STAGE THREE READING TO LEARN OVERVIEW

Term 3 Text ANTARCTICA Purpose of Text

The Information report is used to present information about Antarctica. It describes the continent and elaborates by outlining features and phenomena relating to the overall subject, Antarctica.

Weeks 1-5 Author Bev Harvey & Sue Briggs-Pattison

Genre Information Report Source Blake Education

Purposes for Teaching Learning To

RS3.5 Reads independently an extensive range of texts with increasing content demands and responds to themes and issues. interprets a variety of literary and factual texts evaluates sustained arguments with evidence of various types RS3.6 Uses a comprehensive range of skills and strategies appropriate to the type of text being read. uses knowledge about texts to predict the kinds of words likely to be included draws on knowledge of word origins and word-building strategies to work out new words identifies reference links identifies word chains, synonyms, antonyms identifies adverbial phrases and adjectival phrases WS3.9 Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features. rereads work during writing to maintain sequence and check meaning, changing words and phrases or checking for errors plans writing through discussion with others and by making notes, lists or drawing diagrams writes paragraphs that contain a main idea and elaboration of the main idea contributes to joint text construction activities writes sustained arguments and discussions supported by evidence discusses the similarities and differences between spoken and written language WS3.10 Uses knowledge of sentence structure, grammar and punctuation to edit own writing. uses a thesaurus to find synonyms when writing uses different types of verbs, eg action, thinking, seeing, feeling, relating uses a variety of conjunctions and connectives to connect groups of words and clauses uses correct punctuation when publishing, eg commas, apostrophes, exclamation marks identifies and corrects such things as spelling errors, incomplete sentences or missing punctuation in own writing. WS3.11 Spells most common words accurately and uses a range of strategies to spell unfamiliar words. spells needed words correctly with effective strategies for attempting and checking unknown words checks own attempts using a dictionary or spell check recognises most misspelt words in own writing and uses a variety of resources for correction

Learning About
RS3.7 Critically analyses techniques used by writers to create certain effects, to use language creatively, to position the reader in various ways and to construct different interpretations of experience. recognises and discusses the purpose of organisational stages of different types of text explains how the structure of a text is related to its purpose justifies own preferences for a particular interpretation of a text, referring to text details and own knowledge and experience RS3.8 Identifies the text structure of a wider range of more complex text types and discusses how the characteristic grammatical features work to influence readers and viewers understanding of texts. identifies relationships between words in a text, eg word chains involving synonyms, antonyms, repetition identifies how noun groups are a useful resource for condensing information about people, places, things and ideas identifies subjects, verbs and objects in different text types reflects on how writers use modality to create a sense of either definiteness or tentativeness identifies and distinguishes word chains in texts and discusses how they build information identifies relative pronouns identifies figurative language such as simile, metaphor, idiom and personification in texts and discusses the effect. WS3.14 Critically evaluates how own texts have been structured to achieve their purpose and discusses ways of using related grammatical features and conventions of written language to shape readers and viewers understanding of texts. talks about how persuasive texts have been structured in order to convince the reader about a point of view analyses own texts for effective use of joining/linking words, eg conjunctions, connectives identifies subjects, verbs and objects in clauses in different text types identifies use of pronouns and to whom or what they refer identifies figurative language, eg simile, metaphor , and discusses its effect. recognises the importance of correct punctuation in the presentation of a published text. identifies and discusses how the reader is being influenced by the writer, eg use of bias, imagery, emotive language

Preparation for Reading Day 1 Genre

Refer to PowerPoint + Links below: http://www.writingfun.com/writingfun2010.html

Content Refer to PowerPoints + Links Below http://www.abc.net.au/btn/v4/story/s2531168.htm www.discoveringantarctica.org.uk/index.php

Registration

Detailed Read Refer to Teaching Script for 6 Detailed Reads Comprehension Literal Inferential Interpretive 1. Antarctica can be described as the _____ continent on earth. 2. What is a glacier? 3. The Antarctica ice cap is at its deepest when? 4. Due to freezing temperatures, not all snow melts instead it: a) heats up b) packs together turning to ice 5. What is ice called when it breaks from an ice shelf? 6. What % of an ice berg is underwater? 7. What is an interesting fact you have learnt about Antarctica? 8. Define the words average and horizon 9. What was the coldest temperature ever recorded in Antarctica? 10. What causes blizzards?

Registration

Registration

Sentence Making Sentence 1 This pristine continent, while harsh and inhospitable, is the backdrop to some of the most spectacular and beautiful scenery found on Earth. Sentence 2 Antarctica has a rocky base that is covered with enormous sheets of ice and snow. Sentence 3 Because of the freezing temperatures not all the snow that falls on Antarctica melts; it instead compresses and slowly turns to ice. Sentence 4 Icebergs also form when ice cliffs collapse into the sea. Sentence 5 Antarctica receives less heat from the sun because the suns rays have further to travel to the poles. Sentence 6 Registration These katabatic winds reach more than 80 kilometres per hour as they collide with warmer air from the ocean. Teaching Focus Grammar appropriately structured in paragraphs complex sentences technical language elaboration general nouns relating verbs timeless present tense Repeated naming of the theme as the beginning focus of the clause

Punctuation

Proper nouns: Capital letters: Antarctica / South Pole /Arctic Comma lists

Example Joint Rewrite

Registration

Complete with whole class encouraging all members to contribute

Joint Rewrite Jointly reconstruct a text based on detailed read including aspects from teaching focus. Independent Rewrite Students independently rewrite a text based on detailed read including aspects from teaching focus. Extension/ Differentiation

Registration

Registration

1. 2. 3. 4. 5.

Antarctica Web Quest: http://www.schools.ash.org.au/bilambil/webquests/antarctica/antarctica.html http://www.cap.nsw.edu.au/bb_site_intro/stage3_Modules/antarctic_web_building/antarctica.htm http://www.antarctica.gov.au/ Class reading and writing tasks using Blooms Taxonomy and De Bonos 6 Thinking Hats

Assessment (Pre & Post)

Pre Using facts provided about Scone Public School Devise an information Report that could be used to give an insight into our school for new students. Students will require a guided discussion and some basic notes to be recorded on the board. Registration

Post - Using the information sheet provided to structure an information Report about Lake Glenbawn by using Antarctica as a base. http://www.stateparks.nsw.gov.au/lake_glenbawn Registration

Students will be assessed on their ability to:

draft, revise and publish a well-structured information report use sentence structure, grammatical features and punctuation conventions appropriate for an information report spell familiar and unfamiliar words use joined letters when writing in NSW Foundation Style

Evaluation

SPELLING LEARNING TASKS

Antarctica continent adventurers Scientists temperature WED Celsius landforms Icebergs research expedition terrain diverse flora fauna penguins krill whales freeze study vegetation precipitation EVALUATION relation FRI Post Test + record results EduPro THU WED TUE MON FRI THU MON Pre Test + Record Results EduPro Homework Issued and discussed TUE

Term 1, Weeks 2 & 3