ENGLISH & HISTORY - blake.com.au · Being a community worker is an important job. People such as teachers, police officers and nurses are respected for the work they do. But should

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1-11 Discussion: should children be helpers?

Writing Centres: Persuasive Texts LP ACELA1430, ACELA1432, ACELA1434, ACELA1437, ACELA1447, ACELA1449, ACELA1452, ACELA1454, ACELA1463, ACELA1465, ACELA1468, ACELA1470

12-25 Play script with Teaching notes and worksheetsComic Kangaroo Comedians

Australian Readers’ Theatre LP ACADRM027, ACADRM028, ACADRM029, ACELA1444, ACELA1787, ACELA1448, ACELA1450, ACELT1584, ACELT1585, ACELT1832, ACELY1660, ACELA1460, ACELA1463, ACELA1469, ACELT1591, ACELT1833

26-29 Comprehension: Term 4 Review

Achievement Standards Assessment: Comprehension: Year 2

ACELY1669,1670

30-37 Sentences Targeting Grammar Teacher’s Guide LP ACELA1465, ACELA1467, ACELA1468, ACELA1470

38-41 History: Indigenous weather calendar

History Centres LP ACHASSK029, ACHASSI018, ACHASSI024, ACHASSI025, ACHASSI02

ANSWERS1. Writing Centres: Persuasive Texts LP - Discussion [p128]

Writing Centres – Persuasive Texts – LP © 2017 Blake Education128

Worksheet Answers

Interview

Worksheet 4C: Personal Pronouns1 a She is 74 years old.

b They took their caravan to Canberra. c He went to the park. d It crashed into a fence. e She (or He) licked her (or his) paws. f We went shopping last week.

Worksheet 4D: Contractions1 a do not = don’t

b let us = let’s c we will = we’ll d I have = I’ve e will not = won’t f he would = he’d g she is = she’s h is not = isn’t i they are = they’re

2 a you have = you’ve b she will = she’ll c they would = they’d d would not = wouldn’t e did not = didn’t f could not = couldn’t

Personal Response to Poetry

Worksheet 5B: Evaluative LanguageWords that show I like a poem: enjoyable, entertaining, excellent, funny, interesting, love, powerful, superb, terrific, wonderfulWords that show I do not like a poem: boring, confused, disappointing, dislike, dreadful, dull, hate, horrible, poor, sad, terrible, too long, uninteresting, upsetting, weird

Letter to the Editor

Worksheet 6B: Capital Letters1 a Josh and Mike go to Rosedale Primary School. b My aunty lives in Perth, Western Australia. c My teacher is called Mrs Robinson and she comes

from Darwin. d I think it is terrible that Addison Street does not

have a playground. e Next Saturday, Riverview Primary will have a fair at

St James Park. f Our dog, Spot, got lost in Wellington Reserve on

Wednesday.

Worksheet 6C: Writing a Formal Letter1 Sir, disagree, Monday, incorrect, repairing,

something, hurt

Exposition

Worksheet 1B: Emotive Words1 unhealthy, bad, harmful, terrible, horrible, shocking 2 fun, terrific, healthy, great, good

Worksheet 1D: Commas1 a First of all,

b Secondly, c Thirdly, d However, e Finally,

Review of Written Text

Worksheet 2B: NounsProper nouns: Little Red Riding Hood, Susan, Jack, Roald Dahl, Hobart, Diary of a Wombat, Eli, Mrs WatkinsCommon nouns: rainbow, table, caterpillar, firefighter, frog, gum tree, television

Worksheet 2C: Conjunctions1 because2 but3 and4 even though5 however6 if7 rather than

Discussion

Worksheet 3B: For or Against?1 For: We should give it a go.

We should be able to. I think it’s a good idea. That would be excellent.

Against: I can’t say that I agree. I can’t see any reason for this. It would cost too much. It is a terrible idea.

Worksheet 3C: Verbs and Adverbs1 a carefully

b daily c well d strongly e recently f quickly

2 a strongly b soon c only d loudly

Worksheet 3D: Questions1 a and c

Answers for Science Comprehension

Centres, Achievement Standards

Assessment, Targeting Grammar,

and History Centres are on page 42

ENGLISH & HISTORY T4 2018 • 1Writing Centres: Persuasive Texts LP – 9781925269840 © 2017 Blake Education

Shou

ld C

hild

ren

be H

elpe

rs?

Dis

cussio

n3

Pers

uas

ive

Text

sLo

we

r P

rim

ary

Writing Centres – Persuasive Texts – LP © 2017 Blake Education 45

Wo

rd c

ou

nt:

278

Text

Card

Both

sid

es o

f thi

s is

sue

mak

e so

me

good

poi

nts.

It is

impo

rtan

t for

ch

ildre

n to

pla

y sp

ort a

nd b

e ac

tive

soc

ially

. How

ever

, it i

s eq

ually

im

port

ant f

or th

em to

join

in a

nd h

elp

out i

n th

eir

loca

l com

mun

ity.

Som

e pe

ople

thin

k th

at it

is

impo

rtan

t for

chi

ldre

n to

hel

p ot

hers

. It c

ould

be

as si

mpl

e as

cl

eani

ng th

eir r

oom

, was

hing

the

car o

r doi

ng th

e di

shes

at h

ome.

Ch

ildre

n w

ill le

arn

new,

life

‑long

sk

ills a

nd w

ork

as p

art o

f a

fam

ily te

am.

Man

y ch

ildre

n al

read

y jo

in

com

mun

ity g

roup

s suc

h as

gui

des,

scou

ts o

r the

Red

Cro

ss. T

hese

gr

oups

giv

e sp

ecia

l hel

p to

thos

e in

th

e co

mm

unity

who

nee

d it,

such

as

olde

r or i

ll pe

ople

. Whe

n ch

ildre

n he

lp in

this

way

, it s

how

s the

y ca

re a

nd w

ill g

row

up

to b

ecom

e re

spon

sibl

e ad

ults

. By

help

ing

in

such

way

s, ch

ildre

n m

ake

othe

rs

happ

y, a

nd th

emse

lves

as w

ell.

Bein

g a

com

mun

ity w

orke

r is a

n im

port

ant j

ob. P

eopl

e su

ch a

s tea

cher

s, po

lice

offic

ers a

nd n

urse

s are

resp

ecte

d fo

r the

wor

k th

ey d

o. B

ut sh

ould

ch

ildre

n be

exp

ecte

d to

hel

p ou

t in

the

com

mun

ity a

s wel

l?

Oth

er p

eopl

e, h

owev

er, b

elie

ve

that

chi

ldre

n sh

ould

not

ha

ve to

hel

p. T

hey

thin

k th

at

child

ren

shou

ld ju

st p

lay

spor

t and

be

activ

e w

ith th

eir f

riend

s. It

is th

eir b

elie

f th

at c

hild

hood

is o

ver

all t

oo so

on, s

o ch

ildre

n sh

ould

mak

e th

e m

ost o

f the

ir fr

eedo

m w

hile

they

can

.Th

ese

peop

le a

lso

thin

k th

at

work

shou

ld b

e do

ne b

y ad

ults

, bec

ause

they

kno

w

what

to d

o an

d th

ey a

re a

lo

t fas

ter a

t it t

han

youn

ger

child

ren.

Chi

ldre

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e le

ss a

ble

to fo

cus o

n a

task

and

fini

sh

it pr

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an a

dults

are

.


Shou

ld C

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3D

iscussio

nPe

rsu

asiv

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xts

Low

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Pri

ma

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Her

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exam

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f th

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iffe

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t la

ng

uag

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atu

res

in t

he

text

. Can

yo

u fi

nd

mo

re?

Language

Features C

ard

Bein

g a

com

mun

ity w

orke

r is a

n im

port

ant j

ob. P

eopl

e su

ch a

s tea

cher

s, po

lice

offic

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nd n

urse

s are

resp

ecte

d fo

r the

wor

k th

ey d

o. B

ut sh

ould

chi

ldre

n be

expe

cted

to h

elp

out i

n th

e co

mm

unity

as w

ell?

Som

e pe

ople

thin

k th

at it

is im

port

ant f

or c

hild

ren

to h

elp

othe

rs. I

t cou

ld b

e

as si

mpl

e as

cle

anin

g th

eir r

oom

, was

hing

the

car o

r doi

ng th

e di

shes

at h

ome.

Child

ren

will

lear

n ne

w, li

fe-lo

ng sk

ills a

nd w

ork

as p

art o

f a fa

mily

team

.

Man

y ch

ildre

n al

read

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in c

omm

unity

gro

ups s

uch

as g

uide

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outs

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he

Red

Cros

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grou

ps g

ive

spec

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elp

to th

ose

in th

e co

mm

unity

who

nee

d

it, su

ch a

s old

er o

r ill

peop

le. W

hen

child

ren

help

in th

is w

ay, i

t sho

ws th

ey

care

and

will

gro

w u

p to

bec

ome

resp

onsib

le a

dults

. By

help

ing

in su

ch w

ays,

child

ren

mak

e ot

hers

hap

py, a

nd th

emse

lves

as w

ell.

Oth

er p

eopl

e, ho

weve

r, be

lieve

that

chi

ldre

n sh

ould

not

hav

e to

hel

p. T

hey

thin

k th

at c

hild

ren

shou

ld ju

st p

lay

spor

t and

be

activ

e wi

th th

eir f

riend

s. It

is th

eir b

elie

f tha

t chi

ldho

od is

ove

r all

too

soon

, so

child

ren

shou

ld m

ake

the

mos

t of t

heir

free

dom

whi

le th

ey c

an.

A n

oun

grou

p is

a g

roup

of

wor

ds t

hat

rela

te t

o a

mai

n no

un.

No

un

gro

up

s

Thin

king

ver

bs t

ell u

s h

ow

pe

ople

are

thi

nkin

g.

Thin

kin

g v

erb

s

A q

uest

ion

asks

som

ethi

ng.

A s

ente

nce

that

is a

que

stio

n w

ill h

ave

a qu

estio

n m

ark

at

the

end.

Qu

esti

on

s

Eval

uativ

e la

ngua

ge is

a w

ord

or

phra

se t

hat

mak

es a

judg

emen

t ab

out

som

ethi

ng a

nd h

ow

impo

rtan

t it

is.

Eval

uat

ive

lan

gu

age

A w

ord

that

add

s m

eani

ng t

o (o

r he

lps

desc

ribe)

a v

erb.

It t

ells

us

whe

n, w

here

, how

and

for

ho

w lo

ng s

omet

hing

hap

pens

.

Ad

verb

s


Shou

ld C

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Dis

cussio

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Pers

uas

ive

Text

sLo

we

r P

rim

ary


purpose &

audie

nce

structure

♦

Dis

cuss

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are

writ

ten

in a

spe

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way

. Rea

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orks

heet

3A

W

hat

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Dis

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to fi

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hav

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the

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Wor

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inst

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find

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abo

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wor

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hras

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e w

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they

are

writ

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a di

scus

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.

♦

Use

the

Dis

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Gra

phic

Org

anis

er (p

.73)

and

W

orks

heet

3E

Scaf

fold

to

help

you

pla

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vocabulary

♦

Dis

cuss

ions

oft

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se w

ords

tha

t m

ake

a ju

dgem

ent

abou

t so

met

hing

. The

se t

ypes

of

wor

ds a

re c

alle

d ev

alu

ativ

e la

ng

uag

e. F

ind

the

eval

uativ

e w

ords

on

Lang

uage

Fea

ture

s Ca

rd 3

(p.4

6).

♦

Writ

ers

use

thin

kin

g v

erb

s in

a d

iscu

ssio

n to

sho

w h

ow t

hey

feel

abo

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W

hat

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‘I t

hink

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ere

are

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to

get

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star

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elie

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kno

w’.

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man

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her

wor

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an

you

thin

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? Yo

u ca

n us

e a

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s to

hel

p.AC

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gramm

ar &

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n

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verb

s he

lp t

o de

scrib

e ve

rbs.

The

y ar

e of

ten

used

in a

di

scus

sion

to

add

emph

asis

. Com

plet

e W

orks

heet

3C

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t m

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The

title

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is o

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beca

use

this

mak

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peop

le t

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abo

ut t

he is

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give

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spon

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Low

er

Pri

ma

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Let’s

writ

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Wha

t do

you

thi

nk a

bout

chi

ldre

n he

lpin

g at

hom

e an

d in

the

com

mun

ity?

Writ

e tw

o ar

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or

reas

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our

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for

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chi

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Sho

uld

ch

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n h

ave

to p

lay

spo

rt?


Name Date


Persuasive texts try to convince the reader about a point of view. The most important thing when revising persuasive texts is looking at sentence structure and word choices, as well as having a strong start and an effective ending.

Each type of persuasive text has slightly different needs, but below you will find a general revision frame.

Criteria Rating 1–5(1 = always, 5 = rarely)

Ideas for revision

1. Title – Does it ask a question? Does it grab the reader’s attention?

2. Introduction – Does it explain the topic? Does it give a point of view?

3. Have I given several arguments?

4. Have I given reasons for my arguments?

5. Does each sentence make sense? Have I used a variety of interesting sentences?

6. Have I used conjunctions and connectives?

7. Is my point of view clear?

8. Have I used emotive language?

9. Have I used interesting thinking and feeling verbs and adverbs?

10. Does my conclusion sum up my key points? Does it ask the reader to act in some way?

11. Does my writing persuade the reader?

12. Have I edited my work for spelling and punctuation?

Persuasive Texts Revision frame

Revision Frame


Name Date


3A Worksheet

Persuasive Texts

Discussion

What is a Discussion?

title introduction

for the issue

against the issue

A discussion looks at both sides of an issue (for and against) and then makes a decision or conclusion about it.

conclusion


Name Date


For or Against?

3B Worksheet

Persuasive Texts

Discussion

In a discussion, writers use words and phrases that show they are for an issue (agree with it) or against (disagree with it).

1 Decide if these phrases show the writer is for or against an issue. Draw lines to match each phrase to the correct label.

2 Does your school need a new playground?

a Write two reasons for a new playground.

•

•

b Write two reasons against a new playground.

•

•

It would cost too much.

I can’t say that I agree.

We should give it a go.

I can’t see any reason for this.

We should be able to.

That would be excellent.

It is a terrible idea.

For

Against

Discussion issue: Should our school have a new playground?

I think it’s a good idea.


Name Date


Verbs and Adverbs

Persuasive Texts

Discussion3C Worksheet

Verbs are action words. For example: sing, jump, think

Adverbs help describe a verb. For example: sing loudly, jump carefully, think quickly.

Adverbs tell us when, where or how something happens.

1 The verb in each sentence is underlined. Circle the adverbs.

a Think carefully before going ahead.

b They use the playground daily.

c She sings well.

d I strongly disagree.

e The slide broke recently.

f Make the decision quickly!

2 Use an adverb from the box to complete each sentence correctly.

a I believe our school uniform should

be changed.

b The sports equipment will need to be replaced .

c He played basketball on Tuesdays.

d She called to her friends on the other side

of the park.

only soon loudly strongly


Name Date


Discussions often begin with a question.

A sentence is a question if it asks for information or a response.

A question ends with a question mark (?).

1 Tick the sentences that are questions.

a Should we get a pet?

b I fully agree that our school needs new chairs.

c Do you think our community hall needs painting?

d That is a terrible idea.

Here are some discussion questions:

2 Write five questions of your own that would be good discussion topics.

•

•

•

•

•

3 Choose one of your questions. Write one idea for and one idea against the issue.

For:

Against:

Questions

3D Worksheet

Persuasive Texts

Discussion

Should I cut my hair short? How important is homework?

Do we need more outdoor seats at our school?

Which is better – paper bags or plastic?


Name Date


Scaffold

Persuasive Texts

Discussion3E Worksheet

Title (What is the issue about? You could use a question.)

Introduction (Say what the discussion is about.)

Arguments for the issue:

• Argument 1 and reasons:


Arguments against the issue:



Conclusion (Sum up the discussion. You can make a suggestion or recommendation.)

ENGLISH & HISTORY T4 2018 • 12Australian Reader’s Theatre LP - 9781925490121 © 2017 Blake Education

Australian Readers’ Theatre Lower Primary © 2017 Blake Education48

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Comic Kangaroo Comedians

by Tim Tuck

Based on an idea by Wendy Beckett

SUMMARY

There’s a big mob of kangaroos in the audience for the Comic Kangaroo Comedians game show. The audience loves every kanga-themed joke, but the

judges aren’t impressed until Kangaroo Jill tells her joke!

TeachER's NOTES

18 PARTS

Show Hosts:• MC 1 • MC 2

Show Judges:• Judge 1• Judge 2• Judge 3• Judge 4

Kangaroo Comedians:• Boomer• Buck • Flyer• Jack • Jackie• Jill• Joey

• Pouchy • Red• Roo• Wally

Show Audience:• Kangaroo Chorus

AusReadThe_LP_9781925490121_txt.indd 48 21/02/2017 12:45 PM


Australian Readers’ Theatre Lower Primary © 2017 Blake Education 49

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INTRODUCE THE SCRIPT

• Introduce the play. Ask students what they think the story might be about.

• Read the blurb. What shows on TV have people performing for judges (e.g. Australia’s Got Talent, The Voice)?

• Read the list of characters.o Discuss how ‘MC’ is short for Master of Ceremonies. Explain how

MC 1 and MC 2 run the show — they introduce the comedians and talk to the judges.

o Point out to students that the names Boomer, Buck, Flyer, Jack, Jackie, Jill, Joey, Pouchy, Red, Roo and Wally are all related to kangaroos (e.g. a Joey is a baby kangaroo; Roo is short for kangaroo).

• Have students skim through the story looking for features of scripts, such as dialogue and stage directions for actors.

READ THE SCRIPT

• Read through the script with students. Take on the roles of the MCs yourself to control the flow of the reading.

• Observe how many of the jokes students understand so you can discuss them later.

DISCUSS VOCABULARY

• Find the Vocabulary List words on page 50 in the script and read the lines they are in.

• Go over each of the jokes. Discuss the fact that most are puns. Explain that a pun is ‘the humorous use of a word that has several meanings or sounds like another word’. List the puns from the script on the board and write each of their corresponding words beside them. For example, ‘hop-eration’ and ‘operation’. Ask students why a kangaroo having a ‘hop-eration’ might be funny.

• Discuss the four words that the judges say at the end of the script (roo-markable, hop-tastic, roo-pendous, hop-credible). Ask students what words these are based on (remarkable, fantastic, stupendous, incredible).




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RE-READ THE SCRIPT

• Choral-read the script with students.

• Encourage the kangaroos to synchronise their ‘Boing, boing, boing-boing-boing!’ Make the first two ‘boings’ long, the next two short and the last one drawn out.

• The ‘boing’ made by the judges is supposed to be bored. Practise doing a bored ‘boing’ with the class.

• Remind students that retelling the same joke and pretending it is still funny each time is very tricky to do. Practise the flow of each joke and delivering the punch line by emphasising the pun.

INTERPRET THE TEXT

Discuss the story

• The story is a framework for telling a series of kangaroo-themed jokes, rather than a narrative.

• Remind students of the question that the MCs ask at the beginning of the script: “But which new joke will get the judges hopping with laughter?”

• The payoff at the end is that none of the ‘new’ jokes are scored highly by the judges, but the old joke about crossing a kangaroo and

Vocabulary list

comedian: a person who tells jokes onstage

DJ: short for Disc Jockey; a performer who plays songs at a club or party

hip-hop: a type of music

impressed: to feel strongly about or to be interested in something

judge: a person who decides the winner of a competition

leap year: a year with 366 days that happens every four years

MC: short for Master of Ceremonies; a person who runs a show or an event

mob: a crowd; a group of kangaroos

R&B: a type of music

ute: a motor vehicle with a cab and a tray at the back




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an elephant is the winner. This is explained by the MCs when they say, “It seems that when it comes to jokes, kangaroos like the old ones better!”

Discuss characterisation

• Since these kangaroos are Australian, encourage the comedians to have strong Australian accents. Warm up with a few ‘G’day, cobbers’ to get the Aussie accent flowing.

• Discuss different judges students may have seen on TV shows. Encourage the four judges to each be a little different (e.g. posh, down-to-earth, slightly nasty, very friendly).

• The two MCs need to be clear-speaking and friendly.

REHEARSE THE PLAY

• Assign roles:o All of the parts are quite small, although MC 1 and MC 2 need to

be more confident readers in order to keep the show flowing. o The 11 Kangaroo Comedians only have two or three lines each. o Assign the Kangaroo Chorus to less confident readers.

• Read through the script, with students reading their characters. Read the stage directions out loud.

• Block the play, with students walking up to the ‘microphone’ at appropriate places. Add action and movement.

• Rehearse with scripts, movement and action. Provide feedback.

PERFORM THE PLAY

Staging suggestions

• The set is quite simple. There should be an area for the audience on one side of the stage and the four judges on seats behind a table on the other side. The open area in-between will be the ‘stage’ for the MCs and comedians.

• If you want to keep all your kangaroos on the stage together, the comedians can be placed with the audience when it is not their turn.

Costumes

• Make kangaroo tails for each student by stuffing newspaper into a cut-off leg of a pair of pantihose or stockings. Pin a tail to each student.




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• Search for printable kangaroo ears online to find templates that can be printed and cut out. These can then be attached to plain headbands for students to wear.

Props

• A microphone (real or fake) on a stand would make the show look more real.

• Make a large Comic Kangaroo Comedians sign to hang above the judges.

• Make scoring sheets for each judge. They’ll need two each — a low score (0, 1, 2 or 3, depending on the judge) and a high score (10). These can be held up after each kangaroo tells his or her joke.

Special FX

• Play laughter and applause sound effects after each comedian’s turn. Cut these off abruptly each time for comic effect.

• Play TV-show-style music to start and finish the show. Search websites and YouTube for ‘royalty free comedy music’ that you can use.

AFTER THE PLAY

• Read picture books featuring kangaroo characters, such as Marsupial Sue by John Lithgow or It Was You, Blue Kangaroo by Emma Chichester Clark.

• Create new jokes from old ones using Australian animals (e.g. Why did the possum cross the road?).

• Have a joke-telling session where students share their funniest jokes or riddles.

AUSTRALIAN CURRICULUM LINKS

Drama F–Year 2 ACADRM027, ACADRM028, ACADRM029

English Year 1 ACELA1444, ACELA1787, ACELA1448, ACELA1450, ACELT1584, ACELT1585, ACELT1832, ACELY1660

English Year 2 ACELA1460, ACELA1463, ACELA1469, ACELT1591, ACELT1833, ACELY1670

Health & PE Years 1–2 ACPPS020



53Australian Readers’ Theatre Lower Primary © 2017 Blake Education

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Show Hosts:

MC 1 _______________________

MC 2 _______________________

Show Judges:

Judge 1 _______________________

Judge 2 _______________________

Judge 3 _______________________

Judge 4 _______________________

Show Audience:

Kangaroo Chorus _______________________

_______________________

_______________________

_______________________

Kangaroo Comedians:

Boomer _______________________

Buck _______________________

Flyer _______________________

Jack _______________________

Jackie _______________________

Jill _______________________

Joey _______________________

Pouchy _______________________

Red _______________________

Roo _______________________

Wally _______________________

There’s a big mob of kangaroos in the audience for the Comic Kangaroo Comedians game show. The audience loves every kanga-themed joke, but the

judges aren’t impressed until Kangaroo Jill tells her joke!


by Tim Tuck


CAST




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[MC 1 and MC 2 enter.]

MC 1: Hello, and welcome to Comic Kangaroo Comedians!

Kangaroo Chorus: [bouncing up and down] Boing, boing, boing-boing-boing!

MC 2: Ooh, we’ve got a lively mob here!



by Tim Tuck


MCs 1 & 2 (show hosts)

Judges 1, 2, 3 & 4

(show judges)

Kangaroo Chorus

(an audience)

Kangaroo Comedians:

Boomer, Buck, Flyer, Jack,

Jackie, Jill, Joey, Pouchy, Red,

Roo, Wally

Characters

A game show. The judges are sitting at a table and an audience of kangaroos are facing an empty stage, waiting for the show to begin.

setting




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MC 1: On tonight’s show, we have eleven very funny comic kangaroos!

MC 2: Each one has a fantastic new kangaroo joke for us!

MC 1 & MC 2: But which new joke will get the judges hopping with laughter?

Judges 1, 2, 3 & 4: (seriously) We only hop if it’s really, really funny.

MC 1: Let’s get started with our first joke from comic kangaroo … Joey!

Joey: Oh boy, was Mum cross when it rained last week. I had to play inside her pouch all day!


Judges 1, 2, 3 & 4: (bored) Boing.

MC 2: Thank you, Joey! Next up is comic kangaroo … Red!

Red: My kangaroo best mate got sick last week. He’s okay now — he had a hop-eration!


Judges 1, 2, 3 & 4: Boing.

MC 1: Thank you, Red! And here’s comic kangaroo … Wally!

Wally: Hey! Did you hear? They crossed a kangaroo and a snake and got … a jump-rope!




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MC 2: Thank you, Wally! Next up is comic kangaroo … Roo!

Roo: The boss’s ute broke down yesterday. Flat battery, it was. I fixed it though — with my jumper leads!



MC 1: Thank you, Roo! And here’s comic kangaroo … Pouchy!

Pouchy: Hello. I like eating sweets. I like eating chocolate. But best of all — I like lolli-hops!



MC 2: Thank you, Pouchy! Next up is comic kangaroo … Jack!

Jack: Hey there, all. I’m DJ Jack, and I’m down with all the latest music. I like pop; I like R&B, but most of all — I like hip-hop.



MC 1: Thank you, Jack! Let’s take a break …




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MC 2: And ask what the judges think of the new jokes so far!

Judge 1: Terrible — they make me hopping mad!

Judge 2: Awful — I want to hide in my own pouch!

Judge 3: Dreadful — I’m becoming a kangry-roo!

Judge 4: Horrible — they’re all roo-bish!

MC 1: Ooh, the judges aren’t impressed.

MC 2: Let’s hope the next jokes are better!

MC 1: Here’s comic kangaroo … Boomer!

Boomer: My best friend is Andy, Andy Supial. His parents are really nice. Pa-Supial and — Mar-supial!



MC 2: Thank you, Boomer! Next up is comic kangaroo … Buck!

Buck: Did you know I’m off to the Olympics? I’m Australia’s best chance in the long jump!



MC 1: Thank you, Buck! And here’s comic kangaroo … Flyer!




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Flyer: I love going to school and playing games at recess. I like chasey; I love skipping, but my favourite — is hop-scotch!



MC 2: Thank you, Flyer! And our last comic kangaroo is … Jackie!

Jackie: I really liked this year because it was a leap year!



MC 1: Thank you, Jackie!

MC 2: So, judges, did you hear any good jokes there?

Judges 1, 2, 3 & 4: No! They were the hop-posite of good!

[A small kangaroo hops up to the MCs.]

Jill: My name’s Jill and I’ve got a joke.

MC 1: I’m sorry, Jill, but the show is finished.

Jill: But it’s a good one!

Judges 1, 2, 3 & 4: Hey! That’s for us to decide!

MC 2: Okay, Jill, tell us your joke.

Jill: What do you get if you cross a kangaroo and an elephant?




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Everyone: Great big holes all over Australia!


[The Kangaroos jump up and down excitedly.]

Judges 1, 2, 3 & 4: Boing, boing, boing-boing-boing!

[The Judges jump up and down excitedly.]

Judge 1: That was roo-markable!

Judge 2: That was hop-tastic!

Judge 3: That was roo-pendous!

Judge 4: That was hop-credible!

MC 1: Well, folks, it seems that when it comes to jokes …

MC 2: Kangaroos like the old ones better!

MC 1 & MC 2: See you later-oo-roo!





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Name ....................................................................................................................... Date .................................................................

WORKSHEET 1


1. What do you notice about the sounds in the words below?

comic kangaroo comedians

________________________________________________________________________________

2. When words close to each other start with the same letter or sound, it is called alliteration (al-lit-er-ay-shee-on).

Underline the parts of the words that sound the same in the sentences below.

(a) Wally the wombat wiggled.

(b) I bounced the blue ball.

(c) The violet vase had vanished.

3. Write your own creative sentence that uses alliteration.

________________________________________________________________________________

________________________________________________________________________________

4. Words that imitate the sound being made are called onomatopoeia (on-oh-mat-oh-pee-ah).

These types of words often show action. Examples are ‘Boing!’, ‘Pow!’ and ‘Zoom!’ Write your own examples in the bubbles below.




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Name ....................................................................................................................... Date .................................................................

1. Which kangaroo told a joke about a car?

__________________________

2. Which kangaroo told a joke about junk food?

__________________________

3. How do you think the comic kangaroos felt when they realised the judges didn’t like their jokes?

________________________________________________________________________________

Why do you think they would feel that way?

________________________________________________________________________________

________________________________________________________________________________

4. If someone tells you a joke and you don’t think it’s funny, how should you react? Circle the correct answer.

(a) Pretend it’s funny and laugh really loudly.

(b) Smile and be kind to them.

(c) Frown and tell them their joke is terrible.

(d) Ignore their joke and tell them a better one.

Explain why you chose this answer.

________________________________________________________________________________

________________________________________________________________________________

WORKSHEET 2



ENGLISH & HISTORY T4 2018 • 26Achievement Standards Assessment: Comprehension Yr 2 - 9781921852664 © 2013 Blake Education

Werribee Open Range Zoo A Fantastic Family Day Out!

Why travel thousands of kilometres, when a taste of African adventure is available just 30 minutes from Melbourne’s city centre? At Werribee Open Range Zoo, you’ll find an amazing variety of animals living on 560 acres of wide, open grasslands.

During a visit to the zoo, you can encounter amazing gorillas, a pride of lions and watch cheetahs at play. Continue along the trail to the Kubu River, and you can watch a family of hippos swimming and sunbaking. You might even get the chance to see one of them showing their enormous teeth!

A trip to the zoo isn’t complete until you head out on safari, across grassy plains, where you’ll find rhinos, giraffes, zebras and antelope, all grazing together on the picturesque grasslands.

All of this, and a 40 minute safari tour, are included in the zoo admission price. Those looking for more adventure must try one of our Wild Encounters. Touch a rhino, feed a giraffe, stroke an antelope and see amazing animals up really close from the open vehicle!

Hope we will see you at our fantastic zoo for an exciting and wonderful adventure!

Text sourced from: Adapted by Fiona Jackson, sourced from the Internet

88 Achievement Standards Assessment: Comprehension Year 2 © 2013 Blake Education

dAtenAMe

Term TesT 4 pAge 1


Term TesT 4 pAge 2

Read the text and shade a bubble or write an answer to each question.

1 What is an open range zoo? monitoring

it has animals that are nearly extinct

it is like a zoo in Africa

it has rides and animals

the animals roam freely over large areas of land

2 Where can you go to see lots of African animals? monitoring

3 The zoo is a long way from the city. identifying detail

True

False

4 Which animal will you see at the Kubu River? identifying detail

5 Write down three other animals the zoo has. summarising

➀

➁

➂

Achievement Standards Assessment: Comprehension Year 2 © 2013 Blake Education 89

ENGLISH & HISTORY T4 2018 • 28Achievement Standards Assessment: Comprehension Yr 2 - 9781921852664 © 2013 Blake Education90 Achievement Standards Assessment: Comprehension Year 2 © 2013 Blake Education

Term TesT 4 pAge 3

6 A group of lions is called a .

making connections

7 At the zoo you can drive around to see the animals.

This is called a .

identifying detail

8 How long does it go for? identifying detail

9 As well as going on a drive around the zoo, you can

have a .

predicting

10 What is one of the other experiences you can have if you choose to do this? summarising

11 In the first line they are trying to

people to visit the zoo. predicting


Term TesT 4 pAge 4

12 Write two adjectives that are used in the last sentence. identifying detail

➀

➁

13 What does picturesque mean? making connections

14 You have to pay extra if you want to go on a safari. identifying detail

True False

15 Open range zoos are better for animals

because

.

questioning

91Achievement Standards Assessment: Comprehension Year 2 © 2013 Blake Education

15nUmBer oF CorreCT AnsWers

ENGLISH & HISTORY T4 2018 • 30Targeting Grammar TRB: LP - 9781922225641 © 2016 Pascal Press

49TARGETING GRAMMAR – LOWER PRIMARY © PASCAL PRESS 2016

SENTENCES: Essentials SENTENCES: IntroductionSENTENCES: SENTENCES: SENTENCES: SENTENCES: SENTENCES: SENTENCES: SENTENCES: SENTENCES: SENTENCES: IntroductionIntroductionIntroductionIntroductionIntroductionIntroductionIntroductionIntroductionIntroductionIntroductionIntroductionIntroduction

• Write a great descriptive verb on the board, e.g. crash.• Ask the students what they think about when they see that word. Pick up on a topic

from the answers they give you and write it on the board, e.g. truck.• Ask them how we might say something about the truck and the crash. They will

probably respond in sentences. Write some of these on the board. Examples: The truck crashed into a tree The truck was going too fast and crashed. A truck and a car crashed. The truck crashed, and the driver was hurt.• Say the following to students: “Here are four ideas about a truck and a crash. Each idea is called a sentence.”

• Repeat this process with another word, e.g. melt. Again, talk about the concept of a sentence being one idea. This time, point out that a sentence begins with a capital letter and ends with a full stop. Explain that these ‘fence in’ the idea — we can tell where it starts and where it ends.

• Write another descriptive verb, e.g. squeeze, on the board. This time, list a number of topic words, e.g. oranges, hand, toothpaste, hole in the wall. Ask the students to pick one and think of one idea for a sentence. Write several responses on the board.

• Read each sentence. Remind the students that a sentence contains one idea. It begins with a capital letter and ends with a full stop.

• Share, discuss and refl ect on their learning. Refl ect on the following with students: Verbs are very powerful tools used by writers and speakers. Writers especially recognise

the power of verbs to create strong images of movement, action and behaviour. Like adjectives, verbs give colour and interest to sentences. They create vivid pictures

of motion and movement. They can be used to great effect, especially in descriptive writing and poetry.

• Help the students create a verb-consciousness — to build a vocabulary that is colourful and imaginative. Help them leave words like ‘got’ and ‘said’ behind, and to strive for better words.

• Write two more great verbs on the board, e.g. sizzle, tramp, wiggle, scream. Ask the students to write a sentence for each one, reminding them that a sentence contains one idea.

TARGETING GRAMMAR – LOWER PRIMARY © PASCAL PRESS 2016

• Extend their learning by returning to this process at a later date, and introducing adjectives or adverbs.

• Remind them that we build text one sentence at a time, one idea after another.

BLACK_TG Tutor Guide Lower.indd 49 10/01/2017 4:36 PM


50 TARGETING GRAMMAR – LOWER PRIMARY © PASCAL PRESS 2016

SENTENCES: ExplorationSENTENCES: SENTENCES: SENTENCES: SENTENCES: SENTENCES: SENTENCES: SENTENCES: SENTENCES: SENTENCES: ExplorationExplorationExplorationExplorationExplorationExplorationExplorationExplorationExplorationExploration

In the BagFor every pair of students, cut out six photos from a newspaper or magazine. Write a sentence about each photo. Store the sentences and photos in a zip-lock bag. Give each pair of students a bag, and ask them to match the sentences and photos. Pairs should take turns reading the matched sentences to each other. Return the sentences and photos to their bags for re-use.Variation: Substitute photos of the students in action, either in the classroom or the playground.

Heads and tails

Prepare some simple sentence strips that are large enough for the students to handle

easily. Cut the sentences between the subject and predicate. Prepare about six sentences

for every pair of students. Store these in zip-lock bags.

Examples:

Give each pair of students a bag and ask them to join the heads and tails. Explain that the

heads begin with a capital letter, and the tails end in a full stop.

Have the students take turns reading their assembled sentences to each other. They can

then place the heads and tails back in the bag and pass them on to another pair, or store

them for re-use.

Variation: Ask the pairs to place an ‘odd’ tail with a head to make a nonsense sentence.

Ask them to write one nonsense sentence for sharing.

Six brown ducks

The long, red train

paddled across the water.

disappeared into a dark tunnel.

In the Bag

The Great Sentence Search

Remind the students that we are surrounded by sentences everyday — in newspapers,

catalogues, magazines, advertising slogans, storybooks, comics, billboards etc. How do

they know a sentence? It is ‘fenced in’ with a capital letter and a full stop, or perhaps a

question mark or an exclamation mark.

Send the students on ‘The Great Sentence Search’. Ask them to jot down any sentences

that appeal to them. Ask the students to record as many sentences as they can on strips

of paper, and to ‘post’ them in a special ‘The Great Sentence Search’ box. Give them two

days to complete the search.

Set aside a time for sharing the sentence strips — perhaps even as ‘lucky dips’ for your

students. Use this opportunity to consolidate the concept of a sentence as one idea,

fenced in by a capital letter and a full stop (or a question mark or an exclamation mark).

Note: Advise the students that their sentences must be written well, so that they can be

easily read.




SENTENCES: Exploration

1

2

3

Name: _____________________________NOUNS: RevisionSENTENCES: RevisionYEAR 1

Write three sentences about chocolate. Example: Chocolate is soft and sweet.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Ask your friend three questions.Example: Can you play football?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Join these commands together.

Catch the ball for a walk.

Wash your hands with a red sail.

Kick the ball in two hands.

Draw a boat before dinner.

Take your dog into the net.

Write sentences beginning with these subjects:

A magpie _______________________________________________________

The trees in the park ______________________________________________

The bus driver ___________________________________________________

My friend and I __________________________________________________

An elephant _____________________________________________________

4




5

6

7


Write sentences beginning with these adverbs:

Tomorrow, _______________________________________________________

Sometimes, _____________________________________________________

Yesterday, ______________________________________________________

Write sentences beginning with these phrases:

In the holidays, __________________________________________________

On sports day, ___________________________________________________

After breakfast, __________________________________________________

Unscramble these sentences. dog ball My to runs catch the

_______________________________________________________________

the on Hang line clothes the

_______________________________________________________________

his food gave Tom some fi sh

_______________________________________________________________

Add an adjective where you see a .He drove his car along the road.

_______________________________________________________________

He lost his hat near a gate.

_______________________________________________________________

A bird fl ew over the sea.

_______________________________________________________________

8


ENGLISH & HISTORY T4 2018 • 34Targeting Grammar TRB: LP - 9781922225641 © 2016 Pascal Press53TARGETING GRAMMAR – LOWER PRIMARY © PASCAL PRESS 2016

1

2

3

Name: __________________________NOUNS: RevisionSENTENCES: Assessment

YEAR 1

Mark the sentences with capital letters and full stops. /5ted and I are good friends we like to go fi shing one day, we went down to

the creek to fi sh we did not catch one fi sh there would be no fi sh for dinner

tonight

Write statements about: /5a kite __________________________________________________________

a bike _________________________________________________________

a penguin ______________________________________________________

Write questions about:a birthday ______________________________________________________

a book _________________________________________________________

Circle the subjects of these sentences. /5My cat is chasing a butterfl y.

Lots of ducks are paddling in the pond.

A spider has eight legs.

Pretty fl owers grow in my garden.

The moon is yellow.

Colour the correct verb in the brackets. Use a red pencil. /5The boys [go goes] to the creek to fi sh.

How old [is are] your sister?

My dad [play played] golf on Sunday.

Jack [run ran] to catch the bus.

Emily [did done] up her shoelaces.

Complete the sentences by adding an adverb /5or adverbial phrase. We went for a bike ride ______________________________. (where)

We went for a bike ride ______________________________. (when)

The sun shines _____________________________________. (where)

The sun shines _____________________________________. (when)

The man shouted _____________________________ for help. (how)

4

5




1

2

3


Write a statement about:

a teddy bear ____________________________________________________

magpies ________________________________________________________

a party _________________________________________________________

a friend ________________________________________________________

a duck _________________________________________________________

Join the sentence parts to make a compound sentence.

I am seven and rode home from school.

William made a kite and my sister is eight.

We packed our lunch and Jess came second.

Tom got on his bike and I’ll cut the cheese.

Emma won the race and went for a picnic.

You butter the bread and fl ew it in the park.

Mark the capital letters. Add full stops or question marks.

have you seen a magpie it is a black and white songbird magpies nest in the

spring sometimes they swoop down on people walking near their nests

Colour the correct word to begin each question.

[When Where] is the post offi ce?

[Why How] do you make chocolate eggs?

[When Where] is your birthday?

[What Which] house do you live in?

[Who What] won the football game?

4




5

6

7


Add a joining word. Choose from ‘and’, ‘or’, ‘but’ or ‘so’.Charlie wears glasses ________ he can see well.

I walk to school ________ Josh rides his bike.

Tom kicked the ball ________ it went over the fence.

Here is an apple ________ would you rather have a banana?

We waited for an hour ________ the bus didn’t come.

Mum made a cake ________ put pink icing on top.

Underline the subjects of these sentences.Birds are singing in the treetops.

On Saturday, our cricket team won the game.

Lions and tigers are kept in big cages at the zoo.

Our teacher showed us how to make a paper hat.

The plane to China left this morning at six o’clock.

Everyone at my school wears a school uniform.

Underline the objects of these sentences.Mum cooked a pie in the hot oven.

Dad plays golf every Sunday morning.

Wash your hands before you eat, Henry.

Jackson fi lled his bucket with seashells.

Max hit the ball high over the net.

Wombats eat grass, roots and tree bark.

Place speech marks around the spoken words.Who has been sleeping in my bed? asked Papa Bear.

Take this basket and collect the eggs, please, Mum said.

I’m reading a book about dragons, said Jamie.

A baby kangaroo is called a joey, Tom told the class.

Thank you for my birthday gift, Grandma, said Evan.

Do you own any pets? Erik asked.

8


ENGLISH & HISTORY T4 2018 • 37Targeting Grammar TRB: LP - 9781922225641 © 2016 Pascal Press56 TARGETING GRAMMAR – LOWER PRIMARY © PASCAL PRESS 2016

1

2

3

Name: __________________________NOUNS: RevisionSENTENCES: AssessmentYEAR 2

Mark the sentences with capital letters and full stops. /12kangaroos are large animals they live in Australia they have large, strong

back legs and very large feet their front legs are much smaller and they have

clawed hands kangaroos have long, strong tails they also have large ears

and long noses

Add the correct joining word. Choose from ‘and’, ‘or’, ‘but’ or ‘so’. /5She wanted to go ________ she was too young.

Billy was tired ________ he went to bed early.

Mia likes jelly beans ________ she likes chocolate frogs.

We can walk to school ________ we can take the bus.

I knocked on the door ________ no-one answered.

Place speech marks around the spoken words. /6I can’t fi nd my other sock, groaned Katy.

Did you look under your bed? asked Mum.

Have you looked in the sock drawer? asked Sian.

It’s probably in the washing basket, said Dad.

Oh, here it is, said Katy. It was in my other shoe!

Colour the correct verb in the brackets. Use a red pencil. /5Six horses [was were] trotting around the track.

A baker [make makes] bread, buns and pies.

The truck [is are] loaded with boxes of fruit.

Joe [did done] his homework after school.

Many people [go goes] for an early morning walk.

Build a sentence around each phrase: /5last night with my dog along the beach at playtime every afternoon

• _____________________________________________________________

• _____________________________________________________________

• _____________________________________________________________

• _____________________________________________________________

• _____________________________________________________________

4

5

Punctuation glossaryPunctuation glossary


ENGLISH & HISTORY T4 2018 • 38Australian History Centres LP - 9781925076639 © 2016 Blake Education

191919Australian History Centres – Lower Primary © 2016 Blake Education

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ENGLISH & HISTORY T4 2018 • 39Australian History Centres LP - 9781925076639 © 2016 Blake EducationAustralian History Centres – Lower Primary © 2016 Blake Education 2020

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Australian History Centres – Lower Primary © 2016 Blake Education 65

Name Date

1. Compare the weather in Kununurra with the weather where you live.

2. Draw a picture of a food that an older person ate in the past and a food that you eat now.

15Changing Seasons

Lower primary – Level 1Source Card: 10

Kununurra Where I live

What are the seasons called?

What months are the hottest?

What months are the coldest?

What months are the wettest?

What is the weather like in December to March?What plants are seen inSeptember to November?What animals are seen in Aprilto August?

Food eaten in the past Food I eat now

How did they get the food?

———————————————

How do you get the food?

———————————————

WorkSheet

LP_Worksheets 1-38.indd 65 27/01/2016 9:25 am


Australian History Centres – Lower Primary © 2016 Blake Education66

Name Date

Changing Seasons

Lower primary – Level 1Source Card: 1016

Jan Feb

Mar

Apr

M

ay

Jun Jul A

ug

Se

p

O

ct

No

v

Dec

SUMMER

AUTU

MN

WINTER

SPR

ING

hot, sunny warm wet cool cold

Weather Symbols

WorkSheet

Fill in the chart below to show what happens at different times of the year where you live.

1. Draw one weather symbol for each month.2. Write the name of one plant that fl owers in each month.3. Write the name of one animal that you see in each month.

LP_Worksheets 1-38.indd 66 27/01/2016 9:25 am

ANSWERS CONTINUED

ENGLISH & HISTORY T4 2018 • 42

2. Australian Readers’ Theatre LP - Comic Kangaroo Comedians

teRM test 4werriBee open range Zoo

1 the animals roam freely

over large areas of land2 Werribee Open Range Zoo3 False4 hippo5 Possible answers: gorillas,

lions, cheetahs, rhinos,

giraffes, zebras, antelope 6 pride7 safari8 40 minutes9 Wild Encounter10 Possible answers: touch a

rhino; feed a giraffe; stroke

an antelope; see animals

up really close11 persuade12 fantastic, exciting,

wonderful13 pretty / visually attractive14 False15 Various possible answers:

… they live in an

environment similar to

their natural habitat.

AnsWers


3. Achievement Standards Assessment: Comprehension [ p96]










… they live in an



AnsWers











… they live in an



AnsWers











… they live in an



AnsWers



Worksheet answers

A Picnic at the Zoo page 13

Worksheet 11. Elephant, Peanut butter; Giraffe, Tree leaves

and new shoots; Hippopotamus, Muddy reeds; Lion, Deer (meat); Monkey, Sandwiches; Pelican, Fish

2. Answers will vary.3. Answers will vary.

Worksheet 21. (a) Lion (b) Giraffe (c) Pelican2. She could have asked the animals what they

liked to eat before she prepared the food for the picnic and brought those foods.

3. She had a barbecue, a tree house party, a pool party, a houseboat party and a party in the sand.

The Dragon’s Gold page 28

Worksheet 11. Merlin used magic; Clarinda picked the lock;

Sven hit the door; Sage pulled the door2. Answers will vary. 3. Sage had the strength of intelligence. He

thought about the problem before trying to solve it.

Worksheet 2Answers will vary.

The Tree Mouse and page 46 the Dingo

Worksheet 11. It was afraid of heights. 2. 43. (d) All of the above4. Answers will vary.

Worksheet 2Introduction (Orientation)When? DayWhere? BushWho? Tree Mouse, Dingo

Problem (Complication)Answers will vary.

Solution (Resolution)The Kangaroo had the Tree Mouse say something nice to the Dingo. It then convinced the Dingo to follow it away from the tree.

Comic Kangaroo Comedians page 60

Worksheet 11. They all start with a ‘kuh’ sound.2. (a) Wally the wombat wiggled.

(b) I bounced the blue ball. (c) The violet vase had vanished.

3. Answers will vary. 4. Answers will vary.

Worksheet 21. Roo2. Pouchy3. Answers will vary. 4. (b) Smile and be kind to them.

Explanation answers will vary.

Jack and Jill and the Giant page 77

Worksheet 11. They rhyme2. poor, four; Jill, hill; sighing, crying; frown, down3. see, tea; pair, stare; bite, sight; weight, skate;

time, rhyme; play, Answers will vary.

Worksheet 2Answers will vary. Example answers: Same: The Jack and Jill characters, going up the hill to fetch a pail of water, Jack and Jill hurting themselvesDifferent: The Twin Babies, the beanstalk, The Giant, The Goose, The Magic Harp


4. Targeting Grammar TRB: LP [p123-124]


44 Assessment: Year 11 read, went, shone, wait, eat2 everywhere, soon, away, there, tomorrow3 quickly, heavily, brightly, kindly, slowly4 Answers will vary. 5 to Japan, on Friday; In the morning, in

the lake; from Brisbane, to Sydney; Last week, in the park; along the beach, in the waves

45 Revision: Year 21 quickly, loudly; quietly; brightly; heavily,

strongly; proudly2 tomorrow, Sometimes, tonight, now,

yesterday3 away, forward, anywhere, there, high4 by bus, under the water, at night, over

the roof, After school5 How, Where, Why, Where, When6 suddenly, wisely, proudly, bravely,

tiredly, strangely, strongly, weakly, silently, clearly

7 how, when, how, where, when8 Answers will vary.

47 Assessment: Year 21 away, here, there, everywhere, suddenly,

up, down, loudly, now, tightly2 quickly, gently, smoothly, sleepily, softly3 play, buzzed, looked, is flying, can run4 across the water, to the riverbank; In

the morning, at the airport; to Perth, by train; past me, without speaking; Next week, in town

5 Answers will vary.

51 Revision: Year 11 Answers will vary. 2 Answers will vary.3 Catch the ball in two hands. Wash your hands before dinner. Kick the ball into the net. Draw a boat with a red sail. Take your dog for a walk.4 Answers will vary.5 Answers will vary.6 Answers will vary.

7 My dog runs to catch the ball. Hang the clothes on the line. Tom gave his fish some food.8 Answers will vary.

53 Assessment: Year 11 Ted and I are good friends. We like to

go fishing. One day, we went down to the creek to fish. We did not catch one fish. There would be no fish for dinner tonight.

2 Answers will vary. 3 My cat, Lots of ducks, A spider, Pretty

flowers, The moon4 go, is, played, ran, did5 Answers will vary.

54 Revision: Year 21 Answers will vary.2 William made a kite and flew it in the

park. We packed our lunch and went for a picnic. Tom got on his bike and rode home from

school. Emma won the race and Jess came second. You butter the bread and I’ll cut the

cheese.3 Have you seen a magpie? It is a black

and white songbird. Magpies nest in the spring. Sometimes, they swoop down on people walking near their nests.

4 Where, How, When, Which, Who5 so, but, and, or, but, and6 Birds, our cricket team, Lions and

tigers, Our teacher, The plane to China, Everyone at my school

7 a pie; golf; your hands; his bucket; the ball; grass, roots and tree bark

8 “Who has been sleeping in my bed?” asked Papa Bear.

“Take this basket and collect the eggs, please,” Mum said.

“I’m reading a book about dragons,” said Jamie.

“A baby kangaroo is called a joey,” Tom told the class.

“Thank you for my birthday gift, Grandma,” said Evan.

“Do you own any pets?” Erik asked.

page page

Sentences



































page page

Sentences



































page page

Sentences



































page page

Sentences


Answers continued on next page

ENGLISH & HISTORY T4 2018 • 43

Targeting Grammar TRB: LP [p123-124] (continued)


page

56 Assessment: Year 21 Kangaroos are large animals. They live in

Australia. They have large, strong back legs and very large feet. Their front legs are much smaller and they have clawed hands. Kangaroos have long, strong tails. They also have large ears and long noses.

2 but, so, and, or, but3 “I can’t find my other sock,” groaned

Katy. “Did you look under your bed?” asked

Mum. “Have you looked in the sock drawer?”

asked Sian. “It’s probably in the washing basket,”

said Dad. “Oh, here it is,” said Katy. “It was in my

other shoe!”4 were, makes, is, did, go5 Answers will vary.


5. History Centres LP [p91]

Australian History Centres – Lower Primary © 2016 Blake Education 91

Australian History CentresLower Primary

WorkSheet answers

✓

✓ ✓

X

X

XX

X

Kununurra Where I live

What are the seasons called?

Nyinggiyi-mageny, Warnka-mageny, Barndenyirriny

Spring, Summer, Autumn, Winter

What months are the hottest?

September, October, November

December, January, February

What months are the coldest?

April, May, June, July, August

June, July, August

What months are the wettest?

December, January, February, March

December, January, February

What is the weather like in December to March?

There are strong winds, and there is thunder, lightning and heavy rain. There is heavy rain and fl ooding.

Hot, humid and rainy; getting cooler in March.

What plants are seen inSeptember to November?

Long yams, bush melons, fl owers on the silver leaf paperbark tree

Answers will vary.

What animals are seen in April to August?

Budgerigars, freshwater crocodile, catfi sh, bush turkey

Answers will vary.

When was the mobile phone fi rst used? 1870

Who uses telephones now? Almost everyone uses telephones now

Where was the speaker on the candlestick telephone? Hanging on the side

All other answers will vary.

WORKSHEET 11

WORKSHEET 12

Answers will vary.

ACTIVITY CARD 8RESEARCHING

What is the story about?Why the crocodile rolls

When did it happen?Long ago, in the Dreaming

Who is in the story? Min-na-wee and the people in her tribe

Where did it happen? Along the shore


WORKSHEET 13

Answers will vary.


What is another name for Vietnamese New Year? Tet

Who do people visit during Vietnamese New Year? The homes of relatives

When is it celebrated?On the fi rst day of the lunar calendar

Where do people dress in lion costumes?In the street parade

ANALYSING

New Year is celebrated on 1 January in Australia. Spring starts in the month of September.


WORKSHEET 14

Answers will vary.


What is the text about?A calendar of the seasons

When did it happen?All year

Who uses this calendar?The Miriwoong and Gajirrabeng people

Where do the people who use this calendar live? Kununurra, WA


WORKSHEET 151.

2. Answers will vary.

LP_Answer sheets2.indd 91 27/01/2016 8:02 am

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ENGLISH & HISTORY - blake.com.au · Being a community worker is an important job. People such as teachers, police officers and nurses are respected for the work they do. But should