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Learning Intention: Students are learning how authors use illustrations to enhance meaning in texts.
Learning Intention: Students are learning how authors use illustrations to enhance meaning in texts.
Success Criteria:
Success Criteria:
Students can:
Students can:
use visual cues to interpret meaning in a text
use visual cues to interpret meaning in a text
use regular and irregular past tense verbs when speaking
use regular and irregular past tense verbs when speaking
use visual prompts to describe objects, characters and places
use visual prompts to describe objects, characters and places
write a simple sentence using subject-verb-object structure
write a simple sentence using subject-verb-object structure
use prepositional phrases.
use prepositional phrases.
Revise the textual concepts of imagery, symbol and connotation (meaning) and explain that they can enrich a text by making words and images mean more than one thing.
Revise the textual concepts of imagery, symbol and connotation (meaning) and explain that they can enrich a text by making words and images mean more than one thing.
Display the text Wave by Suzy Lee.
Display the text Wave by Suzy Lee.
Look at the title and images on the front cover and make predictions about what type of text it is, the characters, the setting and what it could be about.
Look at the title and images on the front cover and make predictions about what type of text it is, the characters, the setting and what it could be about.
In pairs, students orally share predictions of what they think the character may do in the book. Prompt students to use visual cues, their own background knowledge and prior experiences to make predictions. Share responses as a class.
In pairs, students orally share predictions of what they think the character may do in the book. Prompt students to use visual cues, their own background knowledge and prior experiences to make predictions. Share responses as a class.
Flick through several pages of the text and ask students if they notice anything different compared to other books they have read.
Flick through several pages of the text and ask students if they notice anything different compared to other books they have read.
For example, Wave has no written text, and blue and white are the only colours added to the illustrations.
For example, Wave has no written text, and blue and white are the only colours added to the illustrations.
Silently walkthrough the text from beginning to end.
Silently walkthrough the text from beginning to end.
Provide time for students to look at each image and think about what is happening throughout the story.
Provide time for students to look at each image and think about what is happening throughout the story.
Highlight how the author has told the story using visuals.
Highlight how the author has told the story using visuals.
In pairs, students discuss what the text is about.
In pairs, students discuss what the text is about.
Explain that this wordless text is a narrative.
Explain that this wordless text is a narrative.
Provide the opportunity for students to make comparisons with other narratives read as a class.
Provide the opportunity for students to make comparisons with other narratives read as a class.
Highlight that narratives give information including who the text is about, what is happening and what the circumstances are (when, where, how and/or why).
Highlight that narratives give information including who the text is about, what is happening and what the circumstances are (when, where, how and/or why).
Explain how question words and sentences help readers to understand details about characters, events and information in a text.
Explain how question words and sentences help readers to understand details about characters, events and information in a text.
Prompt students with guiding questions. For example:
Prompt students with guiding questions. For example:
Who was/were the characters in the story?
Who was/were the characters in the story?
Where did the story take place?
Where did the story take place?
What was the problem in the story?
What was the problem in the story?
How did the main character feel?
How did the main character feel?
Encourage students to refer to visual cues from the text to support their thinking. For example, the story is set at the beach because there is sand, waves and seagulls.
Encourage students to refer to visual cues from the text to support their thinking. For example, the story is set at the beach because there is sand, waves and seagulls.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Provide time for students to draw something that occurred in the text Wave.
Provide time for students to draw something that occurred in the text Wave.
Model the subject-verb-object sentence frame to write simple sentences about the text with a focus on the role of the subject, verb and object. For example:
Model the subject-verb-object sentence frame to write simple sentences about the text with a focus on the role of the subject, verb and object. For example:
The little girl loved the beach. She ran. She jumped. She played.
The little girl loved the beach. She ran. She jumped. She played.
Model rephrasing or recasting statements to ensure correct inflections when speaking in past tense. Give present tense verbs for students to say as past tense. Begin with regular and move to irregular as appropriate, for example, walk-walked, play-played, run-ran, fly-flew, sit-sat. Put words into contextually relevant sentences for students to hear and repeat.
Model rephrasing or recasting statements to ensure correct inflections when speaking in past tense. Give present tense verbs for students to say as past tense. Begin with regular and move to irregular as appropriate, for example, walk-walked, play-played, run-ran, fly-flew, sit-sat. Put words into contextually relevant sentences for students to hear and repeat.
Provide non-examples and examples for irregular past tense. For example, the girl sitted on the beach / the girl sat on the beach.
Provide non-examples and examples for irregular past tense. For example, the girl sitted on the beach / the girl sat on the beach.
In pairs, students share sentences about their drawing. Encourage students to use past tense. Students write a sentence about their own drawing.
In pairs, students share sentences about their drawing. Encourage students to use past tense. Students write a sentence about their own drawing.
Share student learning with a focus on the ‘who’ and 'what’ elements they have represented in their drawings and writing.
Share student learning with a focus on the ‘who’ and 'what’ elements they have represented in their drawings and writing.
Too hard? Students orally describe their picture to a peer.
Too hard? Students orally describe their picture to a peer.
Too easy? Students write a sentence with a subject-verb-object structure.
Too easy? Students write a sentence with a subject-verb-object structure.
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