Activity card
Graphic Organizer: What does that mean? Name/s:
WorldWise
™
Interpreting diagrams, tables, and photographs Type of visual/ page number
Lesson Plan
Content-based Learning
Xx
Explain what you learned from each diagram, table, and photo What information does it give you?
Level O (34)
Diagram, page_______
Xxxxxxxxx
Plants: The Key to Life explains the importance of plants for human survival and reports on the many ways we use them. It discusses the various reasons why plants are disappearing and describes some of the impacts this is having. The book also outlines actions that people are taking to protect plants and replant the land. Informational text types: Report/Explanation
WorldWise
Diagram, page_______
Content-based Learning
Next Generation Science Curriculum links
• LS2.C Ecosystem dynamics, functioning, and resilience • LS4.C Adaptation Key concepts
• Plants are essential for animals and people to survive • Many native plants are diminishing in number • Replanting programs and other actions are being undertaken to protect plants and restore
Table, page_______
vegetation
Content vocabulary absorb, carbon dioxide, endangered, energy, food chain, grasslands, laboratory, locusts, native, oxygen, pests, starch, transpiration, vapor, vegetation, wetlands
Text features
• Diagrams, tables, text boxes, sidebars, captions, glossary Reading strategy
Photo, page_______
• Interpreting diagrams, tables, and photos
Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Plants: The Key to Life © 2019 EC Licensing Pty Ltd. © 2019 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: “© 2019 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 3(6) (F) Make inferences and use evidence to support understanding. 3(6) (G) Evaluate details read to determine key ideas. 3(9) (D) (iii) Recognize characteristics and structures of informational text, including organizational patterns such as cause and effect and problem and solution.
Writing 3(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft. Speaking and Listening 3(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.
First reading session
Second reading session
Final reading session
Writing
Getting started
Building understanding
Bringing it all together
Introducing the book
Reading with teacher support
Support the students in activating their prior knowledge. Ask: What do you know about plants and their importance to us? Give each student a copy of the book Plants: The Key to Life. Direct them to pay attention to the cover, and the title and contents pages. Have the students browse through the book. Say: As you browse through the book, think about what you know about this topic. What connections are you making? Have the students discuss their thinking with the group.
Say: Get yourself ready to read by thinking about what you have already read about the importance of plants. Have the students read the remainder of chapter 1 (pages 10–11) to themselves. Invite the students to ask questions about what they have read.
Have students talk about the whole book. Use a range of questions to promote discussion and higher-level thinking. Where appropriate, have the students lead the discussion.
Have the students write about their opinion using the prompt: Should we protect plants? Provide the students with a template detailing how to plan and write an argument.
Exploring vocabulary
Have the students add to their Graphic Organizer. Say: Talk with your partner about the tables on pages 10 and 11. Discuss the information the tables provide. Choose one of these tables and then fill in your Graphic Organizer.
Ask: What words or phrases would you expect to see in a book about plants? Have the students work with a partner and record their words on sticky notes. Say: When you are finished, add your sticky notes to our group chart. If some words or phrases are not known to all in the group, have the student who recorded the word explain what it means.
Introducing the reading strategy focus Say: Many factual books have visual devices such as diagrams, tables, and photographs. These visuals support and extend the information in the written text. Have students browse through the book and identify visual devices used. Ask: What visuals did you see? Discuss. Say: As readers we can understand and explain the information in diagrams, tables, and photographs. You will be practicing this as you read Plants: The Key to Life.
Reading with teacher support Say: Read the introduction and pages 6–9 to yourself. As you read, make sure you look at all of the visuals carefully and think about the information they give you. When you have finished reading, be ready to discuss your thinking with your partner. Monitor the students as they read and support them where necessary. Have students share their thinking with the group. Ask: How do plants clean the air? How do they help to keep the world cool? How was this information presented? Guide the students in filling out their Graphic Organizer. Say: This Graphic Organizer will help you with your thinking. First, choose one of the diagrams from the pages you have read. Think about what this diagram is explaining and then write about this in your own words on the Graphic Organizer. Then, choose another diagram and repeat the process.
Say: Read chapter 2 to yourself. When you have finished, discuss your thinking with your partner. Ask: Why are plants disappearing? Why is this such a problem?
Independent and partner work Have the students read chapter 3 and the conclusion without your support. Say: When you have finished reading, talk about your thinking with your partner, and then add to your Graphic Organizer. Share your Graphic Organizer with your partner. On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.
What natural events can cause plants to die out? How have humans impacted on plant loss around the world? What are some things people are doing to protect plants? How are some people replanting the land? (Literal) How have you already used plants today? Why is it important to protect plants? What might happen if plants continue to die out? (Inferential) How do you feel about forests being destroyed? What actions could you take to help protect and replant plants? Should people living in cities plant more plants? Why? What might cities of the future look like? (Synthesizing) Why did the author include diagrams and tables in this book? Did these visual devices help you to understand the information? What would you like to find out about plants that wasn’t included in this book? (Critical) Invite students to ask their own questions.
Going beyond the book Have students demonstrate their understandings by choosing one or more of the following tasks. The tasks can be completed independently, in pairs, or in a small group.
Reflecting on the reading strategy
Speaking and listening
Encourage the students to talk about what they did to help themselves as readers. Say: Find a place where you used a table, diagram, or photograph to help you understand the ideas in the book.
Have students discuss ways that their family, class, school, and community could help to protect and replant plants. One student could take on the role of leader to ensure each student takes a turn at speaking, and another student could be a notetaker to list the ideas that the students come up with.
Vocabulary Have students work with a partner to list as many “plant words” as possible within a five-minute time limit. Pairs can share their lists with the group.
Visual literacy Have students create a concept map that explains why plants are important. Encourage students to refer to Plants: The Key to Life to create their map.
Download the template at www.worldwise-reading.com/teacherresources Say: Follow the template to write about your opinion on protecting plants and why you have this opinion. Encourage the students to talk about their ideas with a partner. Use the template to remind the students about the structure of an argument. Say: Begin your argument with a sentence that clearly states your opinion. Then write about your reasons for having this opinion, and remember to use evidence to support your reasons. When you are writing, use “strong” language that will convince others to agree with you.
Activity card
Graphic Organizer: What does that mean? Name/s:
WorldWise
™
Interpreting diagrams, tables, and photographs Type of visual/ page number
Lesson Plan
Content-based Learning
Xx
Explain what you learned from each diagram, table, and photo What information does it give you?
Level O (34)
Diagram, page_______
Xxxxxxxxx
Plants: The Key to Life explains the importance of plants for human survival and reports on the many ways we use them. It discusses the various reasons why plants are disappearing and describes some of the impacts this is having. The book also outlines actions that people are taking to protect plants and replant the land. Informational text types: Report/Explanation
WorldWise
Diagram, page_______
Content-based Learning
Next Generation Science Curriculum links
• LS2.C Ecosystem dynamics, functioning, and resilience • LS4.C Adaptation Key concepts
• Plants are essential for animals and people to survive • Many native plants are diminishing in number • Replanting programs and other actions are being undertaken to protect plants and restore
Table, page_______
vegetation
Content vocabulary absorb, carbon dioxide, endangered, energy, food chain, grasslands, laboratory, locusts, native, oxygen, pests, starch, transpiration, vapor, vegetation, wetlands
Text features
• Diagrams, tables, text boxes, sidebars, captions, glossary Reading strategy
Photo, page_______
• Interpreting diagrams, tables, and photos
Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Plants: The Key to Life © 2019 EC Licensing Pty Ltd. © 2019 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: “© 2019 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 3(6) (F) Make inferences and use evidence to support understanding. 3(6) (G) Evaluate details read to determine key ideas. 3(9) (D) (iii) Recognize characteristics and structures of informational text, including organizational patterns such as cause and effect and problem and solution.
Writing 3(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft. Speaking and Listening 3(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.