Editing Level 1 Photocopy Sample

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OTHER CRACKING THE ABC CODE RESOURCES Reading and Phonics Learn to Read Series – 20 decodable reading books designed to teach non-readers to read. Multisensory Reading Level 1 – Designed to teach non-readers the basic sound-symbol relationship of the 26 letters of the alphabet. Multisensory Reading Level 2A – Designed to teach beginning readers the 30 most common graphemes one at a time. Multisensory Reading Level 2B – Designed to teach early readers, who have some basic reading vocabulary, the 30 most common graphemes one at a time. Multisensory Reading Level 3A – A comprehensive 25 unit program (commencing reading age of at least 6.06 to 7.00 years) designed as an introductory course for younger students to teach the common graphemes. Multisensory Reading Level 3B – 12 unit program covering the most common graphemes (commencing reading age of at least 7.00 years). Multisensory Reading Level 3C – 12 unit program covering the most common graphemes but using more challenging vocabulary (commencing reading age of at least 8.00 years). Multisensory Reading Level 4 – 15 unit program covering the less common graphemes and incorporating difficult vocabulary (commencing reading age of at least 10.00 years). Suitable for adolescents and adults. Reading for Comprehension – A series of 10 books focusing specifically on developing comprehension skills. Spelling Multisensory Spelling Book High Frequency Words (300 most commonly used words graded according to level of difficulty). Multisensory Spelling Books Levels A-T (spelling ages 5.00 to 15.06 years). Sound Hearing – Designed to develop phonological awareness and auditory processing. Rules Rule – Rule cards, nonsense word application and real word exercises. Rules Rule Levels 1 to 4 – A series of graded books which systematically introduce 40 rules. 10 new rules are introduced in each book and previously introduced rules are revised and covered at a higher level of complexity. Editing Levels 1-4 – A series of graded books which require students to apply their phonological and spelling rule knowledge to correct errors in passages of varying difficulty. Writing Writing Creatively & Persuasively - Systematic writing programs designed to develop students’ written expression skills. * Check website for availability and for more detailed information. © 2013, 2107 Dr Lillian Fawcett www.crackingtheabccode.com [email protected] Cover Design: Hunt for Ideas ([email protected]) Exercises from this book can be photocopied by the purchasing school for use by students attending that school. ISBN-13: 978-1502321763 ISBN-10: 1502321769

CONTENTS PAGE Introduction & Instructions……………………………….….……… 7 Josh’s Shopping List (sh-ship) …………………..…….………...…..SAMPLE8 Nouns.………………………………………..………….………..…. 9 Letter to Mrs Champ (ch-chick)………………..……………………. 11 Capital Letter.….…………………………………….……..……….. 12 Quiz (th-three)……….…………...………………..………..……….. 14 Question Marks …..…………………………….…..………..…….... 15 The Speedster (ee-tree) ………...………………...………...……..… 17 Full Stops …..……..…………………………..………….....………. 18 Mum’s Rules (a-e cake) …..………………………….…..…………. 20 Contractions…………… …………………………..……………..… 21 French News (i-e kite) ………………………..….…………...……. 23 Compound Words ..……………………………………...…….……. 24 Email to Mr Strope (o-e bone)………………………..………..……. 26 Verbs ……….……………………………..…………………….…... 27 Snoozing (oo-moon)……………………………………..…….……. 29 Sixty-six & Ninety-nine: Using Speech Marks…………………….. 30 Spring Carnival (ng-ring) ……………….………………….….…… 32 Commas ……………..……………………………………………… 33 Advertisements (er-flower)……….……..………………….…….… 35 Adjectives ……………………………..………………………….… 36 The Trickster (ck-duck)……..…...….….………………..…….……. 38 Synonyms ………….………………………..…………………..….. 39 Antonyms ………….………………………..…………………..….. 40 Letter to Grandma (all-ball)………………….……………………… 41 Articles……. ….…………………………..……………………..… 42 Daily News (y-sunny)………………………………………….…… 44 Adverbs …. …………………………………..……………...……… 45 My To Do List (ar-car) ….………………………….………..…..… 47 Pronouns …………..…………………………….………..…...…… 48 Yes or No Quiz (oa-boat) …………………....……………………. 50 Prepositions …..……………………..………………………....…... 51

Fay’s Holiday Essay (ay-tray)…...……………………………..…... 53 Verb Agreement ...………………………………..………………… 54 Present-Past, Present-Future ……………………………………….. 55 Wanted (ow-cow)………………..…...……………………….…….. 56 Possessive ………………………………..………………….……… 57 Too Hot! (ir-girl) ………………………………………………..…. 59 Masculine ↔ Feminine ……………….…..………………...……… 60 Occupations ………………………………………………………… 61 Film: The Creature Breathes (ea-leaf)…….………………….……. 62 Ordinal Numbers ..………………..……………………….………. 63 Holiday Plans for Spain (ai-rain)…………………………….……… 65 Clarity ……..………..………………………..……………….…….. 66 A Royal Voyage (oy-boy) ..…………………...…………….……… 68 Homophones ………..………………………..……………….…….. 69 SAMPLE Important Things to Know (or-fork) .…..……………………...…… 71 Homonyms ………………...…………...……………………...…… 72 Chat Room (ur-church) ….………………………………………….. 74 Negatives ……................…..…………..……….………………..…. 75 Dog Stamp (oi-coin) ………………..……………………………… 77 Non-countable & Countable Nouns ………………..……………… 78 Email to Tom Stout (ou-house)………..…………………..…….…. 80 Conjunctions ……………………………………..…………..….…. 81 The Outlaw (aw-paw) ………..……………….……..………….…. 83 Word Order ………………….…………………..…………..….…. 84 For Sale (ow-bow) ……………………………..……..………….…. 86 Comparatives & Superlatives ……………………..…………..….…. 87 The Foolish Cook (oo-book) …………………..……..………….…. 89 Use the Correct Words …...……………………..…………..….…. 90 The Tyrant (y-sky) …………………………….……..………….…. 92 Exclamation Marks …………………..……………………....….…. 93 New News (ew-screw) ………………………...……..………….…. 95 Plurals …………………….……………………..…………..….…. 96 Parts of Speech …..……………………..…………………..…….. 98 Answers: Editing ..………..…………..…………………………...... 99 Answers: Skill Builders …………………………………………….. 130

Introduction This editing workbook introduces students to the rules of grammar and punctuation in a systematic and structured format. It provides multiple exercises to maximise learning and to ensure retention of the information in long term memory. Understanding grammar enables students to understand the reason for the mistakes they are making and thereby helps them avoid making the same types of errors in the future. Information is presented in two ways: Firstly as an editing task and secondly in specific ‘drill’ type exercises. The editing tasks expose students to different types of genres. Each task introduces new punctuation and grammatical concepts. The following two pages provide further specific practice in those concepts for students who require extra drills. Similar to the other Cracking the ABC Code programs, once a concept is introduced it is then continually included throughout the remainder of the book, providing further opportunities for students to learn and reinforce this knowledge. Although the book can be used independently, it has been designed to reinforce the phonic knowledge taught in the Cracking the ABC Code Multisensory Reading Level 2B program and the exercises include the vocabulary introduced in this program. You may also find exercises in the Rules Rule book a useful supplement to this editing book. SAMPLE Instructions It is recommended that students start at the beginning of the book because each exercise builds on the previous activities. Two approaches can be taken. If the concept being introduced is new to the student, or one that is a common error in the student’s work, it may be beneficial to begin with the drill exercise sheets. Once the student can competently complete these sheets, he or she can then attempt the editing exercise. Alternatively, the student can begin by completing the editing exercise and if there is a reason for concern, the drill exercises can then be completed. The number at the end of each line indicates the number of errors to be found on that line. At times, students will need to be encouraged to read the next line to find the error on the preceding line. This is particularly true for full stops, commas and verb tense. If the editing is being completed in a one-on-one teaching situation, it is recommended that as the student finds and corrects an error that the reason for the error is discussed. This information is provided on the accompanying page. In group situations, this information can be discussed as the work is being marked. For numerous homonyms and grammatical situations, it is often useful to substitute the word causing difficulty with one that the student knows is definitely correct. Examples of substitute words are provided throughout the book. For those students who have a poor understanding of the parts of speech, it may be useful to complete the final exercise sheet before starting the program. (c) 2013, 2107 Dr Lillian Fawcett www.crackingtheabccode.com Editing Level 1 p.7

josh’s Sopping List SAMPLE (2) (3) • Red hairbrus for cim (2) • Sellfih (2) • Pink nail polis for trish (1) • Big dis (1) • Wahing bucket (1) • Ten kups (3) • Kan of kat food for fluff (4) The sop has sifted to 3 shell street. (c) 2013, 2107 Dr Lillian Fawcett www.crackingtheabccode.com Editing Level 1 p.8

NOUNS • Nouns are words that are the names of things that we can see, smell, touch, taste, hear or think about (e.g., cat, siren, idea, Sam, class). Underline the nouns in the following sentences. 1. Dad kept the 2. Trish got the red hairbrush from the shellfish in the shop. big dish. SAMPLE 3. The wet washing is in the sun. 4. Josh is shopping in Shell Street. 5. Trish has pink nail polish. 6. Jill shifted the cans to the shed. (c) 2013, 2107 Dr Lillian Fawcett www.crackingtheabccode.com Editing Level 1 p.9

proper nouns • Nouns are words that are the names of things that can be seen, touched, smelled or thought about. • A proper noun is a word that is used to name particular people, places or things. Proper nouns always begin with a capital letter. Remember that ‘I’ (when you are talking about yourself) is always written as a capital. Write in the capital letter for the words that are proper nouns. ten dish uncle trish josh SAMPLE shed shift mash shellfish red she river ship washing sunday mill men wish friday street scotland dad happy rash shell miss cat big bay piggy shane hairbrush albany six plan away western seven tom italy states mash mr cash (c) 2013, 2107 Dr Lillian Fawcett www.crackingtheabccode.com Editing Level 1 p.10

4 chestnut street (2) chidish 3456 (1) 15th march, 2023 (1) dear mrs champ, (3) it is a callenge to help chad. kan you (5) please stop him from cattering? (1) he must have heese in his lunshbox. he (4) kan shoose to hav a fig or a hip. (4) he must shange his hat and bring a brus. (3) SAMPLE From (2) mrs punch (c) 2013, 2107 Dr Lillian Fawcett www.crackingtheabccode.com Editing Level 1 p.11

Capital letters • Capitals are used at the beginning of sentences and for proper nouns Write in the missing words. Make sure you begin with a capital letter. (1) _____________ went to the shop. (2) _____________ the shop, she got a brush and a lunchbox. (3) _____________ she went to (4)_____________ Street to get some cheese and chips for lunch. (5) _____________, she went to visit her pal, (6) _____________. (7) _____________ pal lives in (8) _____________ . They both went to (9) _____________ to see a big ship and to chat to the men. (10)_____________ was a fun day. SAMPLE next then west port at it her mitch fleet richmond Rachel (c) 2013, 2107 Dr Lillian Fawcett www.crackingtheabccode.com Editing Level 1 p.12

SAMPLECapital letters • Capitals are also used for the titles of books, plays, stories and songs. In titles use a capital for the first letter of ALL the words except for small words such as ‘a’, ‘an’, ‘and’, ‘of’, ‘to’, ‘at’, ‘by’, ‘with’ and ‘in’. Write in the capital letters . 1. the mermaid had purple hair and a curly tail. 2. on saturday thirty children sang “happy birthday”. 3. “don’t disturb me,” i wrote on the cover of my book. 4. this thursday, miss berk will go to germany. 5. when will i have my birthday? 6. shirley went along mercy lane to get to burt’s bird circus. (c) 2013, 2107 Dr Lillian Fawcett www.crackingtheabccode.com Editing Level 1 p.13

quiz (1) 1. would you rather do matematics (2) or readng. (2) SAMPLE 2. is a bransh tinner van a twg. (6) 3. kan a sheetah go through a (3) chmney. (2) 4. would you rater eat a mthball (3) or some ceese. (2) 5. would you rther get a toothbruch (3) or a lunchbx for your birtday. (3) put a line under th ones you shoose. (3) (c) 2013, 2107 Dr Lillian Fawcett www.crackingtheabccode.com Editing Level 1 p.14

Question Marks???? Here are some answers to some questions. Write the questions. Include the underlined word. 1. I’m doing mathematics. SAMPLE 2. The branch is on the tree. 3. I tossed the ball through the hoop. 4. I used the red toothbrush. (c) 2013, 2107 Dr Lillian Fawcett www.crackingtheabccode.com Editing Level 1 p.15

SAMPLE Question or statement???? Put a ? at the end of those sentences which are asking a question. 1. Do you like mathematics. 2. I got a toothbrush for my birthday. 3. Did the ball go through the hoop. 4. How much cheese did you eat. 5. The cat got sick when it ate the mothballs. 6. I picked up the branches and put them in the bin. 7. Can you pack your lunch in a lunchbox. 8. The thin man went to the shop to change his hat. 9. Who made the fish and chips for lunch. 10. Can the child stop chattering to that chap. (c) 2013, 2107 Dr Lillian Fawcett www.crackingtheabccode.com Editing Level 1 p.16

ANSWERS: Editing SAMPLE (c) 2013, 2107 Dr Lillian Fawcett www.crackingtheabccode.com Editing Level 1 p.99

1Josh’s 2Shopping List • Red 3hairbrush for 4,5Kim • 6,7Shellfish • Pink nail 8polish for 9Trish • Big 10dish • 11Washing bucket • Ten 12cups • 13Can of 14cat food for 15Fluff The 16shop has 17shifted to 3 18Shell 19Street. _____________________________________________________________________________ 1, 4, 9, 15, 18, 19 Use a capital letter for proper nouns. 2, 3, 6, 7, 8, 10, 11, 16, 17 Incorrect grapheme for /sh/. 5, 12, 13, 14 Use ‘c’ for /k/ when the next letter is ‘a’, ‘o’, ‘u’, ‘l’ or ‘r’; use ‘k’ when the next letter is ‘e’ or ‘i’. SAMPLE (c) 2013, 2107 Dr Lillian Fawcett www.crackingtheabccode.com Editing Level 1 p.100

SAMPLE 4 1Chestnut 2Street 3Chidish 3456 15th 4March, 2023 5Dear 6Mrs 7Champ, 8It is a 9challenge to help 10Chad. 11,12Can you please stop him from 13chattering? 14He must have 15cheese in his 16lunchbox. 17He 18can 19choose to 20have a fig or a 21chip. 22He must 23change his hat and bring a 24brush. From 25Mrs 26Punch ______________________________________________________________________________ 1, 2, 3, 4, 5, 6, 7, 8, 10, 11, 14, 17, 22, 25, 26 Use a capital letter at the beginning of sentences and proper nouns and when using ‘I’ by itself. 9, 13, 15, 16, 19, 21, 23 Incorrect grapheme for /ch/. 12, 18 Use ‘c’ for /k/ when the next letter is ‘a’, ‘o’, ‘u’, ‘l’ or ‘r’; use ‘k’ when the next letter is ‘e’ or ‘i’. 20 No English word ends with ‘v’. 24 Incorrect grapheme for /sh/. (c) 2013, 2107 Dr Lillian Fawcett www.crackingtheabccode.com Editing Level 1 p.101

1Quiz 1. 2Would you rather do 3mathematics or 4reading5? 2. 6Is a 7branch 8thinner 9than a 10twig11? 3. 12,13Can a 14cheetah go through a 15chimney16? 4. 17Would you 18rather eat a 19mothball or some 20cheese21? 5. 22Would you 23rather get a 24toothbrush or a 25lunchbox for your 26birthday27? 28Put a line under 29the ones you 30choose. _______________________________________________________________ 1, 2, 6, 12, 17, 22, 28 Use a capital letter for titles, at the beginning of sentences and proper nouns, and when using ‘I’ by itself. 3, 8, 9, 15, 18, 26 Incorrect grapheme for /th/. 4, 10, 19, 23, 25, 29 Every syllable needs a vowel. 5, 11, 16, 21, 27 Use ‘?’ at the end of questions. 7, 14, 20, 24, 30 Incorrect grapheme for /ch/, /sh/ 13 Use ‘c’ for /k/ when the next letter is ‘a’, ‘o’, ‘u’, ‘l’ or ‘r’; use ‘k’ when the next letter is ‘e’ or ‘i’. SAMPLE (c) 2013, 2107 Dr Lillian Fawcett www.crackingtheabccode.com Editing Level 1 p.102

ANSWERS: Skill Builders SAMPLE (c) 2013, 2107 Dr Lillian Fawcett www.crackingtheabccode.com Editing Level 1 p.130

Answers: Page 6 Answers: Page 7 SAMPLEAnswers: Page 10 Answers: Page 11 (c) 2013, 2107 Dr Lillian Fawcett www.crackingtheabccode.com Editing Level 1 p.131