Writing Enrichment Answer Key

Primary 2, Term 4 Week 10 Lesson 46

Teacher’s Guide and Answer Key

Formative Assessment

Comprehension Passage Teacher’s guide

• Please go through difficult vocabulary with students to expand their vocabulary.
• Make sure they take notes and highlight the words in their passage.
• ALWAYS use the words that you have taught in speech and encourage them to
use them in their writing.
• Frequent usage of words learnt will reinforce acquired words, thus making the
words a part of the students’ natural vocabulary.
Vocabulary list
• Ask students to write down the meanings and examples of words that you have
provided or those they have given.
• Please ask students to put down meanings on their worksheets.
• Accept reasonable and good answers.
• Use the answers to teach good expressions and writing skills.
• Always make sure what you teach is meaningful and link it back to application,
e.g. writing.

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 Objectives Duration
1. Revise vocabulary from Week 9 Lesson 45 10 min
• Fill-in-the-blank exercise

2. Comprehension 40 min
• Read and critically respond to Comprehension Passage to 25 min
enhance language and thinking skills
• Answering and going through comprehension questions 15 min

3. Vocabulary in Context 10 min

• Practise using new vocabulary learnt from the
Comprehension Passage in a fill-in-the-blanks exercise
4. Writing Workshop 15 min
• Go through three-sentence summary 5 min
• Summarise a good deed 10 min

5. Formative Writing Assessment 40 min

• Complete a nomination form for Kindness Award
• Write-up about good deeds

6. Wrap up lesson 5 min

• Teachers to help tie loose ends in students’ compositions
and highlight key lessons of the day before transitioning
students to leave classroom

Word Quiz
- Please read last lesson’s word list to students in alphabetical order (listed here).
- Students to write words on the bottom of the page as prompts if required.
- Give students time to fill in the blanks after they have noted down the words.
- Check answers with students.

Please do not leave the Word List words on the board during Word Quiz. Instead, read
the words to students in alphabetical order here to prompt students during WQ:
1. additional 4
2. cuisine 7
3. engraved 2
4. festive 5
5. fluent 6
6. gobbled 3
7. recited 9
8. ritual 1
9. solemnly 10
10. tradition 8

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 Word Quiz
1. Jessica is bilingual as she is fluent in German and English.
2. That restaurant is famous for its authentic Mexican cuisine.
3. The priest conducted a ritual during the funeral.
4. Hungrily, my dog gobbled down the treat in two bites.
5. Despite purchasing so much furniture, we still had to pay an
additional delivery fee.
6. Using a nail and chisel, I engraved my name into the rock.
7. Confidently, James recited the twelve times table.
8. “Crime never pays,” my brother remarked solemnly.
9. With the Christmas lights lining the streets and the shopping malls
blasting Christmas carols, everyone was in a festive mood.
10.The Greeks maintain the tradition of decorating a Christmas boat
instead of a Christmas tree, to honor the sailors returning home
around Christmas.

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Comprehension: Doing the Right Thing

“Attention runners, please move to the track!” A

wearing
P.E. teacher sporting a baseball cap yelled into the How was the writer
feeling?
loudspeaker. I breathed deeply to calm my racing heart. calm
recognisable
Suddenly, a familiar voice next to me chuckled, “All the ✓ nervous

best, Joel! Let’s see if you can win first place this time!” 5
It was my biggest competitor, Randy. I grinned at
The writer felt confident
being sure
him, but I was feeling far from confident, especially since about winning Randy.
True / False
Randy was the fastest runner in school. Before long, the
pistol was raised in the air to signal the start of the run.
“Bang!” As soon as the pistol fired, the runners took 10
off at top speed. Taking long strides, I was soon able to
Which phrase tells you
catch up to Randy, who was in the lead. However, no that Randy was running
surpass at the very front?
matter how hard I tried, I could not overtake him.
“Looks like I’m going to win again!” Randy turned
proudly
his head around and grinned smugly. Just then, Randy 15
fell
let out a yelp and tumbled onto the ground. In a moment
of carelessness, he had tripped over his own feet! Randy
grimaced as he clutched onto his sprained ankle.
need
In that instant, I felt the urge to run ahead. This was
sense of right/wrong
my chance to win! Yet, my conscience told me that 20
helping Randy was the right thing to do. Gritting my teeth, Who helped Randy
I ran towards Randy and helped him to his feet. when he fell?
no one
Meanwhile, other runners zoomed past, eager to claim ✓ the writer
victory for themselves. “Come, lean on me! I’ll get you to other runners
clear
the nurse!” I gasped, my voice barely audible over the 25
audience chanting the winner’s name.

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 Half an hour later, I entered the nurse’s room to see
Randy lying in bed with a bandaged ankle. Fortunately, it
was only a minor sprain which would heal after a few days Did the writer regret his
of rest. “You could have won, but you chose to help me. 30 decision?
Yes / No
I’ll never forget that,” Randy shook my hands gratefully. I
beamed and patted his shoulder. Even though I lost the
chance to win, I knew that I did the right thing.

Did you
kn-owl?
Did You Know?

An ankle is sprained when the joint that connects the foot with the lower leg is
injured. A sprain can range in severity. For a minor sprain, ice is commonly
used to reduce the swelling. For sprains with severe or persistent pain, you
need to seek immediate attention from a doctor to check if a fracture or other
serious injury has happened.

Video: SPRAINS | Operation Ouch [01:15]

PLAY: https://www.youtube.com/watch?v=u7f66AHpc1c

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Comprehension Questions

1. Tick whether the following statements are true or false.

Statement True False

Randy was the fastest runner in school.
✓

Randy fell and broke his leg.

✓

2. How did Randy fall during the race?

He had tripped over his own feet.

3. Why do you think the writer chose to help Randy? Tick your chosen answer.

Randy begged the writer for help.

The writer did not care about winning.

The writer wanted to do what was right. ✓

4. Which word in the last paragraph tells you that Randy’s sprain was not
serious?

minor

5. Write 1, 2, and 3 in the blanks below to indicate the order of events in which
they occurred in the story.

3 The writer brought Randy to the nurse.

2 Randy tripped and fell.

1 The writer caught up to Randy.

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Vocabulary in Context

Fill in the blanks with the vocabulary words from the Comprehension Passage.

sporting familiar confident overtake smugly

tumbled urge conscience audible heal

1. I lost my footing and tumbled down the stairs.

2. Neil hoped that the wound on his elbow would heal quickly as he had a
tennis competition in two weeks.

3. The two cars were racing neck and neck, each trying to overtake the other.

4. Janet realised that the woman who looked familiar was the cashier at the
neighbourhood supermarket.

5. “Look at the man sporting a red cap! He’s a famous actor!” shrieked Jenny.

6. Ever since Janet stole her friend’s bracelet, her conscience had been
nagging at her.

7. Jenny bravely held back the urge to cry when the doctor gave her an
injection.

8. Ultrasound is audible to dogs, but is too high-pitched for our human ears.

9. “I have won so many competitions that I have a cabinet filled with trophies,”
Ben declared smugly.

10.Lucas felt more confident about his painting skills when he received
numerous praises from his classmates.

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Writing Workshop: Alchemy!

Imagine you are a wizard attempting to master alchemy! Thus far, you have
mastered the art of combining two to three objects.

In the boxes below, draw out and describe what you think will be the result of
these spell combinations!
Note to GDs: answers not required. Suggestions provided, but students can come up
with their own ideas. Students can draw out how the new object looks.

Teacher’s Note:
Game: https://littlealchemy.com/
To help students understand alchemy, this is a great site that shows what happens when
you combine different elements or objects. Students can have fun with the different
combinations, and if time permits, they can be allowed to see how many they can find!
Challenge students to find cool combinations to create life (steps below).

Moon staff
Ability:
light up the darkness /
control the tides

moon dust stick

Shadow Cloak
Ability:
blend into the darkness to sneak
around unnoticed

hoodie shadows

Wishing jar
Ability:
grant wishes / provide light

shooting stars jar

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 Winged Lights
Ability:
flight powers to soar in the sky

feather clouds

Some ideas:

earth+fire = lava
lava+air = stone
air+fire = energy!

energy+air= wind
stone+wind = sand
sand+fire = glass
sand+glass = time!

water+air = rain
rain+earth = plant
earth+water= mud
mud+plant= swamp!

Swamp + energy = life!

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Writing Task (Formative): Stranded!

Imagine you are a wizard stranded on a remote island. Use alchemy to craft
items that can help you survive!
Note to GDs: answers not required for this whole section. Suggestions
provided.

Chapter 1: The Island

When you open your eyes, you find yourself on an island in the middle of
nowhere. The sweltering sun is unforgiving, and sparse coconut trees provide
little shade nor food. As far as you can tell, you’re all alone.

What are some struggles do you think you will face in surviving? List three!

1. insufficient water and food

2. inability to see at night

3. no shelter

Chapter 2: Taking Inventory

After walking around for half a day, you’ve gathered the following items that
can potentially be used in alchemy: (TN: teachers can label them if students
do not recognise the items)

rocks/ pebbles, branches, sand, leaves, vines, seawater

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You also empty out the magical bag which contains five magical items, each
relating to two of the four elements – air, water, fire, and earth:

These enchanted items can make anything you craft much more unique and
powerful! What are they, and what is their element?

TN: prompt students to think along the lines of the four elements
• Prompt: is it a weapon, potion, collectible, or tool?
• Prompt: what is its magic ability?

1. [water] magic hook

2. [fire] jar of sparks

3. [earth] magic seeds

4. [air] enchanted thermometer (controls weather)

5. [water] never-melting ice / refresh potion

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Chapter 3: The Decision

Now, you must decide what to craft with alchemy! Unfortunately, as your
magic is limited, you can only craft three items. Think carefully… what are the
three combinations you will use? What will they create?

1. enchanted rod that will always catch

magic hook / seafood / purifier that will turn
never-melting ice vines / seawater
seawater into freshwater

2. enchanted staff that will light fires that

jar of sparks branches burn forever; shoot fireworks to tell
others of my location

3. seeds will sprout into a sturdy house

magic seeds pebbles / rocks of stone

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Chapter 4: The Reasoning

Name these three alchemised items, and describe how they will help you
survive on this island.

Item 1: E.g. rod of attraction

Once cast, this fishing rod will be able to catch any fish, crab, or other
seafoods with ease. This helps solve the food shortage issue on the island,
as I will be able to reel in seafoods to eat!

Item 2: staff of everlasting light

The staff will light up any woods easily, and the fires will burn forever. This
means that even if it rains and the wood gets wet, I will still be able to light
fires to cook my food. It will also provide sufficient light to let me find my
way around. As it will be very dark at night on the island, it can be dangerous
ot to move around blindly. Hence, the staff will help me see well enough to
avoid any dangers. Its light is bright enough to illuminate the entire island
and the water around it!

At the ame time, it can also shoot fireworks high into the sky, so others can
find me and rescue me!

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 Item 3: build-a-home

The enchanted seeds can sprout into a sturdy home made of stone, which
can provide me with shelter from the elements. Be it rain or shine, I can hide
within the cooloing walls of this home to stay safe and dry!

Marking (Formative Assessment)

- Teachers to guide students through the format of the short write-up, and
encourage students to be as creative as possible.
- While this is a Formative Assessment, the nature of the writing means that
teachers can mark it as a formative lesson piece – focus on grammar;
spelling; creativity
- Marked work with feedback should be returned in Term 4 Week 12.

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