Composition

Louis Fidge

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 ritino
Composition
Louis Fidge

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MACMILLAN

 Contents

Page
Scope and sequence iv
Introduct io n vi

Unit 1 Planning a story 2

Unit 2 Punctuation pract ice ( 1) - Capito l lette rs and full stops 4

Unit 3 Handwritin g practice (1) 6

Unit 4 Writing a report 8

Unit 5 Getting off to a good start 10

Unit 6 Writing a poem with a predictable pattern 12

Unit 7 Punct uat io n practice (2) - Question marks 14

Unit 8 Handwriting practice (2) 16

Unit 9 Labels and captions 18

Unit 10 Writing a personal recount 20

Unit 11 Describing characters 22

Unit 12 Wr iting instructions 24

Unit 13 Punctuation practice (3) - Using commas in lists 26

Unit 14 Handwriti ng practice (3) 28

Unit 15 Writ ing a po em to perform 30

Unit 16 Describi ng settings 32

Unit 17 Writi ng a letter 34

Unit 18 Punct uat io n practice (4) - Exclamatio n marks 36

Unit 19 Handwritin g practi ce (4) 38

Unit 20 Writ ing a playscript 40

Steps t o he lp you write well 42

Editing checklist 43

Handwrit ing checkl ist 44

 Skills, Scope and Sequence

Unit 1 Planning a story

Text Type Traditional story
Writing Skills Planning stories; structuring stories into beginning, middle, ending

Unit 2 Punctuation practice 1 - Capital letters and full st ops

Punctuation Skills Beginning sentences with capital letters. ending them with full
stops

Unit 3 Handwriting practice 1

Handwriting Skills Practising joined script; developi ng a fluent. legible style of
handwriting

Unit 4 Writing a report

Text Type Information text - non-chronologi cal report
Writing Skills Planning, organising and w riting a non -chronological report

Unit 5 Getting off to a good start

Text Type Adventure/fan tasy
Writ ing Skills Appreciating the need to engage the reader right from the start;
continuing given stories in own words

Unit 6 Writing a poem with a predictable pattern

Text Type Poem with patterned and predictable language
Writing Skills Identifying and completing rhyme and pattern in given poem;
composing poem with predictable pattern

'Unit 7 Punctuation practice 2 - Question marks

Punctuation Skills Recogn ising and punctuating questions correctly

Unit 8 Handwriting practice 2

Handwriting Skills Practising joined script; developing a fluent, legible style of
handwriting

Unit 9 Labels and captions

Text Type Information text using pictures, diagrams. copt ions and labels
Writing Skills Appreciating value of presenting information, using labels and
captions, pictures and diagrams; writing labels and captions for
pictures; w riting information based on pictures and labels/captions

Unit 10 Writing a personal recount

Text Type Autobiographical recount
Writing Skills Planning and writing autobiographical recounts based on pe rsonal
experiences

IV
Unit 11 Describing characters
Text Type Descri pti ve prose (adven ture/fantasy)
Writing Skills Appreciating aspect s of charact erisat io n; planning and writing
de scri ptio ns of imaginary an d real -life characte rs

Unit 12 Writing instructions

Text Type Instruct io nal text
Writing Skills Appreciating the need to strurt u re instructiona l t exts clearly and
devices used t o do so, pl ann in g an d writing instructional t ext s

Unit 13 Punct uat io n practice 3 - Using commas in lists

Punctuation Skills Usin g commas to punctuate lists corr ectl y

Unit 14 Handwriting practice 3

Handwriting Skills Practis ing jo in ed script; developing a fluent, leg ible style of
handwriting

Unit 15 Writing a poem to perform

Text Type Poem w it h predictab le and patterned lang uage, inv olving
onomatopoeia, ideal for performin g in gr oups
W riting Skill s Using onomatopoeia; plann ing and wr itin g furt her verses, using
g iven pattern; plann in g and writing ow n list poem

Unit 16 Describing settings

Text Type Descriptive prose (adv ent ure st ory)
Writing Skills Appreciat ing t he need to d escribe sett ings; planning and writing
descriptions of imaginary and real -life settings

Unit 17 Writing a letter

Text Type Form al/ informal letter w riting
Writing Skills App reciat in g d ifferent ty pes of letters; planning, composing and
setting ou t cor rect ly d ifferent types of letters

Unit 18 Punctuation practice 4 - Exclamation marks

Punctuation Skills Recognising and punctuat ing exclamati ons correctly

Unit 19 Handwriting practice 4

Handwriting Skills Practis ing j oin ed scri pt; de velop ing a f luen t , legible style of
handwriting

Unit 20 Writing a ploy scrip t

Text Type Trad it ional story (wri tten as a playscript)
Writ ing Skills Appreciat ing conventi ons of setting out playscripts; completing
given p layscript ; continuing story, com posing and setting it out as
a p layscript

v
 Teacher's Notes ­

Introduction to the series

The texts
Each book in the series introduces pupi ls to a w ide range of te xts and offe rs structured support in
help ing child ren wr ite for many different purposes. The books in clude a wide range of writing
task s including fiction, poetry and non-fiction. The books are carefully graded and are
increment al in difficulty. The books provide a valuable complement to any other resources or
series current ly being used. The fa ct that each unit is st ructured in t he same way makes the books
accessible and easy to use.

The related activities

The relate d activities suppo rt the developm ent of essent ial compositional w riting skills . They also
focus on the technical side of writ ing, offering focused work on develop ing punctuation skil ls.
Deve lo ping a f luent, legible style of handwriting is encouraged throughout th e series. The
check list s at t he bock of the book help children to re fl ect on vario us aspects of the writing
process, such as pla nning, drafting, editing etc.

The Skills Scope and Sequence Chart

The Skills Scope and Sequence Chart (on pages ii-iii) provides on immediate overview of each
bo ok and the skills being developed . This chart is very helpful for plann ing purposes .

Using the books

To gain ma xim um benefit f rom the books, it is suggested that they are used systematically,
worki ng through each unit one at a time, in the given order. However, the books may also be
used flexibly, selecting units as desired to complement other work being done in class.

Tackling the units

Th focus text at the beg innin g of all co mposit ional writing units should be read to and with the
class an d di scussed. Each uni t is preceded by an introductory sentence or two which helps d irect
attent ion to key apsects of the text. Ensure pupi ls have a good grasp of the literal mean ing of
the te xt and any vocabulary th ey may not have met before when reading the stimulus passages.
The texts have bee n specially chosen as models, demonstrating particular types of writing . They
are usef ul for helping children appreciate different types of writing, to learn fro m t hem and base
thei r own wr iting on t hem . Poin t out and discuss the particular characteristics and f eatu res of
each te xt during class discussions .

Tackling the relat ed activities

Th e accompany ing activities are alw ays divided into two types: a Now try t his sect ion and a Next
steps. .. section . The Now Try This section refers th e chi ld back t o the text, checking their
unde rst anding and encourag ing them to reflect on the particulor characterist ics and features of
th e different types of texts int ro d uced . The Next steps ... activities encourage the chi ld to bu ild on
thi s, by doing some wr iting based on the text, using it as a model. Often there are furt he r
act ivit ies which then ask children to do so me independent writing based on a similar theme. Each
unit has an accompanying copymas t er in the Teacher's Book, which suppo rt s or complement s t he
wo rk done in the Next steps ... section . It is sugge sted that prior to working any activity th er e is
some d iscussion with the pup ils to ensure they fully understand what is required of th em and can
gain maximum benefit from each acti vity.

vi
 Teaching features of the books

Units of work
The re are 20 double-page units of wo rk. Each comp osit ion al writ ing unit is structured in the
same w ay i.e. a stimu lus passage of text, followed by two di fferent levels of activities, There are
also some Punct uation and Handwriting Practice units whi ch have a similar layout.

Focus sect ion Uni t number Now try this Next st eps...
Int rodu cti o n and title Checks understand ing. Indep endent writing
Gets children thinking Draws attenti o n to act ivities based on , and
about t he text f eatures of te xt developed fr om, t he text
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Stimulus text Copymaster octivity (in

To be read and Teoch er's Boo k)
di scussed as a closs. Suppo rt s o r co mplem ent s work
Acts 0 5 model for don e in t he Next st eps ...
chi ld ren to learn from section

The checklists
These may be fou nd at the bock of the
book and may be used t o help child ren
reflect o n vario us aspects of th e Writing
process.
 Unit 1
Planning a story
Focus - ­
Most stories have a beginning, a middle and an ending. Look at the
story below.
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'-'J'--.. . J)J-. r: Beginn ing
\ ::L - ./ Hare was a very fast runner . One day
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~ Hare was bored. He decided to have a
" i-.~ race with Tortoise.

Middle
At first, Hare ran very fast. Tortoise
walked slowly. Hare was soon a long way
ahead. He looked back and saw Tortoise
behind him. He decided not to hurry, so
he went to sleep under a tree.

Ending
Torto ise kept walking. In a while he
passed Hare, who was still sleeping.
Tortoise walked slowly on. When Hare
woke up, it was too late! Tortoise was at
the finishing line. Tortoise won the race
and Hare lost!

2
 o t
Write the sentences in the correct order so they t ell the story.

1 Hare decided to have a sleep under a tree .

2 At the start of t he race Hare ran fast.

3 When Hare woke up, To rt o ise was at the f in ish ing lin e.

4 One day Hare challenged Tortoise to a race.

S Hare was soon a long way ahead of To rt o ise.

6 Tortoi se kept going and passed Hare wh ile he was asleep.

What do you think of Hare ? What do you t hin k of Tortoise?

What lesson did Tortoise teach Hare?

(1} Copy the beginning of the story.

Sparrow could fly very fast. He was always boasting about it. One
day Sparrow was bored. He decided to have some tun, so he
challenged Tortoise to a rac e.
Contin ue th e st o ry. W rite a good middle and ending f or it. Use the
story of Hare and Tortoise to help you .

(~), Rea d the beg in n in g and middle of the story. W rit e your own
ending.

, ~f Beginn ing
~
, ~
;~ll Robe rt lo ok ed after the sheep. One day he was fed up
I £' \ so he played a trick . He shouted to the peo p le in the
~3.', I village and t old them a wolf was comi ng. They ran to
J~~/ help. Robert laug hed at them and said it was a joke.

_:-\ Middle
:~ -~\\ The next day wh en Robert was lo oking after th e sheep
c. ~ ' a w o lf real ly di d come . Robert was fri ght ened . He
. ;:iI~:;'
,: .

I called fo r help. Everyon e thought he w as jok ing . They

I$YV t o o k no noti ce.

(~> Use the copymast er to help you write you r own st ory .

3
 Unit 2

Punctuation practice (1
- Capital letters and full stops

Every sentence begins with a capital letter.

~ is a wild onim~.
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Most sentences end with a full sto~

Write the sentences correctly. Put in the missing capital letters and
full stops.

1 a giraffe has a long neck

2 a hippo likes mud

3 crocodiles sleep in the sun

4 the elephant had a long trunk

5 my cat drinks milk

6 monkeys live in trees

7 snakes slide through the grass

8 the tiger was yellow with black stripes

9 a zebra looks like a black and white horse

10 parrots are birds with colourful feathers

4
 e
/ -.

(1 ~' Match the beginning of each sentence to the correct ending.

Write each sentence correctly.

1 A spider --~ <. like flowers.

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2 Frogs -------­ has eight legs.

3 Bees has a long t ail.

4 Caterpillars hop and croak.

S A mouse are always busy.

6 Ants turn into butterflies.

»::- ,
~' Put the words in order to make sentences. Put in the missing
capital letters and full stops.
1 sky the blue is
The sky is blue.
2 dogs bark can
3 a kangaroo hopping likes
4 book girl the reading is a
5 w ings has a fly
6 boy television watching the was
7 guitar I playa can
I~ .>:
8 the wall off fell a man J

(J.1 Use the copymaster for extra punctuation practice

in using capital letters and full stops correctly.
~
 Unit 3

Handwriting practice (1)

F us - - - ­
Be careful how you join letters.

Copy this rhyme . Use your best handwriting. Think of a good word
to finish it.

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6
 t se
(f>Copy this story. Use your best handwriting. Think of a good
word to finish it. so

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~> Use the copymaster for more handwriting practice.

 Unit 4

Writing a report
Focus - -­
Sam's t eacher asked her t o w rit e about an an imal she liked . She
chose the panda. She looked up some inf ormat ion in books .
This is Sam's report. What do you not ice about it?

M~ report on pondo,s ~
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TM. panda. has Q fut bacLj. Q ju.a. smell ears ~

round,
and Q liuck patch, oround, each. ~e . It has <L M
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bI.a.d. and whl.t£ coai wtu.eh lJ5 V'€nj thi.ck. 1t5 cool
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~ t1u. panda. wnrm, in, cold. wwlhv-. TM.

pcrido.s cool ts also ~ and ~s aut t1l£

min,

WMi p~ eol
A panda. has bLg s.t.rong and JC1Mf3. It eats huqe, orricunts of ba.m.boo.
\:QQl:h
T~ V5 <L Ujpe of ~ plant and V5 ~ tcuqh, Pondo,s spend, about
'fou.rt.un hours eozh, ~ ecilin.g. TM. re& of t1l£ hrnz t.Mlj spend, ~.
Bab8 pan.dtM
Bab~ pandas are celled. cubs. Tfuuj are ~ whzn t.Mlj are born. TM.
mother pcrido. ~ aft<u- ruu- cubs unhl t.Mlj are ctd, encuqh, to lwe
\ elena. Thus L6 whzn, ~ are about ei.<J1Wm ITUJTllh.6 oW..
/

I wrote about pandas because they

look so cUddly! Unfortunately there
are not many pandas left in the
world. Pandas are found in China.
They have to be protected.
1 What was the title of Sam's piece of work?
2 Why do you think a title is important?
3 How many paragraphs has Sam divided he r report into?
4 What is the first paragraph about?
5 What is the second paragraph about?
6 What is the third paragraph about?
7 Why do you think Sam has incl uded a drawin g of a panda?
8 Do you think Sam's report is set out clearly? Give your reaso ns.

(!.) Plan and write a report about an animal you know well. It may
be a pet you have. It may be an animal that you see on a farm.
It may be an animal that lives in your country.

• Write some information about your a nimal.~1

• Write you r ideas under headings like Sam. I
(Use the copymoster to help you.) I
• Draw 0 picture of your onimol
• Read your report. Does it make sense? J
\
, Correct any mistaKes.
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~, I Now plan and wnte a
report about an animal
you don't know very
well. Use a reference
book to help you find
some information.
Choose some suitable
headings to help you
organise your
information.
 Unit 5

Getting off to a good start

F (US
The way we begin a story is very important. It can make people
interested o r it can put peop le off. Always try to make your story
start in an interesting way. Is th is story starter successful? Give
rea sons f or yo ur answer.

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~o? Edward felt tired. He found

O'~~-» a nice shady spot und er a tree and
L
. c. L.- 0 '0 was soon asleep. Suddenly, Edward woke
up with a start. What was that? Edward
listened. He heard a thumping noise in the
distance. It sounded like the stamping of huge,
heavy feet . It sounded as if it was coming towards
him. Edward jumped up and hid behind the trunk
of the tree. The noise seemed closer now. The
ground shook. The tree shook. Edward shook with
f ear. His heart began to beat very fast . The heavy
footsteps came closer and closer. Who was it? What
was it? A big dark shadow appeared as the 'thing'
got nearer. Edward held his breath.
1 Where was Edward?

2 What woke him up?

3 How can you tell Edward was frightened?

4 What appeared as t he 'th ing' got closer?

5 Why do you t h ink Edward held his breath?

6 Do you thin k t his is a g ood start to a story? Why?

(i) Continue the story in your ow n words.

What do you think th e 't hi ng' is?

Is it:
? "'"

• an an imal? ( The story begins in an exciting way. J

• a robot? I Try to use some excit ing words in
• a m o nst er? \ your own story.
• something harmless? ~ ../
What does Edward do? / ; / rh~~/)
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What happens?
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How does your story end?

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~ Here is anothe r story starter. Continue the story ) "­
in your own w o rd s. Give it a ha ppy ending. ,,-_ ~
Once upon a tim e there was a dragon called ::5;t.g.~
_.
Dirk. He lived on his o w n in a dark forest. Dirk ~ I D ___

was very sad . He looked Just like oth er 0 /

dragons. He had sharp teeth an d sharp claws. ~ .-/'

He had a very loud ro ar. But Dirk could not

make fire and smoke com e out of his mouth . \

All Dirk's friends made fun of him . Poor Dirk! «(r~

He hid in the forest and cried all day.

(~> Use the copymaster. Continue the story of Colin's Crocodile.

11

 Unit 6

Writing a poem with a

predictable pattern

F
This poem rhymes. It is set out in verses. Each verse begins in the
same way. There are four lines in each verse. Have fun reading it
together.

Eeny Meeny Miny Mo

One and two and away we go.

Go to the garage to fill up the car,

We're visiting places, near and far.

Eeny Meeny Miny Mo

Three and four and away we go.
Stop at the shop for something to eat,
Let's have an ice-cream for a treat.
Eeny Meeny Miny Mo
Five and six and away we go.
Go to the library and get a book,
Walk round the museum and have a look.

-06

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12

 r hi

1 How many verses are there in the poem?

2 How many lines are there in each verse?

3 What do you notice about the first t w o lines in each verse?

4 Copy and complete these lines in verse 1:

Go to the to fill up th e _
Were visiting , near an d _
5 Copy and complete these lin es in verse 2:
Stop at the fo r so mething to _

Let's have an for a _

6 Copy and complete these lines in verse 3:

Go to the and get a _

Walk round t he and have a _

(i), Copy these verses. Think of a good word to finish each v erse.

~:~:nr.:,~e;Y Miny ~~d away we go. .<'~~'·:.i ~~ ,,,,,,It · ' :i1

1~t~-
Play in the all afternoon, 8" - ·~-:.' ~ -3 I . ,,:~f~",:
It's ge t t ing late. l(Ve must go home _ ~~/
EenyMeenyMinyMo _
~ r - . as • •
_ _ _ and ten and away we (:~p 1lCi2lt&J: ~~ 0)

Pass the see the trains,

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Let's get h om e quick, before it - -- - , 1~~~
(~_ , Make up your own nu mber rhyme. Go up to number ten.
Do it like this:
One, one, play in the sun.
Two, two, visit the zoo.
Three, three, swim in t h e sea.
Four, four, slam the door.

(] } Use the co pymaster to hel p you write another poem.

 Unit 7

Punctuation practice (2)

uestion marks

A question is a special kind of sentence. We ask questions to find out

th ings. . ~!}

~~
______ -s--.J ) ~
~ - -~
C-.----....

A q uestion begins with a capital letter and ends with a question mark.

Copy the questions below. Put in the m issing

capital letters and question marks. IU \~
1 w hat colo ur is grass
2 . what have we got for lu nch

3 hav e yo u seen my bag

4 how do you drive a car

5 where is my boo k

6 when is it t ime to go home

7 who is knocking on the door

8 why is the sun so hot

9 how many sweets have you got

10 why are you late

14
Nex e ~
G) ~ O~
Match each question with the correct answer.
Then write them correctly, like this:
What colour is the sun? The sun is yellow.
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1 What colour is the sun? ---_'
,
It is in England. 1 'l~ .
2 What are you doing? \ ,,
My birthday is in March.
3 Where is London? ',- -- The su n is yellow.

4 Why are you so happy? Lunch will be in about an hour.

S When is your birthday? I am answering questions.

6 How long is it unti l lunch? I am happy because I am on

hol iday.
(~} Here are the answers to some questions. What do you think the
questions were? Write each question and answer correctly.

1>See the copymaster for extra punctuation practice in using

question marks.
 Unit 8

Handwriting Practice (2)

oc
Try to leave the same amount o f space between each word.

h
How does each animal move? Write the answers.
Use your best handwriting.

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16

 rj) What does each person do? Match the beginning of each
sentence to the correct ending. Write each sentence correctly.
Use your best handwriting .
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 Unit 9

Labels and captions

F
We can learn a lot from pictures or diagrams and the labels and
captions that accompany them. Look at Sarah's work on trees. Is it
easy to understand? Flowers - - - - - -- - - - - - - ,
Leaves Many trees have flowers. Insects such
The leaves make the as bees, or the wind, carry pollen
food for the tree . from one flower to another. This
They make food from makes the seeds for new trees.. ?
water and a gas in (J. ~Q~4P ~
the air called corban .o., V7f1. ~~ ~~ ~
~ioxide. They need c-zy~ ~t/~~0!~~ q .!f$ ~
light to help make ~r' ~\ V {/\.J o ~ U
their food. > < :.2 '?
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C?" c7V\..,~c:;., ..., Fruit and - - ,
Trunk po 0-Y seeds
Every tree has a I Some trees
trunk. This is grow fruit.
covered with bark. Inside the fruit
The bark stops the are seeds. A
trees from getting nut is a kind
too hot or too cold. of large seed.

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Grow th rings - - - ­ - ---,
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Roots - -- - - - - - - -.,
When a tree is cut down, The roots of a tree go a long
you can count the rings and way into the ground. They help
see how o ld it is. One ring the tree to stand up. The roots
stands for one year. soak up water for the tree.
Write two interesting things you have found out about each of
these.
1 the tree trunk 2 tree roots 3 leaves
4 flowers on trees 5 the fruit and seeds of trees
6 growth rings
Has Sarah presented her work on trees in a sensible way? Give
reasons for your answer.

/~

('-­1 )- Copy this picture of a bicycle. label each pa rt.

bell saddle chain brakes handlebars pedals

Underneath your picture writ e a sent ence about each part ou

labelled. Say what it is for. Do it like this:
You pull the brakes when you want to stop the bicycle.
~> Find out some information about on insect or a flower. Draw a
picture of it. label your picture. Write some sentences about it.

(3\ Use the copymaster for more work on writing information from
'-'
a picture with labels.
 Unit 10

Writing a personal recount

Have you eve r had an experience you will never forget ? Ben has
written abo ut the time he got lost.

I 7;"
.'-'~

~" ,
~
I w il l never forget the day my mum and dad took me into town ­
and I got lost! I remember that it was very hot. My dad got ang ry
because he could not find a parking space.
It was so bu sy and noisy in the town centre . There were peop le
everywhere. Everyone seemed to be in a hurry. I had to hold my
dad's hand tightly. The roads were crowded with cars an d bikes an d
hu ge lorries. We went into a clothes sho p and my mum bought a
skirt. Then we stopped by a large w at er fountain. It w as lovely and
cool. My mum bought me an ice cream. My mum and dad sat down
on a wooden seat to rest in the shade of a t ree. I soo n got bored so
I splashed my hands in the cool water.
Then I not iced a toy sho p which looked interesting. I w ent over to
look in the window. I don't kno w how long I w as th ere but when
I turned to look fo r my par ents I couldn't see them. I could n't
remember where they were sitting. I ran here and t here looki ng for
them and calling out, but they were nowhe re in sig ht. They had
disappeared! I began to fee l scared. Everyt h ing lo ok ed strange.
I began to cry. Then suddenly I hea rd a voice call ing my name. It was
my dad! I ran towards him and threw myself int o his arms. I was safe!
I wasn't lost anymore!
1 Who were the main characters in Ben's story?
2 Where did the story take place?
3 What was the weather like?
4 Were there many people in the town?
5 What sort of noises do you thin k Ben heard in t ow n?
6 How did Ben get lost?
7 How did Ben feel when he was lost ?
8 Do you think it was silly of Ben t o go off alone ? W hy?

Gj, Ha ve you ever been lost? Write about you r experience.

If you have never been los t , ma ke up a story about it.
(Use the copymaster to help you write down your ideas.)

/
Write about.
• who you were with.
• where you were.
• what you were doing,

how you got lost.

'1 :
\....
how you felt and what t houghts

you had at the ti me.

how it ended, )

a> Writ e about another day in your life you will never forget.
Write about:
• th e happiest memory in your lif e or
• th e most f ri g htening experie nce yo u can remember.
 Unit 11

Describing characters

F
Every story has some characters in it. When you write, you need to
describe the cha racters carefu lly. Read this description of the Wizwoz.
Look at the wards the author uses to describe him. ~

f~\
lW~
'Ttl .

The Wizwoz was very old and very smelly.

He lived in a dark cave near the river. The
17" "f-
~

Wizwoz ate anything he found in the river

- old boots, tin cans, weeds end so on.
Every time anyo ne came near his cave the
Wizwoz jumped out and scared t hem.
He shouted, 'Get away from my cave
or I'll eat you!' as loud as he could in
his deep, booming voice.
The Wizwoz was a frightening sight. He had a small head with two
horns. His long hair hung down over his face, and nearly covered his
three green eyes. The Wizwoz had lots of sharp teeth and a huge
mouth. His body was hairy. At the end of his arms he had hands with
long, long claws.
'All the better to catch you with!' he screamed. At the end of his
legs he had long, long flippers.
'All the better to slap you with!' he shouted.
The Wizwoz did not know how to be kind or how to speak politely.
Copy and complete the sentences about the Wizwoz.
1 The Wizwoz was very and very _
2 He lived in a near the _ I

3 The Wizwoz ate

4 The Wizwoz h ad a voice .
S The Wizwoz had a head with two - -­
6 He had eyes.
7 At the end of his arms the Wizwoz had
8 At the end of his legs he had _

Ii> Make up your own scary monster. Write a descripti on of it.

(Use the copymaster.) Remember to write about:
• its appearance (how it looks).
• some things it says and do es.
• where it lives.
• what it eats.
• some thing s it likes and disli kes.
• any other interest ing fact s.

~
!t~ / ,
.' z:I
1' ­
-.

'--
Now write a descr ipt ion of someone
(_ you k.now very well It can be a friend,
_- ~ someone in your f amily or your t eacher .
I
-~ \ 1 You can write about yourself if you lik.e! /
fJ
(( ~
I)' \,
)f
" . \
- - - -- - - /
(/ ~

lfn.~ ,1\ 23

\.... ,' ,tl.. ,

 Unit 12

Writing instructions
u
When we write instructions it is helpful to add a 'what you need'
section at the beg inning . Why do you think this is?

What you need:

30 cm
1

22 crn-:

a pie ce of paper a pair of scissors

What you do:

2. 3.

Fold the sheet in Fold the two top Then fold them over
half. corners into the to the middle again.
Then unfold it. middle.

Now fold along the Fold the two top

midd le. flaps to make wings. Cut off t he point.
 o r t i
1 What are the instructions for?
2 Copy and complete this sentence:
To make a paper aeroplane you need _
3 How many steps are there altogether?
4 Why is it helpful fa the steps to be numbered?
5 How do the pictures help you?
6 How easy is it to follow the instructions? Say why.

I /1--'" ;
,
I
\,--/ These instructions tell you how to make
some banana milkshakes. Copy them and
arrange them so they are easy to read .
Set out your instructions like those
opposite. (Use the copymaster to help you.)
You need 2 glasses of cold milk, 2 bananas,
4 scoops of vanilla ice cream, a fork, a bowl.
Peel the bananas. Put them in a bowl. Mash
the bananas with a fork. Add the milk. Stir the
mixture until it is smooth. Add the ice cream.
Mix in the ice cream until the mixture is smooth .
Carefully pour the milkshakes into the glasses.
Enjoy your milkshakes.
,-,
(~> Write some instructions for:
• washing your hair or /
• making a cup of tea. • Remember to give your
instructions a title.
• Next, write what you need,
• Then write clear steps on
what you have to do .

25

 Unit 13

Punctuation practice (3)

Using commas in lists
F
Commas tell us to take a short pause.
They never come at the end of a sentence.

I have som e apples, oranges, bananas and grapes.

~ .>:cr
<>:
We use commas to separate items in a list.

We do not usually use a comma before the word and.

Copy the lists of things. Put in the missing commas.

1 bread cakes rolls and biscuits

2 potatoes carrots cabbage and peas

3 ' cars bicycles lorries and buses

4 socks pants shoes and shorts

5 pens pencils crayons and felt tips.

6 football rug by tennis and swimming

7 Wednesday Thursday Friday and Saturday

8 cats dogs mice and rabbits

9 books com ics magazines and newspapers

10 January Febr uary March and April

26
 e

(i) Copy the sentences. Put in the mis sing commas.

1 I collect stamps co ins pencils and shells.

2 Sam likes hamburgers pizzas spaghetti and curry.
3 On holiday Emma visited France Italy Spain and Ho lland.
4 I like maths art science and geography.
5 The four seasons are spring summer autumn and w inte r.
6 M y favourite colours are red blue yellow and green.
7 In my pocket I have some money my keys a sw eet and a pencil.
8 The shop sold books drinks newspapers and sweets.

(~) Use the copymaster for extra punctuation pract ice in using
commas in lists.

27
 Unit 14

Handwriting practice (3)

u
Make sure yo ur handwriti ng does not slope in di fferent directio ns.

c'

try his - ­

_ _ ""-- "L _..J _

.- -....,- --­
.. ~ -e.J~ _

i i

f i
f- - - ­
 ~ ----- --~ - - - - ~ ~ - -_. _- - - - - - -- - - - - - - - ­

-1 - - ­

...J _ _

_ ..... ~ '--- - - - - - - _._ - - - - - ­

-t - - ­

-- - - - - - - - r- - ­
>c

(2)
'-­
Use the copymaster for more handwriting practice.

29
 Unit 15

Writing a poem to perform

Fa

This poem is all about the sou nds yo u hear in a rainforest. Read the
poem as a cla ss. Divide into g roups and take different parts.
Practise the sounds first. ') ; )

l
« '00
or;:!'
boOrA l'
)'

'00
Verse 1 We are the trees in th e forest that \: .J
Swish, swish, swish r-~ '­
Chorus And we are the winds that ~ )oJ, ) ~~r:
Blo w, blow, blow. '- J )j
~~ __ c»
~~L . -:>
Verse 2 We are the streams in the forest that , ~ n ,/ ~ ~Y2.. _ ,
Tin k le, t inkle, tinkle. ~
r
" ~\
Chorus And we are the winds that
Blo w, blow, blow. C
~q, ~
(J v'
:­ 1,
Stvisl-t

Verse 3 We are the fish in the river that

Splash, splash, splash.
Chorus A nd w e are the winds that
Blow, blow, blow.

Verse 4

Chorus
 Now try this - ­
1 What is the title of the poem?
2 What noise do each of th ese make:

a t he trees b the w inds c the streams d th e fish

e the thunder clouds?

3 What do you notice about the chorus of the po em?

4 How many verses ar e t he re in the poem?

5 Does the poem rhyme?

6 Did you like the poem ? W rite and say what you thought of it.

(1) Copy the names of the animals a nd the noises they make.

Match the correct no ise to each a nima l.

frogs --~~~_ howl

,,
,,
mice buzz
\
,,
,
w o lves - ~~ ~
squawk
snak es ---~----- - croak
bees h iss
parrot s squeak

@ Write some more v erses for the Forest Sounds poem. Write
about some animals in the f o rest and the no ises they ma ke.
Remember to write t he chorus after each ve rse. (Use the
copymaster to help you.)
(-\
t~ ' Make up your own poem a bout sou nds in schoo l. Your poem
does not have to rhyme. Make a list of ten diff erent sounds yo u
, ~-
hear. Set it out like this:
Schoo l Sounds
Children are sho ut ing .
'J' ~ ,~ ., Children are laughing.
iJ.~ ~ \ oq ~ Doors are bangi ng .
t Clocks are tickin g. il

\)
,I--

31
 Unit 16

Describing settings

All stories have a setting, where th ey take place. A good descripti on

of the setting helps peopl e who read your story. It let s them see a

clear picture in thei r mind .

Read the beginning of th e story. Where does the story take place?

S~;~ / 6'
L/ -~
--- .
--.r: ~ ~t\·J:' ~ ~'
.
~ "l'L;'.u. I
/ 'L.?- --
V~.-/J
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rt
~ .~~ .
\. ..

-s- "--L:- 'Q?.t...}"'\. .//

~"
r ~~ <»:
~l ~
Mit '
. ", ' ,
.~ .. !it~'!f:!!
.: V-~ :----..-
. Uk-,
. -lMh
-.. l~f;-~'J:4 ~L.--V~
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..--1?\fl J,. ~ ~
'

~
.j'
-ca
~---
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.' '''~
_.W:_
"<. ~.(J</ ." ~~J7~
) .:
. A7.,' ~~
LJ"<I&
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.

~ ~ '~ ,vl:.~~1h * '~

-~./
./

. . ·S
( ) I
" I-;~
f\Jn
"" v;..,
;:--'--4..

V/fh
\ l'+'i ' .
.
Anna and Tom passed the big house every day on their way home
from school. Who lived there? No one knew. It always seemed empty.
They never saw anyone. Through the big iron gates they could just
see the beginning of the garden. All around the outside of the
garden was a high wall .
One day Anna and Tom were bored. They decided to have an
adventure. They decided to explore the garden. They climbed the
high wall and jumped down on the other side. They stopped and
looked and listened. There was no one about.
The garden was lovely. It had long grass to hide in. There were lots
of tall trees to climb. Their branches nearly reached the ground.
Brightly-coloured birds sat on the trees and sang sweetly. Anna and
Tom stood still and listened to their songs for a while. Everywhere
they looked there were beautiful flowers of every kind and colour.
Their scent filled the air. Bees hummed busily, and butterflies
fluttered all around them. A winding path led to a pond where frogs
croaked happily. The air was still and the sun shone warmly. The
garden was a magical place.
Anna and Tom began to explore the rest of the garden ...
 o t thl
1 What did Anna and Tom pass every day on their way home from
school?

2 What was strange about the house?

3 What was all around the outside of the garden?

4 What was the grass like?

5 What were the trees like?

6 What was special about the birds?

7 What could Anna and Tom smell in the garden?

8 What insects did they see?

~<;~ ~ .~~
9 Where d id the path lead ?

10 What animals lived in the pond?

§Jl!::tfZ'- ~ ~ ~~d~
~~--:~~~~ ~~Jf&"tif~ ,
" J,
~
• ~.l l "~
:i"
'\ ~
CL V ~ '" ~
,"--- _Jl - - ~ [ I ''c ~~ ~
.\.- I' :.llP ~vJft.
G) Carryon with the story. \ ~~ (WI\ h. \ 7,. __
Imagine Anna and Tom came to another wall with a big wooden
door. They decide. to open the door to find out what is on the other
side . They push it hard and it slowly opens ...
What do you think is on the other side? What do they see? Is there
another lovely garden? Is there a dark tunnel? Is there somet h ing
else?
Talk about your ideas. Write a good description of the setting.

~> Use the copymaster to write about more settings.

,-­
( 3 ~1 Write a description of somewhere you know well. It can be your
'----'
classroom, your house, your local shopping centre or

somewhere else.

• Close your eyes and pict ure it in your mind .

• Think about some of the th ings you see, hear, smell and feel.
• Remember to use some interesting words.

33
 Unit 17

Writing a letter
F (
People write letters f or d ifferent reasons. Emma wrote a 'thank-you'
letter t o her Gran . Emma's father wrote a letter to her teacher.

28 Runc..o-rn C~,

Luton.

LU2 8RX

J UJI.Q. 8th
Dear Crnn,
Thcnk ~ou .for t.M. ~ ~ou _ sznl rT\Q, .for rTUj
b~ . I ~ wnnlzd, a. nJ2)N
pcur of l:ralnv-s .for <L Long tJ./nQ.. Now I will. hove. t.M. ~ to ~ thzrnl T~
pcurI want ore sJ.!>m- wtlh, I:icLcR ~ . TM,y will hzlp IT\Q. run, a1 our ..fo&
schooi sports ~ nzxt ~.

I had, a. ~ b~ p~ . L~ of rTUj fru2.n.M corna. U~ I clz, too

much, and got a. stornnch-achzl
I hope. I CQ.I\, COTn.Q. and ~ ~ou WUT\, . th.w. I CQ.I\, s.h..ow ~ ou rTUj nJI.PN lrtunzrs.

Wilh Love from,

Effim.a.

28 Run corn Cl ose

Lu on
LU2 8RX
J une 5th

Dpilr Mrs Cnr t er .

I ' m so rr y t hat Emma was no t i n s cnoo l y est erd ay. Sh e vi as SlCK and had a l 'ad
st mach ache . I thi nk she at e t au mud at he r birthday par t y l ec t n i qht :
Enmld seems f ine now, but I wout i be gr atefu l i f you would kepp ar eye on
he r t oday and 1e t me know 'j f she does no t ea L hpr 1Linch .

Your s si nce r el v.
Mr J Woods
No r
1 What date is on each letter?

2 W here does the date appear?

3 W ho is each perso n writing to?

4 Which letter is a thank-you letter?

5 Which letter is a letter explaining something?

6 How do you know who each letter is from?

7 Wh ich letter is the friendliest? Give your rea so ns.

8 Mr Woods and Emma have finished their letters in different

w ays. Mr Woods has written 'Yours sincerely' and Emma has

written ' With love from'. Why is this?

9 W hy do you think Mr Woods has written hi s letter on a word

processor?
10 Why do you think Emma has written her letter by hand ?
11 Draw a rectangle 12 cm by 15 cm in yo ur book. Imagi ne it is the
f ront of an envelope. Write your name and ad dress neatly and
clearly. -: ~
@Use the copyrncste r t o
help you plan your letter .

~
• Remember t o set out
your letter correct ly.

G) Imagine your aunt or uncle sends you some money for your
birthday . Write a thank-you letter. Explain what you will buy
and give your reas ons. Tell you r aunt o r uncle another piece of
new s.

@. Write a thank-you letter to someone at your school (your

t eacher, the caretaker, the cook etc) . Tha nk t hem for all the
t hings they do for you. Ask them some q uest io ns about their job.
/ -.

@.). Write a letter of apology to a neighbour. Imagine that you

accide nt a ll y kicked a ball and broke one of their windows.
Expla in ho w it happened. Say sorry. Think of something else
you can say to help make things better.
 Unit 18
Punctuation pro ice 4)
- Exclamation marks
F
An exclamation is a kind of sentence.
It is usually spoken in a raised voice.
We use an exclamation mark at the end of the sentence .

(I really hate spelling l W hat a lovely presentD

- - -~-71 '

It can show that It can be used

we feel strongly to give an order.
about something.

o tr
Imagine you see a horrible monster. Copy the things you say.
Put in the missing capital letters and exclamation marks.
1 help &rr;
2 get away fram me ~ / ~ """\ f?>
3 what a horrible monster • Jj
4 run for it
5 I've never seen anything so ugly
6 look out
7 it's getting closer ,.
8 what a hairy body
9 I don't think it likes me
10 what nasty teeth it has got
 ~--.

( 1)' Copy these sentences. Put full stops, question marks or

exclamation marks in the correct places. (There are four
sentences that need exclamation marks.)
1 Stop pinching me at once

2 Do you like red or blue best

3 My book is on the table

4 I walked to school with my friend

5 Have you seen my shorts anywhere

6 What a lovely surprise

7 Your picture is terrible

01t W.
-'- (I ~l!l .
.
8 Who is the captain of the team
9 What is the ti me

10 It's not fair

11 It is a long way to the shops.

12 Why are you wet

_.....

\1>Use the copymaster for extra punctuation practice in using

exclamation marks.

37
 Unit 19

Ha ndw rit ing pra ctice (4)

Focus - - ­
It is im po rtant to write neatl y and clearly so t hat people can read
what you have written. ~
\~ //
-----.- ~---------.----- ~ ~~
--....
~

Th is sentence conta ins every lette r of the alphabet.

Now try tht

Copy the sentence below three t imes. Use you r best handwriting.
It contains every letter of t~~ a lphabet. taa. ~ ..... d.t1z _
-= c~.~ ~ .~ ~
L-JD­

~~
•..~~ ~ . .. - '-Z~ ~ ~
~~"'~~.'~
/> .

~
0 ·. .

=
•

-
~
-
~ ---
'.
__ .

t!A
~ ~\ '~ °0
; " " "<

" -

- 7'
 s
(!;,. Copy these riddles. Use your best handwriting. Fill in each
correct answer.

1 2

...
1-­
. _ . • '" .1.

3 4

. ~ _ ._,-= __ ....t.... . _
~, --I co

",

] - -7' - - " 7
.. - - - - - 1- - - - ­

- ---- -- - - - - - - -
-- ~ - - - - - - ­

(~> Use the copymaster for more handwriting practice.

39

 Unit 20

Writing a playscript
F cu
A play usually has two or more characters in it. How can you tell
every time a new charact er speaks?

T II

\~

Storyteller: Once upon a time there were three Billy Goats Gruff. One
day they looked at the grass on the other side of the river.
Big Billy Goat Gruff: The grass over there looks sweet and green.
Middle Billy Goat: Let's go across the bridge and eat some.
Little Billy Goat Gruff: Co me on, then.
Storyteller: Away we nt t he t hree Billy Goats Gruff. Little Billy Goat
Gruff came to th e bridge ove r t he river first. His feet clopped on
the bridge - trip, trap, trip-trap, trip-trap. But a nasty old troll
lived under the bridge.
The troll: Who's that walking over my bridge?
Little Billy Goat Gruff: It's me, Little Billy Goat Gruff. I'm going to eat
the sweet green grass.
The troll: Oh, no you're not! I'm coming to gobble you up!
Little Billy Goat Gruff: No ! No! Don't eat me! I'm too little. My big
brother is coming soon . He is bigger than I am. You can eat him.
The troll: Very well, then . You can go.
Storyteller: So Little Billy Goat Gruff ran over the bridge. Soon,
Middle Billy Goat Gruff came onto the bridge. His feet clopped
on the bridge - trip, trap, trip-trap, trip-trap.
No
1 Who are the main character in the play?
2 What can you tell about t he goats by their names?
3 W here does the play take place?
4 What do the goats want to do?

5 Do you like the troll? Give some reasons for your answer.

6 W ho tries to cross the bridge first?

7 W hat noise do the goats' feet make on the bridg e?

8 W rit e one thing the troll says.

e
Ci>Copy and compl et e the next part of the play.
The troll : Who's that walking over my bridge?
Middle Billy Goat Gruff: It's me, Billy Goat Gruff. I'm
going to eat the _
The troll : Oh, no you're not! I'm coming _
Middle Billy Goat Gruff: No! No! Don't me!

The tro ll : Very well, then. _

Storyteller: So Middle Billy Goat Gruff ran over the bri dge. Soon, the
_ _ _ _ _ -'--- came onto the bri dge. His feet clopped on
t he bridge.

(~) W rite a pl ay script for the last part of the story. (Use the
copymas t er to help you.) The st ory ends like t his :
Big Bill y Goat Gruff was not afraid of the troll. He
butted him into the water. Then he walked across
t he bridge and jo ined his brothers on the other
side. Th e nasty old troll was never seen again !

• Remember to write each

character's name dearly.

• start a new line each time

a new character speaks. . -)
'------------~

41
 Steps to help you write well

(f> Planning ---

• Decide what sort
of writing you are
going to do.
• Talk about your ideas with someone else.
• Make some notes in rough to remind you of your main ideas.

(~;, Drafting and reviewing

• Write your work in rough first .
• Read what you have written.
• Can you make it more interesting, accurate or exciting?
• You can cross out parts, add things or move words or sentences
around .

Cl}' Editing
• . Check your work for mistakes. (Use the Editing checklist to help you.)
Check your handwriting. (Use the Handwriting checklist to help you.)
• Ask a friend or your teacher to check your work, too.

/ -.

{~ > Publishing and presentation

• How do you want to present your work? Will it be in an exercise
book? On paper for display? In a d ifferent style (e.g. as a zig-zag
book, a class book?)
• Think about how to set out your work. (Do you need any titles?
Do you need any headings?)
• Will you write in your best handwriting or use a computer?
• Will you add illustrations?
• What sort of pictures or diagrams will be best for your work?
 Editing checklist

I
• When you have f in ished your worK, reod it through .
• Use this checKlist t o help you th inK obout your worK.
• ChecK for any changes you need to rnoxe.

Punctuation
• Do your sentences begin with capital letters and end wit h full
stops?
• Have you checked your work for ot her punctuation ma rks, su ch
as question ma rks, exclamation marks, commas, et c?

Sentences
• Do all your sentences make sense?
• Can you make some changes or add any words t o make your
sentences more interesting?

Handwriting
!' Is your handwriting clear and easy to read? (See the Handwriting
Checklist.)

Spelling
• Have you checked your work for spelling mistakes?
• Are there any words you are not sure about ?
L

Title

~ Have you given your work a title?

• Have you remembered to write the date?

 Handwriting checklist

• Is your writing neat?

• Is it easy to rea d ?
• Are all the letters well shaped and clear?
• Are al l the lette rs evenly sized?
• Are any letters too tailor t oo short ?
• Is there enough space between letters?
• Is there enough space between the words?
• Is there enough space between the li nes?
• Does the writing go across the page in straight lines?
• A re all the joins well made?
• Are your letters sloping in different directions?
• Have you put capital letters in the correct places?
• Have you remembered to cross the letters t and f?
• Have you remembered to dot the letters i and j?