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Learning Intention: Students are learning to identify the audience and purpose of text.
Learning Intention: Students are learning to identify the audience and purpose of text.
Success Criteria:
Success Criteria:
Students can:
Students can:
- retell events from a familiar text
- retell events from a familiar text
- use information, including titles and illustrations, to predict types of texts
- use information, including titles and illustrations, to predict types of texts
- ask questions using who, what, where and when
- ask questions using who, what, where and when
- use prepositional phrases that indicate time
- use prepositional phrases that indicate time
- use nouns in own writing
- use nouns in own writing
- write simple sentences with a subject-verb-object structure
- write simple sentences with a subject-verb-object structure
- use words to describe the shape, size and texture of an object.
- use words to describe the shape, size and texture of an object.
Introduce the text The Big Book of Bugs. Draw students’ attention to the features of this text, including the contents page, headings, index and illustrations. Given these features, ask students what type of text they predict it is (informative).
Introduce the text The Big Book of Bugs. Draw students’ attention to the features of this text, including the contents page, headings, index and illustrations. Given these features, ask students what type of text they predict it is (informative).
Point out that this text has many pages and that informative texts like this do not need to be read from the beginning to the end. Show students how to navigate the text using the contents page to look up specific information on the different pages. Explain that the text provides information about bugs.
Point out that this text has many pages and that informative texts like this do not need to be read from the beginning to the end. Show students how to navigate the text using the contents page to look up specific information on the different pages. Explain that the text provides information about bugs.
Before reading the text, draw students' attention to the images on the front cover to activate prior knowledge. Ask students what they know about bugs and things they would like to learn. Explain that this text should help them learn new information (facts).
Before reading the text, draw students' attention to the images on the front cover to activate prior knowledge. Ask students what they know about bugs and things they would like to learn. Explain that this text should help them learn new information (facts).
Read the beginning of The Big Book of Bugs including the sections:
Read the beginning of The Big Book of Bugs including the sections:
‘All Kinds of Bugs’ (page 6), ‘Bug Spotters’ (page 8) and ‘Bug Family Tree’ (page 10). Ask students questions about the text purpose and audience. For example:
‘All Kinds of Bugs’ (page 6), ‘Bug Spotters’ (page 8) and ‘Bug Family Tree’ (page 10). Ask students questions about the text purpose and audience. For example:
What is the author's purpose?
What is the author's purpose?
Who might be the audience for this book?
Who might be the audience for this book?
What did you notice about the text?
What did you notice about the text?
How do the illustrations help you understand the information presented in the text?
How do the illustrations help you understand the information presented in the text?
What new information have you learnt about bugs?
What new information have you learnt about bugs?
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Re-read the ‘Bug Family Tree’ (on page 10) and, using individual whiteboards, allow students to draw pictures of the facts they hear (these may be already known facts or something new).
Re-read the ‘Bug Family Tree’ (on page 10) and, using individual whiteboards, allow students to draw pictures of the facts they hear (these may be already known facts or something new).
In pairs, students share the facts they learnt from the text.
In pairs, students share the facts they learnt from the text.
Model writing a sentence about one of the bug facts on page 10. For example:
Model writing a sentence about one of the bug facts on page 10. For example:
Spiders have 8 legs.
Spiders have 8 legs.
Students independently write a sentence about one of the facts they drew in activity 5 using the verb ‘have’.
Students independently write a sentence about one of the facts they drew in activity 5 using the verb ‘have’.
Too hard? Provide student with a sentence starter, such as ‘Spiders have __ __’ to co-construct a sentence.
Too hard? Provide student with a sentence starter, such as ‘Spiders have __ __’ to co-construct a sentence.
Too easy? Students write multiple facts about the different bugs on page 10 of the text.
Too easy? Students write multiple facts about the different bugs on page 10 of the text.
Remind students about the text, The Very Hungry Caterpillar. Discuss how these 2 texts are the same or different.
Remind students about the text, The Very Hungry Caterpillar. Discuss how these 2 texts are the same or different.
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