Embedded Files
Learning Intention: Students are learning to create informative sentences using information from texts.
Learning Intention: Students are learning to create informative sentences using information from texts.
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.
Revisit The Big Book of Bugs, reminding students of the intended audience and purpose of the text (to inform).
Revisit The Big Book of Bugs, reminding students of the intended audience and purpose of the text (to inform).
We will be learning facts about more insects, including beetles (pg 12), ladybirds (pg 14), and butterflies (pg 16).
We will be learning facts about more insects, including beetles (pg 12), ladybirds (pg 14), and butterflies (pg 16).
Read the pages about each of these insects. Using individual whiteboards, allow students to draw pictures of the facts they hear (these may be already known facts or something new).
Read the pages about each of these insects. Using individual whiteboards, allow students to draw pictures of the facts they hear (these may be already known facts or something new).
Ask students to recall information from the text (or that they know) to describe the actions (verbs) of any of these creatures. For example, sleep, eat, flap.
Ask students to recall information from the text (or that they know) to describe the actions (verbs) of any of these creatures. For example, sleep, eat, flap.
Activity: Re-visit the page about butterflies (pg 16) and identify the verbs used in the text.
Activity: Re-visit the page about butterflies (pg 16) and identify the verbs used in the text.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model writing sentences with the subject-verb-object structure that describes the actions of a butterfly. For example:
Model writing sentences with the subject-verb-object structure that describes the actions of a butterfly. For example:
Butterflies suck up nectar. Butterflies flap their wings. Butterflies spread pollen.
Butterflies suck up nectar. Butterflies flap their wings. Butterflies spread pollen.
Students select a bug from activity 2. In pairs, students describe one of its actions. This may be already known or learnt from the text.
Students select a bug from activity 2. In pairs, students describe one of its actions. This may be already known or learnt from the text.
Too hard? Students write a sentence using a subject and verb. For example, ‘Ladybirds fly.’
Too hard? Students write a sentence using a subject and verb. For example, ‘Ladybirds fly.’
Re-visit The Very Hungry Caterpillar and look at the page where the caterpillar turns into a butterfly. Discuss how the butterfly is represented differently in the 2 texts. For example, in The Very Hungry Caterpillar, the butterfly marked the end of the narrative, whereas The Big Book of Bugs provides readers with real information (facts).
Re-visit The Very Hungry Caterpillar and look at the page where the caterpillar turns into a butterfly. Discuss how the butterfly is represented differently in the 2 texts. For example, in The Very Hungry Caterpillar, the butterfly marked the end of the narrative, whereas The Big Book of Bugs provides readers with real information (facts).
Page updated
Report abuse