Primary Language Arts Writing and advisory team: Leonie Bennett, Julia Sander, Ericka Forbes-Blair, Gillian Myers and Serieka White-Lawson.
Macmillan Education 4 Crinan Street, London N1 9XW A division of Macmillan Publishers Limited Companies and representatives throughout the world www.macmillan-caribbean.com ISBN 978-0-230-49473-2 AER Text Leonie Bennett 2015 Design and illustration Macmillan Publishers Limited 2015 The author has asserted her rights to be identified as the authors of this work in accordance with the Copyright, Design and Patents Act 1988. This edition published 2015 First edition published 2007 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers. Designed by Macmillan Education and John Barker Typeset by Tek-Art Illustrated by Pamela Goodchild, Donald Harley, Jenny Mumford and Joanna Williams c/o BL Kearley; Jim Eldridge and Robin Lawrie c/o Beehive Illustration; Jenny Northway, Neil Rogers, Norman Young and Tek-Art Cover design by Blue Dog Design Studio Cover illustration by Rachel Parker Picture research by Victoria Gaunt The authors and publishers would like to thank Ericka Forbes-Blair, Gillian Myers and Serika White-Lawson for their help and advice throughout the development and writing of this series. The authors and publishers would like to thank the following for permission to reproduce their photographs: Alamy/Universal Images Group/DeAgostini p141, Alamy/Hemis p142, Alamy/M. Timothy O Keefe p143; Corbis/Mathew Ashton/AMA p88; Getty Images/Radius Images p41; The Gleaner Company Limited, 2007 p116, The Gleaner Company Limited, 2012 p135; Photoshot/Martin Harvey p137. The author and publishers are grateful for permission to reprint the following copyright material: Complete poem I m a Parrot by Grace Nichols, copyright Grace Nichols 1988, from Come on into My Tropical Garden, reproduced with approval of Curtis Brown Group Ltd, London; Complete poem The River by Valerie Bloom, copyright Valerie Bloom 2000, reprinted by permission of Eddison Pearson Literary Agency; Adapted material from poem Gran, Can You Rap? by Jack Ousbey, copyright Jack Ousbey 2001, reprinted by approval of the author; Baba and Mr Big. Text copyright C Everard Palmer, 1973. Reproduced with the permission of Scholastic Ltd.; Adapted material from Night by Al Cambell, copyright Al Cambell 2005, first published in Favourite Stories 2005, reprinted by approval of the author and SunZone Books; These materials may contain links for third party websites. We have no control over, and are not responsible for, the contents of such third party websites. Please use care when accessing them.
Contents Unit Reading Type of text Page Theme One: Ourselves 1 Healthy Eating Realistic story 8 2 Dear Auntie Julie Thank-you letter 15 3 The Tree of Life Traditional tale 22 4 Gran, Can you Rap? Poem 29 Assessment 1 35 Theme Two: Language through the senses 5 Somerset Falls Advertisement 41 6 Anancy and the Tug-of-War Story 47 7 In the Bazaars of Hyderabad Poem 54 Coming Home Poem 8 Hurricane Coming Story 61 Hurricane Poem Assessment 2 68 Theme Three: Print in the environment 9 Sweet potato pudding Recipe 74 10 Messages Information/instruction 81 11 Print on Clothes Expository 88 12 The Fun Run Story 95 Assessment 3 102 Theme Four: Friends 13 What Friends are For Play 108 14 The New Park Expository 115 15 The New Boy Story 122 16 I m a Parrot Poem 128 The Magnificent Bull Poem Assessment 4 135 Theme Five: Water 17 School Trip to Black River Report 141 18 The River Poem 148 19 Rushing River Story 155 20 Facts about Water Expository 161 Assessment 5 168 Test practice 174 The Writing process 182 Glossary of grammar terms 183 Index 184
Scope and Sequence Theme One: Ourselves Unit Listening and Speaking Reading and comprehension Language 1 page 8 Focus question 1 2 page 15 Focus question 2 3 page 22 Focus question 3 4 page 29 Focus question 4 Discuss favourite foods Brainstorm what you do to keep healthy Make up a Who am I? game Retelling a story Discuss the need to share living in a community Preparing and performing a group recitation Healthy Eating (Realistic story) Juice box (Environmental print) Make predictions before reading Context clues Dear Auntie Julie (Thank-you letter) The Tree of Life (Traditional tale) Make predictions Identify moral Gran, Can you Rap? (Poem) Reading an advertisement Rhyming couplets Literal and inferential comprehension Nouns: common, proper Verbs: simple past and present tense Irregular past tenses Subject/verb/object Adjectives Similes Pronouns: subject and object Metaphor Assessment 1 Page 35 Traditional Taino tale Nouns, verbs, adjectives, pronouns, simple present and past Theme Two: Language through the senses Unit Listening and Speaking Reading and comprehension Language 5 page 41 Focus question 1 6 page 47 Focus question 2 7 page 54 Focus question 3 8 page 61 Focus question 4 Observe and talk about nature Create a word picture Retelling a story Role-play Speaking expressively Read aloud and perform a poem Role-play market scene in Creole and SJE Read aloud to create mood, feelings etc. Discuss hurricane preparation Somerset Falls (Advertisement) Fact and opinion Anancy and the Tug-of-War (Story) Characters and setting Moral of story In the Bazaars of Hyderabad Coming Home (Poems) Rhyme Inferential comprehension Hurricane Coming (Story) Hurricane (Poem) Mood in story Draw on previous experience Assessment 2 Page 68 Character description focusing on sight and sound Choose a title Persuading the reader Fact and opinion Present and past tense of to be Subject verb agreement Conjunctions Comparative and superlative adjectives Commas (in a list and in letters) Irregular comparative and superlative adjectives Present and past continuous tenses Vivid verbs Verbs: simple and continuous tenses, conjunctions, comparative and superlative, adjectives, commas 4 Theme Three: Print in the environment Unit Listening and Speaking Reading and comprehension Language 9 page 74 Focus question 1 10 page 81 Focus question 2 Give oral instructions Discuss use of Creole in signs Brainstorm examples of writing found in the home Sweet potato pudding (Recipe) Compare details on food packaging Headings/sub-headings Scanning Messages Information on medicine label Warnings Identifying different types of text Imperatives Adverbs Parts of speech Apostrophe for possession (possessive nouns) Prepositions
Scope and Sequence Theme One: Ourselves Word study Study skills Writing Plurals: -s, -es, -oes y ies; f ves Initial blends: pr, fr, dr, br Reading a bar chart 1 Write a composition about ourselves 2 Make a bar chart of favourite foods Spelling: double final consonant or drop e Full stop, question mark and exclamation mark Brainstorming Writing paragraphs 1 Write a paragraph about Things I can do 2 Write a thank-you letter Synonyms and antonyms Initial blends: br, cr, sl, fl Word-building: suffixes Story structure: setting, character, problem, resolution 1 Build a story using story elements 2 Write a class composition about your community 1 Interview an older person and write a report 2 Write a rap Plurals Synonyms Friendly letter Theme Two: Language through the senses Word study Study skills Writing Initial blends: fr, tr, gr 1 Write an advertising flyer write to persuade 2 Write a friendly letter describing a place visited Onomatopoeia Prefixes: un-, dis-, re-, im- Peer editing 1 Describe sounds in the environment 2 Write a friendly letter Alphabetical order (second and third letter) Using a dictionary 1 Write a class poem, using sense impressions 2 Create a word picture Clusters: scr, str, spr Homophones and false homophones Prefixes Homophones Check writing to ensure subject verb agreement 1 Write journal entry reacting to sense impressions 2 Write part of a story to create mood and feelings Make notes under headings and write a report in paragraphs Theme Three: Print in the environment Word study Study skills Writing Abbreviations Consonant digraphs: wh, ch, sh, th Wh? questions 1 Write instructions 2 Make a label for a product Suffixes 1 Write an instruction manual 2 Fill in a form to report a faulty item 5
Scope and Sequence 11 page 88 Focus question 3 12 page 95 Focus question 4 Debate: is it worth paying a lot for brand names? Debate: are these signs effective? Print on Clothes (Expository text) Symbols, logos Identify key words Interpret symbols The Fun Run (Story) Road signs Make predictions Assessment 3 Page 102 Advertisements Adverbs Imperatives Prepositions Apostrophes Theme Four: Friends Unit Listening and Speaking Reading and comprehension Language 13 page 108 Focus question 1 14 page 115 Focus question 2 15 page 122 Focus question 3 16 page 128 Focus question 4 Interpret and perform a play Define friendship and qualities of a good friend Agree or disagree with a point of view giving reasons Role-play Dramatise a story Debate: should we keep animals in cages/zoos? Choral rendition of poem What Friends are For (Play) Inference Exploration of character The New Park (Expository text) Look at character traits The New Boy (Story) Give opinion about characters I m a Parrot The Magnificent Bull (Poems) Summarise a poem Appreciate rhyme and theme Assessment 4 Page 135 Friends of the Environment (Newspaper article) Summarise a text Theme Five: Water Unit Listening and Speaking Reading and comprehension Language 17 page 141 Focus question 1 Discuss and create rules for a school trip School Trip to Black River (Report) Reading a table of information Reading non-fiction Main ideas and paragraphs Asking questions using do/does, have/ has, is, are Helping verbs: has/have/had/is/are/am/was/ were Direct speech: quotation marks Negatives using don t/doesn t, hasn t/haven t Negative imperatives Nouns: collective and gender Parts of speech Future tense Possessive pronouns Possessive adjectives Differences between Creole and SJE Commas to embed phrases Subject verb agreement Forming do/does questions Questions for an interview Negatives: doesn t, hasn t, imperatives/rules Do/does questions Commas to embed phrases Possessive pronouns its and it s Punctuation review 18 page 148 Focus question 2 19 page 155 Focus question 3 20 page 161 Focus question 4 Read with expression Choral recitation Dramatise a story Role-play using SJE and Creole Act out a scene in Creole and SJE The River (Poem) Theme and mood of a poem Summarise a poem Assessment 5 Page 168 Advertisement Timetable Email Rushing River (Story) Inferring lessons from the story Facts about Water (Expository text) Pie chart and diagram Personification Extending sentences Brainstorming adjectives to describe water Reported speech Revision of tenses Making notes Key words Direct and reported speech Making notes Punctuation review Parts of speech 6
Scope and Sequence Syllabication Spelling tips Research Using the Internet Herringbone organiser 1 Write a report using paragraphs 2 Write a polite letter to Principal Long vowel sounds Tables and charts 1 Design an advertising poster 2 Write a story Syllabication Suffixes Tables Web organiser Design an advertisement for a chocolate bar using persuasive writing Theme Four: Friends Word study Study skills Writing Compound words Herringbone technique Editing checklist 1 Write a story about friendship 2 Letter of invitation to a friend Prefixes Read a map of local area Use a web organiser 1 Write a report to describe and persuade 2 Complete a questionnaire Silent letters: k, w Use a story map Story circle 1 Write a whole class story 2 Write a journal entry Final blends: -nd, -mp, -st Poem completion Change verbs to nouns Research, using encyclopaedia Peer editing 1 Write poems in groups 2 Fill in a form for the vet Prefixes Silent letters Pie chart Write a letter to a friend Theme Five: Water Word study Study skills Writing Irregular plurals Silent letters: h, t, b Common mis-spellings Words commonly confused Research different types of boats Draw and label Mount a display Contents list 1 Thank-you letter 2 Journal entry describing a favourite water activity 1 Write a group poem using sound words 2 Imagine yourself as a drop of water Words often confused (good/well; bad/badly) Peer editing 1 Write a story set near water 2 Design a water safety poster Spelling ough Inflectional endings to make word families Water vocabulary Word-building Finding information in books Index 1 Letter of invitation 2 Plan a story about life in a pond Plan and write a story 7
Ourselves Unit 1 Speaking What are your favourite foods? What do you eat at break? The setting of a story is where it takes place in school, in town, at sea. Reading 1 Read the title of the story and look at the illustration. What do you think the story will be about? Setting and characters Problem 8 Healthy Eating Tanya and Shakira were in the school canteen. They had just had a lesson about healthy eating. I m starving! said Shakira. I m going to buy some cheese snacks. They re so-o-o bad for you, warned Tanya. They re full of salt and fat. Then I ll get chocolate, said Shakira firmly. Chocolate s full of sugar. Why not try popcorn? suggested Tanya. I don t like popcorn, Shakira moaned. Why is everything I like bad for me? Mrs. Clarke was behind the counter. She looked worried. There s nothing wrong with my chocolate, darling, but if you re really hungry you should have some proper food. Why don t you try some macaroni pie? Reluctantly, Shakira nodded her head. I suppose that s best, she muttered. Predicting theme of a story from title and illustration
Ourselves Unit 1 Resolution Then it was Tanya s turn. Please may I have some fruit? she asked. There s no fruit, sweetheart, but I ve got some tasty fruity sweets, suggested Mrs. Clarke. No thank you, said Tanya. Sweets are bad for my teeth. Do you have fruit juice or peanuts? No, honey, but I ve got soft drinks and peanut candy. Tanya shook her head. Mrs. Clarke looked perplexed. Oh dear, she sighed. I m afraid I can t help you. Never mind, said Tanya smiling. I ll just have a bottle of water, please. The two girls went back to the classroom and told Mr. Williams what had happened. The canteen should sell healthy snacks, complained Tanya. Perhaps you can try to change things, suggested Mr. Williams. How can we do that? asked Shakira. Well, Mrs. Clarke sells what she thinks the children want, explained Mr. Williams. If she thought you wanted healthy snacks, I m sure she would sell them. Let s go and tell her! shouted Tanya. Slow down, laughed Mr. Williams. It s not just up to you. First you will have to explain your idea to the Principal. Then, if she agrees, you will have to ask the other children what they would like. You may have to explain to them why fruit and nuts are better than candy, and juice is better than soft drinks full of sugar. We can do that! said Tanya. We can put up posters. That s a great idea for a class project, declared Mr. Williams. You can tell the class about it after break. Infer meaning from context clues 9
Ourselves Unit 1 2 Answer the questions about the story. 1. Where is the story set? 2. Who is Mr. Williams? 3. You should have some proper food. What do you think Mrs. Clarke means by proper food? 4. Why does Mr. Williams say, It s not just up to you? 5. What is the main idea of the story? 6. Try to work out the meaning of these words from the story. Use context clues to help you. reluctantly muttered perplexed 7. Write a definition for each of the words above, then check your definitions in a dictionary. 8. Why is it important to eat healthy foods? 9. What is your favourite food? Context clues are words or pictures that help you to work out the meaning of a word. You can find context clues in the same sentence or elsewhere on the page. 3 Read the text on this juice box and then answer the questions. 1. What flavour juice is in this box? 2. What should you do before drinking the juice? 3. Where was the juice made and boxed? 4. What should you do to keep the juice fresh? 5. What are the ingredients of the juice? 6. In what way do you think this juice is good for you? 10 Read labels