Editing Level 1 (Sample)

 

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Introduces students to the rules of grammar and punctuation in a systematic and structured format.

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abcdefghijklmnopqrstuvwxyz nopqrstuvwxyzabcdefghijklm abcdefghijklmnopqrstuvwxyz nopqrstuvwxyzabcdefghijklm abcdefghijklmnopqrstuvwxyz nopqrstuvwxyzabcdefghijklm Editinga n b o cde pqr sf gt uhLevi vjwkelxl 1my znaobpcqdresftguhviwj kxlymz abcdefghijklmnopqrstuvwxyz nopqrstuvwxyzabcdefghijklm abcdefghijklmnopqrstuvwxyz nopqrstuvwxyzabcdefghijklm Dr Lillian Fawcett

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OTHER CRACKING THE ABC CODE RESOURCES Reading and Phonics 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 – 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) for students 8 years and older. Multisensory Reading Level 3C – 12 unit program covering the most common graphemes but using more challenging vocabulary (commencing reading age of at least 7.06 to 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). *Adult Literacy – a phonic based literacy program designed for adolescents and adults who experience difficulty with reading and spelling. Spelling Multisensory Spelling Books 1 to 5 (300 most commonly used words graded according to level of difficulty). * Multisensory Spelling Books Levels A-T (Spelling Ages 5.00 – 15.06 years). Sound Hearing – designed to develop phonological awareness and auditory processing. SAMPLEEnder Bender – a card game requiring the application of spelling rules. Rules Rule – rule cards, nonsense word application and real word exercises. *It’s All Nonsense – a program that uses both nonsense and real words to teach students to spell by breaking words into syllables and phonemes and applying spelling rules. 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 - A systematic program designed to develop students’ written expression skills. * Check website for availability and for more detailed information. © 2013 Dr Lillian Fawcett www.crackingtheabccode.com lfawcett@crackingtheabccode.com Cover Design: Hunt for Ideas (ideas@huntforideas.com) All rights reserved. No part of this book may be reproduced without written permission from the author. ISBN-13: 978-1482002560 ISBN-10: 1482002566

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CONTENTS PAGE Introduction & Instructions……………………………….….……… 3 Josh’s Shopping List (sh-ship) …………………..…….………...….. Nouns.………………………………………..………….………..…. 4 6 Letter to Mrs Champ (ch-chick)………………..……………………. 8 Capital Letters .……………………………………….……..……….. 10 Quiz (th-three)……….…………...………………..………..……….. 12 Question Marks …..…………………………….…..………..…….... 14 The Speedster (ee-tree) ………...………………...………...……..… 16 Full Stops …..……..…………………………..………….....………. 18 Mum’s Rules (a-e cake) …..………………………….…..…………. 20 Contractions…………… …………………………..……………..… 22 French News (i-e kite) ………………………..….…………...……. 24 Compound Words ..……………………………………...…….……. 26 Email to Mr Strope (o-e bone)………………………..………..……. Verbs ……….……………………………..…………………….…... Snoozing (oo-moon)……………………………………..…….……. SAMPLESixty-six & Ninety-nine: Using Speech Marks ..………..…….……. 28 30 32 34 Spring Carnival (ng-ring) ……………….………………….….…… 36 Commas ……………..……………………………………………… 38 Advertisements (er-flower)……….……..………………….…….… 40 Adjectives ……………………………..………………………….… 42 The Trickster (ck-duck)……..…...….….………………..…….……. Synonyms ………….………………………..…………………..….. Antonyms ………….………………………..…………………..….. 44 46 47 Letter to Grandma (all-ball)………………….……………………… 48 Articles……. ….…………………………..……………….……..… 50 Daily News (y-sunny)………………………………………….…… 52 Adverbs …. …………………………………..……………...……… 54 My To Do List (ar-car) …….……………………….………..…..… Pronouns …………..…………………………….………..…...…… Yes or No Quiz (oa-boat) …………………....……………………. Prepositions …..……………………..………………………....…... 56 58 60 62 Editing Level 1 p. 1

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Fay’s Holiday Essay (ay-tray)…...……………………………..…... Verb Agreement ...………………………………..………………… Present-Past, Present-Future ……………………………………….. 64 66 67 Wanted (ow-cow)………………..…...……………………….…….. 68 Possessive ………………………………..………………….……… 70 Too Hot! (ir-girl) ………………………………………………..…. Masculine ↔ Feminine ……………….…..………………...……… Occupations ………………………………………………………… 72 74 75 Film: The Creature Breathes (ea-leaf)…….………………….……. 76 Ordinal Numbers ..………………..……………………….………. 78 Holiday Plans for Spain (ai-rain)…………………………….……… 80 Clarity ……..………..………………………..……………….…….. 82 A Royal Voyage (oy-boy) ..…………………...…………….……… 84 Homophones ………..………………………..……………….…….. 85 Important Things to Know (or-fork) .…..……………………...…… 88 Homonyms ………………...…………...……………………...…… 90 Chat Room (ur-church) ….………………………………………….. Negatives ……................…..…………..……….………………..…. Dog Stamp (oi-coin) ………………..……………………………… SAMPLENon-countable & Countable Nouns ………………..……………… 92 94 96 98 Email to Tom Stout (ou-house)………..…………………..…….…. 100 Conjunctions ……………………………………..…………..….…. 102 The Outlaw (aw-paw) ………..……………….……..………….…. 104 Word Order ………………….…………………..…………..….…. 106 For Sale (ow-bow) ……………………………..……..………….…. 108 Comparatives & Superlatives ……………………..…………..….…. 110 The Foolish Cook (oo-book) …………………..……..………….…. 112 Use the Correct Words …...……………………..…………..….…. 114 The Tyrant (y-sky) …………………………….……..………….…. 116 Exclamation Marks …………………..……………………....….…. 118 New News (ew-screw) ………………………...……..………….…. 120 Plurals …………………….……………………..…………..….…. 122 Parts of Speech …..……………………..…………………..…….. 124 Answers ………………………………..…………………………...... 125 Editing Level 1 p. 2

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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. Instructions SAMPLEIt 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. Editing Level 1 p. 3

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

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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/. SAMPLE5,12,13,14 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’. Editing Level 1 p. 5

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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 shellfish in the big dish. 2. Trish got the red hairbrush from the shop. 3. The wet washing is in the SAMPLEsun. 4. Josh is shopping in Shell Street. 5. Trish has pink nail polish. Editing Level 1 p. 6 6. Jill shifted the cans to the shed.

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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 trish shed shift uncle josh SAMPLEmash ship shellfish red she river washing mill friday sunday street men wish scotland dad happy cat hairbrush albany shane six rash big shell bay miss piggy plan away mash western states mr cash seven tom italy Editing Level 1 p. 7

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4 chestnut street chidish 3456 15th march, 2023 (2) (1) (1) dear mrs champ, (3) it is a callenge to help chad. kan you please stop him from cattering? (5) (1) he must have heese in his lunshbox. he kan shoose to hav a fig or a hip. SAMPLEhe must shange his hat and bring a brus. (4) (4) (3) From mrs punch (2) Editing Level 1 p. 8

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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 SAMPLE25Mrs 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/. Editing Level 1 p. 9

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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 SAMPLE(8) _____________ . They both went to (9) _____________ to see a big ship and to chat to the men. (10)_____________ was a fun day. west port next fleet her Rachel then at it mitch richmond Editing Level 1 p. 10

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Capital 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 SAMPLEcover 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. Editing Level 1 p. 11

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quiz (1) 1. would you rather do matematics (2) or readng. (2) 2. is a bransh tinner van a twg. (6) 3. kan a sheetah go through a SAMPLEchmney. (3) (2) 4. would you rater eat a mthball or some ceese. (3) (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) Editing Level 1 p. 12

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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. SAMPLE3,8,9,15,18,26 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’. Editing Level 1 p. 13

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