20860_Editing_explanations_Years_4_and_5

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Teacher information The following is an explanation of how to use the pages in this book. Teachers pages A teachers page accompanies each student worksheet. It provides the following information: Annie the witch Teachers notes Lesson focus Punctuation Grammar • Quotation marks for direct speech • Verb tense – past, present, future • Exclamation marks • Hyphens • Apostrophes in grammatical contractions • Capital letters for proper nouns Spelling • Misspelt words Teacher information A narrative tells about a series of events, usually involving fictitious characters. Answers ‘You’re crazy, Mike! Old Annie’s a witch—everyone knows that!’ ‘Rubbish, Ian! My mum and dad say she’s just a lonely old lady.’ ‘I’m telling you she’s a witch!’ Ian shook his head, his eyes behind the thick lenses opened wide and round. He dropped his voice to a whisper. ‘And she killed her husband—she served him poisoned cookies and milk. Homemade choc-chip cookies. And you want to go there by yourself—you’re a nutcase!’ But nothing could shake Mike. ‘I’m going to weed her garden for her—and she’s going to pay me ten dollars. And when I have that ten dollars, I’ll have saved enough for a new engine for my model aeroplane. And if you’re very lucky, I might let you play with it sometimes.’ ‘Yeah, if you’re alive, you mean …’ 1. Missing punctuation is in bold type. (d) Teacher check (f) you are, Annie is, she is, I am, I will 2. (a) Spelling errors are in italic type. lonely, whisper, poisoned, enough 3. (a) (i) knows – present (ii) shook – past (iii) dropped – past (iv) am going to weed – future 46 Editing skills R.I.C. Publications ® www.ricgroup.com.au The lesson focus indicates the focus for each student page. This will include aspects from the areas of punctuation, spelling, grammar, vocabulary and writing. Some of these may involve simple recognition of a concept, or use an alreadyknown aspect. More detailed teacher information about punctuation, spelling and grammar can be found on pages viii–xi. Teacher information gives brief background information about each text type. More detailed information can be found on pages xii– xiii. Answers to all worksheet activities are provided. The corrected text is given with punctuation errors in bold. Correct spelling is highlighted in italics, as well as being provided in the answers section. Proofreading and editing marks Editors use a number of consistent symbols to indicate where changes are to be made in a text. Teachers may require students to use these ‘professional’ proofreading and editing marks to indicate errors in the text on the student pages. NOTE: All spelling is taken from the Macquarie Dictionary, Revised Third Edition, while all punctuation is according to the Style manual for authors, editors and printers, Sixth edition, Revised by Snooks & Co. These are standard references for contemporary professional publishing. = insert (something) The weather hot The boys hat He went swiming. = delete (something) I went to to the shops. The dog broke it’s collar. + lc = lower case a lc I don’t like Maths. + cap. = capital letter + correction = spelling ‘ was m cap. ‘I’m telling mum.’ He wos playing football. iv Editing skills R.I.C. Publications ® www.ricgroup.com.au
Student pages Teacher information • A specific text type is identified and presented for the students to read. The text has punctuation, spelling and grammatical errors for the student to identify. There are also opportunities presented for the students to work in the areas of grammar, vocabulary and writing as specified by the worksheet or teacher. • The texts are presented in two ways. One allows students to become familiar with formats they may encounter in some standardised tests; both follow a similar format for identifying and correcting proofreading and editing errors. The student activities follow a common format. Format 1 The title of the text is given. Annie the witch Editing skills Read this narrative. Youre crazy, mike Old annies a witch—everyone knows that Rubbish, ian My mum and dad say shes just a lonley old lady. Im telling you shes a witch ian shook his head, his eyes behind the thick lenses opened wide and round. He dropped his voice to a wisper. And she killed her husband—she served him poisned cookies and milk. Homemade choc-chip cookies. And you want to go there by yourself—youre a nutcase The specific text type is given and the text presented. Format 2 But nothing could shake mike. Im going to weed her garden for her—and shes going to pay me ten dollars. And when I have that ten dollars, Ill have saved enugh for a new engine for my model aeroplane. And if youre very lucky, I might let you play with it sometimes. Yeah, if you’re alive, you mean … School vending machine Read the exposition. I think its a good idea that our school has decidded Editing skills 1 Punctuation Speech marks are put at the beginning and end of what has been spoken. (a) There are 6 separate speeches in the text. Add the missing speech marks. (f) Write the 5 different contractions used in the text in full below. to (by, buy, bye) a food vending machine for the student to use it will raise money for the school (which, witch) will directly benefit the students. also there isn’t no canteen or tucshop at the school (b) Write in 4 missing exclamation marks where the sentence suggests strong feelings. 2 Spelling (c) Find 5 capital letters needed for proper (a) Underline 4 spelling mistakes in the text nouns. and write them correctly below. A hyphen (-) is used in some compound words to connect smaller words; for example, choc-chip. (d) Use a dictionary to find three other words 3 Grammar associated with food that also use a hyphen. (a) Indicate the tense of these verbs from the text by writing ‘past’, ‘future’ or ‘present’ after each. (i) knows Apostrophes are used in grammatical contractions. (ii) shook They show that letters have been left out. (iii) dropped (e) In the text, add the missing apostrophes in 11 contractions. (iv) am going to weed R.I.C. Publications ® www.ricgroup.com.au Editing skills 47 Headings indicate which punctuation, spelling, grammatical, vocabulary and writing mistakes need to be identified and corrected by the student. Extra practice is given in particular areas. (sew, so) students cant buy food from anywhere else this means that parents must prepare sandwich or other food for (there, their) children every day. In addition the school board has promissed that the vending machine will contain only hellthy food. Therefore i cant understand why (some, sum) parent dont want the vending machine I hop it arrives soon. You can add ‘s’ or ‘es’ to most singular 1 Punctuation nouns to make them plurals. (a) Write the missing (c) There are 3 singular nouns in the capital letters, full text which need ‘s’ or ‘es’ added stops, 3 commas to them to make them plurals. and 2 apostrophes. Circle each and write its correct plural form in the space at the 2 Grammar end of the line. Conjunctions can join single words or groups of words. (a) Write the words joined by the conjunction ‘or’ in the text. 4 Writing A double negative statement incorrectly uses two negative words; for example, ‘I haven’t 3 got no more,’ should be ‘I haven’t any more’ Spelling or ‘I have no more’. (a) Choose the correct spelling from each (a) Underline the words in the text containing pair of words in brackets. Write your a double negative. Write them correctly. choice in the space at the end of the line. (b) Write the correct spelling for the misspelt words in the space at the end of the line. R.I.C. Publications ® www.ricgroup.com.au Editing skills 45 Student instructions are written in a consistent format to encourage students to concentrate on the activity. Where an instruction requires students to ‘find capital letters etc.’, teachers should select their own method for students to use; for example, circle, highlight with a coloured marker, underline or write over the error. Some proofreading and editing marks may be used. (See teachers notes page iv.) Curriculum links Year 4 Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695) Year 5 Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705) R.I.C. Publications ® www.ricgroup.com.au Editing skills v
Page 1 and 2: Your partner in education YEARS 4-5
Page 3: Foreword Editing skills consists of
Page 7 and 8: Activity content Page number GRAMMA
Page 9 and 10: Quotation marks Quotation marks are
Page 11 and 12: Prepositions Prepositions show the
Page 13 and 14: Student explanation checklist Title
Page 15 and 16: Why do stars twinkle? Lesson focus
Page 17 and 18: How does a microwave oven work? Tea
Page 19 and 20: How chewing gum is made Teachers no
Page 21 and 22: Aquatic biomes Teachers notes Lesso
Page 23 and 24: How does velcro work? Lesson focus

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