Activity card
Blackline Master: Port of call Name/s: Find information from the book to complete this mind map.
WorldWise
™
Lesson Plan
Content-based Learning
Coal ships
Xx
Level M (28)
Xxxxxxxxx
Container ships
Oil tankers
The Port explores the different types of boats that visit ports and explains why they visit. It looks at container ships, coal ships, oil tankers, cruise ships, ferries, tugboats, pilot boats, and fishing boats, comparing and contrasting the purpose of each vessel. Informational text types: Report
WorldWise
Content-based Learning
Fishing boats
C3 Social Studies Curriculum links
Why do they come to port?
• D2.Geo.7.K-2 Explain why and how people, goods, and ideas move from place to place • D2.Geo.9.K-2 Describe connections between the physical environment of a place and the economic activities found there
Cruise ships
Key concepts
• Ports are found on rivers and the sea. • Ships and boats visit ports to load and unload goods and passengers. • Ports enable goods and passengers to move from one place to another. Content vocabulary boats, coal ships, containers, container ships, cruise ships, engines, ferries, fishing boats, funnel, goods, loaded, mine, oil tankers, passengers, pilot boats, port, ramp, refinery, rivers, sea, ships, timetable, tugboats, unloaded, wharf
Text features
Tugboats and pilot boats
Ferries
• Chapters with headings and sub-headings • Labeled diagram, text boxes
• Glossary and index
Reading strategy
• Making predictions based on knowledge of informational texts
Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan The Port © 2020 EC Licensing Pty Ltd. © 2020 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2020 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice. All other rights reserved.
Developed by Eleanor Curtain Publishing
okapi educational publishing
Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com
Reading 2(7) (C) Use text evidence to support an appropriate response. 2(7) (E) Make connections to personal experiences, ideas in other texts, and society. 2(9) (D) (ii) Recognize characteristics and structures of informational text, including features and graphics to locate and gain information.
Writing 2(12) (B) Compose informational texts, including procedural texts and reports. Speaking and Listening 2 (1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.
First reading session
Second reading session
Going beyond the book
Writing
Getting started
Building understanding
Speaking and listening
Introducing the book
Ask: What have you learned about ports? What kind of ships visit ports? Why do they do this? What did you learn from the “Did you know?” text box? How did this add to your knowledge of ports? Discuss as a whole group.
Have students work in pairs to create a TV report about a port. One student can be the reporter and the other can be a person who is using the port, such as a captain of one of the boats featured in the book, a passenger, or a person who loads and unloads the boats.
Have students write a recount about an imagined or actual visit to a port. Provide the students with a template detailing the structure and elements of a recount.
Activate students’ prior knowledge. Ask: Have you ever traveled anywhere on a boat or a ship? Why might people travel on a ship? Where do people go to get onto boats and ships? Invite students to quickly jot down what they know about traveling on boats and ships and share this with a partner. Ask: What do you know about ports? Why do we have them? What work is done there? Have students turn and talk about this with a partner. Discuss as a whole group. Provide each student with a copy of The Port. Say: This book contains information about the different kinds of boats that use ports and why they use them. Have students browse through the book.
Exploring vocabulary Ask: What words or phrases might be in this book? Have students work with a partner, then share with the group. List the words on a chart and invite students to make suggestions about what each word means. Where appropriate, have the students add a drawing (for example, a picture or a symbol) to the words on the chart to make the meaning clear. Discuss each word as you list them on the chart. If necessary, introduce the content vocabulary and add these words to the list.
Introducing the reading strategy Say: When good readers read information texts they keep in mind the things they know about how information texts usually work. Have students talk about the features of information texts (title, table of contents, index, glossary, etc.). Discuss the way that each feature works. For example, ask: What does the title tell us? How does this help us to get ready to read the book? Draw out that titles of information books usually give us a clear understanding of the topic the book is about. Turn through the introduction and chapter 1, discussing other features and how they support understanding. Say: As you read, look out for these features and think about how they help you to understand the book.
Reading the text Have students turn to pages 4 and 5 and read the introduction independently. Ask: What is a port? Where do you find them? Have students read chapter 1 independently. Say: As you read, remember to use your knowledge about how information texts work to help you to understand all of the information.
Have students read chapter 2 independently. Ask: What is a cruise ship? How is it different from the ships in chapter 1? How are ferries and cruise ships alike? How are they different?
Vocabulary
Have students read chapter 3 and the conclusion independently. Say: As you read, remember to use your knowledge of the features of information books to help your understanding.
Say: Information books usually contain words that are specific to the topic of the book. What words did you notice that were topic words? Have the students reread the book and list any topic words. List words that are specific to the topic on a class chart, such as port, wharf, ship, and boat. Point out words that have a specific meaning within the topic (such as container, funnel, goods, mine, pilot, and port) and compare this with their everyday meaning. For example, ask: What does “container” mean in this book? What other meanings can “container” have? How are these meanings similar?
Bringing it all together
Visual literacy
Ask: What have you learned about ports and the boats and ships that visit them? Why are ports important? Why are they busy? Have students turn and talk with a partner, comparing their ideas from before they read the book with their ideas after reading the book. Invite students to share their knowledge and create a group chart by recording their responses.
Have the students reflect on the information contained in the photographs. Say: Turn to pages 16 and 17. What do the photographs tell you about what fishing boats are like and what they do? Repeat with other double-page spreads.
Have students turn and talk to a partner about their ideas.
Final reading session
Ask: What have you learned about ports? What else would you like to find out about ports? Discuss as a whole group. Students could complete the Blackline Master about why ships and boats come to port.
Download the template at www.worldwise-reading.com/teacherresources
Reflecting on the reading strategy
Say: Reread information in the book about the boats at the port you are going to write about. Students can also use research skills to find out extra information.
With a partner, have students talk about the reading strategies they used. Ask: What text features did you notice? How did thinking about these features make your reading better? Invite pairs to share their ideas. Ask: How does understanding text features help you to be a better reader? Discuss as a whole group.
Encourage students to share their ideas with a partner. Say: Talk about the experience you are writing about and what information you will include. Use the template to remind the students about the structure of a recount. Say: Follow the template when you write. Remember to keep the events in order and use words that show how time is passing, such as “in the morning,” “then,” and “after that.” Think about ways to keep the drama of your story rising.
Activity card
Blackline Master: Port of call Name/s: Find information from the book to complete this mind map.
WorldWise
™
Lesson Plan
Content-based Learning
Coal ships
Xx
Level M (28)
Xxxxxxxxx
Container ships
Oil tankers
The Port explores the different types of boats that visit ports and explains why they visit. It looks at container ships, coal ships, oil tankers, cruise ships, ferries, tugboats, pilot boats, and fishing boats, comparing and contrasting the purpose of each vessel. Informational text types: Report
WorldWise
Content-based Learning
Fishing boats
C3 Social Studies Curriculum links
Why do they come to port?
• D2.Geo.7.K-2 Explain why and how people, goods, and ideas move from place to place • D2.Geo.9.K-2 Describe connections between the physical environment of a place and the economic activities found there
Cruise ships
Key concepts
• Ports are found on rivers and the sea. • Ships and boats visit ports to load and unload goods and passengers. • Ports enable goods and passengers to move from one place to another. Content vocabulary boats, coal ships, containers, container ships, cruise ships, engines, ferries, fishing boats, funnel, goods, loaded, mine, oil tankers, passengers, pilot boats, port, ramp, refinery, rivers, sea, ships, timetable, tugboats, unloaded, wharf
Text features
Tugboats and pilot boats
Ferries
• Chapters with headings and sub-headings • Labeled diagram, text boxes
• Glossary and index
Reading strategy
• Making predictions based on knowledge of informational texts
Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan The Port © 2020 EC Licensing Pty Ltd. © 2020 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2020 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice. All other rights reserved.
Developed by Eleanor Curtain Publishing
okapi educational publishing
Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com
Reading 2(7) (C) Use text evidence to support an appropriate response. 2(7) (E) Make connections to personal experiences, ideas in other texts, and society. 2(9) (D) (ii) Recognize characteristics and structures of informational text, including features and graphics to locate and gain information.
Writing 2(12) (B) Compose informational texts, including procedural texts and reports. Speaking and Listening 2 (1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.