RIC-20803_Teaching_Strategies_for_Writing_BkE_sentence_structure

Your partner in education 

BOOK E 

TEACHING 

STRATEGIES 

FOR WRITING 

Sentence structure 

Australian Primary Publisher 

of the Year 2015 and 2016

Teaching strategies for writing (Book E) 

Published by R.I.C. Publications ® 2018 

Copyright © Diane Henderson and Bruce Tuffin 2018 

RIC–20803 

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) 

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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 tasks ................................................................................................ 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 

TEACHING STRATEGIES FOR WRITING (Book E) 

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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 always should 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 teachers 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 teachers 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 page 1 Teacher page 2 

Activity page 1 Activity page 2 

Activity page 3 Activity page 4 



v

ASSESSMENT ACTIVITIES 

CLASS RECORD 

Date: 

Name Unit 5 Unit 6 Unit 7 Unit 8 



vii

ASSESSMENT WRITING 

CLASS RECORD 

Unit: Focus: Date: 

Paragraph topic: 

Name 

Comment 

x 



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. .................................................... 

xii 



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: 



xiii

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. 

An antonym is a word which has the opposite meaning to another 

word. 

A rhetorical question is one which is making a point rather than 

seeking an answer. 

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 mobile phones? 

• Identify the number of paragraphs and discuss why they are not very 

long. 

• Explain that a new line and paragraph is required for each new 

action/event. 

• Discuss why organising text in this way is important. (It helps the 

reader to understand the sequence of events.) 

• Read the text with the class. 

Sentences, changing sentences – Page 33 

• Read and discuss the definitions 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, the word ‘not’ or by writing an antonym. 

• 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 

• 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.) 





Questions – Page 35 

• Discuss with students the definition at the top of the page. (Ignore 

rhetorical questions.) 

• Work with the class as a whole, demonstrating methods of changing 

statements to questions. Ensure students are comfortable with this 

concept. 



30 






UNIT 5 

ANSWERS 

Sentences, changing sentences – Page 33 

1. (c) and (d) require full stops; (e) requires a question mark; 

(f) requires an exclamation mark 

2. (a) I could not see one part that looked like it did something. /I 

could see one part that looked like it did nothing. 

(b) I could not hear a ringing sound. 

(c) Your father will not have words with you when you get home. 

3. (a) unhappy 

(b) no 

(c) many/numerous/’lots of’ – Teacher check 

(d) forgot 

Word order – Page 34 

1. (a) fingers and toes 

(b) shoes and socks 

(c) night and day 

(d) black and white 

(e) rock and roll 

2. (a) Teacher check 

(b) possibly rock and roll 

(c)–(d) Teacher check 

3. (a) Suddenly, I caught a glimpse of my watch. 

(b) I found a phone half-buried in the ground. 

(c) I was lucky the chewing gum still had some flavour left. 

(d) Why were there three moons in the sky? 

(e) I ran home so I wouldn’t be late. 

(f) After I brushed off the dirt with my T-shirt, I could see it was 

unmarked. 

ASSESSMENT ANSWERS 

Assessment activity – Page 54 

1. (a) blank 

(b) blank 

(c) full stop 

(d) question mark 

2. Teacher check: I ran home as slowly as I could. 

3. (a) I threw the phone into my schoolbag. 

(b) My mother would be very cross if I was late home./My mother 

would be cross if I was very late home. 

4. (a) full stop 

(b) question mark 

(c) question mark 

(d) full stop 

5. Teacher check: 

(a) What did you do and where did you go? 

(b) Who was with you? 

6. Teacher check 

Class record sheet – Page vii 


• Paragraph topic – Flying cars 

• Focus: Sentence structure – sentences, changing sentences, word 

order, questions 

Self-evaluation – Page xiii 

Questions – Page 35 

1. (a) full stop 

(b) question mark 

(c) full stop 

(d) question mark 

(e) full stop 

2. (a) Teacher check: Where were you and what were you doing? 

(b) where, what 

(c) was 

(d) ‘I’ to ‘you’ 

3.–4. Teacher check. 



31

UNIT 5 

THE NEW PHONE 

1. When I saw the phone, just lying in the field, I couldn’t believe my 

eyes! It was sitting upright, its bottom half buried in the ground, 

as if it was growing there. With some effort, I managed to wiggle 

it backwards and forwards until it popped free. 

2. I thought it would be broken, since it was obviously pushed into 

the earth with great force. But after I brushed off the dirt with my 

T-shirt, I could see it was unmarked—not even a single scratch. 

I turned it over in my hands and examined it from every angle. 

3. It was bigger than a normal phone and smaller than a tablet. I 

couldn’t see any maker’s name on it—or any other markings for 

that matter. There was just the screen, now dark, with a single 

‘dimple’ below. It seemed to be made of some sort of very heavy 

metal—and it ‘trembled’ ever so slightly in my hands. Weird! 

4. Suddenly, I caught a glimpse of my watch. Oh, crumbs! I was late. 

If I didn’t get my skates on, Mum would skin me alive! I threw the phone into my bag and ran all the way home. 

5. Later that evening, I was in my room doing my homework when I remembered the phone. Closing my homework 

(quite happily—who likes homework anyway?), I rummaged around in the bottom of my bag. Oh, so that’s where 

that wad of half-eaten chewing gum went. I peeled it off my pencil case and popped it into my mouth. Yes! It 

still had a lot of flavour left. 

6. Now, where was I? Oh, yes, the phone. I laid it on my desk and pulled the lamp closer. The phone gleamed in the 

light. I could see only one part that looked like it did anything, so I pressed the indentation below the screen. 

Nothing happened. Flat battery, I thought—though I couldn’t see anywhere to plug a charger in—even if I had 

one! 

7. I was just about to drop it into a desk drawer when the screen flashed into dazzling life. There were no logos, 

no icons, no photos. Instead there was a single word in black, pulsating letters. HOME. Perhaps if I rang 

whoever HOME was, I could tell them I’d found their phone. 

8. I tapped the word HOME. There was a ringing tone and then a woman’s voice snapped, ‘About time too! Where 

have you been now?’ The voice didn’t sound very happy! I was about to explain when she went on. ‘Never mind, 

Just get yourself home right away! Your father will have words with you later.’ 

9. There was a ‘click’ and then just the word HOME on the screen. She’d hung up! A bit annoyed, I pressed HOME 

again. I felt a wave of dizziness ... or something ... wash over me. It was like being on a roller-coaster. I closed 

my eyes until it passed and I didn’t feel like I was going to be sick. 

10. When I opened them again, I was standing on a tree-lined street. Cars whirred silently past me. They had no 

wheels—they floated above the ground—and no drivers! The sky was alive with small flying machines darting 

here and there among towering skyscrapers that reached into the clouds. 

11. And in the purple sky itself was not one, but three moons. 

12. Where on earth was I? 

32 



UNIT 5 

SENTENCES, CHANGING SENTENCES 

A sentence is a set of words—a statement, question, exclamation or command—that 

makes sense by itself. 

An antonym is a word which has the opposite meaning to another word. 

1. A sentence must make sense on its own. Put a punctuation mark in the boxes after a 

sentence and nothing in the other boxes. 

(a) Pushed into the earth with great 

(b) If I didn’t get my skates on 

(c) I caught a glimpse of my watch 

(d) The voice didn’t sound very happy 

(e) What was the tune 

(f) Get yourself home NOW 

Writers can give a new meaning to a sentence by making small changes. 

For example: by adding words like ‘not’ or by adding a prefix—‘likely’ to ‘unlikely’—or by 

writing an antonym. 

2. Change the sentence from a positive to a negative by adding a word. 

(a) I could see one part that looked as though it did something. 

(b) I could hear a ringing sound. 

(c) Your father will have words with you when you get home. 

3. Change the meaning by writing an antonym of the underlined word. 

(a) The voice sounded very happy. 

(b) The gum had some flavour remaining. 

(c) The phone had no scratches in the glass. 

(d) I remembered the phone when I was in my room doing my homework. 



33

UNIT 5 

WORD ORDER 

1. Join two of the pairs of nouns using ‘and’. 

fingers shoes rock night black socks toes roll day white 

(a) 

(b) 

(c) 

(d) 

(e) 

2. Word order makes a difference. 

(a) What do you notice if you change the order of the words you put together in Question 1? 

(b) Which pair did you find the hardest to change? 

(c) Was it because the first word is the more important? 

(d) What other reason could there be? 

3. Change the order of the words so the sentence makes sense. 

(a) watch a glimpse of caught Suddenly, I my. 

(b) a the in I ground found phone half-buried. 

(c) gum the left some I was had still lucky chewing flavour. 

(d) the three Why there sky were moons in? 

(e) be I I home wouldn’t late ran so. 

(f) brushed with After the T-shirt, I my off see was dirt I it unmarked could. 

34 



UNIT 5 

QUESTIONS 

A question needs an answer and is followed by a question mark. 

1. Add question marks at the end of questions and full stops after any statements. 

(a) I didn’t know where I was 

(b) I couldn’t find you; where have you been 

(c) Please tell me where I left my phone 

(d) Where did the story take place 

(e) I was wondering where the phone came from 

2. I was in my room doing my homework. 

(a) Write the question that is answered by the statement. 

(b) Which two question words did you use? 

(c) Which verb did you need to change? 

(d) How did you change the pronoun ‘I’? 

3. Write a question about: 

(a) opening her eyes 

(b) doing her homework 

(c) the phone 

4. Complete the questions about the text. 

(a) Why 

(b) What 

(c) Where 



35


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. 


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. 


Introduction 

• Discuss the text title with the class. Why was Ryan running? 

• 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 event/action; 

this helps the reader to more clearly understand the sequence of 

events in the story. 

• Identify the text type and discuss the features of imaginative text. 

Sentence beginnings – When and where? – Page 39 

• Discuss as a class possible reasons why a writer tries to begin 

sentences in an interesting way. 

• Discuss the sentence beginnings in Paragraph 1. Do students think 

they are good or bad examples of sentence beginnings? 

• Discuss the adverbials of time and place in Paragraph 1. How do 

they set the scene? 





Sentence beginnings – 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 burning lungs, ... 

• Ask, ‘Who is likely to do something with burning lungs?’ 

• Discuss selected possible answers with students. 

• Select one appropriate response — say, ‘athletes’. Discuss what 

athletes might be doing with burning lungs. 

• Revise the concept of verb groups as a combination that gives 

greater meaning; for example, trying to run. 



Sentence beginnings – 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. Discuss. 



36 





UNIT 6 

ANSWERS 

Sentence beginnings – When and where? – Page 39 

1.–3. Teacher check 

Sentence beginnings – How? – Page 40 


Sentence beginnings – And then ... – Page 41 

1. (a) Overuse of ‘and then’ as a sentence starter. 

(b) Teacher check 


3. (a) Teacher check: all short/all start with ‘I’ 

(b)–(c) Teacher check 




Class record sheet – Page vii 


• Paragraph topic – The monster 

• Focus: Sentence structure – sentence beginnings 




37

UNIT 6 

RUN, RYAN, RUN! 

1. The minute I see the monster, I realise I am in big trouble. I scurry out of the light and into the shadows, but it 

is too late. Out of the corner of my eye, I see the monster’s head turn my way and know I’ve been spotted. 

2. I should have listened to my mother. ‘Stay out of the light’, she warned us all. ‘Darkness is your friend. The 

monsters can’t see in the darkness as well as we can.’ Sadly, she hadn’t listened to her own advice. She’d been 

caught by a monster in the middle of an open area. There was nowhere for her to hide. 

3. But that was then and this is now. I don’t want the same sudden end to happen to me. I have to make a break 

for it before the monster has a chance to unleash the Liquid Fire at me. 

4. I shudder at the thought. There are very, very few survivors of a Liquid Fire attack. Those who do somehow 

survive are scarred and burned, never the same again. 

5. All right, Ryan, this is it — go! I take off running, running like the wind, running with every last bit of speed 

and power I can manage. I know exactly where I am heading. If I can make it to the area where the monsters 

keep their Metal Skins, I have a chance. There are so many strange things stacked in that area that I will have 

a thousand hiding places. 

6. What makes it even worse is that I shouldn’t have even been here for the monster to find. It isn’t a hunting 

expedition; the clan has enough food to last us for days. I should have been snug and warm and safe, resting 

with a full belly. Instead, stupid curiosity has put me in mortal danger. 

7. The ground beneath me trembles and I know the monster is now in pursuit. Despite their size, they are able to 

cover distance quickly with their long strides. Desperately, I try to squeeze out a little more speed, but already 

my legs feel too heavy to lift. 

8. But I’ve made it ... I’m here! I throw myself under one of the Metal Skins, hoping the shadows will conceal me 

while I catch my breath. 

9. The monster lumbers after me, its footsteps slowing and then stopping altogether. I almost forget to breathe. 

Then, to my absolute horror, the monster’s face suddenly appears! It is looking beneath the Metal Skin, staring 

right at me! 

10. I run like I’ve never run before. I am just seconds away from safety 

when it happens. I hear a hissing, spitting sound. I am suddenly 

bathed in Liquid Fire. 

11. Aaarrrgghh! It burns! I try to keep moving, but my strength is 

fading ... fading ... everything is turning black ... I can’t— 

12. Amy stands up from looking under the car and snaps the cap back 

on the insect spray. 

13. ‘One less cockroach to worry about’, she says to herself. 

38 



UNIT 6 

SENTENCE BEGINNINGS – WHEN AND WHERE? 

Sentence beginnings are important. 

Sentences should start in different, interesting ways. 

1. An adverbial telling when something happened is a good way to start a sentence. 

Complete the sentences. They all start by telling when something happened. 

(a) As I was going out into the kitchen, I 

(b) After the monster saw me, 

(c) A few minutes later, 

2. Add an interesting sentence beginning telling when each thing happened. 

(a) 

(b) 

(c) 

after me. 

the shadows. 

the Liquid Fire. 

the monster lumbered 

I pressed myself back into 

I felt the searing sting of 

3. An adverbial telling where something happened is also a good way to start a sentence. 

Write interesting sentences starting with phrases telling where something happened. 

(a) Beneath the Metal Skin, 

(b) All around the walls, 

(c) Deep in the shadows, 

(d) Resting snugly at home, 



39

UNIT 6 

SENTENCE BEGINNINGS – HOW? 

1. Complete the sentences which start by telling how something is happening. Be 

imaginative. Use descriptive verbs. 

(a) With great fear, 

(b) With a rush of heat, the 

(c) With every ounce of speed, 

(d) Without stopping, I 

(e) Like a machine, the monster 

(f) In complete despair, 

2. A verb or verb group can be a good sentence beginning. Complete the sentences 

beginning with a verb. 

(a) Flinging myself beneath the Metal Skin, 

(b) Wishing I had listened to her, 

(c) Dropping to the ground, the monster 

(d) Struggling to breathe, 

(e) Gasping in horror, 

(f) Surging ahead, 

40 



UNIT 6 

SENTENCE BEGINNINGS – AND THEN ... 

1. (a) What is wrong with the sentences about Ryan Roach? 

Ryan saw the monster. And then he ran away. And then the monster chased him. And 

then Ryan got sprayed. And then he died. 

(b) Rewrite it. 

2. Improve the sentences by changing some of the words and using a conjunction. 

(a) I ran into the area. And then I threw myself beneath a Metal Skin. 

(b) The monster saw me try to escape. And then it sprayed me with Liquid Fire. 

(c) My mother warned me about the light. And then she didn't listen to her own advice. 

3. (a) In your own words, what is the problem with the sentences in Paragraph 10? 

(b) How could these sentences be improved? 

(c) Write the same information in your own words. 



41


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. 


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 

• can be used to create a complex sentence by joining a 

dependent clause with an independent clause. 

The position of the conjunction can help readers to know which 

part of the sentence is the focus. 


Introduction 

• Discuss the text title. Who could need to be told ‘Don’t stay silent’? 

• Have a general class discussion about cyberbullying. Ensure 

students are aware that even innocent ‘jokes’ may constitute 

cyberbullying. 

• Introduce the term ‘conjunctions’ and explain that they enable a 

writer to combine ideas and to avoid repetition. For example: I 

bought a computer. I bought a printer. = I bought a computer and a 

printer. 

• Brainstorm conjunctions to list on the board. 


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

features of persuasive text. 

• Identify the writer’s position as 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. 

Joining sentences – Conjunctions – Page 45 

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

• Read Paragraph 1 and identify the different ideas that are linked or 

joined in the first sentence; that is: 

– is a great technological advance 

– the world is at our fingertips 

– family and friends are readily contacted 

– worldwide messaging is available instantly 

– there is a dark side 





Using conjunctions – Page 46 

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

them to provide examples. 

• Read the words 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 and 

not all will be needed. 



• In pairs, students can share the sentences they wrote in Question 3. 

42 




CONJUNCTIONS 

UNIT 7 

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. 

• In Question 5, independent clauses (main ideas—make sense on 

their own) are joined to dependent clauses (supporting ideas—don’t 

make sense on their own) with a beginning conjunction. 

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

when and where. 

ANSWERS 

Joining sentences – Conjunctions – Page 45 

1. (a) and 

(b) Yes 

(c) Teacher check 

(d) Bullying causes grief. We must work together to stamp it out. 

2. (a) 5 

(b) Report it! 

(c) Teacher check: By doing nothing, you are supporting it, 

so report it./Report it, because by doing nothing you are 

supporting it. 

(d) Teacher check 

3. (a) but 

(b) Teacher check: ‘because’ is possible. 

(c) There is a dark side and we must stand against it. 

4. (a) but 

(b) Teacher check: Possible — Although it’s a huge concern, as 

a society we can and must defeat it. 

Which conjunction? – Page 47 

1. (a) I went online before/then I went to sleep. 

(b) Before/When turning off the computer, save your work. 

(c) Before/Unless I eat dinner I will be hungry. 




1. (a) but 

(b) I tried to eat my soup. It was far too hot. 

2. (a) Teacher check: Possible – Don’t be a cyberbully because it 

causes people too much pain. 

(b) Teacher check: Possible – It will be too late once/when/after 

the damage is done. 

(c) Teacher check: Possible – Cyberbullying can be deadly even 

though/although you might not think so. 


4. Teacher check: Possible – Dry yourself on the towel after you 

have your bath. 


Class recording sheet – Page vii 


• Paragraph topic – Be kind to others 

• Focus: Sentence structure – conjunctions 


Using conjunctions – Page 46 

1. (a) because 

(b) if 

(c) although 

(d) but 

(e) Unless 

(f) before 

2. (a) yes 


(c) full stop 





43

UNIT 7 

DON'T STAY SILENT! 

1. Being able to go ‘online’ is one of the great technological advances of our time. The world is at your fingertips 

to explore in words, images, videos and music. Your family and friends are just a few clicks or taps away. 

You can send messages instantly across thousands of miles. But there is a dark side, too, and I am going to 

convince you to take a stand against it. 

2. Cyberbullying. Online bullying. It doesn’t sound too bad, does it? After all, it’s not like you can be pinched or 

shoved over the internet. While that may be true, cyberbullying is a massive worldwide plague. It causes untold 

grief for millions, particularly children, and we must work together to stamp it out. 

3. You and one or two of your friends might think it’s a just a joke to send messages to a classmate saying things 

like, ‘U R fat’ or ‘The boys in the class all hate you’ or ‘You are useless at football’. Well, it’s not a joke, it’s 

cyberbullying and it’s a criminal offence. Those ‘innocent jokes’ can stay with the victims for the rest of their 

life. They can withdraw into themselves, not sleep, not eat or overeat, become bullies themselves, become very 

ill—or even worse. It has to stop! 

4. Did you take an embarrassing photo or video of someone at school, perhaps because that person is different 

from you, or not part of the ‘in’ group? Did you then post that image or video online—for the world to see and 

laugh at? Did you ever start a rumour about someone, or tell a ‘little lie’ about them? This is cyberbullying. 

Don’t do it! 

5. Some of you are thinking, ‘Well, I know it happens, but I don’t do 

it myself, so I’m not a bully’. You are wrong! If you see it, hear it, 

know about it and you don’t do anything about it, you are just as 

bad as the actual bullies. By doing nothing, you are supporting 

it. Report it! 

I HATE YOU! 

6. So then, what do I want you to do? If you are a cyberbully, or 

even thinking it might be funny, stop and think. Put yourself in 

the other person’s shoes. How would you like to feel totally alone 

in the world, with no friends to turn to? How would you like your 

personal secrets splashed all over the internet? How would you 

like people to judge you on lies or rumours someone else posted about you? You wouldn’t like it, would you? 

7. For any of you being cyberbullied, here are some things to remember: 

• Don’t stay silent—you are not alone. Find a trusted adult to tell what is happening. 

• Don’t respond to the bullying, you will just encourage it. 

• If you know the bully, block him or her from all your contacts. 

• Don’t delete the messages; show your parents or a teacher. 

• If necessary, go with your parents to the police. Truly, it can be that serious. 

8. Yes, it’s a huge concern, but as a society we can and must defeat it. 

25 

44 



UNIT 7 

JOINING SENTENCES – 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 made a lemon drink. It was too sour. I added some honey.’ 

‘I made a lemon drink but it was too sour, so I added some honey.’ 

1. Read Paragraph 2. 

(a) What is the conjunction used in the last sentence? 

(b) Do you think the last sentence is well constructed? Yes No 

(c) Does it start in an interesting way? Yes No 

(d) What are the two connected ideas in the sentence? 


(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? 

3. Use a conjunction to join the sentences. 

(a) Cyberbullying is a major problem. It can be stopped. 

(b) Don’t stay silent. You are not alone. 

(c) There is a dark side. We must stand against it. 

4. Read Paragraph 8. The sentence is two ideas joined by a conjunction. 

(a) What is the conjunction? 

(b) Use a different conjunction to join the two ideas. You may change some words. 



45

UNIT 7 

USING CONJUNCTIONS 

1. Join two sentences using these conjunctions. 

unless after if before during but although because 

(a) We must stop cyberbullying. 

It ruins so many lives. 

(b) 

You don’t report bullying. You are as bad as the bully. 

(c) People still bully others online. 

(d) Starting false rumours about someone is nasty. 

They know it is wrong. 

People still do it. 

(e) 

(f) Stop and think. 

You report cyberbullying. It will get worse. 

You send a nasty message. 

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. 

(c) What other punctuation from the two sentences didn’t you need? 

(d) Write a sentence using a conjunction you didn’t use in Question 1. 

3. Write an interesting sentence with two ideas using the words as a conjunctions. 

(a) until 

(b) because 

(c) whether 

(d) though 

(e) where 

(f) except 

46 



UNIT 7 

WHICH CONJUNCTION? 

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 online after I went to sleep. 

(b) After turning off the computer, save your work. 

(c) While I eat dinner I will be hungry. 

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) so that 

3. Start each sentence with the conjunction to show one thing caused something to happen. 

(a) Although 

(b) When 

4. Write a sentence using the conjunction to contrast and compare two different things. 

(a) instead 

(b) except 

5. Good writers use a beginning conjunction to join a main idea in a sentence with a 

supporting idea. The ideas are always separated by a comma; e.g. Before you leave 

(supporting), sign the guest book (main). Write endings that make sense by themselves to 

go with the beginning conjunctions. 

(a) If you don’t wear a raincoat, 

(b) Before you eat dinner, 

(c) As it’s the weekend, 



47


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. 


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, usually the first, 

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. 


Introduction 

• Discuss the text title. 

• Brainstorm information about whales. 


• 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. Why use 

questions as subheadings? 

• 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 remainder of the activities with the class as a 

whole, ensuring they understand what is required of them. 



Planning paragraphs – Page 52 

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

• Discuss deep-sea fishing. 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 2(d) with a 

small group. 

Writing paragraphs – Page 53 

• Discuss snow and how it looks, sounds, feels and even smells. 

• What happens to snow 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. 

48 




PARAGRAPHS 

UNIT 8 

ANSWERS 

Paragraphs – Page 51 

1. (a) Yes 

(b) Yes 

2. (a) Paragraph 

(b) Teacher check: Could include ‘loudest creature on earth’ or 

‘louder than a jet engine’. 

(c) Yes 


3. (a) True 

(b) False 

(c) False 

(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. 

(c) Teacher check. Answers will vary. 



1. (a) true 

(b) false 

(c) true 

(d) false 


3. (a) Teacher check 

(b) Teacher check: Accept reasoned answers. 

(c) Teacher check 


Class recording sheet – Page vii 


• Paragraph topic – Useful ice 

• Focus: Sentence structure – paragraphs 


6. (a) Paragraph 6 

(b) Paragraph 3 

(c) Paragraph 7 

(d) Paragraph 2 

Planning paragraphs – Page 52 

1. (a) 8 

(b) 2 

(c) What whale types are there? What were whales used for? 


2. (a) Yes 


(c)–(d) Answers will vary. 

(e) 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. 



49

UNIT 8 

WHALES 

Introduction 

1. Whales are the largest animals in the world today. 

Not only that, but it is believed they are the largest 

animals to ever have existed. Not even ancient 

dinosaurs have been found to be as large. A 

blue whale can weight over 130 tonnes and be 

30 metres long! 

2. Whales are mammals, even though they live in the 

ocean. This means they are warm-blooded and 

their babies—called calves—are born alive and 

fed with milk from the mother’s body. Since they 

are not fish, they breathe air and have to come up 

to the surface to do that. They breathe through a 

‘blowhole’ in the top of their head. Some whales 

can hold their breath for 90 minutes! The average, 

though, is about 35 minutes. How long can you 

manage? 

How loud are whales? 

3. Measured by sound levels, whales are also the 

loudest creatures on earth. Their calls can be 

louder than the sound of a jet engine at takeoff! 

Humpback whales also ‘sing’ in very complex 

patterns that remind scientists of human ‘music’. 

Other sounds made by whales include ‘grunts’, 

‘snorts’, ‘clicks’, ‘groans’ and even ‘barks’. 

What whale types are there? 

4. Baleen whales and toothed whales form the two 

major groups. Baleen whales don’t have teeth. 

They have ‘plates’ of baleen—a hard substance— 

in their mouths. They draw enormous amounts of 

water through these plates to trap ‘krill’, small 

shrimp-like creatures and plankton, tiny floating 

plants and animals, that are their main food. They 

can eat tonnes of krill and plankton 

a day. Baleen whales include 

the humpback and the 

blue whale. 

5. Toothed whales on the other hand have, as their 

name suggests, teeth. They eat fish, such as cod or 

tuna, and even small seals. Toothed whales include 

dolphins and killer whales. 

What were whales used for? 

6. Early humans, particularly in the Arctic, hunted 

whales for food. Whale blubber—a thick layer 

of fat beneath the skin—and whale meat are 

extremely nutritious. Both are a rich source of 

vitamins, minerals and protein, which people 

needed to survive. Every part of the whale was 

used; nothing was wasted. 

7. That wasn’t the same story in the mid-19th century. 

Sadly, some species of whales were then hunted 

to near extinction in the 1800s for their oil for 

use in lamps, food—even margarine—cosmetics, 

detergents and to lubricate machinery. Whalebone, 

usually baleen, was the ‘plastic’ of the 1800s. It 

was used to make many everyday items, including 

ladies’ corsets, buggy whips and even children’s 

toys. Even now, after commercial hunting on a large 

scale has ceased, recovery of whale numbers is 

slow and some members of the family are still in 

danger of becoming extinct. 

Whales today 

8. Fortunately, for them and us, whales are no longer 

considered a ‘resource’ to be used up. Instead, they 

are seen as beautiful, fascinating creatures that 

deserve our respect and care. 

50 



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. 


(a) Does the first sentence tell what the paragraph is about? Yes No 

(b) Does the rest of the paragraph add further information? Yes No 

2. (a) Which paragraph tells about the loudness of whales? 

(b) How loud are they? 

(c) Does it explain how loud they are 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 two or more sentences. 

(c) Paragraphs on a page are separated by numbers. 

(d) The last 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 ‘Whales’ into paragraphs with 

subheadings. 

5. (a) Are subheadings used more often in imaginative or informative text? 

(b) Why? 

(c) Is the order of the paragraphs on the page important? Explain your answer. 

6. Read the sentences. Which paragraphs would you put them in? 

(a) Whales once were a vital food source. 

(b) Whale calls can be heard underwater for many kilometres. 

(c) Plastic replaced whalebone in the 1900s. 

(d) Whales can stay underwater for long periods. 



51

UNIT 8 

PLANNING PARAGRAPHS 

Writers need to make many decisions 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, ‘Whales’? 

(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) Think about deep-sea fishing. Would you start with a paragraph 

giving 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 deep-sea fishing that would fit in this paragraph. 

(d) Write the first sentence of your paragraph. 

(e) Would this make a good topic sentence? 

3. Subheadings do not have to be questions; for example, the subheading for Paragraph 4 

could be ‘Whale types’. 

(a) Write a different subheading for Paragraph 3. 

(b) Write a subheading for your paragraph. 

52 



UNIT 8 

WRITING PARAGRAPHS 

1. Read the topic sentence for a new paragraph about snow skiing. 

As I strapped on my skis, the snow was looking crisp, clean and invitingly white. 

(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 my sunglasses would stop the glare. 

• I just wanted to push off and carve up the slope. 

• I couldn’t wait to get back inside in front of the fire. 

• My knees shook as I looked down the hill. 

(c) Think about the next two sentences. Write two that would fit well in this paragraph. 

2. This story now needs the second paragraph. 

(a) What do you think it should be about? 

(b) Write this paragraph. Make sure the sentences are all about the same thing. 



53



ASSESSMENT UNIT 5 

Name: 

Date: 

1. Put a punctuation mark in the box after a sentence. Leave the other boxes blank. 

(a) Was on another planet 

(c) The gum was in my pencil case 

(b) When I was doing my homework 

(d) Where have you been 

2. Change the sentence from a positive to a negative using an antonym. 

I ran home as quickly as I could. 

3. Change the order of the words so the sentence makes sense. 

(a) the threw into schoolbag phone I my. 

(b) home very mother late would cross if I My was be. 

4. Add question marks at the end of questions and full stops after any statements. 

(a) I had no idea where I was 

(b) What do you mean by saying Dad’s going to have words with me 

(c) OK, I give up—where am I 

(d) It was a question I had to ask 

5. Write the question that is answered by the statement. 

(a) I just pressed the button and finished up on another planet. 

(b) I was by myself when I found the phone. 

6. Write a question about: 

(a) finding a phone in a field 

(b) finding chewing gum in your schoolbag 

54 





Name: 

Date: 

1. Complete the sentence which starts by telling when something happened. 

As the sun was setting, the 

2. Add an interesting sentence beginning telling when the event happened. 

Liquid Fire seared my body. 

, 

3. Complete the sentence which starts by telling how something is happening. 

With my heart hammering, 

4. Complete the sentence beginning with a verb. 

Screaming in pain and shock, 

5. Read the sentences. 

The man saw the cockroach. And then he took the insect spray. And then he chased the 

cockroach. And then he sprayed it. 

Rewrite it. 

6. Improve the sentence by changing the order of the words and using another conjunction. 

(a) I watched until it was quiet and then I raced for the safety of darkness. 

(b) The monster's footsteps slowed and then its face suddenly appeared before me. 



55


CONJUNCTIONS 

Name: 

Date: 

1. Read the sentence. 

I tried to eat my soup but it was far too hot. 

(a) What is the conjunction used? 

(b) What are the two connected ideas in the sentence? 

2. Use a conjunction to join the sentences. 

(a) Don’t be a cyberbully. It causes people too much pain. 

(b) It will be too late. The damage is done. 

(c) Cyberbullying can be deadly. You might not think so. 

3. Write an interesting sentence with two ideas using the conjunctions. 

(a) before 

(b) unless 

4. Write the sentence so it makes sense. 

Dry yourself on the towel before you have your bath. 

5. Write endings that make sense by themselves to go with the beginning conjunctions. 

(a) After you’ve eaten lunch, 

(b) When you go shopping, 

(c) Even though it's raining, 

6. Use the conjunction after in the middle of a sentence joining two ideas. 

56 




PARAGRAPHS 

Name: 

Date: 

1. Write ‘true’ or ‘false’ after the statement. 

(a) The first sentence in a paragraph should tell what the paragraph is about. 

(b) A paragraph must have more than one sentence. 

(c) One paragraph; one idea. 

(d) Paragraphs must start with a noun. 

2. Write three sentences for a new paragraph telling about a picnic. 

3. Read the topic sentence for a paragraph. 

With the engines screaming at full throttle, the nose leapt skywards and we were airborne. 

(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 this flight was ever going to end. 

• I leant back against the seat and thought of the holiday to come. 

• I looked to see if the hostess was bringing food yet. 

• My knuckles were white as I squeezed the armrest. 

(c) Think about the third sentence. Write one that would fit well in this paragraph. 

4. Finish the paragraph. 



57

RIC-20803_Teaching_Strategies_for_Writing_BkE_sentence_structure

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