english & geography...props: objects used by the actors in the play costume: special clothing...

ENGLISH & GEOGRAPHY CLASSROOM TEACHING BUNDLE

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LOWER PRIMARYBUNDLE

PAGES CONTENT AREA SOURCE ACARA CODES

1-12 Writing a Historical Narrative

Writing Centres: Imaginative Texts LP

ACELA1430, ACELA1434, ACELA1435, ACELA1437, ACELA1447, ACELA1451, ACELA1452, ACELA1454, ACELA1463, ACELA1467, ACELA1468, ACELA1470, ACELT1575, ACELT1578, ACELT1584, ACELT1591, ACELY1651, ACELY1655, ACELY1661, ACELY1671

13-19 Grammar Game Targeting Grammar Teacher’s Guide LP

ACELA1449, 1451,1452,14651467, 1468

20-38 Inferential Comprehension Targeting Inferential Comprehension

ACELY1658, 1668 ACELT1584, 1591

39-42 Mapping the Continents Geography Centres LP ACHASSK047, ACHASS1034,1035, 1040, 1041,1043

ANSWERS1. Writing Centres: Imaginative Texts LP –

Historical Narrative

LOWER PRIMARY • CONTENT • T3

Writing Centres – Imaginative Texts – LP © 2016 Blake Education 125

Worksheet Answers

Dramatic play

Worksheet 3B: Words Used in Plays 1 props: Objects used by the actors in the play costume: Special clothing worn by the actors special effects: Things like sounds, lights and smoke backdrop: The scenery or curtains in the background 2 The actor wore a pirate costume in the play. The backdrop curtain was bright red. The actor read the stage directions so she knew

what to do.

Worksheet 3D: Dialogue in Plays 1 NARRATOR: The wolf knocked on the door. GRANDMA: Who is it? WOLF: It’s me, Grandma, Little Red Riding

Hood.

BIG BAD WOLF: I’ll huff and I’ll puff and I’ll blow your house in.

LITTLE PIG: Oh no! My house is gone.

Mystery story

Worksheet 4D: Writing a Mystery Story 1 Sample answers: Cold shivers ran down my back. A creepy old man cackled loudly. A door creaked open and no one was there. I turned around and a stranger stood there. Suddenly a hand appeared. A hideous old woman screamed at me. I was frightened so I ran away. It was dark and my watch had gone.

Worksheet 4E: Pronouns 1 girl: she Gran and Paula: they house: it Pete and I: we boy: he my family: us puppy: it chickens: they Dad: he bike: it dinosaur: it Sara and I: we

Anecdote

Worksheet 1B: Beginning an Anecdote 1 You’ll never guess what happened to Susie last week. Did you hear what happened to Susie last week

when she was walking her dogs?

Worksheet 1C: Direct Speech 1 I went to the shopkeeper and asked, “Do these

frozen chickens get any bigger?” The shopkeeper gave me a funny look and replied,

“No. They’re dead.”

Worksheet 1D: Conjunctions 1 We waited for Tom but he didn’t turn up.

The boy was happy because his team had won. My mum wrote a text while she waited for the bus. For my birthday I got a bike and a football.


Worksheet 2C: Writing a Historical Story

Answers may vary. Many years ago when the Romans conquered England, there lived a boy called Marcus and his sister, Flavius. One day they discovered that their father’s helmet was missing so they decided to find it. First they looked in the house, then they looked in the garden and after that they looked in the bathhouse but it was not to be found. Later that day they searched the basilica and the next day they searched the forum but the helmet was not there. In the end they looked in the temple and it was there that they finally found it!

Worksheet 2D: Historical Words lad: a young boy bonnet: a pretty hat doublet: a man’s waistcoat pantaloons: long pants or trousers cutlass: a sword often used by pirates lass: a young girl perambulator: a pram for a baby bluey: a man with red hair hound: a dog thruppence: money, means ‘three pence’

Worksheet 2E: Verbs and Past Tense The convict ship sailed into Botany Bay. The captain ordered his men to drop anchor. Some sailors lowered a small boat and rowed. The convicts who were on deck watched as the little boat landed on the beach. The men climbed out and went to the crowd of people. The sailors gave a large box to one of the people in the crowd and then they all walked inside the wooden building near the shore. sail – sailed; look – looked; is – was; walk – walked; give – gave; climb – climbed


Worksheet Answers

Dramatic play

Worksheet 3B: Words Used in Plays 1 props: Objects used by the actors in the play costume: Special clothing worn by the actors special effects: Things like sounds, lights and smoke backdrop: The scenery or curtains in the background 2 The actor wore a pirate costume in the play. The backdrop curtain was bright red. The actor read the stage directions so she knew

what to do.

Worksheet 3D: Dialogue in Plays 1 NARRATOR: The wolf knocked on the door. GRANDMA: Who is it? WOLF: It’s me, Grandma, Little Red Riding

Hood.

BIG BAD WOLF: I’ll huff and I’ll puff and I’ll blow your house in.

LITTLE PIG: Oh no! My house is gone.

Mystery story

Worksheet 4D: Writing a Mystery Story 1 Sample answers: Cold shivers ran down my back. A creepy old man cackled loudly. A door creaked open and no one was there. I turned around and a stranger stood there. Suddenly a hand appeared. A hideous old woman screamed at me. I was frightened so I ran away. It was dark and my watch had gone.

Worksheet 4E: Pronouns 1 girl: she Gran and Paula: they house: it Pete and I: we boy: he my family: us puppy: it chickens: they Dad: he bike: it dinosaur: it Sara and I: we

Anecdote

Worksheet 1B: Beginning an Anecdote 1 You’ll never guess what happened to Susie last week. Did you hear what happened to Susie last week

when she was walking her dogs?

Worksheet 1C: Direct Speech 1 I went to the shopkeeper and asked, “Do these

frozen chickens get any bigger?” The shopkeeper gave me a funny look and replied,

“No. They’re dead.”

Worksheet 1D: Conjunctions 1 We waited for Tom but he didn’t turn up.

The boy was happy because his team had won. My mum wrote a text while she waited for the bus. For my birthday I got a bike and a football.


Worksheet 2C: Writing a Historical Story

Answers may vary. Many years ago when the Romans conquered England, there lived a boy called Marcus and his sister, Flavius. One day they discovered that their father’s helmet was missing so they decided to find it. First they looked in the house, then they looked in the garden and after that they looked in the bathhouse but it was not to be found. Later that day they searched the basilica and the next day they searched the forum but the helmet was not there. In the end they looked in the temple and it was there that they finally found it!

Worksheet 2D: Historical Words lad: a young boy bonnet: a pretty hat doublet: a man’s waistcoat pantaloons: long pants or trousers cutlass: a sword often used by pirates lass: a young girl perambulator: a pram for a baby bluey: a man with red hair hound: a dog thruppence: money, means ‘three pence’

Worksheet 2E: Verbs and Past Tense The convict ship sailed into Botany Bay. The captain ordered his men to drop anchor. Some sailors lowered a small boat and rowed. The convicts who were on deck watched as the little boat landed on the beach. The men climbed out and went to the crowd of people. The sailors gave a large box to one of the people in the crowd and then they all walked inside the wooden building near the shore. sail – sailed; look – looked; is – was; walk – walked; give – gave; climb – climbed

Answers for Targeting Inferential

Comprehension and Geography

Centres are on page 45

ENGLISH & GEOGRAPHY T3-2018 • 19781925269819 Writing Centres – Imaginative Texts – LP © 2016 Blake Education

His

toric

al

Narrativ

e2

Imag

inat

ive

Text

sLo

we

r P

rim

ary

Writing Centres – Imaginative Texts – LP ©2016 Blake Education 33

Sven

the

Smal

l

It w

as c

old

and

win

dy o

n O

din’

s Bl

uff.

Sven

was

look

ing

for

som

ewhe

re to

hi

de. B

ut h

e w

asn’

t pla

ying

hid

e an

d se

ek. S

ven

was

hid

ing

beca

use

he

was

dif

fere

nt.

Wo

rd c

ou

nt:

293

Text

Card

He

was

n’t s

tron

g lik

e hi

s br

othe

r G

unda

r, a

nd h

e w

asn’

t tal

l lik

e hi

s be

st

frie

nd E

rak.

His

fat

her,

Nils

, was

the

lead

er o

f th

e Vi

king

s, a

s m

ean

and

as

fier

ce a

s th

ey c

ame.

Lit

tle

Sven

, on

the

othe

r ha

nd, w

as k

ind

and

gent

le.

“Per

haps

one

day

I’ll

grow

up

to b

e a

real

Vik

ing,

” tho

ught

Sve

n. B

ut h

e di

dn’t

real

ly b

elie

ve it

.

Then

cam

e th

e da

y th

at S

ven

hate

d th

e m

ost.

It w

as th

e da

y of

the

Viki

ng

gam

es, w

hen

all t

he c

hild

ren

chal

leng

ed

each

oth

er to

act

s of

str

engt

h an

d br

aver

y. B

ut li

ttle

Sve

n w

as n

eith

er

stro

ng n

or b

rave

. He

was

the

mos

t un

likel

y Vi

king

you

cou

ld e

ver

mee

t.

“Com

e on

Sve

n N

ilsso

n!” c

alle

d Er

ak.

“It’s

you

r tu

rn to

toss

the

oar.”

Of

all

the

gam

es, t

his

was

the

wor

st.

Sven

gul

ped

and

wip

ed h

is h

ands

on

his

leat

her

jerk

in. S

low

ly h

e be

nt h

is

knee

s an

d lif

ted

the

oar

up. “

By T

hor’

s ha

mm

er! I

’m a

ctua

lly d

oing

...”

Sven

di

dn’t

get t

o fi

nish

his

thou

ght b

efor

e he

dro

pped

the

oar

righ

t on

his

big

toe.

“EEO

OO

WW

W!!”

he

bello

wed

. In

fact

, he

bel

low

ed s

o lo

udly

that

the

tim

bers

in

the

long

shi

ps s

hook

.

As

Sven

hop

ped

arou

nd, h

oldi

ng h

is

thro

bbin

g to

e, p

eopl

e be

gan

to c

lap

and

chee

r. “

Wel

l don

e, S

ven!

” sai

d Er

ak,

slap

ping

him

on

the

back

. “Yo

u’ve

won

!”

“How

can

I ha

ve w

on?

I dro

pped

the

thin

g on

my

toe!

” rep

lied

Sven

.

It w

as th

en th

at E

rak

told

Sve

n he

ha

dn’t

won

the

oar

toss

, but

inst

ead,

he

had

won

the

yelli

ng c

ompe

titi

on. S

ven

smile

d at

that

. He

was

a r

eal V

ikin

g af

ter

all!

Illus

trat

ed b

y M

atth

ew L

in

ENGLISH & GEOGRAPHY T3-2018 • 29781925269819 Writing Centres – Imaginative Texts – LP © 2016 Blake EducationWriting Centres – Imaginative Texts – LP ©2016 Blake Education 34

2Sv

en th

e Sm

allH

istoric

al

Narrativ

eIm

agin

ativ

e Te

xts

Low

er

Pri

ma

ry

Her

e ar

e so

me

exam

ple

s o

f th

e d

iffe

ren

t la

ng

uag

e fe

atu

res

in t

he

text

. Can

yo

u fi

nd

mo

re?

Sven

gul

ped

and

wip

ed h

is h

ands

on

his

leat

her

jerk

in. S

low

ly

he b

ent h

is k

nees

and

lift

ed th

e oa

r up

. “By

Tho

r’s

ham

mer

! I’m

actu

ally

doi

ng ..

.” Sv

en d

idn’

t get

to f

inis

h hi

s th

ough

t bef

ore

he

drop

ped

the

oar

righ

t on

his

big

toe.

“EEO

OO

WW

W!!”

he

bello

wed

. In

fact

, he

bello

wed

so

loud

ly th

at

the

tim

bers

in th

e lo

ng s

hips

sho

ok.

As

Sven

hop

ped

arou

nd, h

oldi

ng h

is th

robb

ing

toe,

peo

ple

bega

n to

clap

and

che

er. “

Wel

l don

e, S

ven!

” sai

d Er

ak, s

lapp

ing

him

on

the

back

. “Yo

u’ve

won

!”

“How

can

I ha

ve w

on?

I dro

pped

the

thin

g on

my

toe!

” rep

lied

Sven

.

It w

as th

en th

at E

rak

told

Sve

n he

had

n’t w

on th

e oa

r to

ss, b

ut

inst

ead,

he

had

won

the

yelli

ng c

ompe

titi

on. S

ven

smile

d at

that

.

He

was

a r

eal V

ikin

g af

ter

all!

Language

Features C

ard

Con

junc

tions

are

wor

ds t

hat

join

to

geth

er id

eas

in a

sen

tenc

e.

Co

nju

nct

ion

s

Con

nect

ives

are

wor

ds a

nd p

hras

es

that

link

idea

s to

geth

er b

etw

een

sent

ence

s an

d pa

ragr

aphs

.

Co

nn

ecti

ves

The

pres

ent

tens

e is

use

d w

hen

char

acte

rs s

peak

, eve

n if

the

rest

of

the

stor

y is

writ

ten

in t

he p

ast

tens

e.

Pres

ent

ten

se f

or

dir

ect

spee

ch

Verb

s te

ll us

wha

t is

hap

peni

ng in

a

sent

ence

. Ten

se t

ells

us

wh

en t

hing

s ar

e ha

ppen

ing.

The

pas

t te

nse

mea

ns

that

thi

ngs

have

alre

ady

happ

ened

.

Past

ten

se

The

nam

es o

f re

al p

eopl

e, p

lace

s,

date

s an

d ev

ents

are

use

d in

the

sto

ry

to m

ake

it be

lieva

ble.

His

tori

cal r

efer

ence

s


His

toric

al

Narrativ

e2

Imag

inat

ive

Text

sLo

we

r P

rim

ary

Writing Centres – Imaginative Texts – LP ©2016 Blake Education 35

Sven

the

Smal

l

purpose &

audie

nce

structure

♦

How

do

you

writ

e a

hist

oric

al s

tory

? Re

ad W

orks

heet

s 2A

an

d 2B

Wha

t is

a H

isto

rica

l Sto

ry?

to fi

nd o

ut.

♦

Whe

n yo

u w

rite

a hi

stor

ical

sto

ry, fi

rst

you

need

to

find

out

wha

t lif

e w

as li

ke in

the

tim

e yo

u ar

e w

ritin

g ab

out.

Thi

s is

to

mak

e su

re t

he s

tory

is b

elie

vabl

e.

H

ow c

ould

you

find

out

abo

ut a

tim

e in

his

tory

? M

ake

a lis

t of

pla

ces

you

coul

d ge

t th

is in

form

atio

n fr

om.

♦

His

toric

al s

torie

s ha

ve s

ettin

gs t

hat

are

real

, not

fan

tasy

or

imag

inar

y. W

hich

of

thes

e se

ttin

gs c

ould

be

in a

hi

stor

ical

sto

ry?

•

a ro

man

vill

a

• an

enc

hant

ed f

ores

t

•

a co

nvic

t se

ttle

men

t •

a kn

ight

’s c

astle

gramm

ar &

punctuatio

n

♦

A h

isto

rical

sto

ry t

ells

us

abou

t so

met

hing

tha

t ha

s ha

ppen

ed

in t

he p

ast.

The

ver

bs in

the

sto

ry a

re w

ritte

n in

the

pas

t te

nse.

Com

plet

e W

orks

heet

2E

Verb

s an

d Pa

st T

ense

to

find

out

mor

e ab

out

the

past

ten

se o

f ve

rbs.

♦

His

toric

al s

torie

s ar

e to

ld in

tim

e or

der.

They

sta

rt w

ith

wha

t ha

ppen

ed fi

rst,

the

n w

hat

happ

ened

nex

t an

d fin

ally

w

hat

happ

ened

in t

he e

nd. C

onne

ctiv

es a

re

wor

ds t

hat

can

help

you

tel

l a s

tory

in t

ime

orde

r. C

ompl

ete

Wor

kshe

et 2

C W

riti

ng

a H

isto

rica

l Sto

ry to

find

out

mor

e.

♦

Do

you

like

to r

ead

stor

ies

set

in t

he p

ast?

Why

or

why

not

?

♦

Do

you

thin

k re

adin

g st

orie

s ab

out

the

past

can

hel

p us

un

ders

tand

his

tory

? Sh

are

your

idea

s w

ith a

frie

nd.

♦

If yo

u w

ere

goin

g to

writ

e a

hist

oric

al s

tory

, wha

t pe

riod

in

time

wou

ld y

ou w

rite

abou

t? W

hy?

H

ere

are

som

e id

eas:

• a

pena

l col

ony

in A

ustr

alia

• th

e an

cien

t Eg

yptia

ns

•

the

bom

bing

of

Lond

on in

Wor

ld W

ar 2

• 19

50s

rock

’n’ro

ll.

vocabulary

♦

His

toric

al s

torie

s us

e w

ords

tha

t m

atch

the

tim

e in

whi

ch

they

are

set

. Com

plet

e W

orks

heet

2D

His

tori

cal W

ords

to

expl

ore

the

mea

ning

s of

som

e of

the

se w

ords

.

♦

The

nam

es o

f pe

ople

, pla

ces

and

even

ts in

his

toric

al s

torie

s sh

ould

be

base

d on

fac

t. L

ist

thre

e fa

mou

s pe

ople

and

thr

ee

fam

ous

even

ts in

his

tory

tha

t yo

u kn

ow a

bout

. Her

e ar

e so

me

idea

s to

get

you

sta

rted

:

•

Sir

Fran

cis

Dra

ke

• Fl

oren

ce N

ight

inga

le

•

Wor

ld W

ar 2

• Th

e Fi

rst

Flee

t

• El

izab

eth

Mac

arth

ur

• Sy

dney

200

0 O

lym

pics

.

Activ

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Card

ACEL

T157

5, A

CELT

1591

, ACE

LY16

55

ACEL

A143

0, A

CELA

1447

, ACE

LA14

63

ACEL

A143

7, A

CELA

1454

, ACE

LA14

70

ACEL

A143

4, A

CELA

1435

, ACE

LA14

51, A

CELA

1452

, ACE

LA14

67, A

CELA

1468


2Sv

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e Sm

allH

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e Te

xts

Low

er

Pri

ma

ry

Let’s

writ

e

Ano

ther

goo

d w

ay t

o be

gin

a hi

stor

ical

sto

ry is

to

desc

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the

sett

ing

in d

etai

l.

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at

this

pic

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of

a m

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wor

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Des

crib

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tin

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A g

ood

way

to

begi

n a

hist

oric

al s

tory

is t

o de

scrib

e th

e ch

arac

ters

in d

etai

l.

Look

at

this

pic

ture

of

a m

edie

val l

ady

and

knig

ht. W

rite

som

e w

ords

or

sent

ence

s to

des

crib

e th

em.

Des

crib

e H

isto

rica

l Ch

arac

ters

2

The

title

of

a hi

stor

ical

sto

ry u

sual

ly t

ells

the

rea

der

abou

t th

e pe

riod

in t

ime

that

the

sto

ry is

abo

ut.

Whi

ch o

f th

ese

title

s ar

e go

od t

itles

for

a h

isto

rical

sto

ry?

• A

lien

Inva

sion

•

Mar

cus

the

Legi

onna

ire

• J

ourn

ey t

o a

Fara

way

Gal

axy

•

The

Bra

vest

Kni

ght

Mak

e up

thr

ee g

ood

title

s fo

r hi

stor

ical

sto

ries.

C

hoos

e on

e of

the

titl

es a

nd u

se W

orks

heet

2F

Scaf

fold

to

help

you

pla

n yo

ur o

wn

hist

oric

al s

tory

.

Titl

es f

or

a H

isto

rica

l Sto

ry1

Writ

ing

Card

ACEL

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1, A

CELY

1661

, ACE

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ACEL

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91, A

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1651

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1671

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CELT

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Writing Centres – Imaginative Texts – LP © 2016 Blake Education82

Historical stories are set in the past, often long ago. The setting of the story and the characters match the chosen time in history.

Sven the Small

It was cold and windy on Odin’s Bluff. Sven was looking for somewhere to hide. But he wasn’t playing hide and seek. Sven was hiding because he was different.

He wasn’t strong like his brother Gundar, and he wasn’t tall like his best friend Erak. His father, Nils, was the leader of the Vikings, as mean and as fierce as they came. Little Sven, on the other hand, was kind and gentle.

“Perhaps one day I’ll grow up to be a real Viking,” thought Sven. But he didn’t really believe it.

Then came the day that Sven hated the most. It was the day of the Viking games, when all the children challenged each other to acts of strength and bravery. But little Sven was neither strong nor brave. He was the most unlikely Viking you could ever meet.

“Come on Sven Nilsson!” called Erak. “It’s your turn to toss the oar.” Of all the games, this was the worst.

2A Worksheet

Imaginative Texts


What is a Historical Story?

problem


Name Date


Sven gulped and wiped his hands on his leather jerkin. Slowly he bent his knees and lifted the oar up. “By Thor’s hammer! I’m actually doing …” Sven didn’t get to finish his thought before he dropped the oar right on his big toe. “EEOOOWWW!!” he bellowed. In fact, he bellowed so loudly that the timbers in the long ships shook.

As Sven hopped around, holding his throbbing toe, people began to clap and cheer. “Well done, Sven!” said Erak, slapping him on the back. “You’ve won!”

“How can I have won? I dropped the thing on my toe!” replied Sven.

It was then that Erak told Sven he hadn’t won the oar toss, but instead, he had won the yelling competition. Sven smiled at that. He was a real Viking after all!

solve the problem

ending

What is a Historical Story? continued

Imaginative Texts

Historical Narrative2B Worksheet

Problem


Name Date


Writing a Historical Story

2C Worksheet

Imaginative Texts


There are three important things to do when you write a historical story:• Find out what life was like in the time you are writing about.• Use real settings, not made up ones.• Give the characters names that match that time in history.

Historical stories are told in time order. They start with what happened first, then what happened next and then what happened in the end.

Connectives are words and phrases that help tell a story in time order. Connectives link ideas together between sentences and paragraphs.

1 Choose seven connectives from the box to fill in the gaps.

Many years ago when the Romans conquered England,

there lived a boy called Marcus and his sister, Flavius.

One day they discovered that their father’s helmet was

missing so they decided to find it.

they looked in the house,

they looked in the garden

and they looked in the

bath house but it was not to be found.

they searched the basilica and

they searched the forum but the helmet was

not there. they looked in the temple and it was

there that they found it!

• after • after a while • after that • eventually

• finally • first • in the end

• later that day • much later • next

• the next day • then • years later


Name Date


Historical stories use words that match the time in which the story is set. For example:

• forum – a Roman word for an open space used for markets

• chariot – a cart with two wheels that is pulled by horses

• hulk – an old ship used as a prison in England

Draw lines to match these historical words to their meanings. One has been done for you. You can use a dictionary to help.

• lad – a dog

• bonnet – a sword often used by pirates

• doublet – a young boy

• pantaloons – long pants or trousers

• cutlass – a man with red hair

• lass – a pretty hat

• perambulator – money, means ‘three pence’

• bluey – a young girl

• hound – a pram for a baby

• thruppence – a man’s waistcoat

Historical Words

Imaginative Texts

Historical Narrative2D Worksheet

chariot


Name Date


A historical story tells us about something that has happened in the past. The verbs in the story (doing words) are written in the past tense. For example:

Then came the day that Sven hated the most. It was the day of the Viking games, when all the children challenged each other to acts of strength and bravery.

1 Cross out the incorrect verb in each pair of brackets to complete this description.

Verbs and Past Tense

2E Worksheet

Imaginative Texts


The convict ship sailed into Botany Bay. The captain (ordered / gave)

his men to drop anchor. Some sailors (went / lowered) a small

boat and (watched / rowed). The convicts who were on deck

(went / sailed) as the little boat (landed / walked) on the beach.

The men (climbed / were) out and went to the crowd of people.

The sailors (lowered / gave) a large box to one of the people in

the crowd and then they all (walked / watched) inside the wooden

building near the shore.

2 Draw lines to match the present tense verbs with their past tense forms.

• sail – walked

• look – was

• is – sailed

• walk – looked

• give – climbed

• climb – gave


Name Date


Scaffold

Imaginative Texts

Historical Narrative2F Worksheet

Title Give the reader a clue about the historical time the story is about.

Orientation

• When did it happen? Long, long ago? In Roman times?

• Where does it happen? This should be a real place in history.

• Who is in the story? Choose names that match the time in history.

Problem

• What is the problem?

• Why did it happen?

• Who did it happen to?

How the problem is solved Who solves the problem? How?

Ending What happened in the end? The ending should be believable.


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Name Date


Imaginative texts focus on entertaining the reader; thrilling them, scaring them or making them laugh.

Each type of imaginative 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 – Is it interesting? Does it introduce the story?

2. Beginning – Does it grab the reader’s interest?

3. Sentences – Have I used complete sentences? Is there one idea in each sentence?

4. Words – Have I used interesting words? Are there adjectives to describe characters and settings? Are there interesting verbs? Have I used conjunctions and connectives?

5. Ending – Does it tell what happened in the end?

6. Is my punctuation correct?

7. Have I used a dictionary or a friend to check my spelling?

Imaginative TextsRevisionframe

Revision Frame

ENGLISH & GEOGRAPHY T3-2018 • 139781922225641 Targeting Grammar - LP © 2016 Blake Education68 TARGETING GRAMMAR – LOWER PRIMARY © PASCAL PRESS 2016

PICTOMINOES A game for 4–6 players

Goal: Students build word knowledge and understand the concept of sentences through a domino-style card game. They use cloze procedures to match sentences and pictures.

Preparation• Photocopy the Pictominoes cards from the book (pages 114–119). • Laminate for durability. • Cut out the cards and store in numbered zip-lock bags.

How to play

Share the cards equally among the players.

Nominate any player to start the game.

The player chooses any card in their hand. They read the sentence written on the card.Example: A ‘something’ has pretty wings.

The player then places the card on the table.

The player who has the picture of the ‘something’ says the word, e.g. butterfly.

If the player with the picture is correct, they read the sentence on the second half of their card before placing the card, domino style, against the first player’s card.

2

3

4

5

1

PICTOMINOES © 2016 Pascal Press

A ____________ has four

pretty wings.

1


A green ______ hopped

into the pond.

1

All players look for the picture of the second player’s ‘something’ among the cards in their hands to see who will place the next card.

Play continues until one player wins by placing all of their cards.

Continue play to find the second to sixth placegetters.

7

8

6


A ____________ has four

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1

PICTOMINOES ©

2016 Pascal Press

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ENGLISH & GEOGRAPHY T3-2018 • 159781922225641 Targeting Grammar - LP © 2016 Blake Education115TARGETING GRAMMAR – LOWER PRIMARY © PASCAL PRESS 2016

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117TARGETING GRAMMAR – LOWER PRIMARY © PASCAL PRESS 2016

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by

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that

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my

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in m

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ENGLISH & GEOGRAPHY T3-2018 • 209781925490251 Targeting Inferential Comprehension - LP © 2018 Blake Educationx TARGETING INFERENTIAL COMPREHENSION – LOWER PRIMARY © BLAKE EDUCATION 2018

Answering questions about text often means finding the answer in what you have read. You are asked to remember what was in the text. These are literal questions.

Example of a literal question: Was Teema the tallest girl in her class?

Answer: Teema was the tallest by a metre.

Sometimes you are asked to guess the answers as these are not in the text. You have to guess the answer by reading and thinking about what you already know or feel. The proper word for this is inferring (guessing).

Example of an inferring question: How did Teema feel about being the tallest girl?

Answer: Teema felt ashamed (bad) about how tall she was.

The answer to the question is not in the text. You have to look for clues to infer (guess) the answer. You do this by using the words and your feelings. You can guess how Teema felt.

Teema was the tallest girl in her class. Not just by a little, but by a metre.

When the new principal asked Teema to have her children line up, she blushed. When the principal found that Teema was not the teacher, the principal blushed. Being asked what the clouds are like up there just wasn’t what she wanted. Most kids wanted to be bigger.

Teema’s only wish was to be smaller.

Quick Guide to:

INFERRING

DID YOU NOTICE?

INFERRING

ENGLISH & GEOGRAPHY T3-2018 • 219781925490251 Targeting Inferential Comprehension - LP © 2018 Blake Education1TARGETING INFERENTIAL COMPREHENSION – LOWER PRIMARY © BLAKE EDUCATION 2018

Name: Date:

Worksheet

Mandy was talking about planting something in a pot of dirt. Tick the box of the one you think is right.Mandy said,a) “Plant a little ‘money seed’ in the dirt.”

b) “Plant a little coin in the dirt.”

c) “Write a note asking for money and plant it.”

d) “Plant a money spider in the dirt.”

What do you think Mandy was really doing with Sam? Colour the ending you think is right.

I’m Mandy. I have a little brother called Tim. “I’m going to ask Dad to buy me a bike for my birthday.” Tim smiled. “Do you think that he’ll say yes, Mandy?”

“I don’t think so,” I said. “Dad doesn’t have lots of money.”

“Sam’s dad got him one,” Tim said.

“Maybe Sam’s dad has a money tree,” I said.

“What’s a money tree?” Tim asked.

“It’s a little tree that grows money on it,” I said. “Haven’t you ever seen a money tree?”

Tim shook his head. “How do people get a money tree?”

“Easy!” I laughed. “They plant a little _____ in a pot full of dirt.”

Source: Sparklers, Tim’s Money Tree, Blake Education. [abridged]

Imaginative Text

1

2

1

Mandy was really … a) trying to trick Sam.

b) telling Sam how to get money.

c) stopping Sam from asking his dad for a bike.

d) being silly and a little nasty.

INFE

RRIN

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ENGLISH & GEOGRAPHY T3-2018 • 229781925490251 Targeting Inferential Comprehension - LP © 2018 Blake Education2 TARGETING INFERENTIAL COMPREHENSION – LOWER PRIMARY © BLAKE EDUCATION 2018

Name: Date:

Worksheet

Mandy’s mum was not happy with Mandy. Colour the arrow of the sentence that says why she was unhappy.

a) Mum thought that Mandy should grow her own tree.

b) Mum thought that the trick was funny but a little mean.

c) Mum wanted a money tree for Mandy’s dad.

d) Mum thought Mandy was mean to trick Tim.

Do you think Tim knew that the money tree was really a trick?

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

The sentences that follow say that Mandy was taught a lesson. Colour the shape which you think best tells of this lesson.

a) Mandy learnt that she should do tricks that Mum and Dad wouldn’t find out about.

b) Mandy learnt that she shouldn’t be unkind to Tim.

c) When you are mean you may be the loser in the end.

4

5

Imaginative Text 1CONTINUED

3

“I want to talk to you, Mandy,” Mum said.

Mum didn’t like me playing tricks on Tim.

“There’s only one thing to do,” Mum said. “Take the 10 cent coins out of your moneybox and stick them on Tim’s tree.”

“But I was saving up to buy a book!” I told her.

“You shouldn’t have made up that silly story,” Mum said.

When Tim got home he rushed to his tree. “Look at all my money!” he yelled.


INFERRING

ENGLISH & GEOGRAPHY T3-2018 • 239781925490251 Targeting Inferential Comprehension - LP © 2018 Blake Education 3TARGETING INFERENTIAL COMPREHENSION – LOWER PRIMARY © BLAKE EDUCATION 2018

Name: Date:

Worksheet

Mandy thought she should keep her mouth shut. Which of the sentences below tells why she thought this?

Mandy thought she should keep her mouth shut because …

a) Grandma didn’t give her any money.

b) she’d been mean, lost her money and she’d have to tell Tim the truth.

c) Tim still believed her and she had lost all of her money.

d) she wished that Tim wasn’t planting money.

What would you say to Mandy about her trick?

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

What do you think Mandy’s grandma would have thought about her trick? Colour the shape with the best answer.

Imaginative Text

1

2

The next day, Nana came to visit. She gave Tim some birthday

“What are you doing?” I asked.

“I’m planting the coins Nana gave me,” he said. “Thanks for telling me about the money tree, Mandy,” he beamed. “I’ll be able to buy my own bike soon!”

Someday I’ll learn to keep my big mouth shut!


2

3

Grandma would have laughed.

Grandma would have

thought that it was mean.

Grandma would have thought it was clever.

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Worksheet

Pick the sentence below that tells what Stella really thought about minding the pets. Colour the thought bubble.

a) Stella didn’t really want to do this but thought she should help her friend.

b) Stella didn’t really mind doing this.

c) Stella thought that it would be great fun to do this.

d) Stella was not happy about looking after the pets.

What was the second pet? Colour the star near the sentence that is right.

a) The pet was a rabbit.

b) Miss Feline’s pet was a snake.

c) The second pet was a crocodile.

d) Miss Feline’s second pet was a lizard.

4

5

Imaginative Text 2CONTINUED

Miss Feline was on the phone. “I need a small favour,” she said to Stella. Miss Feline lived next door. “Could you look after my pets for an hour or two today? The painter is coming. He says they cannot stay.”

Miss Feline had unusual pets. One of her pets was very unusual. It made Stella nervous. Looking after it wasn’t going to be easy.

“Of course,” said Stella. “Send them over!” Very soon, there was a tap at Stella’s door. In bounced a great, hairy baboon. He was followed by a scaly _____ with a very toothy grin.

Source: Sparklers, Miss Feline’s Unusual Pets, Blake Education. [abridged]

INFERRING


Name: Date:

Worksheet

“Have you brushed your teeth, Mariah?” her mother asked. Mariah didn’t like brushing her teeth.

“Why do you keep asking me to brush my teeth?” she moaned.

to fall out anyway.”

One tooth was a bit loose now. It moved when Mariah pushed it with her tongue.

“Yes, your teeth will fall out. But you do want the Tooth Fairy to come, don’t you?” Mariah’s mother said. “The Tooth Fairy only takes teeth with no holes in them.”

Source: Sparklers, Mariah’s Tooth, Blake Education. [abridged]

3Imaginative Text

Mariah’s mother told her about that special Tooth Fairy rule. Do you think that she made this up? Why would she do that?

Mariah’s mum …

a) made this rule up just to fool Mariah.

b) made the rule up so that Mariah would get money for her tooth.

c) made this rule up just to get her to clean her teeth.

d) said this because she didn’t want her to get money.

What was Mariah’s mum trying to do? Colour 3 faces for the best. Colour 2 for the next best and 1 for not that good.

Mariah’s mum …

a) wanted her to keep her first teeth for the rest of her life.

b) didn’t want her to have to go to the dentist because that can hurt.

c) wanted her to have good teeth.

1

2IN

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Name: Date:

WorksheetImaginative Text 3

Tick the letter you think Mariah wrote. Remember read all the text above.

Mariah didn’t get what she asked for. What do you think the Tooth Fairy didn’t have much of?

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

The Tooth Fairy wrote a note back to Mariah. Pick the one you think is right.

4

5

3

CONTINUED

Mariah’s front tooth was getting looser. She looked at it in the mirror. It looked funny when it wobbled. Mariah’s mother told her to stop wobbling her tooth. “It will fall out in its own good time,” she said.

Mariah didn’t take any notice. She kept wobbling it and wobbling it, until it did fall out. “Now the Tooth Fairy will come. She will leave me lots of money.” Mariah wrote a note to the Tooth Fairy.

Her mother said, “Remember the fairies might not have that much money.”

Source: Sparklers, Mariah’s Tooth, Blake Education. [abridged]

Dear Mariah, You asked for too much money. Try again.

Dear Mariah,You were too greedy. You will not get any money.

Dear Mariah, You should have listened to your mother. Very silly!

Dear T.F.This is my first tooth. It has no holes in it. Please leave $20. I want to buy a doll.

Dear T.F.This is my first tooth. Please leave me $2. I think that’s very fair.

Dear T.F.This is my first tooth. Please leave me as much money as you can. I know you have lots.

INFERRING


Name: Date:

Worksheet 4Information Text

What would you do if you met someone from a different country? Why would it be a good idea to feed them some bread with their meal? Tick the best reason.

Bread would be the best choice because …

a) most people around the world eat it.

b) they may not have tasted it before and may like it.

c) most people have seen bread and know what it looks like.

d) they might like to taste bread made into loaves and buns.

Bread comes from wheat which is a plant. What do you think wheat may need as it is growing? Explain why you think this.

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

Bread is a popular food around the world. Most bread is baked using

Many countries make their own type of bread that is special to that country.

Wheat covers more of the Earth’s surface than any other crop. Wheat needs _____ during its growing time, which is late autumn to spring.

Source: Go Facts, Bread, Blake Education. [abridged]

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Worksheet

The shapes below have information about why wheat is soaked in water. Read and tick the best one.

Rank these sentences from best to worst. Circle 4 for the best answer down to 1 for the worst.Wheat is sent to other countries because …

a) we grow so much wheat we can sell it to other countries. 1 2 3 4

b) Australia grows so much wheat that it is given away to other countries for free.

1 2 3 4

c) farmers in other countries need the wheat to plant. 1 2 3 4

d) other countries make flour for us. 1 2 3 4

What else would you need to put with flour, salt and yeast to make bread?

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

Information Text 4

4

5

People inspect the wheat to make sure it is good quality.

outer layer of bran from the inner part. Rollers crush the wheat into

Australia sends wheat to more than 40 countries.

Source: Go Facts, Bread, Blake Education. [abridged]

CONTINUED

3

This is to drown

bugs that may be in the wheat. Also, bad wheat

floats.

This is to make sure that the wheat is nice

and clean, and shiny.

This is to make the wheat soft so that it can be more easily

crushed.

INFERRING


Name: Date:

Worksheet 5Information Text

There is a danger in the sky that jets sometimes face. Tick the best answer.

Jets sometimes face the danger of …

a) having their wings fall off.

b) hitting birds that can wreck the jet’s engines.

c) having their engines drop off.

d) being too heavy to fly.

When people started to want to fly they watched insects and birds. What part of birds and insects did they look at?

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

1

2

and wings.

Planes come in many sizes. They range in size from one-person planes to big jet planes that carry hundreds of people. Some of the biggest planes carry tonnes of cargo.

Now most planes have jet engines. Jet planes travel at hundreds of kilometres an hour. They are very fast.

Source: Go Facts, Planes, Blake Education. [abridged]

Biplanes have two sets of wings to help lift the plane off the ground.


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Name: Date:

Worksheet

Planes fly for two reasons. Colour the circle of the sentence that you think is right.Planes need to have …

Information Text 5

4

5

Planes move goods as well as people. Goods transported on planes are called cargo. Some cargo planes carry goods that need to arrive quickly, like mail and medicine. The biggest cargo plane is the Antonov which can carry 80 cars. Its


CONTINUED

3

What would the Antonov need to have lots of? Colour the shape.This plane would need …

Read the sentences and colour the blocks at the side. The more blocks you colour, the better the answer.Some cargo has to be delivered very quickly. Things like …

Statements Blocks

a) fresh flowers and live crayfish.

b) race horses and zoo animals.

c) books and cars.

a pilot and wheels.

engines and specially shaped wings.

lots of lights and very big engines.

wings and wheels.

to have lots of jet engines.

to have lots of pilots.

to have lots of wheels and

wings.INFERRING


Name: Date:

Worksheet

Some cold places have snow and ice all year. Animals have adapted to live in these cold places.

layers of fur.

Animals also huddle together to share heat.

Some mammals such as whales swim in cold water. They have a thick layer of _____ under their skin.

Source: Go Facts, Cold, Blake Education. [abridged]

6Information Text

Tick the box of one sentence below which tells best how animals have adapted to cold places.

Animals have adapted by …

a) having white fur that traps warmth.

b) having fur that keeps them dry.

c) having fur that keeps them dry and warm.

d) sleeping in caves during the winter.

Animals that live in the snow and ice often have white fur. Their fur keeps them warm but can you think of another reason that having white fur is helpful?

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

One of these shapes tells what whales have to protect them from cold water. Colour the shape with the best answer.

1

2

3

Whales have a

fur coat to keep

them warm.

Whales have a

layer of fat under

their skin to keep

them warm.

Whales have

waterproof skin to

keep them warm.

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Name: Date:

Worksheet

Below are some reasons why polar bears have hollow hairs. Tick the box that has the best idea which explains this.Polar bear fur is hollow …

Information Text 6

4

5

A polar bear’s fur and skin keep it warm.

Polar bears have two layers of thick, waterproof fur. They also have fur on the bottom of their paws. This helps them walk over slippery snow and ice.

A polar bear’s skin is black. Black skin absorbs

Their hairs are hollow and clear. This helps them trap _____.


CONTINUED

Emperor penguins live in Antarctica and have to live through very cold winters.

Adult penguins huddle together to block the wind and stay warm.

Newborn penguin chicks are looked after by their parents to keep them warm.


so they can breathe through their coat.

Below there are 5 sentences that tell of how these penguins and chicks can survive the cold. Colour the 2 that are right.

a) Adults stand together in big groups to keep warm.

b) Adults swim after fish which makes them warm.

c) Adults have fur which keeps them warm.

d) Parents carry their chicks on their feet to get them off the cold ice.

e) Parents let their chicks run around to get warm.

so that it can be filled with fat to trap

warmth.

so that it can trap water and use this for

warmth.

so that it can trap air and the sun’s heat.

Polar bear hair

INFERRING


Name: Date:

Worksheet 7Persuasive Text

Read the sentences below and pick the best ending.

Plastic bags are dangerous because …

a) they look like food. Turtles eat jellyfish and are poisoned by plastic.

b) animals put their heads in them and they drown.

c) animals play with them and they get trapped.

d) they fall apart and fish eat them.

1

2

Earth Spirit had many powers. One was moving creatures to new places in the blink of an eye.

Scrunching up his plastic bag, messy Ted threw it on the ground.

Magically, Ted found himself in a bubble under the sea. He was face to face with a whale. Even Ted could see the terrible pain in the whale’s eyes.

Why do you think the whale may have been in pain?

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

Trashy Ted Todroff never worried about rubbish. It wasn’t his problem so he just threw it on the ground. Teachers, and his mum and dad tried to get him to use the bin but he didn’t care. “Not my problem,” he’d say.

Earth Spirit had heard of this messy boy who didn’t care about rubbish. Earth Spirit looked after the water, plants, animals, air and land. “Rubbish ends up in the ocean where it kills sea animals. Plastic bags are the worst because they look like _____ and animals eat them.”

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Name: Date:

Worksheet

Other creatures swam toward the bubble. Dolphins with plastic

Somehow, messy Ted heard their thoughts. It was as though they were talking to him. He understood.

Persuasive Text 7

3

4

Below are the thoughts that the creatures may be having. Colour the thought bubble that you think says this best.

a) “You are lazy Ted. We wish you weren’t.”

b) “Your rubbish is hurting us. Please throw it in the bin.”

c) “Put your rubbish in the bin!”

d) “It’s OK to drop your rubbish. We don’t care.”

The writer used words and sentences to persuade you that Ted was doing the wrong thing by throwing rubbish on the ground. Write some of those words below.

CONTINUED

Blinking his eyes once, Ted found himself back in the school playground. From that day on, Ted’s rubbish always ended up in the bin.

INFERRING


Name: Date:


Lego isn’t really bad for you. Tick the sentence below which best tells how to stop ‘Lego Foot’.

a) Lego should be made of rubber so it squashes when it’s stepped on.

b) Lego should be round so that it has no sharp corners.

c) Lego should be hollow so it squashes and doesn’t hurt your feet.

d) Lego should be put away when it’s not being used.

What else could you do to make sure that you don’t suffer ‘Lego Foot’? Remember, this only happens with bare feet.

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

1

BAN LEGO!!

Text 1. Lego is bad for you! Standing on Lego really hurts. ‘Lego Foot’ is awful! It makes people hop around like one-legged bunny rabbits. Because they are hopping, people often fall over.

into the toilet. Luckily his head wasn’t badly stuck and his wife pulled him out by his wiggling legs. Shocking accidents like this happen all the time.

BEWARE! LEGO BITES! Get rid of all Lego today!!!!

2

Potato crisps should be everyday food for kids. Lovely, fatty little slices of crunchiness. No need for vegetables because crisps are made of potato.

Parents who do not feed crisps to their children are NOT doing the right thing!

Laws should be passed to make sure parents feed their children MORE FAT.

EAT MORE CHIPS!

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Name: Date:

WorksheetPersuasive Text 8

3

4

What do you think most parents may say about what is in texts 1 and 2? Colour the speech bubble of the sentence that best says this.

a) Lego can be dangerous if it’s not packed away and chips are good for kids.

b) Chips have too much fat! Lego should be made of very soft plastic.

c) Lego isn’t really dangerous. Chips shouldn’t be eaten every day because they have too much fat.

d) Potato chips are not good for you and neither is Lego.

The texts try to persuade (pur-swade) you to do something. Write one sentence from either text 1 or 2 that tries to do this.

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Children shouldn’t be made to eat vegetables.

Too many carrots can turn you orange. Peas can choke and there are bugs in vegetables.

Who wants their child to eat bugs? No parent would want to do that! Would they????

CONTINUED

5 Colour the shape which tells how the text is trying to persuade parents not to feed their children vegetables.

Parents are being made to feel bad about making kids

eat vegetables because there may

be dangers.

Parents are being told not to feed children vegetables.

Parents are being told vegetables are bad for kids.

Parents are being told all the bad things about eating vegetables.

INFERRING


Name: Date:


How is the first text trying to persuade parents to not have children? Tick the sentence which says this best.

The first text is trying to persuade parents by …

a) saying what Kiddi Bot will do.

b) saying all the things that children don’t do.

c) saying what children don’t do and what Kiddi Bot 11 can do.

d) saying that Kiddi Bots are better than children.

What do you think Kiddi Bots are?

____________________________________________________________________________________________________

____________________________________________________________________________________________________

1

Text 1. Children are smelly, noisy, messy little things. Why have children?

Buy a Kiddi Bot 11 today. Kiddi Bots will do as they are told, eat their vegetables, clean up their rooms and do jobs around the house for nothing. Children don’t do any of these things with a smile. The new Kiddi 11 does!

Every morning they will wake up happy and give great big hugs. No doo-doo in nappies or loud crying when they are new.

Why would you have a baby when you could have a cute new Kiddi Bot 11?

Kiddi Bots could never take the place of children.

For a start, Kiddi Bots don’t feel happy, sad or show any feelings. Kiddi Bots are cold and they only give hugs when they are told to. Kiddi Bots don’t change and grow. They are the same forever.

After a while, they become plain boring.

2

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Worksheet

Who would say the sentences below? If it is the writer of the first text, circle 1. If it is the writer of the second text, circle 2.

a) “Kids are annoying.” 1 2

b) “Kids cost a lot of money to keep.” 1 2

c) “No-one can be as cute as a kid.” 1 2

d) “Kids have feelings.” 1 2

e) “Kids always mess up the house and you have to tidy it up.” 1 2

3

4

Persuasive Text 9CONTINUED

Why are Kiddi Bots being sent back to shops? Read the sentences and colour the heart of the one that real parents would say.

a) Kiddi Bots run out of power.

b) Kiddi Bots can’t show love.

c) Kiddi Bots don’t play.

d) Kiddi Bots are not friendly.

These sentences say why machines could never take the place of children. Colour stars for every sentence. The more stars you colour, the better you feel the sentence is.

a) Machines don’t show feelings or return love.

b) Machines don’t learn, grow and change.

c) Machines aren’t a part of their parents.

d) Machines need electricity.

Kiddi Bots are not selling well. Many Kiddi Bots are being sent back to shops. Parents have found that Kidd Bots don’t _____.

5INFERRING

ENGLISH & GEOGRAPHY T3-2018 • 399781925490169 Australian Geography Centres - LP © 2017 Blake Education

Australian Geography Centres – Lower Primary © 2017 Blake Education 2323

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ENGLISH & GEOGRAPHY T3-2018 • 409781925490169 Australian Geography Centres - LP © 2017 Blake Education24Australian Geography Centres – Lower Primary © 2017 Blake Education

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Australian Geography Centres – Lower Primary © 2017 Blake Education 73

Name Date

Mapping the Continents

Lower primary – Level 2Source Card: 12

Use the compass on the map to answer the questions about direction.

1. If you were in Australia, in which direction would you have to fly to get to these continents?

a) Africa

b) Asia

2. If you were in North America, in which direction would you have to fly to get to these continents?

a) South America

b) Europe

3. How do you think the Indian Ocean got its name?

4. Which part of the Pacific Ocean do you think is called the ‘South Pacific’?

Circle one: The part between Australia and South America

The part between Asia and North America

5. Which part of the Atlantic Ocean do you think is called the ‘North Atlantic’?

Circle one: The part between Antarctica and Africa

The part between North America and Europe

6. Which continent is closest to the North Pacific Ocean?

Circle one: Australia Antarctica Africa Asia

12A WorkSheet


Australian Geography Centres – Lower Primary © 2017 Blake Education74

Name Date

Mapping the Continents

Lower primary – Level 2Source Card: 12

74

1. Group these creatures into their home continents. Write them in the correct spaces in the table. Use the map on the source card to help you.

2. Write the climate of each continent in the correct spaces on the table. Some of them are the same. Look at the colours of the continents on the source card to help you.

Continent Animal Climate

North America

Europe

Africa

Antarctica

Asia

Australia

South America

12BWorkSheet

panda seal moose fox giraffe kangaroo llama

warm to cold hot and dry cold and snowing warm to cold

warm to cold hot to cold warm to cold

3. Geography Centres LP – Activity Card 12

105TARGETING INFERENTIAL COMPREHENSION – LOWER PRIMARY © BLAKE EDUCATION 2018

1 b2 a3 d4 Sample answer No, because he rushed to look at

the tree.5 b / c

1 b2 Sample answer Her trick was mean and she had

to give her own money to Tim.3 Grandma would have thought that it was mean.4 a5 c

1 c2 a – 1, b – 2/3, c – 2/33 $20 / as much money as you can4 The Tooth Fairy didn’t have much money.5 You asked for too much money. Try again.

1 a2 Sample answer Wheat needs water, sunshine

and good soil to grow well.3 This is to make the wheat soft so that it can be

more easily crushed.4 a – 4, b – 1/2, c – 3, d – 1/25 water

1 b2 Sample answer They looked at the birds’ and

insects’ wings.3 … engines and specially shaped wings.4 This plane would need to have lots of jet

engines.5 a – 4/5 blocks, b – 2/3 blocks, c – 1/2 blocks

1 c2 Sample answer White fur helps animals to

camouflage/hide in the snow and ice. 3 Whales have a layer of fat under their skin to

keep them warm.4 Polar bear fur is hollow so that it can trap air

and the sun’s heat.5 a, d

1 a2 Sample answer The whale probably swallowed/

ate some rubbish like plastic bags.

3 b4 cutting, sadly, terrible pain, messy Ted

1 d2 Sample answer You could wear shoes or put the

Lego away.3 c4 Possible answers BEWARE! Get rid of all Lego today!!!! Laws should be passed to make sure parents feed

their children MORE FAT. EAT MORE CHIPS!5 Parents are being made to feel bad about

making kids eat vegetables because there may be dangers.

1 c2 Sample answer Kiddi Bots are robots/machines.3 a – 1, b – 1, c – 2, d – 2, e – 14 b5 a – 3 stars, b – 2/3 stars, c – 2/3 stars, d – 1/2

stars

1 a / d2 Sample answer We can keep him as long as: he

doesn’t make a mess / he doesn’t burn things / you feed him.

3 a – 3, b – 4, c – 2, d – 14 The children tried to trim the dragon’s toenails.

/ The children put woolly socks on the dragon’s feet.

1 c2 answers will vary Sample answer Mum stood up and her face was

red. She was angry because she didn’t like what the dragon did.

3 a4 Holly was sad because Spike was going to be

sent away.5 “You can keep him but feed him soap.”

1 best answers a / d2 “I’ll just have a look inside the box.”3 b4 “You’re it! You put up a good chase.”

1 d2 b3 Kangaroos are not welcome on farms because

wheat is a grass and crops are eaten.

ANSWERS

Inferring

Predicting



the tree.5 b / c






















stars












ANSWERS

Inferring

Predicting



the tree.5 b / c






















stars












ANSWERS

Inferring

Predicting

2. Targeting Inferential Comprehension LP

Australian Geography Centres – Lower Primary © 2017 Blake Education 103Australian Geography Centres – Lower Primary © 2017 Blake Education 103

6. I was cut into small pieces and melted down.

7. I was made into a new can.

WORKSHEET 8B

Recycling sign

Lets people know whether things can be recycled and where they should put them.

Recycling bin

A place where people can put things to be recycled so they can be collected.

Recycling truck

Collects the recycling from the recycling bin and delivers it to the recycling factory.

Recycling factory

Recycles things like glass, plastic, aluminium and paper to make new items.

ACTIVITY CARD 9

WORKSHEET 9A

oysters, mussels, mud crabs, stone tools, fish bones, charcoal

WORKSHEET 9B

Answers will vary.

ACTIVITY CARD 10

WORKSHEET 10A

1. Answers will vary. Example answers are provided below.

Home: one shelf, one chair, side table, lamp, pot plant, small space

School: three shelves, computers, large table with chairs

Public library: large wall of bookshelves, four smaller bookshelves, librarian desk, couches/stools, pot plants

Bookstore: different sizes of shelves, couches, round tables, food displays

2. Answers will vary. Example answers include:

The school library has three tall shelves with lots of books. It has one big table and desks with computers.

The home library has one shelf and one chair. It is smaller than the school library and has fewer books.

WORKSHEET 10B

Answers will vary.

ACTIVITY CARD 11

WORKSHEET 11A

1. 7 — Asia, Africa, Europe, North America, South America, Antarctica, Australia

2. 6 — Asia, Africa, Europe, The Americas, Antarctica, Australia

3. 6 — Eurasia, Africa, North America, South America, Antarctica, Australia

WORKSHEET 11B

Washington DC

Buenos Aires

BeijingLondon

Cape Town

Villa Las Estrellas

Canberra

NORTH AMERICA

SOUTH AMERICA

AFRICA

AUSTRALIA

ASIAEUROPE

ANTARCTICA

ACTIVITY CARD 12

EVALUATING AND REFLECTING

The Antarctic Ocean would be on the southern part of the map surrounding Antarctica.

WORKSHEET 12A

1. a) West b) North (North-West)

2. a) South b) East

3. It is closest to India.

4. The part between Australia and South America

5. The part between North America and Europe

6. Asia

WORKSHEET 12B

CONTINENT ANIMAL CLIMATE

North America moose warm to cold

Europe fox warm to cold

Africa giraffe hot and dry

Antarctica seal cold and snowing

Asia panda warm to cold

Australia kangaroo hot to cold

South America llama warm to cold

Australian Geography CentresLower Primary

WorkSheet answers

Australian Geography Centres – Lower Primary © 2017 Blake Education 103Australian Geography Centres – Lower Primary © 2017 Blake Education 103

6. I was cut into small pieces and melted down.

7. I was made into a new can.

WORKSHEET 8B

Recycling sign

Lets people know whether things can be recycled and where they should put them.

Recycling bin

A place where people can put things to be recycled so they can be collected.

Recycling truck

Collects the recycling from the recycling bin and delivers it to the recycling factory.

Recycling factory

Recycles things like glass, plastic, aluminium and paper to make new items.

ACTIVITY CARD 9

WORKSHEET 9A

oysters, mussels, mud crabs, stone tools, fish bones, charcoal

WORKSHEET 9B

Answers will vary.

ACTIVITY CARD 10

WORKSHEET 10A

1. Answers will vary. Example answers are provided below.

Home: one shelf, one chair, side table, lamp, pot plant, small space

School: three shelves, computers, large table with chairs

Public library: large wall of bookshelves, four smaller bookshelves, librarian desk, couches/stools, pot plants

Bookstore: different sizes of shelves, couches, round tables, food displays

2. Answers will vary. Example answers include:

The school library has three tall shelves with lots of books. It has one big table and desks with computers.

The home library has one shelf and one chair. It is smaller than the school library and has fewer books.

WORKSHEET 10B

Answers will vary.

ACTIVITY CARD 11

WORKSHEET 11A

1. 7 — Asia, Africa, Europe, North America, South America, Antarctica, Australia

2. 6 — Asia, Africa, Europe, The Americas, Antarctica, Australia

3. 6 — Eurasia, Africa, North America, South America, Antarctica, Australia

WORKSHEET 11B

Washington DC

Buenos Aires

BeijingLondon

Cape Town

Villa Las Estrellas

Canberra

NORTH AMERICA

SOUTH AMERICA

AFRICA

AUSTRALIA

ASIAEUROPE

ANTARCTICA

ACTIVITY CARD 12

EVALUATING AND REFLECTING

The Antarctic Ocean would be on the southern part of the map surrounding Antarctica.

WORKSHEET 12A

1. a) West b) North (North-West)

2. a) South b) East

3. It is closest to India.

4. The part between Australia and South America

5. The part between North America and Europe

6. Asia

WORKSHEET 12B

CONTINENT ANIMAL CLIMATE

North America moose warm to cold

Europe fox warm to cold

Africa giraffe hot and dry

Antarctica seal cold and snowing

Asia panda warm to cold

Australia kangaroo hot to cold

South America llama warm to cold

Australian Geography CentresLower Primary

WorkSheet answers

ANSWERS CONTINUED

english & geography...props: objects used by the actors in the play costume: special clothing...

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