Australian Animals - Developing an Information Report

Transcription

Learning Areas
Context
English: Texts and contexts (Everyday texts,
School) (Outcomes 2.4, 3.4), Language
(Outcomes 2.7, 2.8, 3.7, 3.8), Strategies
(Outcomes 2.11, 2.12, 3.11, 3.12)
This topic is part of the
broader orientation
in the New Arrivals
Program, to Australia,
which aims to build
socio-cultural,
environmental and
English language
knowledge.
Science
Life systems (Outcome 1.5)
Essential Learnings
Identity
Students reflect and communicate with others
developing a sense of belonging to learning
teams.
Thinking
Students use a wide range of thinking modes
and develop metacognitive awareness.
Communication
Students develop skills to communicate in a
range of models to achieve identified outcomes.
Equity
Multicultural perspective
The diversity of knowledge and experiences with
animals is valued.
The understandings
about Australia in this
program include:
ESL Scope and
Scales
Working within Scales
2–7
Band
Primary and Middle
Years
Year Levels
Year 4–7 New Arrivals
Program
Evidence
- Which animals are
native to Australia?
• Oral and written
recount.
- What are the
characteristics of
some Australian
animals?
• Oral and written
information report.
Australian
Animals
Developing
an Information
Report
• Response to
reflection activities.
- Which Australian
animals are in danger
of extinction?
Aboriginal and Torres Strait Islander peoples’
perspective
Australian animals to Indigenous people is
acknowledged.
Timeline
8-10 weeks as an integrated program.
NAP
New Arrivals Program Teaching, Learning and Assessment Programs
Australian Animals Developing an Information Report
Teaching and Learning Cycle
Australian Animals – Developing an Information Report
i
Bu
l
g
din
Fie
e
h
t
ld
Mo
• Develop simple concept map
of Australian animals.
st
ru
fie l d C
• Language based activities.
ontinu
in g
the
I
de
NAP
nt
• Research an animal and construct
a report with visuals and reference
list as a:
- whole class
- small group.
• Assessment of the text using
checklist.
Co
ns
tru
ctio
n
i
• Activities to reinforce structure of a report.
• Reflection on the process.
en
ct
ng
• Whole class reflection: Human graph.
on
ui
e b ld
• Individual independent construction
of an information report on an
Australian animal to be presented as
an oral presentation with peer and self
assessment.
ec
• Deconstruct a model information report,
highlight text structure and language
features.
• Develop a description of an Australian
animal.
• Excursion to Zoo or wildlife
park and develop a recount.
g/D
• Examine purpose and structure of
information reports.
• Read reports and watch videos about
Australian animals and extend vocabulary.
ep
lin
• Connect to prior knowledge.
• Read stories and poems about Australian
animals.
nd
del
Jo
Co
t
n
i
n
ru
st
c
o
ti
n
Overview of language taught in the
teaching, learning and assessing program
A summary of the language mostly pertaining to a description as taught in the following teaching, learning and assessing program.
The metalanguage that students may need in order to discuss the above language features is bolded.
Text in context
Language
Genre
• Explore purpose, intended
audience, structure and
language features of an
information report.
• Oral and written reports.
• Stories have a similar purpose
across cultures.
• Note taking.
• Description.
• Recount.
• Note taking structure:
-subheadings
-dot points / numbers.
• Recount structure:
-orientation
-events in sequence
-reorientation.
• Report structure:
-introduction with
classification
-paragraphs dealing with
specific aspects.
• Language to build cohesion:
-reference items
- articles
- pronouns.
Field
• Noun groups with numbers
and describers.
• Verbs:
-action (doing)
-mental (thinking)
-verbal (saying)
-relational (being).
• Speech functions:
-question (wh, yes/no)
-statement (simple and
compound).
• Modality:
-possibility.
• Circumstances and clauses:
-place (location).
• Interpersonal meaning:
-feelings, attitudes,
opinions.
• Everyday and technical
vocabulary:
-nouns
-nominalisations.
• Verbal elements:
-pronunciation
-fluency
-listening quietly.
• Language to expand
information:
-linking and binding
conjunctions
-conjunctions between
sentences.
NAP
Tenor
• Facts and opinions.
Mode
• Primary tense:
-timeless present
-simple past.
• Subject verb agreement.
• Foregrounding:
-human – pronoun
-non human – topic words.
• Coherence:
-link between introduction,
body, conclusion
-topic sentences.
• Print conventions:
-handwriting
-punctuation
-spelling patterns.
• Visual literacy:
-labels to pictures
-layout
-diagrams, tables, graphs
-reference to visual texts.
Building the Field
In Building the Field, the main objective is to connect with the prior knowledge of the students, develop cultural
understandings and the everyday and technical language related to Australian animals and information reports.
The activities on the left column will provide particular
development in these areas
Activities
Genre
Connect to prior knowledge
• Brainstorm and list the names of animals.
Mode
Supplementary and extension
activities. Comments are in italics
With beginners:
• Copy English words and write in first
language/s.
• Group animals according to own
categories (eg with fur, with 4 legs, can
run).
• Using commercial and student pictures
of animals, create a Venn diagram (eg
animals in my country and animals in
Australia).
Tenor
• Everyday
vocabulary:
-names of
animals, birds,
fish
-categories (eg
animals, birds,
fish).
• Put animal names in alphabetic order.
• Make a chart of animals under various
categories (eg location, action).
Field
• Reference items
(eg this, it).
• Location (eg in
the farm, in the
zoo, in the sea).
• Common action
verbs (eg fly,
crawl, hop).
• Use charts to compose sentences about
animals.
• Orally identify pictures of animals in
English and own language.
Use bilingual dictionaries if appropriate
for students.
Supplementary activities:
• Simple
statements.
• Simple present
tense.
• Punctuation.
-labels for
pictures.
• Make a booklet illustrated by
students, using model English
sentence structures (eg This is a ...
It can … ).
• Unjumble simple sentences about
animals.
Extension activities:
• Introduce technical vocabulary (eg
mammal, marsupial, reptile).
• Group pictures of animals using
these categories.
NAP
Building the Field continued...
Activities
Australian Animals
• Alphabet chart:
-label pictures of Australian animals
-build up an alphabetic chart of
Australian animals.
Genre
Field
Tenor
With beginners:
• Nouns (eg names
of animals, birds,
fish).
• Sort word/picture cards in alphabetic
order.
-pronunciation.
• Games:
-bingo (eg match pictures/words of
Australian animals to names)
-toss the ball (eg student A tosses soft
ball to student B who says name of an
Australian animal).
NAP
• Copy names of animals on an
alphabet proforma.
• Visual elements:
-link picture to
oral/written
words.
Students can support each other to
identify animals during bingo game.
• Review procedural language.
• Students follow instructions to make
bingo cards together.
• Human graph:
-stand in a line to show how much
you think you know about Australian
animals (from a lot to a little)
-tell the person next to you one thing you
already know about Australian animals.
• Concept map:
-on sticky notes, write 2 things you know
and one question about what you want
to find out
-stick notes on to large sheet, grouping
them in logical ways
-provide headings for each group at the
end of the process (eg appearance)
-identify which of the questions are still
unanswered.
Mode
• Variation for bingo: Say Australian
animals with a describer (eg fluffy
koala, smooth platypus).
• Technical
vocabulary (eg
classification,
appearance,
behaviour,
diet, prey,
reproduction,
habitat.
• Speech
functions:
-questions–wh
(eg Where do
… live? What
do … eat? What
kind of babies
do … have?).
Use BSSOs to help scribe for students.
Provide technical terms for the
groupings after commonsense grouping.
This allows students prior learning to be
acknowledged.
Activities
Build cultural knowledge
• Read a range of poems and stories from
different cultures.
• Read stories and poems about Australian
animals (eg Possum Magic, Wombat
Stew, Giant Devil Dingo) and Aboriginal
legends involving animals (eg How the
Parrot Got Its Colours).
Genre
Field
Tenor
Mode
• Stories have a
similar purpose
across cultures.
• Culturally
specific terms
(eg Aboriginal
legend, Dreaming
stories).
• Notice importance of Australian animals
in Aboriginal stories and culture.
• Awareness
of different
Aboriginal
groups.
• Learn songs and rhymes about
Australian animals (eg Kookaburra sits
on the old gum tree).
• Other cultural
knowledge (eg
gumtrees).
• Punctuation:
-capitals
-full stops
-exclamations
-speech marks.
• Spelling patterns.
• Write sentences or shape poems
about Australian animals using action
verbs (eg emus running, green frogs
croaking).
• Variation on Wombat Stew:
-write a different Wombat Stew
recipe
-cook stew
-write up the cooking activity as a
procedure.
• Research importance of Australian
animals in Aboriginal culture.
Story vs factual tests
• Review purpose of stories and poems.
• Review features of story books.
• Technical
vocabulary (eg
author, illustrator,
illustration, cover,
title page, page,
index, contents).
• Discuss the purpose of different types of
factual books/texts.
• Discuss structural features of how factual
books are organised.
• Predict audience, genre and language
for range of titles (eg Kangaroos, My Pet
Kangaroo Hoppy).
NAP
• Purpose of
different genres.
• Awareness of
target audience.
-layout of title
page to suit
genre and
audience.
• Match title cards with genre name
cards.
• Photocopy covers of books and
make posters with short book
reviews explaining the purpose, type
and content of book.
Continued...
Activities
Genre
Build scientific knowledge
• Read Big books—scientific texts:
-What is a mammal?
-What is a marsupial?
-What is a reptile?
-What is a bird?
• Use graphic organiser to classify
Australian animals (eg mammals,
marsupials, reptiles, birds), reviewing
features of each group.
• Note taking layout (eg sub headings, dot points or
numbers).
• Everyday
vocabulary
(eg size, skin
covering,
movement, diet).
• Note taking:
-use concept map to identify information
needed about Australian animals.
-watch video of Australian animals
-write two or more new facts on sticky
notes and add to concept map
-use headings to support note taking
(eg ‘mediated journal’—Little Book with
headings on each page).
-build a word bank chart from notes
Animal
Size
Skin
covering
Colour
Tenor
Mode
• Technical
vocabulary
(eg mammal,
marsupial, reptile,
omnivorous,
carnivorous,
herbivorous,
vegetarian).
• Identify technical/scientific vocabulary.
• Ask questions about texts (eg Do … lay
eggs? Can a … swim? Does a … swim
or fly? Where does a … live?).
Field
• Questions and
statements.
• Visual literacy (eg
how illustrations
support meaning
in text).
• Print
conventions.
• Spelling patterns.
• Primary tense:
-present (eg
It lives, They
swim).
• Match question card with answer
card.
• Use pictures to group and paste
under headings.
• Use a taxonomic structure to
correctly label animals.
• ‘My favourite animal’ oral statements
(eg My favourite Australian animal is
… because I like/because it’s ….).
• Write the sentences and share with a
partner.
• Human graph:
-Would you like to be a …or a …?
(eg a kangaroo or a kookaburra).
-decide, move, justify your decision
to the person next to you.
Include labelled pictures or labelled
diagrams in note-taking activity.
Movement
• Use information from matrix chart to
construct compound sentences.
NAP
Activities
Genre
Field
Tenor
Mode
Description
• Language activities:
-build up noun groups by labelling
drawings or pictures of Australian
animals with adjectives (describers),
numbers, classifiers.
-complete cloze activity blocking out
describers, verbs or reference items
-highlight noun groups in a descriptive
text.
• Description text:
-read model of a short description (eg
What am I?)
-work in small groups to compose similar
brief descriptions to read to class
-take turns guessing the animal from the
description
-draw an animal from a description.
• Reference items
(eg they, it, that,
them).
• Structure of
‘What am I?’
description.
• Types of verbs:
-relational (eg
have, are)
-action (eg fly).
• Statements
using simple
and compound
sentences.
• Noun groups
with numbers
and describers
(eg long sharp
claws, soft grey
speckled fur,
three toes).
-pronunciation
-fluency.
• Present tense.
• Subject verb
agreement.
• Print
conventions:
-punctuation
-spelling.
• Compile a table of comparatives (eg
long, longer, longest, fluffy, fluffier,
fluffiest).
• Write sentences using comparatives.
Supplementary activity:
• Write and/or illustrate descriptions of
silly/imagined characters.
-label pictures.
• Foregrounding:
-pronoun (eg I).
• Decide if statements are true or false.
True or false.
What am I?
NAP
Continued...
Activities
Preparation for excursion to Zoo or
Wildlife Park
• Discuss and predict what students will
experience.
• Use Mind Journey strategy to prepare
students for the excursion by visualising
expected behaviour, and anticipated
experiences.
Genre
Field
Mode
Supplementary activity:
• Verbs:
-mental (eg
think).
• Topic words.
• Prepare a mediated journal with
headings on each page (eg Food).
• Write questions to be answered including
3-2-1- reflection strategy:
3 statements
2 questions
1 interesting.
NAP
Tenor
• Modality:
-possibility (eg
maybe we will,
we might).
• Build a Zoo wall or enclosure pen
out of paper bricks each brick has a
word on it. One row could be verbs
another describers or structural
headings, or nouns.
• Questions:
-Yes/No
(eg Will we ..?
Can we …?)
-Wh questions
(eg Where
will..? When
will …? How do
…?).
10
Activities
Genre
During excursion
• Record the trip with digital camera or
video.
• Complete mediated journal.
• Informal talking, naming, asking and
answering questions.
After the excursion
• Use photos to compile a class record or
watch video of excursion.
Field
Tenor
• Verbs:
-action (eg saw,
touched)
-saying (eg said,
told)
-mental (eg
liked)
-relational (eg
had, was).
• Ask and respond
to wh and yes/no
questions.
• Technical
vocabulary (eg
night–nocturnal,
food–diet, gum
tree–eucalyptus
tree, poisonous–
venomous,
squeezes–
constricts,
boy–male, girlfemale).
• Feelings attitudes
and opinions:
-describers
(eg nice, soft)
-verbs (eg like,
enjoyed).
Mode
The mind journey strategy can be used
again now as a way of recalling the
experience of the excursion, tapping
into all the sensory input and peripheral
learning that took place. Various
recollections of sights sounds, smells
and tactile stimuli will prompt memory to
recall the learning that took place both
consciously and unconsciously.
• Vocabulary activities:
-add to word lists or zoo wall
-match every day language with
technical terms.
• Review understanding:
-each student writes a question using
information learnt on the excursion, for
a class quiz
-sort information about animals
-add information to a class concept map.
• Reflect on excursion using a PMI (plus,
minus, interesting) chart in groups then
share responses.
• Review facts and opinions.
• Review structure and language of a
recount.
• Prepare and present oral and written
recount.
NAP
• Recount
structure:
-orientation
-events in
sequence
-reorientation.
• Linking and
binding
conjunctions.
-pronunciation
-fluency.
• Primary tense:
-past (eg arrived,
saw, touched).
• Coherence:
-link between
introduction,
body,
reorientation.
• Discuss how you would feel if you
were a kangaroo in the zoo, bush,
park.
• Match answers to questions about
excursion.
• Invent a new breed of Australian
animal describe and draw it.
• Propose what would happen if….
-emus could fly
-there were too many kangaroos.
• Design and make a jigsaw of an
Australian animal.
• Discuss conservation issues.
11
Vocabulary lists built from excursion to Cleland Widlife Park
Nouns
fur
wings
pouch
feathers
parrots
bird
seeds
flowers
bottlebrush
nectar
mammal
reptile
prey
lizard
bones
possum
muscles
light
air
snake
poison
camouflage
Describers
marsupial
nocturnal
muscular
carnivorous
omnivorous
herbivore
eucalyptus
poisonous
tired
NAP
Verbs
action
held
showed
closed
ran
crept
walked
went
listened
waited
ate
drank
washed
looked
read
opened
closed
heard
saw
sleep
slept
drew
wrote
pushed
pulled
sat
shed
changed
rode
constrict
Verbs
saying
talked
spoke
said
whispered
told
called
shouted
sang
Verbs
relational
have
had
was
were
are
is
am
Verbs
mental
enjoyed
loved
liked
thought
hoped
wanted
knew
guessed
12
Information Reports
Differentiated Texts
Emus
Koalas
Emus are Australian birds.
Koalas are Australian animals.
They have feathers and lay eggs.
Koalas are mammals because they have fur and
feed their babies milk.
They are the largest bird in Australia but they
cannot fly.
Emus have two, long, strong legs and large feet
with thick toes.
They have a large, oval shaped body. They have
a small head and a long, thin neck. Their beak is
short and pointy. Their feathers are black, brown
and white. Adults can grow up to 2 metres tall
and can weigh 60 kilograms or more.
Emus are only found in Australia and can live in
most areas.
Emus can run very fast. As much as 50
kilometres an hour.
Emus eat berries, leaves, seeds, flowers, fruit,
plants and even insects like grasshoppers.
The hen lays 6–12 large dark green eggs in a
nest.
The male sits on the eggs to keep them warm.
They usually hatch after 8–10 weeks. The young
chicks have brown feathers with white stripes
which make it hard for them to be seen in the
grass.
Echidnas
Echidnas are mammals. They are also
monotremes because they lay eggs. They are
called spiny ant eaters.
Koalas look like bears but they are marsupials.
That means they are mammals that have a
pouch.
Echidnas have sharp spines on their back and
tail. They are brown and have a long nose on
their small head. They have four short legs and
strong claws.
Koalas have fluffy brown and grey fur. They have
large, black, flat noses and small eyes. They
have short legs and arms with strong claws on
their hands and feet which are used for climbing.
Adult echidnas can grow between 35-55
centimetres long and weigh up to 5 kilograms.
Tasmanian echidnas are black.
Koalas live in eucalyptus trees and they only eat
these kinds of leaves. They only live in Australia.
They spend most of their time at the top of gum
trees.
Koalas only have one baby at a time. It is born
without fur and is very tiny so it stays in the
mother’s pouch drinking milk. When the baby is
big enough to come out of the pouch it rides on
the mother’s back.
Koalas are an endangered species in some
parts of Australia.
Echidnas live in bush land. They hide under
bushes, between rocks or in hollow logs.
Sometimes they make burrows to hide in. They
only live in Australia.
Echidnas eat ant and termites. They dig into the
ants’ nest with their sharp claws and lick up the
ants with their long sticky tongues.
Female echidnas lay only one egg at a time.
When the tiny baby hatches it is as big as a jelly
bean. A tiny baby echidna is called a puggle. It
stays in its mothers pouch until its spines grow.
Then it lives in the burrow
The male protects the young chicks from
enemies such as dingoes and eagles.
Emus have been farmed since about 1970 for
their meat, feathers and also for oil which is
used for making cosmetics.
NAP
13
Continued...
Information Reports
Emus
Emus are birds because they have
feathers and lay eggs. They are the largest
bird in Australia but they cannot fly.
Emus have two, long, strong legs and large
feet with thick toes. They have a large,
oval shaped body, a long, thin neck, a
small head and a short, pointy beak. Their
feathers are black, brown and white. The
adults can grow up to 2 metres tall and can
weigh 60 kilograms or more.
Emus are only found in Australia and live
mainly in bushland and grassy areas.
However they are very hardy birds and can
live in most places.
They can run very fast with their powerful
legs even up to 50 kilometres an hour.
They often travel a long way each day
looking for food.
Emus eat berries, leaves, seeds,
flowers, fruit, plants and even insects like
grasshoppers.
The male emu builds a nest of small sticks
and leaves then the hen lays between
6–12 large dark green eggs. Usually
female birds look after the eggs but emus
are different.
The male sits on the eggs to keep them
warm until they hatch. This usually takes
about 8–10 weeks. The young chicks have
brown feathers with white stripes which
make it hard for them to be seen in the
grass.
NAP
Koalas
They are mammals because they have fur
and feed their babies milk.
Koalas are also marsupials because they
are mammals that have a pouch.
Koalas have soft brown and grey fur on
their round bodies and white fur on their
chest. It is thick and warm. They have fluffy
ears, large, black, flat noses and small
eyes. Their mouth is also small.
Echidnas
Lizards
Echidnas are mammals. They are also
monotremes because they lay eggs. They
are called spiny ant eaters.
Echidnas have sharp spines on their back
and tail. They are brown and have a long
nose on their small head. They have four
short legs and strong claws.
Adult echidnas can grow between 3555 centimetres long and weigh up to 5
kilograms. Tasmanian echidnas are black.
Large sharp claws on their feet and hands
are used for climbing trees. They also have
sharp teeth for chewing leaves.
Echidnas live in bush land. They hide
under bushes, between rocks or in hollow
logs.
Koalas live in eucalyptus trees in the bush.
They only live in Australia. Koalas are
nocturnal animals so they sleep in the high
branches most of the day and are awake at
night-time eating and moving around.
Sometimes they make burrows to hide in.
They only live in Australia.
Koalas only eat gum leaves and they
usually don’t need to drink water because
they get enough moisture from the tender
young leaves.
Female koalas only have one baby at a
time.
The tiny baby crawls up into the mother’s
pouch. It is born without fur so it stays in
the mother’s pouch drinking milk.
When the baby is big enough to come out
of the pouch it rides on the mother’s back.
Koalas are an endangered species in
some parts of Australia.
Echidnas eat ants and termites. They dig
into the ants’ nest with their sharp claws
and lick up the ants with their long sticky
tongues.
Female echidnas lay only one egg at a
time. When the tiny baby hatches it is as
big as a jelly bean. A tiny baby echidna
is called a puggle. It stays in its mothers
pouch until its spines grow. Then it lives in
the burrow.
Lizards are animals and they belong to the
reptile family.
There are many different types of lizards.
Goanna, frill necked, gecko, blue tongue
and thorny devil are all types of Australian
lizards.
Some lizards such as skinks are tiny but
many are large. Goannas can grow up to
two metres long. Lizards usually have long
tails.
Most lizards have four legs so they can
move very quickly. They can run and climb.
There are some lizards called legless
lizards that don’t have any legs. They slide
and move like snakes. Lizards have scaly
skin which is smooth. They also change
their skin when they grow.
Lizards have cold blood so they lie in the
sun to keep warm. If it is too hot or too
cold they hide under rocks or leaves for
protection.
Lizards have two small holes on their
heads that are used for hearing. Some
lizards have hard tongues which are used
like teeth, but others have long thin ones.
Lizards live in rainforests, deserts and they
can be found under rocks and in trees.
Some lizards can change their colour
because they need to hide. This is called
camouflage. Lizards use camouflage as
protection from their enemies.
14
Continued...
Information Reports
Emus
Koalas
Echidnas
Lizards
This kind of camouflage helps protect them
from predators. The male also protects
the young chicks from enemies such as
dingoes and eagles. The young emus stay
with their father for about a year before
they leave to go and find a mate.
Lizards eat insects, plants and tiny animals
like snails, slugs and mice. Some lizards
eat birds’ eggs. Gekos hunt insects at night
and they are the only lizards that make a
noise. Blue Tongue lizards eat plants and
small animals during the day.
Emus have been farmed since about 1970
for their meat and also for oil which is used
for making cosmetics.
Lizards lay eggs but when the eggs are
hatched they parents don’t look after the
babies. The young lizards must find their
own food.
NAP
15
Modelling/Text Deconstruction
In Modelling/Deconstruction, the main objective is to develop students’ understandings of the purpose, structure and
language features of the information report genre.
Activities
Purpose and audience
• Use extracts from recounts and reports
to identify genre, discuss purpose and
audience.
• Read a range of reports and reflect on
purpose, audience.
Deconstruct reports
• Identify and discuss:
-structure of reports
-use of bold print, headings
-type of words that start the sentences
-linking and binding conjunctions
-types of verbs used
-whether facts or opinions included
-tense
-print conventions
-some spelling patterns
-use of diagrams, labels, tables, graphs.
Genre
Field
• Purpose of a
report.
• Structure:
-introduction with
classification
-paragraphs
dealing with
specific
aspects.
Mode
• Intended
audience.
• Verbs:
-action (eg
sleeps, eats)
-relational (eg
has, is).
• Conjunctions (eg
and, or, so, but,
when, because,
after).
• Cloze activities.
NAP
Tenor
• Factual
sentences.
• Primary tense:
-present (eg
lives, eats).
• Foregrounding:
-topic words (eg
snakes).
• Punctuation
(eg capitals, full
stops, commas).
Students have individual copies of the
same text to highlight identified features.
• Visual literacy (eg
diagrams, labels,
tables, graphs).
16
Lizards
Complete cloze activity
Lizards are ............................ . Lizards are reptiles.
There are ....................... different kinds of lizards.
Lizards have ....................... blood. They have ........................... skin.
Lizards have ............. holes. Most lizards have ................. legs.
Lizards .................. hard tongues. Lizards have ..................... tails.
Lizards .................... in the bush. Lizards live under .................. and in trees.
Lizards ............. insects, ................ and tiny animals. .......................... can climb.
Lizards change their .......................... when they grow.
Some lizards can change ................... to hide.
Lizards can crawl ................... run.
They move very quickly. Lizards .............. eggs.
Can you write these words where they belong.
can
lay
colour
eat
rocks
and
skin
Lizards
scaly
many
animals
lots
cold
plants
live
ear
four
have
long
NAP
17
Cut into sections. Sort and paste in correct sequence or match
sections to headings of the report.
Appearance
Title
Diet
Koalas
Koalas are mammals because they have fur and feed their babies milk.
General Classification
Koalas look like bears but they are marsupials.
That means they are mammals that have a pouch.
Koalas have fluffy brown and grey fur.
They have large, black, flat noses and small eyes.
They have short legs and arms with strong claws on their hands and
feet which are used for climbing.
Behaviour
Koalas live in eucalyptus trees and they only eat these kind of leaves.
Reproduction
They only live in Australia.
They spend most of their time at the top of gum trees.
Koalas only have one baby at a time.
It is born without fur and is very tiny so it stays in the mother’s pouch
drinking milk.
Habitat
When the baby is big enough to come out of the pouch it rides on the
mother’s back.
Koalas are an endangered species in some parts of Australia.
NAP
Special features
18
Sort information
Emus have two, long, strong legs and large feet with thick toes. They have a large, oval shaped body, a long,
thin neck, a small head and a short, pointy beak. Their feathers are black, brown and white. The adults can
grow up to 2 metres tall and can weigh 60 kilograms or more.
Koalas have soft brown and grey fur on their round bodies and white fur on their chest. It is thick and warm.
They have fluffy ears, large, black, flat noses and small eyes. Their mouth is also small.
Emus
Classification:
Appearance:
Food:
Female koalas only have one baby at a time.
Emus eat berries, leaves, seeds, flowers, fruit, plants and even insects like grasshoppers.
Location:
Emus are birds because they have feathers and lay eggs. They are the largest bird in Australia but they cannot
fly.
Reproduction:
Koalas only eat gum leaves and they usually don’t need to drink water because they get enough moisture from
the tender young leaves.
The male sits on the eggs to keep them warm until they hatch. This usually takes about 8–10 weeks. The
young chicks have brown feathers with white stripes which make it hard for them to be seen in the grass.
The tiny baby crawls up into the mother’s pouch. It is born without fur so it stays in the mother’s pouch drinking
milk.
Care for young:
Other intersting facts:
Large sharp claws on their feet and hands are used for climbing trees. They also have sharp teeth for chewing
leaves.
They can run very fast with their powerful legs even up to 50 kilometres an hour. They often travel a long way
each day looking for food.
Koalas are an endangered species in some parts of Australia.
This kind of camouflage helps protect them from predators. The male also protects the young chicks from
enemies such as dingoes and eagles. The young emus stay with their father for about a year before they leave
to go and find a mate.
Koalas are also marsupials because they are mammals that have a pouch.
Emus have been farmed since about 1970 for their meat and also for oil which is used for making cosmetics.
When the baby is big enough to come out of the pouch it rides on the mother’s back.
They are mammals because they have fur and feed their babies milk.
Koalas
Classification:
Appearance:
Food:
Location:
Reproduction:
Emus are only found in Australia and live mainly in bushland and grassy areas. However they are very hardy
birds and can live in most places.
Care for young:
Koalas live in eucalyptus trees in the bush. They only live in Australia. Koalas are nocturnal animals so they
sleep in the high branches most of the day and are awake at night-time eating and moving around.
Other intersting facts:
The male emu builds a nest of small sticks and leaves then the hen lays between 6–12 large dark green eggs.
Usually female birds look after the eggs but emus are different.
NAP
19
Activities
Follow up activities
• Make a chart of structural and language
features to display in class.
• Match chunks of information to structural
headings.
• Cut two reports into sentences
strips. Sort and match sentences
under headings to form two separate
information reports about two animals.
• Discuss sections of the report and
identify:
-order of information
-conjunctions between sentences
-use of reference items.
Genre
• Cohesion:
-reference items
(eg it, they,
themselves)
-conjunctions
between
sentences (eg
However, As a
result).
Field
• Noun groups:
-number (eg all
koalas, some
koalas, most
koalas).
• Verbs:
-action (eg eats)
-relational (eg
has).
• Create a glossary by matching meanings
to technical words.
• Write simple sentences using action and
relational verbs and starting with topic
words.
• Join beginning and end of sentences
emphasising recognition of verb types.
Tenor
Mode
• Spelling:
-words with
same spelling
pattern
-words with
same sound
pattern.
Use both common terms as well as
technical language for headings (eg
appearance—looks like, behaviour—
what it does, habitat—place it lives,
diet—prey food, reproduction—having
babies).
• Use an oral activity to organise
sentences into structure:
-predetermine locations in class for
each section of report
-each student reads aloud
information on a sentence strip
-as a class decide where the student
should move to
-each group decides order of
sentences
-paste strips on large structural chart
-as a class, check order.
• Reflect on process of sorting oral
or written sentences using “Sticky“
questions:
-What clues did you use?
-Where did you get stuck?
-How did you get unstuck?
Add to glossary regularly.
Matching facts to proforma
NAP
20
Lizards – Match beginings and ends of sentences
• Lizards are
animals.
• Lizards have
scaly skin.
• Lizards are
reptiles.
• Lizards live in
the bush.
• Lizards have
hard tongues.
• Lizards can
climb.
• Most lizards have
• Lizards have
• Lizards lay
NAP
four legs.
ear holes.
eggs.
21
Lizards – Match beginings and ends of sentences continued...
• Lizards have
cold blood.
• Lizards have
long tails.
• They can move
• Lizards can
crawl and run.
• Lizards change
• Lizards live
• Some lizards
• There are
• Lizards eat
NAP
very quickly.
their skin when they grow.
under rocks and trees.
change colour and hide.
lots of different kinds of lizards.
insects, plants and tiny animals.
22
Activities
Genre
• Teach and practise process of
nominalisation in text. Identify use in
texts.
Field
• Nominalisation
(eg move—
movement,
reproduce—
reproduction,
describe—
description,
classify—
classification).
• Introduce modal words and identify in
texts.
• Check subject-verb agreement by
matching beginning and end of sentence
(eg It …lives in, They … live in).
• Complete cloze exercises where missing
word is either action or relational verb
including both attribute and classification/
definition (eg Koalas are mammals.
Koalas have thick fur).
Tenor
Mode
• Modality:
-possibility (eg
Koalas can ….
Koalas might …
Koalas will...).
• Subject verb
agreement (eg It
lives. They live).
Actions and rhyme to remember
structural features:
-Title: tap head. Say tap tap title
-Classification: clap. Say clap clap
classification
-Description: do a little dance
-Appearance: make a smiley face.
Say app app appy appearance
-Behaviour: bend. Say bend bend
behaviour
-Habitat: hop hop. Say hop hop
habitat
-Diet: drinking action. Say d d diet
-Reproduction: roll hands. Say roll
roll reproduction
-Interesting facts: point finger in.
Say interesting facts. Fold arms
when saying facts.
• Learn action rhyme mnemonic to
remember the structural features.
• Create own rap/mnemonic to remember
the structural features of an information
report and
Mnemonic rhyme
NAP
23
Lizards
Lizards are animals and they belong to the reptile family.
Lizards live in rainforests, deserts and they can be found under rocks and in
trees.
conjunction
There are many different types of lizards. Goanna, frill necked, gecko, blue
tongue and thorny devil are all types of Australian lizards.
conjunction
Some lizards such as skinks, are tiny but many are large. Goannas can
grow up to two metres long. Lizards usually have long tails.
conjunction
reference
modality
Most lizards have four legs so they can move very quickly. They can run
and climb. There are some lizards called legless lizards that don’t have any
legs. They slide and move like snakes. Lizards have scaly skin which is
smooth. They also change their skin when they grow.
reference
conjunction
manner-simile
conjunction
Lizards have cold blood so they lie in the sun to keep warm. If it is too hot or
too cold they hide under rocks or leaves for protection.
nominalisation
Lizards have two small holes on their heads, that are used for hearing.
Some lizards have hard tongues which are used like teeth, but others have
long thin ones.
reference
NAP
conjunction
reference
Some lizards can change their colour because they need to hide. This
is called camouflage. Lizards use camouflage as protection from their
enemies.
Lizards eat insects, plants and tiny animals like snails, slugs and mice.
Some lizards eat birds’ eggs. Geckos hunt insects at night and they are the
only lizards that make a noise. Blue Tongue lizards eat plants and small
animals during the day.
modality
modality
Lizards lay eggs but when the eggs are hatched. The parents don’t look
after the babies. The young lizards must find their own food.
Conjunctions
but
because
and
so
also
if
Reference
words
they
their
ones
this
Modality
words
Similies
must
like
very
snakes
usually
Nominalisations
protection
24
Activities
Genre
Field
• Make a Little Book of the organisational
and language features used to write an
information report about living things.
Tenor
Mode
• Visual elements:
-using concept
map.
• Speech
functions:
-questions
-statements.
• Fill in a concept map using the
information in a report.
Some students could make the Little
Book bilingual. Some students may
need the support of BSSOs.
Practise note making while completing
concept map.
Reflection
• Conduct a 3-2-1-activity about the
content of the model report, and another
one about the organisational and
language features of a report.
e
c
n
Concept map
ha
bi
ta
a
r
a
e
p
p
t
a
Name
Name...............
n
io
at
fic
si
NAP
as
be
cl
v
a
h
reproduction
r
u
io
diet
25
Joint Construction
In Joint Construction, the teacher and students construct a written argument together. Through this process, the teacher
scaffolds the students’ choices and at the same time moves them towards independent construction.
Activities
Genre
Joint construction—whole class
• Negotiate which Australian animal to
write about.
Field
Tenor
• Audience.
• Discuss how the report will be presented
to another class (eg a booklet/Big Book/
poster).
Mode
• Design features
(eg colour,
layout, headings,
font, pictures,
drawings).
• Discuss links between presentation and
audience.
• Research:
-use concept map structure to identify
what we know and what we need to find
out about
-use resources provided to write notes
for missing information
-order information.
• Writing:
-write notes as sentences on strips of
paper in single sentences
-place these sentence strips on to large
sheet of paper which has the structural
headings as a scaffold
-read and then reflect on the placement.
NAP
• Use questions as an organisational
aid in planning what information
needs to be collected for the report.
• Use a Q Matrix or Q Cube to provide
a range of question starters.
Provide a selection of texts at suitable
reading level, to find information.
Include visual texts.
• Structural
headings.
26
Activities
-make adjustments (eg build up noun
groups, rearrange sentence placement
to improve clarity and complexity of
report, improve use of reference items).
• Add visual texts:
-label a commercial or drawn picture of
the animal
-review features of a life cycle, draw a
life cycle of the animal
-review how to use and refer to visual
text.
Genre
• Reference items
(eg they, their,
ones)
Field
• Noun groups.
Tenor
Mode
• Present tense.
• Subject-verb
agreement.
-pictures with
labels
-life cycle.
Checklist for my written information
report
• Add references:
-teach how to record references used
-write a reference list.
Does my report have a …
Evaluation
• Use a checklist of features of a report in
the Little Book to evaluate the success of
the report.
Description of:
Title
Classification sentence
• Punctuation for
bibliography.
• Reference to
visual texts (eg
the diagram
shows).
Labels can also be written in first
language.
Completed report can be copied by
each student. Individual variation is in
colours, font size, placement of visual
text.
Labelling
appearance (what it looks like)
size
shape
colour
body parts
behaviour (what it can do)
habitat (where it lives)
diet (what it eats)
reproduction (does it make babies or lay
eggs)
special features
Labelled diagram
Life cycle
Reference list
NAP
27
Continued...
Activities
Genre
Field
Tenor
Joint construction—small group
• An animal is chosen by each group.
Mode
Students follow similar procedure
to whole class joint construction for
research.
• Each group identifies what they know
and what they need to find out.
Alternative strategy:
•Each group works on same topic.
•Notes could be on cards.
•Each group is responsible for
extending notes into complete text.
• Each group member selects a section of
the report and researches and records
that information.
• Groups check their report against a
checklist, edit and conference with
teacher.
• Use Mrs Potter’s questions to evaluate
how they worked as a team:
-What was the purpose of the task?
-What worked well?
-What would you do differently?
-What do you need help with?
• Groups prepare for oral reports to rest of
class:
-reminder of audience and presentation
skills
-develop/review oral report criteria.
• Feedback:
-complete feedback sheets for self and
others
-provide feedback to others.
NAP
• Structure:
-greeting
-report
-closing.
-pronunciation.
-volume
-eye contact
-listening quietly.
28
Independent Construction
In Independent Construction, students independently construct an argument as the summative task for this topic for this
teaching, learning and assessing program.
Activities
Research, construct, present
• Use processes introduced in joint
construction to research and construct
an information report about an Australian
animal. Include labelled diagrams, life
cycles, references.
• Students self edit then conference first
draft with peer and teacher.
• Redraft and submit final draft.
• Practice oral presentation of reports in
groups of three.
Genre
Tenor
Mode
Feedback checklist for oral information report presentation
Name of presenter ......................................................................
Did she/he...
Yes
No
Sometimes
Students are applying knowledge,
skills and language choices developed
throughout the teaching and learning
cycle to produce the summative
assessment task.
Say greeting
Say name
Say title of report
Look at audience
Speak loudly enough
• Using a checklist the group gives
feedback on the presentation to the
presenter.
Speak clearly
• Each student gives final presentation to a
small group of students in another class.
Did the report
• Peers monitor this presentation using a
checklist.
Field
Not speak too fast
Have a picture of the animal
Have a life cycle
Give enough information
Interest you
Write a comment
NAP
29
NAP
30
Continued...
Activities
Genre
Reflection
• Human Graph: stand on a line to show
how much you think you know about
Australian animals now.
Field
Tenor
Mode
• Compare first human graph on
Australian animals and these final
graphs.
• Students share the most interesting thing
they learnt and what was the most fun.
• Repeat Human Graph to show how
much you know about writing information
reports.
Australian Animals Reference Books
Knowles, S (1988) Edward the Emu, Harper Collins
Vaughan, M. K.(1984) Wombat Stew, Ashton Scholastic
Fox, Mem (1988) Koala Lou, Puffin
J. Brian & C. Johns (2001) Silly Galah, Ashton Scholastic
Cawthorne. W.A. (1988) Who Killed Cockatoo, M Hamilton
Books
Clement, R (2002) Olga the Brolga, Harper & Collins
Chichester, E (1998) I love you Blue Kangaroo, Clark Harper &
Collins
Fox, Mem (1983) Possum Magic, Ashton Scholastic
Fox, Mem (1995) Wombat Divine, Omnibus
NAP
31

Australian Animals - Developing an Information Report

Transcription

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