News Travels Quickly

Activity card

Graphic Organizer: Gathering all the information!

WorldWise

™

Lesson Plan Xx

Content-based Learning

Why the author may have included this feature

Level U (50)

Xxxxxxxxx

News Travels Quickly explores how people communicate what happens in the world. It explains how news stories are produced through people working cooperatively on specific jobs and tasks to report the news. The book also explains how news is transmitted immediately around the world.

Informational text types: Explanation/Factual recount/Report/Description/ Discussion

Information this feature gives the reader

WorldWise

Content-based LearningC3 Social Studies Curriculum links • D2.Civ.6.3–5 Describe ways in which people benefit from and are challenged by working together, including through government, work places, voluntary organizations, and families • D2.Eco.3.3–5 Identify examples of the variety of resources that are used to produce goods and services

Key concepts

• People communicate what happens in the world through stories • Reported stories use different media, such as newspapers and magazines, television, radio, and the Internet • People work cooperatively on specific jobs and tasks to report the news

Content vocabulary

Page number

animation, audio, commentary, extinguished, footage, graphics, import, inhalation, integrate, multimedia, photojournalist, police scanner, privacy, protest rally, publishing, reassemble, resident, statistics, transmission, tripod, video

Text features

• Police scanner dialogue, online news report, newspaper report, recount with date and time sequence, labeled diagrams, graphics, text boxes, sidebars, glossary

Text feature

News Travels Quickly has many text features (e.g. police scanner dialogue, online news report, newspaper report, recount with date and time sequence, labeled diagrams, graphics, text boxes etc.). Use these to fill in the chart.

Name/s:

Reading strategy

• Using a range of text features

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan News Travels Quickly © 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 5(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information.

5(6) (E) Make connections to personal experiences, ideas in other texts, and society.

5(10) (C) Analyze the author’s use of print and graphic features to achieve specific purposes.

Writing 5(12) (B) Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.

Speaking and Listening 5(7) (G) Discuss specific ideas in the text that are important to the meaning.

First reading session

Second reading session

Final reading session

Writing

Getting started

Building understanding

Bringing it all together

Introducing the book

Choose to ask students to either read independently or, if they need more support, to meet with you in a small group.

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 a newspaper report, using the prompt: Write a news story about a true event. Provide the students with a template detailing how to plan and write a report. Remind them to include a catchy headline (see page 15 for a model of a newspaper report) and think about the “W” questions (see page 7).

Give each student a copy of the book News Travels Quickly.

Have the students browse through the book. Say: As you browse through the book, think about how you find out about a news event like an earthquake in another country. How does news get communicated? What connections are you making? Have the students discuss their thinking with the group.

Independent and partner work

Exploring vocabulary

Have the students read chapters 3 and 4 independently.

Say: As you read, use the same process we used for chapters 1 and 2.

Read the chapters to yourself and keep track of your thinking by adding to your Graphic Organizer, then meet with your partner to discuss the information you accessed from the text features.

Ask: What words or phrases would you expect to see in a book about news and how it is reported? Have students work with a partner and record words on a list. Say: When you are finished, add your words to our group chart.

Have the students meet as a group to share and talk about what they have read and what they recorded on their Graphic Organizer. Monitor the group’s progress and support them, if necessary.

If some words or phrases are not known, have the student who recorded the word explain what it means. Compare the students’ vocabulary words with the words in the glossary.

Have the students read the rest of the book and complete their Graphic Organizer. 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.

Introducing the reading strategy focus Say: This book has a range of text features that support and extend the text. What features did you notice? Discuss. Say: As you read the book, I want you to process all the information on the page. This means to do things like interpret the graphs, view and think about the photographs, and read the text boxes. These text features will give you extra information about the topic.

Reading with teacher support Say: Read chapters 1 and 2 to yourselves. As you read, take notice of all the information on each page. Have the students discuss their thinking with their partner, and then have a group discussion. Ask: What did you learn about the work of a journalist and a photojournalist? How did the text features the author used help you understand what you were reading? Have the students record their ideas on the Graphic Organizer and compare it with their partner’s. Say: Be ready to talk about what you noticed with the whole group.

Reading with teacher support Ask: What have we learned so far about reporting the news? Share your ideas with a partner. Have the students read chapter 3 to themselves. Review what the students have read. Ask: What are the challenges of radio reporting? Invite the students to talk about their understandings. Have the students read chapters 4, 5, and 6 to themselves. Say: Now add your thinking about the text features the author used to your Graphic Organizer. 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 is the main purpose for reporting news? In what different ways can news be presented? Is all news you hear true? Explain your thoughts. (Inferential) What are the different characteristics of each form of media? If you could be a journalist, what media form would you like to work in?

Why? What do you think makes a good news report? (Synthesizing) Did the text features in the book help your understanding of this topic?

If so, how? What else could the author have added to improve the 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.

Speaking and listening Have students work together to role-play a television news report about a fictional news story. Encourage them to have an anchor newsreader, a reporter, and a witness to interview.

Vocabulary Have students list as many occupations as they can that are related to news. Encourage them to refer to News Travels Quickly to compile their lists.

Reflecting on the reading strategy

Visual literacy

Encourage the students to talk about what they did to help themselves as readers. Say: Find a place in the book where using a text feature added to your understanding.

Have students create a story using photographs like a photojournalist might. Have them use a digital camera to take photos of an event that could be role-played by students. Have the students add captions to the photos, to create a photo story.

Download the template at www.worldwise-reading.com/teacherresources Say: Write about any event you have been involved in or observed such as a concert, sporting event, holiday, or charity work. Encourage the students to talk about their ideas with a partner, then write the newspaper report.

Alternatively, the students could choose to write a radio news story and do an audio recording of it.

Activity card

Graphic Organizer: Gathering all the information!

WorldWise

™

Lesson Plan Xx

Content-based Learning

Why the author may have included this feature

Level U (50)

Xxxxxxxxx

News Travels Quickly explores how people communicate what happens in the world. It explains how news stories are produced through people working cooperatively on specific jobs and tasks to report the news. The book also explains how news is transmitted immediately around the world.

Informational text types: Explanation/Factual recount/Report/Description/ Discussion

Information this feature gives the reader

WorldWise

Content-based LearningC3 Social Studies Curriculum links • D2.Civ.6.3–5 Describe ways in which people benefit from and are challenged by working together, including through government, work places, voluntary organizations, and families • D2.Eco.3.3–5 Identify examples of the variety of resources that are used to produce goods and services

Key concepts

• People communicate what happens in the world through stories • Reported stories use different media, such as newspapers and magazines, television, radio, and the Internet • People work cooperatively on specific jobs and tasks to report the news

Content vocabulary

Page number

animation, audio, commentary, extinguished, footage, graphics, import, inhalation, integrate, multimedia, photojournalist, police scanner, privacy, protest rally, publishing, reassemble, resident, statistics, transmission, tripod, video

Text features

• Police scanner dialogue, online news report, newspaper report, recount with date and time sequence, labeled diagrams, graphics, text boxes, sidebars, glossary

Text feature

News Travels Quickly has many text features (e.g. police scanner dialogue, online news report, newspaper report, recount with date and time sequence, labeled diagrams, graphics, text boxes etc.). Use these to fill in the chart.

Name/s:

Reading strategy

• Using a range of text features

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan News Travels Quickly © 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 5(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information.

5(6) (E) Make connections to personal experiences, ideas in other texts, and society.

5(10) (C) Analyze the author’s use of print and graphic features to achieve specific purposes.

Writing 5(12) (B) Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.

Speaking and Listening 5(7) (G) Discuss specific ideas in the text that are important to the meaning.