Macmillan foundation skills writing composition 3pdf students book

Unit 2 Punctuation practice 1 - Capital letters and full st ops Punctuation Skills Beginning sentences with capital letters.. ending them with full stops Unit 3 Handwriting practice 1 Ha

Composition

L

•

ritino Composition

Louis Fidge

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iv

Page Scope and sequence

Writing a report Getting off to a good start Writing a poem with a predictab le pattern Punct uat io n practice (2) - Question marks Handwriting practice (2)

L abels and captions Writing a personal recount

Writing instructions Punctuation practice (3) - Using commas in lists

Writ ing a po em to perform

Writi ng a letter Punct uat io n practic e (4) - Exclamatio n marks Handwritin g p racti ce (4)

Wri t ing a playscript Steps t o he lp you write well

Handwrit ing checkl ist

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

Punctuation Skills Beginning sentences with capital letters ending them with full

stops

Unit 3 Handwriting practice 1

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

Getting off to a good start Adventure/fan tasy

Appreciating the need to engage the reader right from the start; continuing given stories in own words

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

'Unit 7 Punctuation practice 2 - Question marks

Punctuation Skills Recognising and punctuating questions correctly

Unit 8 Handwriting practice 2

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

Writing a personal recount Autobiographical recount Planning and writing autobiographical recounts based on personal experiences

Unit 11 Describing characters

Text Type Descri pti ve prose (adventure/fantasy)

Writing Skills Appreciating aspect s of charact er isat io n; planning and writing

descri ptio ns of imaginary and real -life characte rs

Unit 12 Writing instructions

Text Type Instruct io nal text

Writing Skills Appreciating the need to strurt ure instructiona l texts clearly and

devices used to do so, plann in g and writing instructional text s

Unit 15 Writing a poem to perform

Text Type Poem w it h predictable and patterned lang uage, involving

onomatopoeia, ideal for perf ormin g in groups

Writing Skills Using onomatopoeia; plann ing and writin g further verses, using

given pattern; plannin g and writing ow n list po em

Unit 16 Describing settings

Text Type Descriptive prose (advent ure st ory)

Writing Skills Appreciating the need to describe settings; planning and writing

descriptions of imaginary and real -life settings

Unit 17 Writing a letter

Text Type Formal/ informal letter writing

Writing Skills Appreciat in g differe nt ty pes of letters; planning, composing and

setting ou t correct ly different types of letters

Unit 18 Punctuation practice 4 - Exclamation marks

Punctuation Skills Recognising and punctuating exclamations correctly

Unit 19 Handwriting practice 4

Handwriting Skills Practising join ed scri pt; develop ing a fluen t , legible style of

handwriting

Unit 20 Writing a ploy scrip t

Text Type Trad it ional story (wri tten as a playscript)

Writing Skills Appreciating conventi ons of setting out playscripts; completing

given playscript; continuing story, com posing and setting it out as

a playscript

v

tasks including fiction, poetry and non-fiction The books are carefully graded and are

increment al in difficulty.Thebooks provide a valuable complementto any other resources or

series current ly being used.The fact that each unitisst ructure d in the same way makes the books accessible and easy to use

Th e related activities

The relate d activitiessup po rt the developmentof essent ial compositional writing skills.They also focus on the technical side of writing, offering focused work on developing punctuation skil ls

Deve lo p ing afluent, legible style of handwriting is encouraged throughout theseries.The

check list s at the bock of the book help children to refl ect on vario us aspects of the writing

process, suchas planning, drafting, editing etc

T he Skills Scope and Sequence Chart

The Skills Scope and Sequence Chart (on pages ii-iii) provides on immediate overview of each

book and the skills being developed.This chart is very helpful for planning purposes

U sing the books

To gain maxim um benefit from the books, it is suggested that they are used systematically,

worki ng through each unit one at a time, in the given order However, the books may also be

used flexibly, selecting units asdesired to complement other work being done in class

T ackling the units

Th focus text at the beginnin g of all co mpo sit ional writing units should be read to and with the

class and discussed Each uni t is preced ed by an introductory sentence or two which helpsdirect attent ion to key apsects of the text Ensure pupils have a good grasp of the literal meaning of the text and any vocabulary they may not have met before when reading the stimuluspassages

The texts have been specially chosen as models, demonstrating particular typesof writing.They

are usef u l for helping children appreciate different types of writing, to learn from them and base their own writingon them.Poin t out and discuss the particularcharacteristics and featu res of

each text during class discussions

Tackling the r elat ed activitie s

The accompanyingactivities are alw ays divided into two types:a Now try t his sect ion and a N ext

step s section The Now Try This section refers the child back to the text, checking their

unde rst anding and encouraging them to reflect on the particulor characteristicsand features of

the different types of texts int ro d uced The Next steps activities encourage the child to build on this, by doing some writing based on the text, using it as a model Often there are furthe r

act ivit ies which then ask children to do so me independent writing based on a similar theme.Each

unit has an accompanying copymast er in the Teacher's Book, which sup po rt s or complement s the

work done in the Next steps section.It is suggested that prior to working any activity ther e is some discussion with the pupils to ensure they fully understand what is required of them and can gain maximum benefit from each acti vity

vi

Teaching fea tures

Units of work

Focus sect ion Uni t number Now try this Next step s

Int rodu cti o n Checks un derstand ing Indep endent writing Gets children thinking Draws attenti o n to act ivities based on , and about t he text f eatures of te xt developed from, t h e text

and title

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Stimulus text Copymaster octivity (in

To be read and Teoch er's Book)

di scussed as a closs Suppo rt s o r co mplem ent s work

Acts 0 model for don e in the Next st eps

chi ld ren to learn from section

The checklists These may be fou nd at the bock of the book and may be used to help child ren reflect on vario us aspects of th e Writing process

~ Hare was bored He decided to have a

Middle

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

he went to sleep under a tree

2

o t

Write the sentences in the correct order so the y t

1 Hare decided to have a sleep under a tree

2 At the start of t

3 When Hare woke up, T o rt o ise was at the f in ish ing l

4 One day Hare challenged Tortoise to a ra

S Hare was soon a long way ahe ad of T

6 Tortoi se kept going and passe d Hare wh i le h e was a

What do you think of Hare ? What do you t

What lesson did Tortoise teac h H

( 1 } Copy the beginning of the story

Sparrow could fly very fast He was always boasting abo ut it One

day Sparrow was bored He decided to have some tun , so he

challenged Tortoise to a rac e

Co ntin ue th e st o ry W rite a good middle and ending f or i t Use the

story of H are and Tortoise to help you

ending

, ~f Beginn ing

~ , ~ ; ~l l Robe rt l o o k ed after the sh eep One da y he was fed up

I £' \ so he play ed a trick He shouted to the p eo p le in the

~3 ' , I village a nd t o ld them a wolf wa s comi ng They ran to

J ~~ / help Robert l aug hed at them and said it was a joke

: ~ -~ \\ T h e next day wh en Robert was lo oking a fter th e sheep

c ~ , : ' a w o lf real ly di d come Robert was fri g ht en ed He

;:iI~:;' I called fo r h elp E veryo n e thought he w as jok ing They

3

Punctuation practice (1

- Capital letters and full stops

Every sentence begins with a capital letter

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

7 snakes slide through the grass

9 a zebra looks like a black and white horse

10 parrots are birds with colourful feathers

4

e

/ -

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» ::- ,

capital letters and full stops

1 sky the blue is

The sky is blue

2 dogs bark can

7 guitar I playa can

8 the wall off fell a man

in using capital letters and full stops correctly

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t s e

Writing a report

Focus - - ­

Sam' s t eacher asked h er t o w rit e a bout an an imal she liked She

chose the panda She looked up s ome i nf ormat ion in bo oks

This is Sam's report What d o yo u n ot ice a bout it ?

M ~ report on pondo,s

WMi p~ laak

T M panda has Q fut bacLj Q round, ju.a smell ears

and Q liuck patch, oround, each ~e I t has <L

bI.a.d and whl.t£ coai wtu.eh lJ5 V'€nj thi.ck 1 t5

~ t1u panda wnrm, in, cold wwlhv-

min,

A panda has bLg s.t.rong \:QQl:h and JC1Mf3 I t eats huqe, orricunts of b a.m.boo

T~ V5 <L Ujpe of ~ plant and V5 ~ tcuqh, Pondo,s spend, about

' fou.rt.un hours eozh, ~ ecilin.g TM re& of t1l£ hrnz t.Mlj spend, ~

Bab8 pan.dtM

mother pcrido ~ aft<u- ruu- cubs unhl t.Mlj are ctd, encuqh, to lwe

\ elena Thus L6 whzn, ~ are about ei.<J1Wm ITUJTllh.6 oW

I wr ote about pandas b eca use they

ar e n ot man y panda s l eft in th e

wor ld Pandas are found in C hina

They hav e to b e prot ected

1 What was the title of Sam's piece of work?

2 Why do you think a title is important?

3 How many paragraphs has Sam divided he r report into?

4 What is the first paragraph about?

5 What is the second paragraph about?

6 What is the third paragraph about?

7 Why do you think Sam h as incl uded a dra win g of a panda?

8 Do you think Sam 's report i s set out clearly? Give your r easo ns

(! ) Plan and write a report about an animal you know we ll It may

be a pet you have It may be an animal tha t you see on a farm

It may be an animal that lives in your count ry

• Write som e informa tion abo ut y our a nimal.~1

• Write you r ideas under he adings lik e Sa m I

• Dra w 0 pict ure of your on imol

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~ , I Now plan and wnte a

report about an animal

you don't know very

well Use a reference

book to help you find

some information

Choose some suitable

headings to help you

organise your

information

Getting off to a good start

F (US

T he way we begin a story is very important It can make people interested o r it c an p ut peop le off Always try to make your story

s tart in an interest ing wa y Is th is story starter successful? Give

rea son s f or yo ur answer

L

c. L.- 0 '0was soon asleep Suddenly, Edward woke

up with a start What was that? Edward listened He heard a thumping noise in the distance It sounded like the stamping of huge, heavy feet It sounded as if it was coming towards him Edward jumped up and hid behind the trunk

of the tree The noise seemed closer now The ground shook The tree shook Edward shook with

f ear His heart began to beat very fast The hea vy

2

3

• a n an imal? ( The story beg ins in an excit ing w ay J

Once upon a tim e there was a d ragon called ::5;t.g.~ _ .

Dirk He lived on hi s o w n in a da rk forest Dirk ~ I D

was very sad He loo ked Just like ot h er 0

dragons He had sha rp teeth an d sharp claws ~ -/

He had a very loud ro ar But D

make fire and smoke co m e o ut of his mouth

All Dirk's friends made fun of him Poor Dirk!

He hid in the forest and c

F

same way There are four lines in each verse Have fun reading it

together

One and two and away we go

Eeny Meeny Miny Mo

Three and four and away we go

Stop at the shop for something to eat,

Let's have an ice-cream for a treat

Eeny Meeny Miny Mo

Five and six and away we go

Go to the library and get a book,

Walk round the museum and have a look

-- I

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2 How many lines are there in each ver

3 What do you notice about the firs t t

4 Copy and complete these lines i n

Were visiting , near an d _

5 Copy and complete these l in es in verse 2:

Stop at the fo r s o mething to

Let's have an for a

6 Copy and complete these lines in verse 3:

Walk round t he and have a

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

~:~: nr.:,~e;Y Miny ~~d away we go <' ~~'·: i ~~ ,,,,,, I t · ' :i1 1~

t~-Play in the all afternoon , 8 " - ·~-:' ~ - 3 I ,, :~ f ~ ",:

It's ge t t ing l ate l(Ve must go home _ ~ ~ /

Pa ss the I see the trains, '-?: J , - ­

Let's get h om e quick , before it - - - - , 1 ~~ ~

( ~_ Make up your own nu mber rhyme Go up to number ten

Do it like this:

O ne, one, play in the sun

Two, two, visit the zoo

Three, three , swim in t h e sea

Four, four, slam the door

( ] } U se the c o pymaster to hel p you writ e another poem

Copy the questions below Put i n the m issing

capital letters and question marks

1 w hat colo u r is grass

2 wha t have we got for lu

Nex e ~

What colour is the sun? The sun is yellow r\~

,

hol iday

questions were? Write each question and answer correctly

question marks

Handwriting Practice (2)

oc

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

h

How does each animal move? Write the answers

Use your best handwriting

I~

I~

-~- ­

- J

rj ) What does each person do? Match the beginning of each sentence to the correct ending Write each sentence correct ly

Use your best handwriting

F

We can learn a lot from pictures or diagrams and the labels and

cap tions that accompany them Look at Sarah's work on trees Is it

easy to understand? Flowers - - - - - - - ,

The leaves make the as bees, or the wind, carry pollen

food for the tree from one flower to another This

They make food from makes the seeds for new trees ?

light to help make ~r' ~ \ V {/\.J o ~ U

C?"c7V\ ,~c:;., , Fruit and - - ,

~I s-: • It, ~

G row th rings - - - ­

When a tree i s cu t down,

you can count the r ings and

see how o ld it i s One ring

stands for one year

- -, Roots ~~

- - - -., The roots of a tree go a long way into the ground They help the tree to stand up The roots soak up water for the tree

Write two interesting things you have found out about each of these

1 the tree trunk 2 tree roots 3 l eaves

4 flowers on trees 5 the fruit and see ds of tr ees

6 growth rings

reasons for your answer

/ ~

'-­

bell saddle chain brakes handlebars pedals

You pull the brakes when you want to stop the bicycle

picture of it label your picture Write some sentences about it

' - '

a picture with labels