Macmillan foundation skills writing composition 1 2 teachers book

Teacher's Book

Composition
I


Louis Fidge

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Writing Composition

Teacher's Book 1-2
Louis Fidge

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~

MACMILLAN
MACMILLAN FOUNDATION SKILLS


Contents

Page


1

Introduction
Teacher's Book 1

Teacher's Book 2

Skills, scope and sequence chart

8


Teaching notes

10


Copymasters

18


Handwriting practice sheets

53


Skills, scope and sequence chart

58

Teaching notes

60


Copymasters

70


Handwriting practice sheets
90

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Introduction to the series

Introduction

The Skills, Scope and Sequence Chart

Each book in the series offers structured
support in helping children write for many
different purposes. Throughout the series as a
whole, children encounter fiction, poetry and
non-fict ion texts. The books are carefully
graded in difficulty. The books provide a
valuable complement to any other resources or

series currently being used.

The 'Skills, Scope and Sequence Chart' provides
an immed iate overview of the books and the
skills being developed. This chart is very helpfu l
for planning purposes.

The activities
The first book in the series (Book 1) is designed
to help you support your class in learning to
write and in developing some essential writing
skills. It introduces children to the correct
formation of lower case letters and capital
letters. These are taught in meaningful
contexts, in writing words, phrases and
sentences. The workbook also supports the
development of phonic and spelling skills.

Using the books
To gain maximum benefit from the books, it is
suggested that they are used systematically,
work ing through each unit one at a time, in
the given order. However, the books may also
be used flexibly, selecting units as desired to
complement other work being done in class.

Tackling the units in Book 1 and Book 2
It is suggested that, prior to working on any
unit, there is adequate discussion with the
pupils to ensure they fully understand what is

required of them and can gain maximum
benefit f rom each activity. The inst ructions on
each page are kept to a min imum. Read them
to and with your class, po inting to the words
and expla ining unfamiliar vocabulary as you do
so if necessary.

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The first two books in the series, (Book 1 and
Book 2), focus especially on the teach ing of
handwriting - teaching individual letter
formation, leading on to the introduction of
joined script . Developing a fluent, leg ible style
of handwriting is encouraged throughout the
rest of the series, too. The activities, especially
from Book 3 on, support the development of
essential compositional writing skills. They also
focus on the technical side of writing,
develop ing appropriate punctuation skills.

Style of handwriting
The style of handwriting and form of individual
letter shapes taught in this series is similar to
that used in the majority of UK schools. It is
designed to promote a simple, fluent, legible
and efficient form of handwriting. In Book 1,
as many ind ividual letters as possible are given
'exit flicks' to make joined-up writ ing more
natural and easy to achieve at the next stage.

For example: m (without exit flick); m (with
exit fl ick).

When new letter shapes are introduced they
are marked with a starting point and
directional arrows. Similarly, when a new join is
introduced it is done so through a letter
pattern marked with a starting point and
directional arrows . Encourage the children to
pay careful attention to these as they will help
them develop good writing hab its, reinforce
the correct formation of each letter and learn
the four basic joins requ ired for successful
joined writing. Demonstrate the formation of
individual letters and each new join to the class
on the board, using appropriate vocabulary to
explain what you are doing. You may w ish to
get children to practise forming letters and
joins in the air with their fingers to get the
'feel' of them, before attempting them in the


Each unit has an accompanying 'copymaster' in
this book, which supports and complements
the work done in the unit. (There are also
some photocopiable guidelines which children
may use for further handwriting practice.
These are provided in d ifferent sizes so that
the children may practise writing, using the
size that best suits them.)

book. (See also the notes on Teaching
Handwriting on page 5 of this book.)
In Book 1, individual letters are always shown
linked to pictures of objects. Talk about the
pictures and make links between the letter
shape and the initial letter sound of each
object. Having a good grasp of individual letter
sounds is vital in learning to write and spell.

Unit 20 in Book 2 contains some handwriting
patterns for the children to copy. These may be
used at any po int throughout the year, as
appropriate. The patterns aid fluency and
facilitate joining techn iques .

In Book 2, the accompanying act ivities are
always divided into two types: a 'Now try th is'
section and a ' Next steps...' section. The 'Now
try this' activities encourage the child to
practise the skill int rod uced at the beg inning
of the unit. The 'Next steps.. .' activities
encourage the child to build on this, and offer
slightly more challenging activities.

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2

Teaching Features of Book 1
and five units to teaching capital letter shapes.
The rest of the units practise and consolidate
what has been learned in a variety of ways.
The facsimile below shows a typical unit
teaching lower case letter shapes.

Units of work
There are 35 double-page units of work in
Book 1. Thirteen units are devoted to the
specific teaching of lower case letter shapes,
grouped according to the way they are formed,
Unit number
and title

Large outline letter
with starting point
and directional arrows

Further activity for
reinforcement and
extra practice

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Identifying and
discriminating
letter shapes
taught in context
of whole alphabet

Find and colour the letters t and u.

11 . -

--'

---~

Unit S

A line of practice
letters. with starting
points (here, with
exit flicks)

Guidelines for showing
reletive position and size
of each letter

Copymaster activity
(in Teacher's Book)
Supports or complements
work done in unit
Record sheet
At the end of the book there is
a simple record sheet. Encourage
children to colour in a balloon
each time they successfully
complete a unit of work.

3

-

The letters t and u

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Q.bTe. ij

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Teaching Features of Book 2

Units of work
There are 20 double-page units of work. Each
un it is structured in the same way i.e. a Focus
section, introducing a skill, followed by two
different levels of activities.

Unit number
and title

Focus
Introduces new handwriting
skill- to be read and
discussed as a class

Next steps ...
Further practice, with more

challenging activities

Next step
,

Focus - ­

...•••.•

Make some words.

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There are four basic joins in handwriting .
Here is an exampl e of the first join.

• Trace o er thi:, shape­

Copy the words.

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withyoor finger.

• Feel rcw

tI'< first

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make

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Now t ry this

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Make some words. Wr ite the words you make .

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Unit 2
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Introducing the first join

Now try this
Practises skill
introduced in
Focus section

Exit flicks are
added to many
letters to aid
joined-up writing

Nome;

_

Dote:

_

Write these words.

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Copymaster activity
(in Teacher's Book)
Supports or complements
work done in unit

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Teaching Handwriting

writing implement w ith a rounded, rather than
a highly sharpened, point is best for writing.

Handwriting involves good hand control

Right-handers

Teaching handwrit ing is concerned w ith
helping children learn the most effective,
comfortable and efficient means of hand
movements to produce writing that is legible
and fluent. like all skills, the process is learnt
quicker and more easily if it is taught in a
coherent, organised way that is meaningful to
the learner. The more the process can be made
visual, the better.

The most efficient way of holding a pencil is
when it is held lightly between thumb and
forefinger, about 3 cm from the point, w ith the
middle finger providing the support. The paper
should be placed to the right, tilted slightly to
the left . The left hand should be used to steady
the paper.

Left-handers
Left-handers should be encouraged to hold
their pencils far enough from the point to
allow them to see the ir writing . The method of
holding the pencil should be much the same as
for the right-hander. Paper should be placed to
the left and tilted slightly to the right .

Demonstrating and discussing

It is important for the teacher to demonstrate
the formation of letters and letter joins (when
teaching joined script) to the class. If possible th is
should be done on a chalkboard or whiteboard .
Throughout the teaching process the teacher
should explain the writing movements being
made and talk the children through what is
happening. Use language appropriate to the
children. Ensure that words and phrases like start
here, up , down, over, under etc. are understood .

Extra practice
The activities in Book 1 will help children learn
to wr ite and form letters correctly. Those in
Book 2 will int roduce children to a simple,
efficient form of cursive (joined-up) writing,
and to learn the four essential basic jo ins
required . When teaching writing patterns,
letter shapes, letter jo ins and words it is helpfu l
to practise these by sky-writing (making the
shapes in the air w ith the finger) or making the
shapes w ith the finger on the desk. This all
helps give children the 'feel' of the shapes they
are learning. The more children are able to
practise the shapes on paper and in other
books, the better too. Provide children with a
variety of different writing implements
(pencils, pens, crayons, chalks etc .) and types of
paper to allow them to exper iment and
practise freely before and after carrying out

the activities.

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Supervising and observing

When children undertake specif ic handwriting
tasks it is important to be in a position to
observe and supervise their efforts as far as
possible . This enables the teacher to talk
children through what they are doing and to
recognise, and deal w ith, potentially bad habits
before they become established .

Furniture and seating
If sitting at desks, check that the children are
sitting comfortably and that the desk or
wr iting surface is at an appropriate height.
(Sometimes a slightly sloping surface is easier
for writ ing on.) Check that children are sitting
up straight and are not slouched . Make sure
there is enough light to see what is being
written . Try to sit left-handed children on the
left side of their partners so that the ir writing
movements are not restricted.

Guidelines
Guidelines are provided in the books to help
children develop a concept of relative letter
sizes and shapes. (Photocopiable guidelines are

provided at the back of this book in various
sizes for extra practice.) It is also good to allow
children to practise handwriting on plain,
unl ined paper from t ime to t ime .

Holding a pencil or pen
All children, especially left-handers, w ill f ind a

5


Writing Composition

Teacher's Book

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7


Skills, scope and sequence

Unit 1
Skills

Handwriting patterns (1)
pencil control; fluency of movement; left to right direction

Unit 2
Skills

Handwriting patterns (2)
pencil control; fluency of movement; left to right direction

Unit 3
Skills

Handwriting patterns (3)
pencil control; fluency of movement; left to right direction

Unit 4
Skills

The letters i and I
identification, letter formation, initial letter sounds

Unit 5
Skills

The letters t and u
identification, letter formation, initial letter sounds

Unit 6
Skills

The letters j and y
identification, letter formation, initial letter sounds

Unit 7
Skills

The letters rand n
identification, letter formation, initial letter sounds

Unit 8
Skills

The letters hand b
identification, letter formation, initial letter sounds

Unit 9
Skills

The letters m and p
identification, letter formation, initial letter sounds

Unit 10
Skills

The letters c and 0
identification, letter formation, initial letter sounds

Unit 11
Skills

The letters a and 9
identification, letter formation, initial letter sounds

Unit 12
Skills

The letters d and q
identification, letter formation, initial letter sounds

Unit 13
Skills

The letters e and s
identification, letter formation, initial letter sounds

Unit 14
Skills

The letters f and k
identification, letter formation, initial letter sounds

Unit 15
Skills

The letters v and w
identification, letter formation, initial letter sounds

Unit 16
Skills

The letters z and x
identification, letter formation, initial and final letter sounds

Unit 17
Skills

Alphabet practice (1)
revision of lower case letter formation in alphabetical order

Unit 18
Skills

Handwriting patterns (4)
pencil control; fluency of movement; left to right direction

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8


Unit 19
Skills

Handwriting patterns (5)

pencil control : fluency of movement ; left to right direct ion


Unit 20
Skills

Making words
word-building eve w a r s

Unit 21

Skills

Colours and numbers

learning how to write common colour and number words (1-10)


Unit 22
Skills

Parts of the body
labelling; learning how to write the names of parts of the body

Unit 23
Skills

Fruit and vegetables
labelling; learning to write the names of common fruit and
vegetables

Unit 24
Skills

Rhymes
reading and writing phrases containing rhyming

Unit 25
Skills

Capital letters A - F

identification, capital letter formation (using children's names)


Unit 26
Skills

Capital letters G - K

identification, capital letter formation (using children's names)


Unit 27
Skills

Capital letters l - P

ident if icati on, capital letter formation (using children's names)


Unit 28
Skills

Capital letters Q - U

identi f icati o n, capital letter formation (using children's names)


Unit 29
Skills

Capital letters V - Z

identification, capital letter formation (using children's names)


Unit 30
Skills

Alphabet practice (2)

revision of letter formation, lower case/capital letter matchin g


Unit 31
Sk ills

Days and months
sequencing and writing names of days and months correctly

Unit 32
Skills

Signs
copying signs in capital letters, finding and wr iting environmental
signs

Unit 33
Skills

Things I can do

simple sentence structure "I can ... "


Unit 34
Skills

Transport
transport words; composing and writing simple "Here is a ..."
sentences

Unit 35
Skills

Animals
animal words; composing and wr iting simple "This is a ... "
sentences

evc words

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Teaching Notes
Teaching the pages

Unit 1 Handwriting patterns (1)

These handwriting pattern exer cises provide

further opportun ities for deve loping hand
control.
• See notes for Unit 1.
• Explain that the children must keep w ith in
the lines of the snakes' bodies when
following the patterns.

Objectives: penc il contro l; fl uency of
movement; left to right direction.

Teaching the pages
Handwriting patterns are good for deve loping
hand control.
• Discuss each activity, name the an imals and
talk about what they are doing.
• Encourage the children to trace over each
pattern w ith their f ingers several times
before going over each pattern with their
pencils. (Perhaps they could use different
coloured pencils and go over each pattern
several t imes.)
• Encourage them to complete each line in
one complete movement w ithout tak ing the
pencil off the paper.

Follow-up copymaster (page 20)
The copymaster consists of several more dot-to­
dot snakes for children to complete.

Units 4-16 Forming individual

letter shapes
The letters are dealt with in the following units:
Unit 4 - i and I
Unit 5 - t and u
Unit 6 - j and y
Unit 7 - rand n
Unit 8 - hand b
Unit 9 - m and p
Unit 10 - c and 0
Un it 11 - a and g
Un it 13 - e and s
Unit 12 - d and q
Unit 14 - f and k
Un it 15 - v and w
Unit16-zandx

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Follow-up copymaster (page 18)

Th is is in t he form of a dot-to-dot picture of a
lion for the children to comp lete.

Unit 2 Handwriting patterns (2)
movement; left to right direction.

Objectives: ident if icati o n; letter formation;
init ial letter sounds (except 'x' wh ich is taught
as a final letter sound).

Teaching the pages

Teaching the pages

These handwriting pattern exercises provide
further opportunities for developing hand
control.
• See notes for Unit 1.

Each unit follows a similar pattern when
introducing different lower case letters:
• Each letter is linked to a picture beg inning
with that particular sound.
• A large outline letter is provided with a dot
showing where to start and directional
arrows to show the children the correct
d irection to follow.
• Th is is t hen followed by gu idelines showing
the relative height and position of the
letter, for the children to practise. Dots are
provided in the appropriate position to
show child ren where to begin.
• Further opportunities f o r practice are then
provided .

Objectives: penc il control; fluency of

Follow-up copymaster (page 19)
Four children are hold ing balloons and the
strings have got tangled up . The task is to

follow each string w ith a pencil to discover
which balloon belongs to which child.

Unit 3 Handwriting patterns (3)
Objectives: pencil control; f luency of
movement; left to right direction.

10


Unit 17 Alphabet practice (1)

• Finally, children are asked to identi fy and

discriminate each of the letter shapes

taught, in the context of the whole

alphabet.


Objectives: revision of lower case letter

format ion in alphabetical order.


Teaching the pages

When introducing each new letter shape:
• Point out the starting point and directional

arrows. (Paying attention to these and
following them will help children develop
good writing habits and reinforce the
correct formation of each letter.)
• Demonstrate the formation of each letter to
the class on the board. using appropriate
vocabulary to explain what you are do ing .
• Get children to practise forming letters in
the air with their fingers to get the 'feel' of
them, before attempting them in the book.
• Get children to trace over each large outline
letter with their fingers, before attempting
to do so in pencil.
• Talk about the picture that is linked with
each letter and make links between the
letter shape and the init ial letter sound of
each object. (Having a good grasp of
individual letter sounds is vital in learning
to write and spell.)
• Finally, ask the children to complete the
other activities in the unit.

• Discuss the two pages with the class,

reviewing children's knowledge of the

names and/or sounds of each letter in

alphabetical order.

• Remind children to begin each letter in the
correct place, using the starting points
provided.

Follow-up copymaster (page 34)

This provides another opportunity to practise

writing the lower case letters of the alphabet

in alphabetical order.


Unit 18 Handwriting patterns (4)
Objectives: pencil control; fluency of
movement; left to right direction .

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Teaching the pages

This unit provides some handwriting patterns
which help develop good pencil control.
• Discuss each activity with the class.
• Encourage the children to trace over each
pattern with their fingers several t imes
before going over each pattern with their
pencils. (Perhaps they could use different
coloured pencils and go over each pattern
several times.)
• Encourage them to complete each pattern

in one complete movement without taking
the pencil off the paper.
• Encourage children to keep with in the lines
on page 36.

Follow-up copymasters (pages 21-33)
These all follow a similar format to the specific
unit. The letters in each unit are linked to
different pictures as follows:
Unit 4 - j and I - an ice cream and a leaf
Unit 5 - t and u - a table and a rocket going
up into the air (stress the 'u' in the word 'up ')
Unit 6 - j and y - a jug and someone yawning
Unit 7 - rand n - a rainbow and a fishing net
Unit 8 - hand b - a hand and a bone
Unit 9 - m and p - a mug and a pencil
Unit 10 - c and 0 - a cake and an orange
Unit 11 - a and g - an ant and a girl
Unit 12 - d and q - a door and a queen
Unit 13 - e and s - an egg and a spoon
Unit 14 - f and k - a fire and a key
Unit 15 - v and w - a vase and a window
Unit 16 - z and x - a zebra and a fox

Follow-up copymaster (page 35)
Encourage children to go over each path
several times, using different coloured pencils.

11

Unit 19 Handwriting patterns (5)

• The word may then be written correctly in
the guidelines underneath as shown in the
first example.

Objectives: penc il control; fluency of
movement; left to right direction .

Follow-up copymaster (page 37)

Teaching the pages

Provides further eve words to be joined and
then matched with the appropriate picture.

On page 38:
• Encourage the children to trace over each

pattern w ith their fingers severa l t imes

before going over each pattern with their

pencils. (Perhaps they could use different

coloured pencils and go over each pattern

several times.)

• Encourage them to complete each pattern
in one complete movement without taking
the pencil off the paper.
On page 39:
• Encourage the children to trace over each
circle with their fingers several times before
going over it with the ir pencils .
• Ensure they begin at the correct point each
time and travel in the d irection indicated.
• Each circle should be done in one comp lete
movement w ithout taking the pencil off the
paper.
• When all the circles are done, the children
could make them into funny faces by
drawing in eyes, noses and mouths.

Unit 21 Colours and numbers
Objectives: learning how to write common
colour and number words (1-10) .
Teaching the pages
Page 42:
• Read the names of each colour with the

class, and get children to fill in each paint

tablet with the appropriate colour.

• Then ask children to copy the name of the
colour correctly in the space provided .
Page 43:

• Use the numbers on the left-hand side of
the page to count down to blast off.
• Link each number with its written form.
• Get children to copy each number word in
the correct space, as shown by the example.

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Follow-up copymaster (page 38)

Follow-up copymaster (page 36)

Read the number rhyme to and w ith the class,
and then ask the children to copy it. This
provides further practice in writing the number
words 1-10.

This is in the form of a picture of a patchwork
quilt, consisting of lots of different patterns for
children to trace over.

Unit 20 Making words
Unit 22 Parts of the body

Objectives: word-building eve (consonant­
vowel-consonant) words using initial letter
sounds.

Objectives: labelling; learning how to write
the names of parts of the body.

Teaching the pages

Teaching the pages

Each word is presented as three letters to be
joined together to make the word, and is
accompanied by a picture.
• Take each word one at a time and ask
children to ident ify and name the
accompa ny ing picture.
• Sound out each individual letter sound and
encourage the children to jo in them
together int o the appropriate word .

• Use the picture on page 44 to remind
children of the names of different parts of
the face and to link each name with its
written form.
• Children may then copy each label in the
space provided.
• Discuss the picture on page 45 and get
children to name each part shown correctly.

12


• Each name may then be written in the

space provided .

Units 25-29 Forming capital
letters

Follow-up copymaster (page 39)

The capital letters are dealt with in the
following un its:
Unit 25 A-F
Unit 26 G-K
Unit 27 L-P
Unit 28 Q-U
Unit 29 v-i

This consists of a picture of a cat to be
discussed and labelled correctly.

Unit 23 Fruit and vegetables

Objectives: identification; capital letter.
formation (using children's names).

Objectives: labell ing; learning to write the

Teaching the pages

names of common fruit and vegetables.

Each unit follows a similar pattern when
introducing different capital letters:

• Each capital letter is introduced along w ith
its corresponding lower case form to help
children link the two forms visually.
• A large outline letter is used for each
capital letter, with a dot showing the
starting point and directional arrows to
show the correct d irection to follow.
• Where letters are formed using two or more
d ifferent letter strokes, the starting point of
each separate stroke is numbered in the
order in which it should be written .
• Each letter is linked w ith a d ifferent picture
of a child, whose name begins w ith that
particular letter.
• Below each capital letter, guidel ines are
provided showing each letter's relative
height and position. This provides an
opportunity for the children to practise
writing each letter. Starting points are
shown in the appropriate places.

Teaching the pages
• Encourage children to name each of the six
pieces of fruit shown on page 46, and to
find the correct word for each in the panel
at the top of the page.
• Each picture should then be correctly

labelled.

• Follow the same procedu re for the pictures
of vegetables on page 47.

Follow-up copymaster (page 40)
Identify and name the various fruit and
vegetables shown. The task is then to write
each name in the correct column of the chart
provided.

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'Unit 24 Rhymes
Objectives: reading and wr iting phrases
containing rhyming CVC words .

When introducing each new letter shape:
• Demonstrate the formation of each letter to
the class on the board, using appropriate
vocabulary to explain what you are doing.
• Get children to practise form ing the
different capital letters in the air with their
fingers to get the 'feel' of them, before
attempting them in the book.
• Get them to trace over each large outl ine
letter with the ir fingers, before attempting
to do so in pencil.
• Talk about the picture that is linked with
each letter and make links between the
letter shape and the initial letter sound of
the name of the child in each picture.

Teaching the pages
• Each rhyming phrase should be read and
discussed as a class, using the accompanying
pictures as visual support.
• Discuss which pairs of words rhyme in each
phrase and note their visual sim ilarities.
• Children should then be encouraged to
copy the phrases in the spaces provided.

Follow-up copymaster (page 41)
This consists of three more rhyming phrases to
be discussed and written correctly.

13


• The children should carefully copy each
name in the space provided underneath .

• Expla in that each letter of the alphabet has
both a sound (e.g. 'ah ') and a name (e.g.
'ay') ,
• Point out the starting point and directional
arrows.

Follow-up copymaster (page 48)
Prov ides further practice in writing the months
of the year.

Follow-up copymasters (pages 42-46)
These provide further opportunities for the
children to pract ise writing capita l let t ers.

Unit 32 Signs

Unit 30 Alphabet practice (2)

Objectives: copying signs in capital letters;
find ing and writing env ironmental signs.
Teaching the pages

Objectives: revision of letter formation; lower
caselcapital letter matching.

Page 64:
• Identify, read and discuss each sign, and
where the children might see such a sign .
• Ask children to copy each sign in the space
provided .
• Point out that signs are often written in
capital letters, rather than lower case
letters, because this makes them easier to
read at a d istance.

Teaching the pages
• Use these pages as an opportunity for
children to practise writing the capltal and
lower case form of each letter of the
alphabet, in alphabetical order, and to

review and consolidate the children's
knowledge of the sounds and names of the
letters of the alphabet and the ir knowledge
of alphabetical order.

Page 65 may be done as a class or individually.
• Find signs around the school build ing.
• Write these on the board for children to
copy.
• Ask children to suggest other environmental
signs they might see in shops .
• These could be wr itten on the board for t he
class to copy.

www.IELTS4U.blogfa.com

Follow-up copymaster (page 47)

Encourage children to trace over each let t er of
the alphabet in both capital and lower case, in
alphabetical order, for further pract ice.

Unit 31 Days and months

Follow-up copymaster (page 49)

Objectives: sequencing and writing names of

This consists of further common environmental
signs written in capital letters for children to

copy.

days and months correctly.

Teaching the pages
Page 62:
• Ask children to say the names of the days of
the week in order.
• Read the names of the days to and with the
class.
• Ask the children to find the name of each
day and write it in the correct order in the
space provided at the bottom of the page.
• Note that the name of each day begins w ith
a capital letter.
Page 63:
• Point out that each month beg ins with a
capital letter.

Unit 33 Things I can do
Objectives: simple sentence structure I can... .
Teaching the pages
• Look at and discuss each picture and get the
children to read each accompanying
sentence.
• Note that, when read together, the
sentences form a simple rhyme .
• Ask the children to copy each sentence
carefully in the space provided .

14


Follow-up copymaster (page 50)

Unit 35 Animals

This consists of a further four I can... sentences
with accompanying pictures for the children to
read and copy.

Objectives: animal words; composing and
writing simple This is a.. . sentences.
Teaching the pages

Unit 34 Transport

• Discuss and name each picture.
• Ask the children to find the correct name of
each animal and write a simple sentence to
accompany each picture.
• Use the model sentence (This is a lion .) to
give the children the idea to start them off.

Objectives: transport words; composing and
writing simple Here is a. .. sentences.
Teaching the pages
• Discuss and name each picture.
• Ask the ch ildren to find the correct name of
each thing and write a simple sentence to

accompany each picture.
• Use the model sentence (Here is a ship.) to
give the children the idea to start them off.

Follow-up copymaster (page 52)
This consists of a further four animal pictures
and accompanying sentences for children to
read and copy carefully.

Follow-up copymaster (page 51)
This consists of a further three transport
pictures and accompanying sentences for
children to read and copy carefully.

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15


Copymasters


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Unit

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Date:

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© Macmillan Education Ltd 2002


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4

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