
CONJUNCTIONS
A conjunction joins two sentences, phrases or words. When used correctly,
conjunctions link ideas, assist writing to flow better and make it more readable.
For example: ‘I had a computer. It was too slow. I bought a new one’.
‘I had a computer but it was too slow so I bought a new one’.
1. Read Paragraph 3.
(a) What is the conjunction used in the first sentence?
(b) Do you think the second sentence is well constructed? Yes No
(c) Does it start in an interesting way? Yes No
(d) Does it have two connected ideas? Yes No
(e) If you answered ‘Yes’ to (d), what are the two connected ideas?
2. Read Paragraph 5.
(a) How many sentences does it contain?
(b) Write the shortest sentence.
(c) Use a conjunction to join this sentence to the one before it.
(d) Which word or words did you use to join them?
(e) Choose two other sentences from this paragraph and join them.
3. Read Paragraph 2. The first sentence is two ideas joined by a conjunction.
(a) What is the conjunction?
(b) Use a different conjunction to join the two sentences.
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USING CONJUNCTIONS
UNIT 7
1. Join the sentences using the conjunctions below.
because following this while since during if
before unless so until but although
(a) We rely on computers.
(b) You will have trouble sleeping.
bedroom.
(c) People still spend hours on a screen.
eyes.
(d) Too much screen time is unhealthy.
(e)
(f) He cleaned the keyboard carefully.
They make our lives easier.
There is blue light in the
It will damage their
Children still do it.
We know we need to exercise. We often don’t do enough.
2. (a) Did you notice that there were capitals that wouldn’t be
needed if you were writing a joined sentence in Question 1?
(b) Write one of the joined sentences. Punctuate it correctly.
He used it.
(c) What other punctuation from the two sentences didn’t you need?
(d) Write a sentence using a conjunction you didn’t use from the box in Question 1.
3. Write an interesting sentence with two ideas using the words as conjunctions.
(a) until
(b) because
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WHICH CONJUNCTION?
UNIT 7
1. Some writers use incorrect conjunctions of time. Write the sentences so they
make sense. You can change the word order and you may need to change the verbs
slightly.
(a) I went to sleep while I ate my dinner.
(b) After crossing the road, look both ways.
(c) While it rains, my lawn will die.
(d) I watch television as soon as it is my bedtime.
2. Explain how one event is caused by another by using the conjunction in the middle
of a sentence joining two ideas.
(a) because
(b) therefore
3. Start each sentence with the conjunction to show how one thing caused
something to happen.
(a) Unless
(b) As a result
4. Write sentences using the conjunction to contrast and compare two different
things.
(a) on the other hand
(b) elsewhere
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TEACHER INFORMATION
PARAGRAPHS
UNIT 8
Focus
Sentence structure – paragraphs
Progression
Recognise
Students will recognise a paragraph from modelled examples.
Choose
Students will choose ideas and sentences for paragraphs, with
teacher support.
Use
Students will choose information for paragraphs in supplied and
self-written paragraphs.
Definition of terms
Paragraphs are sections of writing dealing with a particular
subject or point, beginning on a new line.
A topic sentence is a sentence in a paragraph that introduces the
main idea of that paragraph.
Introduction
Good writers improve their writing by improving sentence
structure in paragraphs.
Teacher information
Paragraphs enable a writer to organise and combine ideas to aid
comprehension.
A topic sentence connects ideas within a paragraph.
LESSON NOTES AND PLANS
Introduction
• Discuss the text title.
• Brainstorm information about icebergs.
• Read the text with or to the class.
• Ask students to identify the text type and discuss the features of
informative text.
• Discuss the paragraphs and the subheadings.
• Ask if all the subheadings are in the form of a question.
• What purpose do subheadings serve?
Paragraphs – Page 51
• Read and discuss the definition at the top of the page.
• Read Paragraph 1. What is it about?
• Is the subheading helpful? Why?
• 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.
Planning paragraphs – Page 52
• Read and discuss the information at the top of the page.
• Discuss snow skiing and write on the board any information given by
students. They will find this useful for Question 2(c).
• Question 2 requires students to choose a question word for their
first paragraph.
• Explain that this is a decision each writer must make for himself/
herself.
• Students could share their first sentences from Question 3(c) with a
small group.
Writing paragraphs – Page 53
• Discuss the ocean and how it looks, sounds, feels and smells.
• How does it change at different times of the year?
• Provide opportunities for students to read and discuss their
paragraphs in small groups. They should decide how appropriate the
information is to that particular paragraph.
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TEACHER INFORMATION
PARAGRAPHS
UNIT 8
ANSWERS
Paragraphs – Page 51
1. (a) Yes
(b) Yes
(c) Yes
2. (a) Paragraph 6
(b) Teacher check: Could include ‘They can damage/destroy
villages, harbours, boats’
(c) Yes
(d) Teacher check
3. (a) True
(b) False
(c) True
(d) False
(e) True
4. Teacher check: Could include ‘Harder to read/understand/gain
information’ etc.
5. (a) Informative
(b) Teacher check: Could include ‘Use as an organisational tool,
aid to comprehension’ etc.
6. (a) Paragraph 2
(b) Paragraph 5
(c) Paragraph 1
ASSESSMENT ANSWERS
Assessment activity – Page 57
1. (a) yes
(b) yes
(c) yes
2.–3. Teacher check. Answers will vary.
Class recording sheet – Page vii
ASSESSMENT WRITING
• Paragraph topic – Useful ice!
• Focus: Sentence structure – sentence beginnings
Self-evaluation – Page xiii
Planning paragraphs – Page 52
1. (a) 6
(b) 2
(c) What is an iceberg? What size is an iceberg?
(d) Teacher check
2.–3. Teacher check
Writing paragraphs – Page 53
1. (a) Answers will vary.
(b) Teacher check. Accept reasoned student responses.
(c) Answers will vary.
2. Teacher check. Answers will vary.
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UNIT 8
ICEBERGS
What is an iceberg?
1. An iceberg is a piece of ice that has broken off the edge of a glacier or ice shelf and is now floating
in open water, such as an ocean or a lake. Because it was made from snow that fell long before human
pollution, pure iceberg ice is clean, fresh and drinkable. However, it is best to avoid ‘coloured’ ice,
which could contain dirt or volcanic ash! Not so nice in your drink.
How is an iceberg made?
2. An iceberg began as part of a glacier. Glaciers were formed when layer upon layer of snow fell on the
land. As the snow grew deeper, it compacted the layers down to make ice. These ‘rivers’ of ice slowly
grind their way towards the sea. When the glacier reaches the sea, chunks of ice break off and float
away as icebergs. This is called ‘calving’. By the time an iceberg is formed, the ice it is made from can
be thousands of years old!
What size is an iceberg?
3. Icebergs vary greatly in size. Small icebergs, called ‘growlers’, are about the size of a car. ‘Bergy bits’
– bits which break off an iceberg – are about the size of a house. However, the biggest iceberg ever
discovered was larger than Belgium – over 31 000 square kilometres! Almost 90% of an iceberg is
underwater, which makes it hard to judge its real size. The bit you can see is ‘just the tip of the iceberg’.
Where can you find an iceberg?
4. Most icebergs are formed in the Arctic (Greenland has the most ice in the northern hemisphere) and
around Antarctica in the south. This means that you are most likely to see icebergs in the Arctic Ocean,
the North Atlantic Ocean and the Southern Ocean. It also explains why you won’t find too many floating
in the South Pacific or off the coast of India – they melt long before they reach there!
Why is an iceberg dangerous?
5. Icebergs are a danger to shipping. A ship travelling at speed and ramming even a small growler can
suffer crippling damage. And as we know, in the past, ships have been sunk by colliding with icebergs,
with a great loss of life. The most famous example was RMS Titanic. On her first voyage, while steaming
at full speed, she collided with an iceberg and sank with the terrible loss of more than 1500 lives.
6. ‘Super’ icebergs calving can cause tsunamis that
could destroy low-lying towns and harbours and
threaten coastal ships and fishing fleets. This
happened in Greenland in 1995 when a
fishing village was devastated. Scientists
worry that if climate warming causes
more icebergs to form, the problem
could become much worse.
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UNIT 8
PARAGRAPHS
A paragraph is one or more sentences about a topic. Good writers often start a
paragraph with a topic sentence to explain the main idea first, then they add more
information.
1. Read Paragraph 1.
(a) Does it answer the question in the subheading? Yes No
(b) Does the first sentence tell what the paragraph is about? Yes No
(c) Does the rest of the paragraph add further information? Yes No
2. (a) Which paragraph warns about the danger of tsunamis?
(b) Why are they dangerous?
(c) Does it explain this in the first sentence?
(d) Did the first sentence help you understand the paragraph?
3. What do you know about paragraphs? Write ‘true’ or ‘false’ after the statement.
(a) The first sentence in a paragraph must start on
a new line with a capital letter.
(b) A paragraph must have three sentences.
(c) Paragraphs on a page are separated by spaces.
(d) The first sentence must always tell what the paragraph is about.
(e) The sentences in one paragraph should all be about the same topic.
4. Explain what it would be like if the writer hadn’t organised ‘Icebergs’ into paragraphs.
5. (a) Are subheadings used more often in imaginative or
informative text?
(b) Why?
6. Read the sentences. Which paragraphs would you put them in?
(a) Glaciers move slowly down towards the sea.
(b) Icebergs are a problem for ships because they are hard to see.
(c) Some hot, dry countries which need drinking water have tried
to find a way of towing an iceberg home.
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UNIT 8
PLANNING PARAGRAPHS
A writer needs to make many choices about what they write and how they organise
their writing. It is important to plan what will be in each paragraph.
When writing informative text, the words where, when, what, why and how can be
helpful.
1. (a) How many paragraphs are in the text, ‘Icebergs’?
(b) How many paragraphs answer the ‘what’ question?
(c) The ‘what’ questions ask:
• What
• What
(d) Why did they need to be separate paragraphs?
2. (a) Would you start a paragraph about snow skiing with
information about where, when, what, why or how?
(b) Explain why you chose to give this information in your first paragraph.
(c) Use the box to make notes about skiing that would fit in this paragraph.
(d) Write the first sentence for your paragraph.
(e) Would this be a good topic sentence?
3. Subheadings do not have to be questions; for example, the subheading for
Paragraph 3 could be ‘Iceberg size’.
(a) Write a different subheading for Paragraph 4.
(b) Write a subheading for your paragraph.
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UNIT 8
WRITING PARAGRAPHS
1. Read the topic sentence for a new paragraph about the sea.
The water looked so inviting as it sparkled in the bright sunshine.
(a) What do you think this paragraph will be about?
(b) Tick the sentence you think would be the best second sentence for this
paragraph.
• I wondered if there would be sharks lurking in the water below.
• My uncle loves fishing in the sea.
• I couldn’t wait to rush across the sand and plunge into the warm water.
(c) Write the next sentence that would fit well in this paragraph.
2. This story now needs the next paragraph.
(a) What do you think it should be about?
(b) Write this paragraph. Make sure the sentences are all about the same thing.
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SENTENCES, WORD ORDER,
STATEMENTS, QUESTIONS
ASSESSMENT UNIT 5
Name:
Date:
1. Put a full stop in the box if the statement is a sentence.
(a) Speaking of your new book
(b) Fiery sparks leapt from his fingertips
(c) A bundle of old, wet clothes on the pavement
(d) Blinding blue and yellow light
2. Change the sentence from a positive to a negative by adding a word.
(a) You will be lining up to buy my new book.
(b) Our writer is a hero!
(c) His latest novel is the best one he’s written.
3. Change the positive to a negative by changing the underlined word.
(a) That’s happy stuff there, Steven.
(b) The writer is a very likeable person.
(c) She gave her teacher her finished story.
4. Change the order of the words so the sentence makes sense.
(a) little us Could a you sneak give preview?
(b) the He’s town. in end of bad
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ASSESSMENT UNIT 6
SENTENCE BEGINNINGS
Name:
Date:
1. Complete the sentence which starts by telling when something happened.
Just before midnight, I
2. Add an interesting sentence beginning telling when this happened.
, the cattle stampeded towards the river.
3. Complete the sentence which starts by telling where something happened.
Far below the water’s surface,
4. Complete the sentence which starts by telling how something is happening.
With a blood-curdling screech, the
5. Complete the sentence beginning with a verb.
Pushing with all her strength,
6. Rewrite the sentences using better conjunctions. You may need to rearrange the
word order.
(a) I put bait on the hook and then I threw my line out. I pulled in a fish and then I put
my fish in the bucket.
(b) I leaned my bicycle over and then I sped around the curve in the road.
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ASSESSMENT UNIT 7
CONJUNCTIONS
Name:
Date:
1. Read the sentence.
Although I was very tired, I stayed awake long enough to read my book.
(a) What is the conjunction used in the sentence?
(b) Write each idea from the sentence in a separate sentence.
2. Use a conjunction to connect the two ideas.
I wouldn’t eat the scone. It was fresh.
3. Join two sentences using one of the conjunctions.
but unless if
(a) We know it’s bad for us.
We still watch screens too much.
(b) There should be no screens in the bedroom.
(c) Nothing will change.
We want to sleep.
We want it to.
4. Rewrite two of the sentences above, using the correct punctuation.
(a)
(b)
5. Use the conjunction to connect two interesting ideas in a sentence.
(a) after
(b) except
(c) while
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ASSESSMENT UNIT 8
PARAGRAPHS
Name:
1. Read the paragraph.
Date:
What is a tsunami?
A tsunami is a series of waves caused by an
underwater volcano, an earthquake, or, sometimes,
by ‘super’ icebergs calving. It can be a great danger to coastal areas.
(a) Does the first sentence answer the subheading question? Yes No
(b) Does the paragraph add further information? Yes No
(c) Do you think the first sentence introduces the topic well? Yes No
Why?/Why not?
2. (a) Use the box to make notes that would fit under the paragraph subheading
‘What is a hailstorm?’
(b) Write the first sentence for your paragraph.
(c) Would this be a good topic sentence?
(d) Why?/Why not?
3. Add two sentences of further information to your paragraph.
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