Term 1

Focus

Weeks 5 -7

This text was chosen as it integrates into our unit on environments. The main concept that I want students to learn is the features of an informational text. Although this is an integrated unit, covering a number of outcomes and indicators the main focus will be :- Reading texts, Vocabulary knowledge and Comprehension. When learners comprehend, they interpret, integrate, critique, infer, analyse, connect and evaluate ideas in texts. They neg otiate meaning not only in their heads but in the minds of others. When comprehending, learners strive to process text beyond word-level to get the big picture. When comprehension is successful, learners are left with a sense of satisfaction from having understood the meaning of a text (Focus on Reading, Module 1, pp. 5). While vocabulary is learned indirectly through everyday experiences with oral and written language, some vocabulary must be taught explicitly. Vocabulary contributes to comprehension, fluency, reading achievement and effective oral and written communication with others. Effective writing is characterised by precise, appropriate and creative use of words and provides evidence of the quality of students thinking. Text features are the physical features of text that highlight the important content. Knowledge about text features enables students to use them to improve their comprehension of the text. According to Kinder and Bursuck (1991), physical text that is well presented facilitates reading comprehension. When students learn how to use text features, they are able to make better predictions, anticipate their learning and comprehend the content being studied ( Kelley & Clausen- Grace, 2010). Furthermore, when students gain understanding in how to use text features and text structure as a strategy, their reading comprehension is improved (Dickson, Simmons, Kamenui, 1995). Informational text features are the way a nonfiction page is set up; the way it looks. The authors of nonfiction works put in lots of text features in order for readers to comprehend the content more easily. However, if readers don't recognize and understand how to use informational text features they see on a page, the text features can actually work against comprehension by confusing the reader. Therefore, teachers need to explicitly teach students to read nonfiction using text features as a tool.

Rationale

Reading & Viewing

EN2-4A: uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies

Outcomes & Content

EN2-8B: identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter

draw on experiences, knowledge of the topic or context to work out the meaning of unknown words use graphological, phonological, syntactic and semantic strategies to respond to texts, eg knowledge of homophones, contractions, syllables, word families and common prefixes read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1679, ACELY1691) summarise a paragraph and indicate the main idea, key points or key arguments in imaginative, informative and persuasive texts skim a text for overall message and scan for particular information, eg headings, key words identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) identify and interpret the different forms of visual information, including maps, tables, charts, diagrams, animations and images plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1682, ACELY1694) plan, compose and review imaginative and persuasive texts reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683) reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695) understand that effective organisation of ideas in imaginative, informative and persuasive texts enhances meaning understand that paragraphs are a key organisational feature of written texts (ACELA1479) identify and use grammatical features, eg pronouns, conjunctions and connectives, to accurately link ideas and information

Writing & Representing

EN2-2A: plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language

Grammar, Punctuation & Vocabulary

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EN2-9B: uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts

incorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered in research (ACELA1498)

Thinking Imaginatively, Creatively & Interpretively

EN2-10C: thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts

identify and analyse the different organisational patterns and features to engage their audience

Speaking & Listening

EN2-1A: communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts

use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1688, ACELY1792) use information to support and elaborate on a point of view

General capabilities and cross-curriculum priorities

Best Start Clusters

Literacy

Numeracy

ICT capability

Critical and creative thinking

Ethical behaviour

Personal and social capability

Intercultural understanding Aboriginal and Torres Strait Islander histories and cultures Asia and Australias engagement with Asia Sustainability

7th cluster
Understands how to 'read' text features such as illustrations, diagrams, tables, maps and graphs to enhance meaning.

8th cluster
Reads increasingly complex texts with less familiar content and vocabulary and more extended descriptions. Engages with both literary and factual texts of increasing length and difficulty for longer periods of time (at least 10 minutes). 'Reads' texts in different ways to meet a range of reading purposes. Independently monitors reading by using a variety of self-correction strategies to maintain meaning.

9th cluster
Reads for sustained periods (1520 minutes) and sustains understanding in longer texts over time, e.g. reading short novels over several days. Makes use of visual representations, e.g. photographs, tables, charts to enhance meaning when reading factual texts. Selects and uses the most effective word identification strategy to maintain fluency and meaning. Demonstrates an awareness of how to use skimming/scanning and text features such as subheadings to locate specific information. Uses screen features (navigation bar, hyperlinks, etc.) when reading and viewing Internet texts.

10th cluster
Reads short novels with minimal illustration, unfamiliar content, settings and characters and challenging and unusual vocabulary. Adjusts rate of reading to suit text complexity and reading purpose. Uses more sophisticated word identification strategies to maintain word and sentence level fluency and create meaning. e.g. use of homonym, syllabification, analogy. Uses topic knowledge, vocabulary knowledge and context to read unknown words when engaging with subject texts. Chooses a reading path appropriate to the text (literary, factual, electronic) and navigates multimodal texts appropriate to the purpose.

Reading Text

Automatically integrates a range of information e.g. meaning, grammar and letter/sound relationships to read in a phrased and fluent way. Knows that literary, factual and screen texts need to be 'read' in differing ways. Responds to punctuation and adjusts expression to enhance meaning when reading aloud.

Best Start Clusters

7th cluster
Responds to texts by referring to prior experiences. Responds to and analyses a text by discussing a point of view presented in the text. Analyses and evaluates how visual images support print to create meaning in texts. Interprets and responds to texts by skimming and scanning to confirm predictions and answer questions posed by self and others while reading

8th cluster
Refers to prior knowledge and experiences to build understanding of a text. Justifies predictions about sections of a text. Builds understanding of a text by using knowledge of text organisation and features, e.g. referring to headings to locate information.

9th cluster
Builds understanding during reading by discussing possible consequences of actions and events. Interprets texts by recognising and discussing the difference between literal and inferred meaning in relation to facts, qualities, characteristics, events. Builds understanding about the meaning of a text by actively seeking

10th cluster
Interprets text by inferring connections, causes and consequences during reading. Responds to and interprets texts by discussing the differences between literal and inferred meanings. Interprets the meaning of a text by seeking further information in other sections of a text or in different texts. Identifies ways texts present different

Comprehension

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 Draws conclusions by using clues in a text. Identifies more than one perspective or point of view when responding to questions about texts. Articulates the main idea and provides a synthesised retell that captures key events in texts. Exemplifies descriptive words or sequences of information and ideas in texts by creating mental images.

information from different parts of a text. Shows awareness through discussion that texts can present different perspectives. Analyses the ways ideas and information are presented by making comparisons between texts. Identifies and interprets main ideas and important information in a text to provide an accurate retell of a text. Analyses a text by discussing visual, aural and written techniques used in the text. Builds understanding about the meaning of a text by identifying and discussing text organisation and features, including cohesive links.

perspectives. Evaluates text accuracy and credibility by comparing texts on a similar topic. Analyses and evaluates the relative importance of key ideas and information in a text to construct an overview. Responds to and analyses texts by discussing the ways language structures and features shape meaning. Responds to and interprets texts by integrating sources of information in texts.

Best Start Clusters

6th cluster
Creates longer texts supported by visual information, e.g. diagrams, maps, graphs on familiar topics for known audiences. Begins to use text features such as headings and paragraphs to organise information. Demonstrates elementary proof-reading and editing, e.g. circles a word that does not look right. Accurately spells an increasing number of high frequency and topic words. Uses simple punctuation, e.g. full stops, exclamation marks and question marks. Writes a sequence of thoughts and ideas. Experiments with using some complex sentences to enhance writing. Uses a refined pencil grip, correct posture and paper placement to write more fluently and legibly. Uses computer functions to edit texts.

7th cluster
Plans texts by making notes, drawing diagrams, planning sequence of events or information, etc. States purpose and intended audience before creating texts. Spells words with regular spelling patterns correctly and makes plausible attempts at words with irregular spelling patterns. Applies spelling generalisations when writing. Uses contraction apostrophes and capitals for proper nouns as well as other simple punctuation. Writes short, connected and sequenced texts to narrate events or convey information. Includes different types of verbs using appropriate tense and demonstrates subject-verb agreement. Uses a computer to produce texts with graphics.

8th cluster
Creates longer texts (at least one page) that achieve the intended purpose and are appropriate for less familiar audiences. Experiments with producing/publishing texts using an increasing range of mediums and modes. Writing shows evidence of revision, editing and proof-reading. Writes for a wider range of purposes, including to explain and to express an opinion. Demonstrates a range of spelling strategies to spell unfamiliar words. Uses quotation marks for direct speech and commas in lists. Produces a range of grammatically accurate sentences. Fluently writes letters of consistent size and formation in NSW Foundation Style.

9th cluster
Constructs well-sequenced imaginative, informative and persuasive texts using language appropriate to purpose and audience. Plans and organises ideas using headings, graphic organisers, questions and mind maps. Rereads texts during and after writing to check accuracy, consistency of meaning and fitness for purpose. Structures texts using paragraphs composed of logically grouped sentences that deal with a particular aspect of a topic. Uses a variety of spelling strategies to spell high frequency words correctly. Uses simple word processing functions such as spell check, grammar check. Chooses verbs, adverbials, nouns and adjectives to express specific ideas and details. Uses joined letters of consistent size. Experiments with creating simple multimodal texts using digital text creation programs.

Writing

Best Start Clusters

6th cluster
Expresses a point of view with supporting information about an expanding range of texts/topics. Speaks clearly and confidently in a variety of informal situations to a known/familiar audience. Plans and presents a brief oral presentation about a topic to a familiar audience. Adjusts register, tone and volume appropriate to situation.

7th cluster
Expresses a point of view about a text/topic and listens to and accommodates the viewpoint of others. Plans and delivers short oral presentations on familiar topics for audiences beyond the immediate classroom, e.g. report or message. Automatically adjusts speech to suit different audiences, purposes and

8th cluster
Expresses more detailed ideas and justifies a point of view about familiar texts/topics. Automatically adjusts speech to suit familiar audiences, purposes and situations. Communicates confidently with a range of less familiar audiences for a wider variety of purposes.

9th cluster
Plans and delivers oral presentations on an extended range of topics for audiences beyond the immediate classroom, e.g. assembly presentations. Enhances presentations by using some basic oral presentation strategies such as using notes as prompts, volume and change in emphasis. Discusses the features of different spoken texts, e.g. formal versus informal interactions;

Speaking

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 Demonstrates attentive listening across a range of school contexts, e.g. assemblies, performances.

situations. Demonstrates attentive listening and viewing for extended periods of time. Stays on task and participates effectively in longer class and group discussions.

Contributes to collaborative group problem solving to complete a task by questioning, listening and responding to the ideas of others and making suggestions. Listens and understands a series of instructions related to a task and successfully completes the task.

persuasive versus informative. Contributes relevant ideas to discussions, asks questions and re-phrases to clarify meaning. Listens attentively, makes appropriate responses to what others say and constructively builds on the ideas of others. Uses group discussion protocols, e.g. turn taking

Students will:

Organisation

o locate and recall information o draw on the knowledge of text structures and text organizers o complete comprehension questions o think deeply and express verbally o make logical connections o interpret graphics and images Teacher Modelling: Students will be explicitly shown how to locate specific information in extracts of a text and how to use this information to answer comprehension questions. Think aloud strategies will be used to effectively model how to use the vocabulary in text to develop students comprehension and improve their responses both orally and written. Guided Tasks: Students will participate in whole class tasks where guided support is provided and they have the opportunity to practice learned strategies. Differentiating questions and tasks can occur in small groups. Independent Tasks: Students will be reminded of the strategies that have been explicitly taught and students who are capable will complete activities using their learnt skills.

Focus on Reading Strategies- FOCUS

Prediction, Summarising and Making Connections The students are received explicit instruction in utilizing these strategies for the past fifteen weeks. This unit has been written with this in mind. The idea of this program is to consolidate the students understanding of how these strategies assist us with developing a deeper understanding of the text.

Assessment

Work samples overtime, anecdotal records, achievement against Best Start Clusters

Activities that will occur throughout the reading of the text:

Predict what the next few pages will be about. Create a word bank of words as we read through the book. Have students pose questions or I wonder.. sentences in their books. Students share their I wonders and questions with a learning partner. Analyse the choice of words and how the author creates meaning and interest throughout the text. Stop reading the text at particular points and pose I wonder. questions throughout the text to model selfquestioning strategy. Have students discuss I wonder.., predictions or pose questions or have discussions with a learning partner. Stop and have students discuss parts of the text of interest. Use the following starters to guide their discussions: I found ____interesting because. I am confused about. The picture helped me to understand because. This part of the story reminds me of: Students write reflections about what they have learnt by using the comprehension strategies. Discuss what the authors intentions are.

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Explicit Teaching Sequence Week / Date Learning Experiences

Lesson 1 Exploring features of a Nonfiction text Focus On Reading Strategy: Prediction Explain that this term we will be looking at different environments. Tell the students that we will be looking at
and discussing various informational texts to assist with increasing their knowledge on the subject.

Resources

Discuss what nonfiction is with students: Define nonfiction: It gives information. It explains, informs, or persuades

Point out examples that are all around them: books about their favourite animals, lunch menus, maps, classroom
magazines, etc.

Use the chart below to guide a discussion of the characteristics (features and structure of an informational

Week:_______

text) of nonfiction and how reading nonfiction is different than reading stories or novels. Discuss why authors structure informational text the way they do. (The authors of nonfiction works put in lots of text features in order for readers to comprehend the content more easily).

Date:_______
IWB : with text features chart and posters

Discuss the title and look at front cover of the Book, Desert Journal predict what this book might be about. Remind students that when we predict we make a smart guess about what is going to happen next based on

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the text or illustrations. Discuss the type of text, the authors purpose, etc Talk about the blurb and what does a blurb mean. Read the blurb to the class. Discuss the language that the author has used. Pose questions to make students think (predict) and promote interest (I WONDER QUESTIONS)

Book : Desert Journal (Jason Edwards) IWB : cover, key questions and blurb

Eg. I wonder why this book is called Desert Journal? What is a desert? What is a Journal? What does the text or illustration give you to confirm your guess? What types of deserts are there? Where would we find a desert?, etc What words/images do you expect to see or hear in this text? Desert Journal TITLEPAGE Students complete Desert Journal title page and glue into their workbooks.

Title page

Date/s:_______

Lesson 2 & 3 Informational text features

Revise what Nonfiction text features are.

Focus On Reading Strategy: Monitoring

Text features Power point on IWB Black line master & examples

View Power point on text features to consolidate students understanding. Explain to students that throughout this unit we will be doing a text feature scavenger hunt. At the conclusion of each lesson, students will be required to identify any text features seen, to name it, give an example and to describe the purpose of the text feature. (heading, table of contents, photograph, subheading & title)

Read pages 2-9 Desert Journal Discuss the information (ensure to explain any unknown words) and the informational text features on these pages. Point out that the words in blue can be found in the glossary Have complete non fiction text features activity for ( table of contents, glossary, sub headings, maps and captions).

Book : Desert Journal (Jason Edwards) on IWB pages cover page 9 on IWB

ABC Book of text features Power point on IWB

Book : Desert Journal (Jason

Date/s:_______

Optional Activities View ABC Book of text features Power point

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 Read pages 10- 15 Frozen and Hot deserts

Edwards) pages 10-15 on IWB

Week/s
Lesson 1 & 2 Skimming & Scanning

Learning Experiences
Focus On Reading Strategy: Monitoring & Vocab

Resources

Week:_______
Put the terms (skimming & scanning) on the board/screen. Have students work in pairs or small groups to discuss Skimming and scanning Poster/ definition (IWB)

Date:_______

what they think each term means. Discuss the meaning of skimming and scanning. Skimming is discovering the main ideas of a text by reading first and last paragraphs and topic sentences, and paying attention to other details on the page like titles, bold type or italics, photograph captions, etc. Scanning is when one looks down and around a page quickly and efficiently searching for important words, facts or phrases to find specific information. Tell students that during this lesson they will be practicing these two skills. Activity | The activity has been divided into two parts, one on skimming and the other on scanning, as you may wish to concentrate on one skill or the other, or both.

Part One: Skimming

Remind students that skimming is used to quickly find the main ideas of a text, and that skimming is often done at a speed three to four times faster than normal critical reading speed. Ask: When might you use skimming? In what situations is it useful? Suggest to students that skimming is useful if they have a great deal of material to read in a short amount of time, or to quickly ascertain whether a text (like the daily newspaper) merits a closer read. Review the following skimming strategies with students as you write them on the board:

Read the first and last paragraphs of an article first. Notice the titles and headings and subheadings. Look at the illustrations, graphs or other visuals on the page. Read the captions of the visuals. Read the first sentence of each paragraph. Once the class is clear on the strategies, each student should skim pages 16 -19 Desert Animals - Book :

Photocopy pages 16 -19 and

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Desert Journal (Jason Edwards). Next, have a class discussion about the various words/features that caught their attention and why.

glossary of Desert Journal (Jason Edwards) for students to work from.

Date:_______

Part Two: Scanning

Remind students that scanning is a technique they already use, for instance, when looking up a word in a dictionary or trying to find a specific phrase or number on a printed page. When they are scanning, they move their eyes to find specific words, numbers or phrases. Begin by asking students to identify differences between skimming and scanning. If it is not mentioned, add the idea that scanning often comes before skimming. For example, scanning can be used to determine if a resource has the information you are looking for. Once the resource is scanned, it can then be skimmed for more detail. Remind students to look for words in boldface or italics when they are scanning, and to pay attention to details like fonts (typefaces), as well as to numbers. Introduce a scanning game. For this game, choose three to five words and write them on the board. Tell students that they will have a contest to find how many times the word appears on the two pages. Another way to play this game, to work on both scanning and vocabulary, is to have students scan the front pages for vocabulary words they do not know, look them up and record the definition, then have each team challenge another team to find their words. Have the students practices the skills of skimming and scanning to answer the following Comprehension questions. As students find the answers discuss as a whole class how they found the answer. Comprehension Questions 1. What is a marsupial? 2. What animal is the authoring referring with the words giant jumping marsupials? 3. Why do birds have an advantage over most other desert animals? 4. What words does the author use to describe the emu? 5. What animals can be found in the Australian desert? 6. What does exothermic mean? Comprehension Questions on IWB

Have students add to the Nonfiction text features scavenger hunt activity ( started in week one, bold print, photograph & coloured print)

Date:_______

Lesson 3 Desert plants & people

Focus On Reading Strategy: making Connections & Vocab

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 Read pages 20-23 of Desert Journal ( scanned to IWB) Discuss the meaning of the following words (scorching, attract, protection, harsh, pollination, encased, tubers and any other words students may be unfamiliar with). You may wish to have students do the matching word to meaning activity and record in their workbook. Matching meaning to words IWB activity

Word scorching attract harsh pollination encased tubers burning, very hot to draw something near/close

Meaning

1. unpleasantly rough or jarring to the senses. 2. cruel or severe a process where pollen is deposited in a flower or plant to allow fertilisation enclose or cover in a case or close-fitting surround. roots or parts of a stem found underground Map of world deserts (Notebook file)

View a map of the world on IWB to discuss the location of the countries and deserts listed.

Date:_______

Lesson 4 Summarising/ main Idea

Focus On Reading Strategy: Summarising ( Sum it up)

Re-read 16 -23 Explain how small chunks should be summarised in order. Move through each section of the text. As a class write down key facts/ideas after reading each page ( IWB Proforma) Page ___ Page ___

Photocopy of pages 20-23 (16- 19 were already copied in earlier lessons

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Discuss MAIN IDEA of each page referring to the SUM IT UP notes.

Date:_______

Lesson 5 - 8 Individual Research

Focus On Reading Strategy: Making Connections & summarising

Computers Power point template List of websites for students to access

Explain to students that they are going to be given an opportunity to work as individuals, as a pair or a small
group to conduct some individual research to enhance their knowledge of desert environments or a specific aspect ( see topic choices below). Revise the strategy of summarising undertaken in previous lesson and explain to students that they will be using this skill throughout the following lessons.

Tell students that they will have three or four lessons devoted to conducting research in order to create a
small power point. Topics include:

An Australian desert An animal or plant found in the desert Aboriginals in the desert

Some useful websites that students could source are listed below:
http://www.kidcyber.com.au/ http://www.sciencekids.co.nz/sciencefacts/earth/desert.html http://www.sciencekids.co.nz/sciencefacts/animals/kangaroo.html http://www.alicespringsdesertpark.com.au/kids/index.shtml http://www.ducksters.com/science/ecosystems/desert_biome.php

Optional Activities Read through remaining pages of book

Book : Desert Journal (Jason Edwards) pages 24-31 on IWB

Evaluation:
Have students had sufficient background experiences and discussion to be able to carry out the planned activities successfully? Yes/No

Assessment:

Which students have been contributing to the discussion?

Have the activities been engaging? Yes/No Have the activities purposeful? Yes/No
Which students, if any are presenting with a deep knowledge of the subject content?

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 Have my students been able to transfer their learning from practical experiences to independent work? Yes/No Has the program been changed or modified in any way? Yes/No If yes, how?

Which students, if any are requiring extra scaffolding or assistance in completing set tasks individually?

What activities did the students enjoy?

Were the supporting worksheets useful? YES/NO Was the unit presentation easy to follow? YES/NO

Mark of achievement against Best Start Clusters

What needs to change in the unit presentation?

Additional Observations:

Other Comments:

Developed by Leanne WILLIAMSON 2014