FREEBBEGLP3 Blake Bundle English LP T3

LOWER
BUNDLE PRIMARY
ENGLISH & GEOGRAPHY

CLASSROOM TEACHING BUNDLE
Your Blake Bundle contains

43 pages packed with:
- interesting lessons
- photocopiable worksheets
- colour English & Geography
centres to laminate.
1 You’ll never guess what happened to Susie last week. 1 props:
Did you hear what happened to Susie last week costum
when she was walking her dogs? specia
backdr
Worksheet 1C: Direct Speech 2 The ac
1 I went to the shopkeeper and asked, “Do these The ba
frozen chickens get any bigger?” The ac
The shopkeeper gave me a funny look and replied, what t
LOWER PRIMARY • CONTENT • T3 “No. They’re dead.”
Workshee
Worksheet 1D: Conjunctions 1 NARRA
1 We waited for Tom but he didn’t turn up. GRAN
The boy was happy because his team had won.
My mum wrote a text while she waited for the bus. WOLF
For my birthday I got a bike and a football.
PAGES CONTENT AREA SOURCE ACARA CODES
1-12 Writing a Historical Writing Centres: Imaginative

Historical Narrative
ACELA1430, ACELA1434, ACELA1435, BIG BA
Narrative Texts LP ACELA1437, ACELA1447, ACELA1451,
Worksheet 2C: Writing a Historical Story
ACELA1452, ACELA1454, ACELA1463, LITTLE
Worksheet ACELA1467,
Answers may vary. ACELA1468, ACELA1470,
Answers ACELT1575, ACELT1578, ACELT1584,
Many years ago when the Romans conquered England,
ACELT1591, ACELY1651, ACELY1655,
there lived a boy called Marcus and his sister, Flavius.
ACELY1661, ACELY1671 Workshee
One day they discovered that their father’s helmet was
missing so they decided First they looked in
to find it. play 1 Sample
Anecdote Dramatic
13-19 Grammar Game the house,
Targeting Grammar Teacher’s then they1451,1452,14651467,
ACELA1449, looked in the garden 1468and after Cold s
Worksheet 1B: Beginning an Anecdote Guide LP that they looked
Worksheet 3B:inWords
the bathhouse Used inbut it was not to be
Plays A cree
found. Later that day they searched the basilica and
1 You’ll never guess what happened to Susie last week. 1 props: Objects used by the actors in the play A door
the next day they searched the forum but the helmet
Did you hear what happened to Susie last week costume: Special clothing worn by the actors I turne
20-38 Inferential Comprehension Targeting Inferential was not there. In the endACELT1584,
ACELY1658, they looked in the temple
when she was walking her dogs?Comprehension special effects:1668
Things like sounds, 1591 lights and smoke
and it was there that they finally found it! Sudde
backdrop: The scenery or curtains in the background
Worksheet 1C: Direct Speech Worksheet 2D: wore
Historical Words A hide
2 The actor a pirate costume in the play.
1 I went to the shopkeeper and asked, “Do these The backdrop curtain was bright red. I was f
39-42 Mapping the Continents Geography Centres LP lad: a young boy
ACHASSK047, ACHASS1034,1035, 1040,
frozen chickens get any bigger?” bonnet: The hat the stage directions so she knew
actor read
a1041,1043
pretty It was
The shopkeeper gave me a funny look and replied, what to do.
doublet: a man’s waistcoat Workshee
“No. They’re dead.”
Worksheet
pantaloons: 3D:
long Dialogue
pants or trousersin Plays 1 girl: sh
ANSWERS
Worksheet 1D: Conjunctions cutlass: a sword often used
1 NARRATOR: The wolfby pirates
knocked on the door. Gran a
1 We waited for Tom but he didn’t
1. Writing Centres: Imaginative Texts LP –
turn up. lass: a young
GRANDMA: girl Who is it? house
The boy
Historical was happy because his team had won.
Narrative perambulator:
WOLF: a pram for It’same,baby Grandma, Little Red Riding Pete an
My mum wrote a text while she waited for the bus.
For my birthday I got a bike and a football. bluey: a man with red hair Hood. boy: h
hound: a dog my fam
Historical Narrative BIG BAD WOLF: I’ll
thruppence: money, means ‘three pence’ huff and I’ll puff and I’ll blow puppy
your house in.
Worksheet 2C: Writing a Historical Story Worksheet chicke
LITTLE2E: PIG:Verbs and Oh no! PastMyTense
house is gone.
The convict ship sailed into Botany Bay. The captain Dad: h
Answers may vary.
ordered his men to drop Mystery anchor.storySome sailors lowered bike: it
Many years ago when the Romans conquered England, a small boat and rowed. The convicts who were on dinosa
there lived a boy called Marcus and his sister, Flavius. watched 4D: landed on
Worksheet
deck as theWriting
little boat a Mystery Story
the beach.
Sara a
One day they discovered that their father’s helmet was The1men climbed out and went to the crowd of people.
missing so they decided to find it. First they looked in Sample answers:
The sailors gave a large box to one of the people in
the house, then they looked in the garden and after Cold and
the crowd shivers
thenrantheydown my back.
all walked inside the wooden
that they looked in the bathhouse but it was not to be A creepy old
building near the shore. man cackled loudly.
found. Later that day they searched the basilica and
A doorlook
sail – sailed; creaked open is
– looked; and no one
– was; walkwas there.
– walked;
the next day they searched the forum but the helmet
was not there. In the end they looked in the temple give – Igave;
turned climb –
around climbed
and a stranger stood there.
and it was there that they finally found it! Suddenly a hand appeared.
Worksheet 2D: Historical Words A hideous old woman screamed at me.
lad: a young boy I was frightened so I ran away.
bonnet: a pretty hat It was dark and my watch had gone.
Writing Centres – Imaginative Texts – LP © 2016
doublet: a man’s waistcoat Answers
Worksheet 4E:for Targeting
Pronouns Inferential
pantaloons: long pants or trousers 1 girl: she
Comprehension and Geography
cutlass: a sword often used by pirates Gran and Paula: they
lass: a young girl house: Centres
it are on page 45
perambulator: a pram for a baby Pete and I: we
bluey: a man with red hair boy: he
hound: a dog my family: us
thruppence: money, means ‘three pence’ puppy: it
Worksheet 2E: Verbs and Past Tense chickens: they
The convict ship sailed into Botany Bay. The captain Dad: he
ordered his men to drop anchor. Some sailors lowered bike: it
a small boat and rowed. The convicts who were on dinosaur: it
deck watched as the little boat landed on the beach.
Sara and I: we
Text Imaginative Texts Historical
Lower Primary Narrative
2 Card Word count: 293
Sven the Small

It was cold and windy on Odin’s Bluff. He wasn’t strong like his brother “EEOOOWWW!!” he bellowed. In fact,
Sven was looking for somewhere to Gundar, and he wasn’t tall like his best he bellowed so loudly that the timbers
hide. But he wasn’t playing hide and friend Erak. His father, Nils, was the in the long ships shook.
seek. Sven was hiding because he leader of the Vikings, as mean and as As Sven hopped around, holding his
was different. fierce as they came. Little Sven, on the throbbing toe, people began to clap and
other hand, was kind and gentle. cheer. “Well done, Sven!” said Erak,
“Perhaps one day I’ll grow up to be a slapping him on the back. “You’ve won!”
real Viking,” thought Sven. But he didn’t “How can I have won? I dropped the
really believe it. thing on my toe!” replied Sven.
9781925269819 Writing Centres – Imaginative Texts – LP © 2016 Blake Education

Then came the day that Sven hated It was then that Erak told Sven he
the most. It was the day of the Viking hadn’t won the oar toss, but instead, he
games, when all the children challenged had won the yelling competition. Sven
each other to acts of strength and smiled at that. He was a real Viking
bravery. But little Sven was neither after all!
strong nor brave. He was the most
Writing Centres – Imaginative Texts – LP ©2016 Blake Education

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.
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
ENGLISH & GEOGRAPHY T3-2018

•
he dropped the oar right on his big toe.
1
33
Illustrated by Matthew Lin
Language Imaginative Texts Historical
2 Features Card
Sven the Small
Here are some examples of the different language features in the text. Can you find more?
Past tense
Sven gulped and wiped his hands on his leather jerkin. Slowly Verbs tell us what is happening in a
sentence. Tense tells us when things
he bent his knees and lifted the oar up. “By Thor’s hammer! I’m are happening. The past tense means
that things have already happened.
actually doing ...” Sven didn’t get to finish his thought before he
dropped the oar right on his big toe. Present tense for direct speech
The present tense is used when

characters speak, even if the rest of
“EEOOOWWW!!” he bellowed. In fact, he bellowed so loudly that
the story is written in the past tense.
the timbers in the long ships shook.
Conjunctions
As Sven hopped around, holding his throbbing toe, people began to Conjunctions are words that join
together ideas in a sentence.
clap and cheer. “Well done, Sven!” said Erak, slapping him on the
Connectives
back. “You’ve won!”
Connectives are words and phrases
that link ideas together between
“How can I have won? I dropped the thing on my toe!” replied Sven. sentences and paragraphs.
It was then that Erak told Sven he hadn’t won the oar toss, but Historical references
The names of real people, places,
instead, he had won the yelling competition. Sven smiled at that. dates and events are used in the story
to make it believable.

He was a real Viking after all!
•
2
34
Activity Imaginative Texts Historical
2 Card
Sven the Small
purpose & audience vocabulary
♦ Do you like to read stories set in the past? Why or why not? ♦ Historical stories use words that match the time in which
♦ Do you think reading stories about the past can help us they are set. Complete Worksheet 2D Historical Words to
understand history? Share your ideas with a friend. explore the meanings of some of these words.
♦ If you were going to write a historical story, what period in ♦ The names of people, places and events in historical stories
time would you write about? Why? should be based on fact. List three famous people and three
Here are some ideas: famous events in history that you know about. Here are
• a penal colony in Australia some ideas to get you started:
• the ancient Egyptians • Sir Francis Drake • Florence Nightingale

• the bombing of London in World War 2 • World War 2 • The First Fleet
• 1950s rock’n’roll. • Elizabeth Macarthur • Sydney 2000 Olympics.
ACELT1575, ACELT1591, ACELY1655 ACELA1437, ACELA1454, ACELA1470
structure grammar & punctuation
♦ How do you write a historical story? Read Worksheets 2A ♦ A historical story tells us about something that has happened

and 2B What is a Historical Story? to find out. in the past. The verbs in the story are written in the past
♦ When you write a historical story, first you need to find out tense. Complete Worksheet 2E Verbs and Past Tense to
what life was like in the time you are writing about. This is to find out more about the past tense of verbs.
make sure the story is believable. ♦ Historical stories are told in time order. They start with
How could you find out about a time in history? Make a list what happened first, then what happened next and finally
of places you could get this information from. what happened in the end. Connectives are
♦ Historical stories have settings that are real, not fantasy words that can help you tell a story in time
or imaginary. Which of these settings could be in a order. Complete Worksheet 2C Writing
historical story? a Historical Story to find out more.
ACELA1434, ACELA1435, ACELA1451, ACELA1452, ACELA1467, ACELA1468

• a roman villa • an enchanted forest
•
3
• a convict settlement • a knight’s castle
35
ACELA1430, ACELA1447, ACELA1463
Writing Imaginative Texts Historical
2 Card
Sven the Small
Let’s write
1 Titles for a Historical Story ACELY1651, ACELY1661, ACELY1671
The title of a historical story usually tells the reader about the period in time that the story is about.
Which of these titles are good titles for a historical story?
• Alien Invasion • Marcus the Legionnaire • Journey to a Faraway Galaxy • The Bravest Knight
Make up three good titles for historical stories.
Choose one of the titles and use Worksheet 2F Scaffold to help you plan your own historical story.

2 Describe Historical Characters ACELT1578, ACELT1584, ACELT1591, ACELY1651, ACELY1661, ACELY1671
A good way to begin a historical story is to describe the characters in detail.

Look at this picture of a medieval lady and knight. Write some words or sentences to describe them.
3 Describe Historical Settings ACELT1578, ACELT1584, ACELT1591, ACELY1651, ACELY1661, ACELY1671

Another good way to begin a historical story is to describe the setting in detail.
Look at this picture of a medieval castle. Write some words or sentences to describe it.
4 Write a Historical Story ACELY1651, ACELY1661, ACELY1671
Write your own historical story titled Blackbeard’s Strangest Day.

Use the Historical Narrative Graphic Organiser (p.63) to help
you plan it. Then use the Revision Frame Worksheet (p.122) to
revise and edit your story.

•
4
36
2A Work
sheet
What is a Historical Story?
Imaginative Texts
Name Date
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.
problem
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.
9781925269819 Writing Centres – Imaginative Texts – LP © 2016 Blake Education ENGLISH & GEOGRAPHY T3-2018 • 5
2B Work
sheet
What is a Historical Story? continued
Imaginative Texts
Name Date
Sven gulped and wiped his hands on

his leather jerkin. Slowly he bent his Problem
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
solve the
clap and cheer. “Well done, Sven!” problem
said Erak, slapping him on the back.
“You’ve won!”
“How can I have won? I dropped the
thing on my toe!” replied Sven.
ending
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!
Writing Centres – Imaginative Texts – LP © 2016 Blake Education 83
2C Work
sheet
Writing a Historical Story
Imaginative Texts
Name Date
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.
• after • finally • later that day • the next day

• after a while • first • much later • then
• after that • in the end • next • years later
• eventually
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!
2D Work
sheet
Historical Words
Imaginative Texts
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
chariot
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
2E Work
sheet
Verbs and Past Tense
Imaginative Texts
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.
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
2F Work
sheet
Scaffold
Imaginative Texts
Name Date
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.
Graphic Imaginative Texts Historical
2 Organiser
Sven the Small
Story stars are very useful when developing your ideas for a historical story.
Here is a story star for a historical story titled Blackbeard’s Strangest Day.
Main characters
• Scully – a sailor on Blackbeard’s ship
• Bones – Blackbeard’s dog
• One Leg – an old sailor

• Blackbeard
Historical references
• Blackbeard
• Edward Teach Historical setting
(Blackbeard’s real name) Blackbeard’s • 300 years ago
• sailing ships strangest
• 1700–1713 day
What happens?
Place setting
• Blackbeard finds a treasure map.
• on Blackbeard’s ship
• He sets sail for the island on the map.
• the ocean around the West Indies

• Bones eats the map before the
•
treasure is found. • a deserted island
11
63
Revision
frame Imaginative Texts
Revision Frame
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 Ideas for revision

(1 = always,
5 = rarely)
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?
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
1 Share the cards equally among the players.
2 Nominate any player to start the game.
3 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.
4 The player who has the picture of the ‘something’ says the word, e.g. butterfly.
5 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.
1 1
A ____________ has four A green ______ hopped
pretty wings. into the pond.
PICTOMINOES © 2016 Pascal Press PICTOMINOES © 2016 Pascal Press
6 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.
7 Play continues until one player wins by placing all of their cards.
8 Continue play to find the second to sixth placegetters.
1
Will you catch the ______
A ____________ has four
pretty wings.
if I throw it?
PICTOMINOES © 2016 Pascal Press

1

into the pond.
A green ______ hopped
1
Jack and I catch a
______ to school.
68
TARGETING GRAMMAR – LOWER PRIMARY © PASCAL PRESS 2016
9781922225641 Targeting Grammar - LP © 2016 Blake Education ENGLISH & GEOGRAPHY T3-2018 • 13
114
PICTOMINOES:
NOUNS: RevisionSET 1
1 1
A ____________ has four A green ______ hopped
pretty wings. into the pond.
1 1
Jack and I catch a Will you catch the ______
9781922225641 Targeting Grammar - LP © 2016 Blake Education

______ to school. if I throw it?
1 1
I want to play the
A ______ made a nest in
______ in the school

the tree in my garden.
band.
1 1
Nat kicked the ________ A __________ has strong
between the goalposts
back legs and a long tail.
and scored a goal.

•
14
PICTOMINOES: SET 1
1
1 11
Jackson rides his ______ A _____ gives us milk to
to school every day. drink.
1
1 11
A _______ has a hump If it _______, you must

on its back. take an umbrella.
1
1 1
1
I have a sweet, red Look at the _______ and
_______ in my lunch box. tell me what time it is.

1
1 1
1
I am reading a ______ Susan picked a bunch of
about dragons. red _______ for her mum.

•
15
115
116
PICTOMINOES:
NOUNS: Revision SET 1
1 1
Ted hit the ball over the The wind is blowing the
net with his ________. ________ off the trees.
1 1
The _______ will land on A ________ has a hard

the runway at the airport. shell on its back.
1 1
We watched the ______ _______ twinkle in the
sailing across the bay. sky at night.

1 1
Greg drove his fast, red Joe climbed the ______
_____ around the track. to pick an apple.

•
16
PICTOMINOES:
2 2
Water drips from our They sat by the ______
garden _____. to keep warm.
2 2
I had a _________ with a A _____ likes to roll in

cherry on top. the mud.
2 2
I play the _______ and The funny _______ made
Nick plays a trumpet. everyone laugh.

2 2
Dad cuts the grass with An ___________ is a bird
his ___________. that cannot fly.

•
17
117
118
PICTOMINOES:
2 2
Take an __________ if I walked up the footpath
it is raining. to the garden ______.
2 2
There are _______ Tom fell off his _______

paddling in the pond. on the way to school.
2 2
There is a _______ up in The ________ goes over
the gum tree. the river.

2 2
Did you catch a ______ I put butter and jam on
in the creek? my _______.

•
18
PICTOMINOES:
2 2
Jenny wore a hat and
The _________ are sweet
____________ to the
and juicy.
beach.
2 2
The ____________ flew Tom lost his soccer

up into the sky. ______.
2 2
My dog is chewing on a Jim flies his ______ at
______. the beach.

2 2
Here are __________ to There are pretty
_________ growing
cut out your pictures.
in my garden.

•
19
119
Guide to:
Quick
INFERRING
INFERRING
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.
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.
DID YOU NOTICE?
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.
x TARGETING INFERENTIAL COMPREHENSION – LOWER PRIMARY © BLAKE EDUCATION 2018

9781925490251 Targeting Inferential Comprehension - LP © 2018 Blake Education ENGLISH & GEOGRAPHY T3-2018 • 20
Ima
ginative Tex t Worksheet 1
INFERRING
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]
1 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.”
2 What do you think Mandy was really doing with Sam? Colour the ending
you think is right.
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.
Name: Date:
TARGETING INFERENTIAL COMPREHENSION – LOWER PRIMARY © BLAKE EDUCATION 2018 1
Ima
CONTINUED
INFERRING
J_cmWi[nY_j[ZX[YWki[^_ijh[[mWi]hem_d]ċem[hi$
“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.
3 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.
4 Do you think Tim knew that the money tree was really a trick?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
5 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.
Name: Date:
2 TARGETING INFERENTIAL COMPREHENSION – LOWER PRIMARY © BLAKE EDUCATION 2018
Ima
INFERRING
The next day, Nana came to visit. She gave Tim some birthday
ced[o$?jmWiĊl[(Ye_di$BWj[hj^WjW\j[hdeed"?\ekdZJ_c
Ċbb_d]Ċl[fejim_j^CkcùiY^_Ya[dfee$
“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!
1 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.
2 What would you say to Mandy about her trick?

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
3 What do you think Mandy’s grandma would have thought about her
trick? Colour the shape with the best answer.
Grandma Grandma
Grandma
would have would have
would have
thought that thought it
laughed.
it was mean. was clever.
Name: Date:
Ima
CONTINUED
INFERRING
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]
4 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.
5 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.
Name: Date:
Ima
INFERRING
“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.
û?jùiWmWij[e\j_c[$Bka[iWoicoĊhijj[[j^Wh[Wbb]e_d]
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]
1 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.
2 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.
Name: Date:
Ima
CONTINUED
INFERRING
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]
3 Tick the letter you think Mariah wrote. Remember read all the
text above.
Dear T.F. Dear T.F. Dear T.F.
This is my first This is my first This is my first
tooth. It has no tooth. Please tooth. Please leave
holes in it. Please leave me $2. I me as much money
leave $20. I want think that’s very as you can. I know
to buy a doll. fair. you have lots.
4 Mariah didn’t get what she asked for. What do you think the Tooth
Fairy didn’t have much of?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
5 The Tooth Fairy wrote a note back to Mariah. Pick the one you think
is right.
Dear Mariah, Dear Mariah, Dear Mariah,
You asked for too You were too You should have
much money. Try greedy. You will listened to your
again. not get any money. mother. Very silly!
Name: Date:
Info
rmation Tex t Worksheet 4
INFERRING
Bread is a popular food around the world. Most bread is baked using
]hW_dċekh$
8h[WZYWdX[cWZ[_djebeWl[i"hebbi"ċWjXh[WZehej^[hi^Wf[i$
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.
<Whc[hi]hemm^[Wj_dbWh]["ċWjUUUUU$
Source: Go Facts, Bread, Blake Education. [abridged]
1 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.
2 Bread comes from wheat which is a plant. What do you think wheat
may need as it is growing? Explain why you think this.
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
Name: Date:
Info
CONTINUED
INFERRING
JhkYaiYWhhom^[Wjjeċekhc_bbi$J^[m^[Wj]hW_diWh[cWZ[
_djeċekh$
People inspect the wheat to make sure it is good quality.
J^[]hW_d_iieWa[Z_dmWj[h\eh'&je(&êkhi$J^_ii[fWhWj[ij^[
outer layer of bran from the inner part. Rollers crush the wheat into
WfemZ[hYWbb[Zċekh$
Australia sends wheat to more than 40 countries.
8h[WZ_icWZ[e\ċekh"iWbj"o[Wijj^_icWa[i_jh_i[WdZUUUUU$
Source: Go Facts, Bread, Blake Education. [abridged]
3 The shapes below have information about why wheat is soaked in

water. Read and tick the best one.
This
This is to make
is to drown This is to make
sure that the
bugs that may the wheat soft
wheat is nice
be in the wheat. so that it can
and clean, and
Also, bad wheat be more easily
shiny.
floats. crushed.
4 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 1 2 3 4
other countries for free.
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
5 What else would you need to put with flour, salt and yeast to
make bread?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
Name: Date:
Info
INFERRING
7fbWd[_iWcWY^_d[j^Wjċ_[i$7bbfbWd[i^Wl[[d]_d[i"m^[[bi
and wings.
Planes come in many sizes. They range in size from one-person
planes to big jet planes that carry hundreds of people. Some of
the biggest planes carry tonnes of cargo.
FbWd[iWh[j^[\Wij[ija_dZe\jhWdifehj$F[efb[^Wl[X[[dċo_d]
\ehceh[j^Wd(&&o[Whi$J^[Ċhija_j[im[h[cWZ[_d9^_dW()&&
o[WhiW]e$J^[ĊhijfbWd[i^WZfhef[bb[hi$
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]
1 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.
2 When people started to want to fly they watched insects and birds.

What part of birds and insects did they look at?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
Ehl_bb[WdZM_bXkhMh_]^jcWZ[WdZċ[mj^[ĊhijX_fbWd[_d'/&)$
Biplanes have two sets of wings to help lift the plane off the ground.
Name: Date:
Info
CONTINUED
INFERRING
3 Planes fly for two reasons. Colour the circle of the sentence that you
think is right.
Planes need to have …
a pilot and wheels.
engines and specially shaped wings.
lots of lights and very big engines.
wings and wheels.
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
m_d]iWh[d[WhboWibed]WiW\eejXWbbĊ[bZ$
4 What would the Antonov need to have lots of? Colour the shape.
This plane would need …
to have lots to have

to have lots
of wheels and lots of jet
of pilots.
wings. engines.
5 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.
Name: Date:
Info
INFERRING
Some cold places have snow and ice all year.
Animals have adapted to live in these cold places.
CWdocWccWbiX[Whi"\en[iWdZhWXX_ji^Wl[jme
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]
1 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.
2 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?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
3 One of these shapes tells what whales have to protect them from cold
water. Colour the shape with the best answer.
Whales have a Whales have a Whales have

fur coat to keep layer of fat under waterproof skin to
them warm. their skin to keep keep them warm.
them warm.
Name: Date:
Info
CONTINUED
INFERRING
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
jWa[i_dj^[ikdùi^[Wj$
Their hairs are hollow and clear. This helps them
trap _____.
4 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 …
so they can breathe through their coat.
so that it can be so that it can trap

filled with fat to trap Polar bear hair water and use this for
warmth. warmth.
so that it can trap air and the sun’s heat.
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.
5 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.
Name: Date:
Pe r s
uasive Text Worksheet 7
INFERRING
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.”
1 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.
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.
2 Why do you think the whale may have been in pain?

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
Name: Date:
Pe r s
CONTINUED
INFERRING
Other creatures swam toward the bubble. Dolphins with plastic

ijhWfiYkjj_d]_djej^[_hċ[i^beea[ZWjJ[Z$<_i^m_j^fbWij_YXW]i
YWk]^jedj^[_hĊdibeea[ZiWZboWjc[iioJ[Z_dj^[XkXXb[$
Somehow, messy Ted heard their thoughts. It was as though they

were talking to him. He understood.
3 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.”
4 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.
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.
Name: Date:
Pe r s
INFERRING
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.
FeehChJ_ZZb[iijeeZedB[]e_d^_iXWj^heecWdZ\[bb^[WZĊhij
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!!!!
1 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.
2 What else could you do to make sure that you don’t suffer ‘Lego Foot’?
Remember, this only happens with bare feet.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
J[nj($ 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!
Name: Date:
Pe r s
CONTINUED
INFERRING
3 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.
4 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????
5 Colour the shape which tells how the text is trying to persuade parents
not to feed their children vegetables.
Parents are being told not to Parents are being

Parents are feed children vegetables. made to feel bad
being told all about making kids
the bad things eat vegetables
about eating Parents are being told because there may
vegetables. vegetables are bad for kids. be dangers.
Name: Date:
Pe r s
INFERRING
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?
J[nj($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.
1 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.
2 What do you think Kiddi Bots are?

____________________________________________________________________________________________________
____________________________________________________________________________________________________
Name: Date:
Pe r s
CONTINUED
INFERRING
3 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
Kiddi Bots are not selling well. Many Kiddi Bots are being sent back to
shops. Parents have found that Kidd Bots don’t _____.
4 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
5 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.
Name: Date:
Lower primary – Level 2
Source Text type: Information text and pictorial map
12 Card Word count: 202
Mapping the Continents

This pictorial map shows the seven continents of the world and where they are located in relation to each other.
Each continent has

unique landforms, natural
resources and ecosystems.
There is a great variety of
wildlife in the world, and
on this map we can see
pictures of the animals and
creatures that live on the
9781925490169 Australian Geography Centres - LP © 2017 Blake Education

different continents.
Notice how continents
at the top and bottom
of the world are white?
This means they have
a cold climate (their
usual weather). This is
because the Sun shines
on the Earth’s centre most
Australian Geography Centres – Lower Primary © 2017 Blake Education

strongly all year round,
leaving the North N
and South Poles
cooler. W E
When we look at a map of the Earth, we must remember that it is a sphere (shaped like a round ball).

Even though this map has been drawn as a flat rectangle, the map’s edges meet up on the other side.
•
Imagine drawing all of the continents onto an orange. If you carefully took the skin off the orange and
39
laid the pieces flat, they would have the same layout as the map. This means that directly across the
23
Pacific Ocean from Australia is the continent of South America. Asia is across the ocean from North America.
Activity Mapping the Continents Lower primary – Level 2
12 Card ACARA CODE: ACHASSK047
Inquiry question: What is a place?
WS
RESEARCHING 12A GLOSSARY TERMS
landforms: natural features on the surface of the Earth
Use the compass on the map to answer the questions natural resources: something in nature that can be used
about direction on the worksheet. by humans
ecosystems: communities of living things and their environments
climate: the type of weather that usually happens in a place over
(ACHASSI035) a long period of time
WS
9781925490169 Australian Geography Centres - LP © 2017 Blake Education

QUESTIONING ANALYSING 12B
Imagine that you are planning a trip from Australia to Use the map on the source card to answer the questions
North America. What knowledge would you need to on the worksheet about the animals and climate of
help you plan your travels? How would you find out the each continent.
answers to your questions?
(ACHASSI034) (ACHASSI040)
Australian Geography Centres – Lower Primary © 2017 Blake Education
EVALUATING AND REFLECTING COMMUNICATING
The map shows four of the world’s five oceans (the Pacific, Come up with a poem or song to help you remember the
Atlantic, Arctic and Indian Oceans). The fifth, and newest, names of the seven continents.
ocean is called the Southern Ocean, or the Antarctic
Ocean. Where do you think this ocean might be on
the map?

•
(ACHASSI041) (ACHASSI043)
40
24
12A Work
Sheet

Source Card: 12
Name Date
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
Australian Geography Centres – Lower Primary © 2017 Blake Education 73
9781925490169 Australian Geography Centres - LP © 2017 Blake Education ENGLISH & GEOGRAPHY T3-2018 • 41
12B Work
Sheet

Source Card: 12
Name Date
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.
panda seal moose fox giraffe kangaroo llama
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.
warm to cold hot and dry cold and snowing warm to cold
warm to cold hot to cold warm to cold
Continent Animal Climate
North America
Europe
Africa
Antarctica
Asia
Australia
South America
74 Australian Geography Centres – Lower Primary © 2017 Blake Education
9781925490169 Australian Geography Centres - LP © 2017 Blake Education ENGLISH & GEOGRAPHY T3-2018 • 42
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TARGETING INFERENTIAL COMPREHENSION – LOWER
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Australian Geography Centres – Lower Primary © 2017canBlakekeep him but feed him soap.”
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1-12 Writing a Historical Writing Centres: Imaginative

Sven the Small

9781925269819 Writing Centres – Imaginative Texts – LP © 2016 Blake Education

Writing Centres – Imaginative Texts – LP ©2016 Blake Education

ENGLISH & GEOGRAPHY T3-2018

9781925269819 Writing Centres – Imaginative Texts – LP © 2016 Blake Education

ENGLISH & GEOGRAPHY T3-2018

9781925269819 Writing Centres – Imaginative Texts – LP © 2016 Blake Education

structure grammar & punctuation

Writing Centres – Imaginative Texts – LP ©2016 Blake Education

ENGLISH & GEOGRAPHY T3-2018

1 Titles for a Historical Story ACELY1651, ACELY1661, ACELY1671

9781925269819 Writing Centres – Imaginative Texts – LP © 2016 Blake Education

A good way to begin a historical story is to describe the characters in detail.

3 Describe Historical Settings ACELT1578, ACELT1584, ACELT1591, ACELY1651, ACELY1661, ACELY1671

4 Write a Historical Story ACELY1651, ACELY1661, ACELY1671

Write your own historical story titled Blackbeard’s Strangest Day.

ENGLISH & GEOGRAPHY T3-2018

Historical stories are set in the past, often long ago.

Sven the Small

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

Sven gulped and wiped his hands on

Writing Centres – Imaginative Texts – LP © 2016 Blake Education 83

• after • finally • later that day • the next day

Many years ago when the Romans conquered England,

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

Draw lines to match these historical words to their meanings.

• 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

Writing Centres – Imaginative Texts – LP © 2016 Blake Education 85

2 Draw lines to match the present tense verbs

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

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

• Why did it happen?

• Who did it happen to?

How the problem is solved

Writing Centres – Imaginative Texts – LP © 2016 Blake Education 87

9781925269819 Writing Centres – Imaginative Texts – LP © 2016 Blake Education

ENGLISH & GEOGRAPHY T3-2018

Imaginative texts focus on entertaining the reader; thrilling them, scaring

Criteria Rating 1–5 Ideas for revision

2. Beginning – Does it grab

3. Sentences – Have I used

4. Words – Have I used

5. Ending – Does it tell what

7. Have I used a dictionary or

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

2 Nominate any player to start the game.

pretty wings. into the pond.

PICTOMINOES © 2016 Pascal Press PICTOMINOES © 2016 Pascal Press

8 Continue play to find the second to sixth placegetters.

A ____________ has four

PICTOMINOES © 2016 Pascal Press

net with his . off the trees.