Multi-Level Literacy: Book 1 by Teacher Superstore

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Ready-Ed

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. ii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7.

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Publications

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Copies are not sold or lent;

Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act. The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

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Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o t r s super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 834 7 2

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educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act.

Contents Teachers’ Notes Australian Curriculum Links

4 4

5 6 7 8 9 10

Persuasive Text – Concerts Are A Waste Of Money Teachers’ Notes Student Information Page – Level 1 Activity – Level 1 Student Information Page – Level 2 Activity – Level 2 Activity – Levels 1 & 2

11 12 13 14 15 16

Explanatory Text – Skateboarding Teachers’ Notes Student Information Page – Level 1 Activity – Level 1 Student Information Page – Level 2 Activity – Level 2 Activity – Levels 1 & 2

17 18 19 20 21 22

Explanatory Text – Volcanoes Teachers’ Notes Student Information Page – Level 1 Activity – Level 1 Student Information Page – Level 2 Activity – Level 2 Activity – Levels 1 & 2

23 24 25 26 27 28

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Persuasive Text – Too Much Sport Teachers’ Notes Student Information Page – Level 1 Activity – Level 1 Student Information Page – Level 2 Activity – Level 2 Activity – Levels 1 & 2

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Report – Redback Spider Teachers’ Notes Student Information Page – Level 1 Activity – Level 1 Student Information Page – Level 2 Activity – Level 2 Activity – Levels 1 & 2

29 30 31 32 33 34

Report – Venus Flytrap Teachers’ Notes Student Information Page – Level 1 Activity – Level 1 Student Information Page – Level 2 Activity – Level 2 Activity – Levels 1 & 2

35 36 37 38 39 40

Word Bank Answers

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41 42-43 3

Teachers’ Notes Multi-Level Literacy - Book 1 is the first book in a two part series and has been specifically designed to use with students in upper primary. It has been structured to be age appropriate and of high interest for its target age group. Both books in this series will assist teachers to cater for a diverse range of literacy levels in the classroom. They will allow differentiated learning to run parallel in the classroom without the need for high levels of preparation. The activity sheets marked Level 1 are for more able students and the sheets marked Level 2 are for less able students in the class.

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This blackline master resource can be used to prepare students for state and national standardised testing and is closely linked to the Australian English Curriculum.

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The three text types which are modelled in this book are persuasive texts, explanatory texts and reports. The content focuses on developing students’ reading skills and strategies, and encourages students to identify components and the structure of different text types so that they can use these as a framework for their own writing. Students are also given the opportunity to respond to different text types and engage with the content.

Australian Curriculum Links

This resource is linked to the Australian Curriculum in English in the three strands of Language, Literature and Literacy. The links below are covered across the breadth of the texts and activities within this book.

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LANGUAGE

LITERATURE

LITERACY ACELY1698 ACELY1699 ACELY1701 ACELY1702 ACELY1703 ACELY1704 ACELY1705

ACELA1501 ACELA1502 ACELA1504 ACELA1507 ACELA1508 ACELA1512

ACELT1609 ACELT1610 ACELT1611 ACELT1612

ACELA1517 ACELA1518 ACELA1520 ACELA1522 ACELA1523 ACELA1524 ACELA1525

ACELT1613 ACELT1615 ACELT1616 ACELT1618 ACELT1800

ACELY1711 ACELY1712 ACELY1713 ACELY1714

ACELA1531 ACELA1532 ACELA1534 ACELA1536 ACELA1537

ACELT1620 ACELT1621 ACELT1622 ACELT1625

ACELY1719 ACELY1721 ACELY1722 ACELY1723 ACELY1724 ACELY1725

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YEAR LEVEL

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Teachers’ Notes

Persuasive Text – Too Much Sport

Key Features of a Persuasive Text: to persuade the reader using logical arguments.

Title:

clear and concise.

Introductory Statement:

states position and briefly outlines arguments within text.

Arguments:

arguments are presented in paragraphs in order of strength with supporting evidence and details.

Language:

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Rebuttal:

provides argument/evidence against possible counter arguments.

Conclusion:

restates the position and summarises key points.

Specific Activities and Teaching Ideas:

- Use of emotive and high modality language. - Subjective vocabulary. - Present tense. - Use of rhetorical questions. - Use of first or third person.

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Purpose:

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- Discuss and highlight the features of the genre. - Ask students to place themselves on a sliding scale re their own stance on the statement, “There is too much sport in schools” before and after reading the text. - Read the text in small groups and then discuss the generic features in relation to the text. - Ask students to label the various sections of the text to reinforce generic features of the text. - Cut and jumble the text and ask students to re-order. - Use highlighter pens to identify the language features of the text such as the high modality language and emotive statements. - Ask students to complete activity pages with required degree of teacher support. - Develop a T chart to show the arguments for and against sport in schools. - Brainstorm ideas for counter arguments/rebuttals. - Students to complete the extra activity at their own level and publish work to desired level. - Teacher may model the writing process with students of lower literacy levels or provide students with necessary support.

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Role play an interview between the Principal and Mrs Duncan. Write a couple of paragraphs for the school newsletter outlining the benefits of sport. Design posters which promote fitness in schools. Conduct a survey and graph the results to show students’/parents’ opinions on the amount of sport in schools. - Create a chart to demonstrate the amount of time spent on sport in the school at different age levels and summarise the data. - Research daily temperatures to estimate the ideal time for fitness each term. - Find and discuss education authority guidelines for sport in schools, e.g. time, type of activity, frequency etc. 5

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LEVEL

Persuasive Text – Too Much Sport

Read the letter from a concerned parent below.

To the Principal,

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I am writing this letter as a very concerned parent because I believe that the school spends too much time participating in sporting activities. My child is expected to participate in sport or fitness every day, but I believe that education is far too important to be constantly interrupted by sport. You need to ban sport at the school because it is disadvantaging students in many ways. Firstly, children only attend school between 9am and 3pm each week day and I believe that this time should be spent learning more important things than how to play sport. Students should be reading, writing and improving their mathematical skills during school hours, but instead they are losing time in these areas because of hours wasted playing sport. Good literacy and numeracy skills are necessary to ensure that children can secure good jobs when they are older. Sport will not help them secure jobs, so it is a misuse of precious learning time.

Secondly, children already have plenty of time to play sport during recess and lunchtime. If they enjoy sport then they should be playing it after school and on the weekends. There are many sports clubs which offer weekend sport and more people would join them if they didn’t spend so much time during school time playing sport.

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much crucial learning time doing sport? Many children are not very good at physical activities and it is very bad for their self-esteem when they are forced to join in. For example, last year my daughter cried for half an hour after her running race because she came last. Why does she need to be put in such an embarrassing situation, when she is at school to learn how to read, not how to run fast? Some people might say that children should do sport because it is good for their health but this is not always true. What about all of the injuries that are suffered because of sport? Also, when it is really hot, being forced outside to play sport could lead to children becoming overheated or sun burnt which could even lead to skin cancer. I certainly don’t want my daughter to be running around outside in freezing temperatures catching a cold instead of learning how to spell.

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For all of these reasons, I urge you as the Principal to do something about the ridiculous amount of time that is being wasted on sport in your school. You should be able to see how much it is negatively affecting our children’s learning. It is your job to make sure that children get the best education possible and the only way to ensure this is by banning sport.

Yours sincerely, Mrs Katy Duncan

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Persuasive Text – Too Much Sport

LEVEL

After reading the letter from the concerned parent on page 6, complete the questions and activities below. 1. When does Mrs Duncan think children should play sport? ________________________________________________________________________________ 2. Mrs Duncan claims that children should not participate in sport because of what three health related reasons?

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________________________________________________________________________________ 3. Summarise the main arguments given in this letter.

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Argument 1 ______________________________________________________________________

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Argument 2 ______________________________________________________________________ Argument 3 ______________________________________________________________________ Argument 4 ______________________________________________________________________

4. Write down five different pronouns used in the letter.

________________________________________________________________________________

© ReadyEdPubl i cat i ons ________________________________________________________________________________ •f orr evi ew pur posesonl y• ________________________________________________________________________________

5. Decide whether you agree or disagree with Mrs Duncan. Give one reason for your decision.

6. Tick whether the following statements that appear in the letter are fact or opinion. ii. Children can play sport on the weekends.

FACT

OPINION

iii. Children who play sport sometimes suffer injuries.

FACT

OPINION

FACT

OPINION

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iv. Reading is more important than sport.

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OPINION

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i. Playing sport in the sun always causes skin cancer. FACT

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7. Match the synonyms on the right to the emotive words used in the text. ridiculous waste precious

essential stop

outrageous

ban

important

necessary

squander

Challenge... • •

On the back of this sheet write another paragraph to add to Mrs Duncan’s letter using this statement, ‘The money used to buy expensive sports equipment should be used to buy books and computers.’ In your exercise books design an A5-sized advertisement to encourage children to join a sporting club of your choice. Use persuasive language and an attractive layout. 7

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LEVEL

Persuasive Text – Too Much Sport

Read this letter from a worried parent.

To the Principal,

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I am writing this letter as a very worried parent because I think that the school spends too much time doing sport. My child has to do sport every day. I think education is more important than sport. You need to ban sport at the school because it is bad for the students in many ways. Firstly, children only go to school between 9am and 3pm each week day and this time should be spent learning more important things than how to play sport. Students are losing time in important areas because of the hours wasted playing sport. Good skills in English and Maths are needed to make sure that children can get good jobs when they are older. Sport will not help them get jobs. It is a waste of good learning time.

Secondly, children already have plenty of time to play sport during recess and lunchtime. If they enjoy sport then they should be playing it after school and on the weekends. There are many sports clubs which have weekend sport and more people would join them if they didn’t spend so much time at school playing sport.

© ReadyEdPubl i cat i ons Also, my child does not even like playing sport, sou why should shee have too spend so much • f o r r e v i e w p r p o s s n l y • learning time doing it? Many children are not very good at sport and it could be very bad for

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their self-esteem when they are made to join in. Last year my daughter cried for a long time after her race because she came last. This made me angry because she is at school to learn how to read, not how to run fast. Some may say that children should do sport because it is good for their health but this is not always true. What about all of the children who get hurt playing sport? Also, when it is really hot, being made to play sport outside could lead to children becoming sun burnt which could even lead to skin cancer. I also don’t want my daughter to be running around outside in the freezing cold getting sick when she should be doing spelling tests.

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So I ask you as the Principal to do something about the silly use of time that is being wasted on sport in your school. You should be able to see how bad it is for our children’s learning. It is your job to make sure that children get the best learning and the only way to make sure of this is by banning sport. From, Mrs Katy Duncan

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Persuasive Text – Too Much Sport

LEVEL

After reading the letter from the worried parent on page 8, complete the questions and activities below. 1. When does Mrs Duncan think that children should play sport? ________________________________________________________________________________ 2. Why does Mrs Duncan believe that sport is bad for children’s health? State three of her reasons.

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________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

Paragraph 1

Sport is not always good for your health.

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3. Draw lines to match the main arguments with the paragraph numbers.

Paragraph 2

Learning time is being wasted on sport.

Paragraph 3

There is plenty of time for sport outside of school.

Paragraph 4

Sport is bad for the self-esteem of some children.

4. Circle three pronouns used in the letter.

too

silly

her

ban

sport

bad

she

5. Decide if you agree or disagree with Mrs Duncan. Give one reason for your choice.

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6. Tick whether the following statements that appear in the letter are fact or opinion. OPINION

FACT

OPINION

FACT

OPINION

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i. Playing sport in the sun always causes skin cancer. FACT ii. Children can play sport on the weekends.

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iii. Children who play sport sometimes suffer injuries.

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iv. Reading is more important than sport.

FACT

OPINION

7. Match the words from the text with their antonyms (opposites). good fast playing

slow few

bad

many

resting

after

before

8. Highlight the sentence that best rebuts this statement, ‘The money used to buy expensive sports equipment should be used to buy books and computers.’ – Children need to have computers to look up facts. – The library already has many books and computers. – Sports equipment always gets lost or broken. 9

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Persuasive Text – Too Much Sport

LEVELS

1&2

Imagine that you are the Principal of the school. Plan a persuasive letter to send to Mrs Duncan which encourages her to understand that sport is important in schools. Start your letter by stating your position on the topic and by briefly outlining your arguments. Introductory statement: _________________________________________________________ _______________________________________________________________________________

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Choose two strong arguments to be included in your letter. If you wish to include more than two arguments in your letter, then use the back of the sheet.

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Argument 1: ___________________________________________________________________

Supporting reasons: ____________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

_______________________________________________________________________________

Supporting reasons: ____________________________________________________________

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_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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_______________________________________________________________________________ Choose one of Mrs Duncan’s arguments to rebut.

Rebuttal: ______________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Finish your letter by restating your position and end with a concluding remark. Concluding statement: __________________________________________________________ _______________________________________________________________________________ 10

Teachers’ Notes

Persuasive Text – Concerts Are A Waste Of Money

Key Features of a Persuasive Text: to persuade the reader using logical arguments.

Purpose: Title:

Language:

r o e t s Bo r e p ok u S clear and concise.

Introductory Statement:

arguments are presented in paragraphs in order of strength with supporting evidence and details.

Rebuttal:

provides argument/evidence against possible counter arguments.

Conclusion:

restates the position and summarises key points.

Specific Activities and Teaching Ideas:

- Use of emotive and high modality language. - Subjective vocabulary. - Present tense. - Use of rhetorical questions. - Use of first or third person.

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Arguments:

states position and briefly outlines the arguments within text.

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- Discuss and highlight the features of the genre. - Ask students to place themselves on a sliding scale re their own stance on the statement, “CDs are better than concerts” before and after reading the text. - Read the text in small groups and then discuss the generic features in relation to the text. - Ask students to label the various sections of the text to reinforce generic features of the text. - Cut and jumble the text and ask students to re-order. - Use highlighter pens to identify the language features of the text such as the high modality language and emotive statements. - Students to complete activity pages with various degrees of teacher support. - Develop a T chart to show the arguments for and against attending concerts. - Brainstorm ideas for counter arguments/rebuttals. - Students complete the extra activity at their own level and publish work to desired level. - Teacher may model the writing process with students of lower literacy levels or provide students with necessary support.

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- Use the internet to research the cost of concert tickets and calculate average prices. - Conduct a survey amongst senior students to find out whether they prefer concerts to CDs and graph the results. - Locate advertisements for concerts and identify features that they have in common, e.g. venue name, supporting acts. - Complete a Venn diagram to show the similarities and differences between concerts. - Write a letter to a parent to persuade them to allow you to attend an upcoming concert. - Use retail catalogues to calculate the average cost of a CD and ascertain whether the statement about buying three CDs for the price of one concert ticket is correct. 11

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LEVEL

Persuasive Text – Concerts Are A Waste Of Money

Read this text by I.M. Greedy (Manager of Ivan’s CD shop).

Concerts are frequently held by singers and pop groups in most major cities. The cost of purchasing concert tickets can be very expensive with the price per ticket usually well over a hundred dollars. Many teenagers use their limited money to purchase concert tickets when they should be buying CDs instead. CDs are a far better choice for many reasons: they are cheaper, last longer and are portable. Teenagers must reconsider their wasteful spending on concerts.

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Firstly, for the price of one concert ticket, teenagers could purchase more than three CDs. In addition, they can keep these CDs forever, whereas concerts are short-lived. If you desperately love a particular singer or group as some teenagers claim to, then wouldn’t you rather buy all of their albums instead of attending just one of their concerts? Teenagers usually only have a small amount of money so it is ridiculous for them to be spending so much of it on expensive concert tickets.

Also, when teenagers listen to a CD they are able to control the volume of the music. At concerts the music is incredibly loud and can even affect their hearing. Many people complain that they are unable to hear properly for a few hours after being at a concert. If teenagers love a particular song then they can replay it over and over again on a CD but at a concert it cannot be guaranteed that they will even get to hear their favourite song which is extremely disappointing! It is far more sensible for teenagers to buy a CD and listen to their favourite music at a volume that they enjoy for hours or even years, than attend a short concert.

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Some teenagers might argue that the experience of seeing a singer or group perform is worth paying the price of a ticket. However, they should consider whether they are actually getting a true live performance. Don’t they realise how many major ‘stars’ just lip-synch to pre-recorded music? It is outrageous that people can pay over a hundred dollars for a ticket to watch someone move their lips in time to a CD. It would be cheaper to just buy a DVD of the concert instead!

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Clearly, buying CDs is a far better choice for teenagers than buying concert tickets. They are far less expensive, more convenient and portable and can be used again and again. Teenagers who unwisely decide to buy concert tickets are wasting their money.

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Furthermore, CDs are portable as they can be taken anywhere. Concerts, on the other hand, are held in large stadiums and literally thousands of tickets are sold. Imagine paying over a hundred dollars for a ticket and then barely even being able to see the stage! Who wants to pay to look at the back of someone else’s head even if the music is good? Surely most teenagers would prefer to listen to their favourite music whenever and wherever they wish on a CD rather than being squashed into an arena with thousands of other people.

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LEVEL

Persuasive Text – Concerts Are A Waste Of Money

After reading the persuasive text on page 12, complete the questions and activities below. 1. What does the author believe teenagers should spend their money on? ______________________________________________________________ 2. Identify two reasons that the author gives for concert tickets being a waste of money.

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________________________________________________________________________________

4. Summarise the main arguments given in this text.

Argument 1 ______________________________________________________________________ Argument 2 ______________________________________________________________________ Argument 3 ______________________________________________________________________ Argument 4 ______________________________________________________________________

5. What are the two most commonly used pronouns in this text?

6. Decide whether you agree or disagree with the author. Give one reason for your decision.

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7. Persuasive texts often use generalisations to strengthen their viewpoint. Decide whether the following statements from the text are fact or generalisation.

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Many major stars lip-synch at concerts.

FACT

GENERALISATION

Most concerts are held in large stadiums.

FACT

GENERALISATION

You can barely see the stage at concerts.

FACT

GENERALISATION

Loud music can affect your hearing sometimes.

FACT

GENERALISATION

You can keep CDs forever.

FACT

GENERALISATION

Teenagers usually only have a small amount of money.

FACT

GENERALISATION

Concert tickets are expensive.

FACT

GENERALISATION

Challenge... • •

In persuasive texts, rhetorical questions can be used to engage and persuade the reader. List the three rhetorical questions used by the author of this text on the back of this page. Use your exercise book to design a poster advertising a concert for your favourite singer or group. Try to use persuasive language and advertising features that will encourage people to buy the tickets. 13

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LEVEL

Persuasive Text – Concerts Are A Waste Of Money

Read the text by I.M. Greedy (Manager of Ivan’s CD shop).

Concerts are often held by singers and pop groups in most big cities. The cost of a ticket can be well over a hundred dollars. Many teenagers use the little money that they have to buy tickets when they should buy CDs instead. CDs are far better because they are cheaper, last longer and you can take them anywhere. Teenagers must stop and think before wasting money on concert tickets.

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Firstly, for the price of one concert ticket teenagers could buy more than three CDs. Also, they can keep these CDs forever, concerts last a short time. If teenagers really love a singer or group as some say they do, then they should buy all of their albums instead of listening to them for one night only. Teenagers often have only a small amount of money so it is silly for them to be buying so many costly concert tickets. Secondly, when teenagers are listening to a CD they are able to control how loud the music is. At concerts the music is very loud and can even damage people’s ears. Many people say that they can’t hear very well after being at a concert. If teenagers love a song then they can replay it over and over again if it is on CD, but at a concert they cannot be sure that they will get to hear their favourite song and that is very upsetting! It is far smarter for them to buy a CD and listen to their favourite music as loudly as they like for hours or even for years, rather than just enjoy it on one night.

© ReadyEdPubl i cat i ons Furthermore, CDs can be listened to and taken anywhere. Most concerts, on the other hand •f orr evi ew pur posesonl y• are held in large arenas and thousands of tickets are sold. What if they paid over a hundred

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dollars for a ticket and then could hardly see the stage? Who wants to pay to look at the back of someone else’s head even if the music is good? Most teenagers would rather listen to their favourite music whenever and wherever they wished on a CD and not be squashed into an arena with thousands of other people. Some teenagers might say that the experience of seeing a singer or group is worth paying for but they should think about whether they are really getting a true live show. Don’t they know how many so-called ‘stars’ move their lips to pre-recorded music? It is silly to pay over a hundred dollars for a ticket and then just see someone move their lips in time to a CD. If teenagers want to pay for this it would be cheaper to just buy the DVD of the concert!

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Clearly, CDs are a far better choice for teenagers rather than concert tickets. They are far cheaper, can be carried around and used again and again. Teenagers who choose to buy concert tickets are wasting their money.

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LEVEL

Persuasive Text – Concerts Are A Waste Of Money

After reading the persuasive text on page 14, complete the questions and activities below. 1. What does the author believe teenagers should spend their money on? ______________________________________________________________ 2. Identify two reasons that the author gives for concert tickets being a waste of money.

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________________________________________________________________________________ ________________________________________________________________________________ 3. List two of the good points that the author makes about CDs.

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________________________________________________________________________________ ________________________________________________________________________________

4. Draw lines to match the main arguments with the paragraph numbers. Paragraph 1

Most singers lip-synch.

Paragraph 2

CDs can be listened to anywhere.

Paragraph 3

The loudness of CDs can be changed.

when

too

they

their

concert

music

pay

cheap

she

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6. Decide whether you agree or disagree with the author. Give one reason for your decision.

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7. Circle whether the following statements from the text are fact or opinion:

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Concert tickets cost more than CDs most of the time.

FACT

OPINION

CDs are easy to carry around.

FACT

OPINION

It is better to listen to music loudly.

FACT

OPINION

CDs last longer than one night.

FACT

OPINION

8. In persuasive texts, rhetorical questions can be used to interest the reader. What are three rhetorical questions asked by the author? ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 9. Design a new CD cover for your favourite singer on the back of this page. 15

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LEVELS

Persuasive Text – Books Versus Movies

1&2

Write a similar persuasive text to Concerts Are A Waste Of Money which compares books and movies. Choose which side you want to argue before you begin. Start by stating your position on the topic and by briefly outlining your arguments. Introductory statement: _________________________________________________________ _______________________________________________________________________________

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Choose two strong arguments to include in your persuasive text. If you want to include more than two arguments, use the back of this sheet.

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Argument 1: ___________________________________________________________________

_______________________________________________________________________________

Supporting reasons: ____________________________________________________________

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_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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_______________________________________________________________________________ Consider one argument from the opposing position to rebut.

Rebuttal: ______________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Finish your persuasive text by restating your position and end with a concluding remark. Concluding statement: __________________________________________________________ _______________________________________________________________________________ 16

Teachers’ Notes

Explanatory Text – Skateboarding

Key Features of an Explanatory Text: to explain how things work or are formed.

Purpose: Title:

r o e t s Bo r e p ok u S clear and concise.

Description:

Conclusion:

defines and states what will be explained. an explanation of the parts, components and/or how it occurs or developed.

summative statement.

Specific Activities and Teaching Ideas:

- Diagrams to support text. - Logical sequencing using time or cause and effect. - Objective and subjectspecific, technical vocabulary. - Present tense. - Use of paragraphs.

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Phenomenon:

Other Features:

- Discuss and highlight the generic features of an explanatory text. - Ask students to share background information on skateboarding and similar sports before reading the text. - Read the text in small groups and then discuss the generic features in relation to the text. Ask students to label the various sections of the text to reinforce the generic features. - Cut and jumble the text and ask students to re-order. - Use highlighter pens to identify the language features of the text, such as subject-specific language and cause and effect indicators. - Students complete activity pages with various degrees of required teacher support. - Have students orally explain how to make or do something simple, such as tying their shoelace. - Brainstorm ideas for extra activity – use a bicycle if available. - Use books and the bicycle to develop a diagram with the correct technical labelling of parts, e.g. crank, and students can use this as part of their explanation. - Students complete the extra activity at their own level and publish work to desired level. - Teacher may model the writing process for students of lower literacy levels or provide students with required support.

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o c . che e r o t Related Activities: r s super

- Develop a space-age bicycle or skateboard with additional features (e.g. lolly dispenser, built in radio) and draw and label a diagram of it. - Create an advertisement for their space-age bicycle/skateboard or a regular bicycle/skateboard. - Survey students to find out how many own scooters, skateboards and bikes and graph the results. - Hold a skateboard deck design competition. - Have students teach skate, bike and scooter tricks using the features of an explanatory text. - Use recycled materials to make model bikes, skateboards and scooters. - Research older style bicycles such as the Penny Farthing and Odd Ball.

Tuvefou!Jogpsnbujpo!Qbhf

LEVEL

Explanatory Text – Skateboarding

Read the explanatory text below.

Skateboarding is a sport that has existed since the early 1900s. Skateboards were once very basic. Roller skates were attached to planks of wood to make them. Today skateboarding has developed into a high profile, extreme sport.

r o e t s Bo r e p ok u S

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In the late 1950s Californian surfers experimented with skateboarding by securing roller skate wheels to surf boards, and `surfing the streets’ became a new phenomenon. However, skateboarding really grew in popularity when the first professional skateboards were manufactured in 1963. These early skateboards were quite dangerous with baked clay wheels and little grip, leading to many accidents and even a few deaths, and as a result by the mid1960s the sport of skateboarding began to decline. Eventually, in 1973 a smooth plastic known as polyurethane was utilised to make skateboard wheels. These plastic wheels provided greater skateboard control and safety. An upturned back end, known as a kicktail was added to the back of the board and this allowed users to invent new tricks. These new design features resulted in the return of skateboarding.

During the 1970s and 1980s many changes were made to the basic skateboard design including the shape, length and width of the board and wheels. Skateboarding developed into two distinctive main styles known as street and ramp skating. Street skating uses urban obstacles such as stairs, hand rails and kerbs for tricks while ramp skating uses shaped ramps and inclines to perform tricks.

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Modern skateboard makers now use the latest materials and technology to produce greater speed, stability and versatility. Modern skateboards have six main components: a kicktail, nose, deck, wheels, trucks and bearings. Each of these components can be changed or adapted to suit the boards use for either street or ramp skating. Skateboarding has developed over time to become a world-wide sport with many competitions offering high prize money and lucrative sponsorship deals. It also remains a popular pastime for many children in Australia and around the world.

o c . che e r o t r s super DECK made from layers of wood

NOSE slightly upturned

BEARINGS allow wheels to spin freely

KICKTAIL upturned for leaverage

WHEELS polyurethane

TRUCKS attached to the board

Bdujwjuz

Explanatory Text – Skateboarding

LEVEL

After reading the text on Page 18, complete the questions and activities below. 1. When did skateboarding begin? ________________________________________________________________ 2. Why did Californians call skateboarding `surfing in the streets’?

r o e t s Bo r e p ok u S

________________________________________________________________ ________________________________________________________________ 3. What is polyurethane and how did it change skateboarding?

4. In what year were the first professional skateboards manufactured?

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________________________________________________________________________________

5. How does a `kicktail’ change the way that a skateboard is used?

________________________________________________________________________________

6. Explain the difference between the two main types of skateboarding.

© ReadyEdPubl i cat i ons 7. Which part of the skateboard allows the wheels to spin better? •f orr evi ew pur posesonl y• ________________________________________________________________________________ ________________________________________________________________________________

8. Complete the cause and effect chart.

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Effect Many accidents and some deaths occur.

Effect

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Cause Baked clay wheels do not grip very well. Polyurethane wheels are used for skateboard wheels.

Skateboarding grew in popularity.

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9. Find antonyms to match the words from the text. a. incline _____________________

d. early

b. dangerous __________________

e. greater _____________________

c. many _____________________

_____________________

stable _____________________

10. Give three examples of subject-specific vocabulary that has been used in the text. ________________________________________________________________________________ Challenge... • •

On a blank piece of paper draw the outline of a deck and design your own skateboard graphics to go on the deck. On the back of this sheet draw a timeline to show how skateboarding has changed and developed. 19

Tuvefou!Jogpsnbujpo!Qbhf

Explanatory Text – Skateboarding

LEVEL

Read the explanatory text below.

Skateboarding is a sport that has been around since the early 1900s. It has changed over time. Skateboards were once made by putting roller skates on planks of wood. Today skateboards look much better.

r o e t s Bo r e p ok u S

Teac he r

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In the late 1950s American surfers tried putting roller skate wheels on to their surfboards, and `surfing the streets’ became common. Skateboarding started to get really popular when the first proper skateboards were made in 1963. These early skateboards were quite a danger with baked clay wheels and little grip so there were many accidents and even a few deaths. By the mid-1960s the sport of skateboarding was less common.

In 1973, a smooth plastic called polyurethane was used to make skateboard wheels. These plastic wheels made the skateboards safer and easy to control. A back end called a kicktail was put on the back of the board so that new tricks could be performed. These new changes led to a skateboarding come-back.

In the 1970s and 1980s many changes were made to the basic skateboard by making the shape and size of the board and wheels different. There were two main types of skateboarding - street and ramp skating. Street skating used stairs, hand rails and kerbs for tricks; and ramp skating used ramps and hills to do tricks.

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Now skateboard makers use up-to-date technology to make skateboards go faster and work better. Today skateboards have six main parts: a kicktail, nose, deck, wheels, trucks and bearings. Each of these parts can be changed so that the board can be used for street or ramp skating. Skateboarding has changed over time to become a world-wide sport. Many events have high prize money and good deals for skateboarders. Skateboarding is still a common pastime for many children in Australia and around the world.

o c . che e r o t r s super DECK made from layers of wood

BEARINGS allow wheels to spin freely

KICKTAIL upturned for leaverage

NOSE slightly upturned

WHEELS polyurethane

TRUCKS attached to the board

Bdujwjuz

Explanatory Text – Skateboarding

LEVEL

Use the text on page 20 to complete the questions and activities below. 1. When did skateboarding begin? _________________________________________________________________ 2. Why did Americans call skateboarding `surfing in the streets’?

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_________________________________________________________________ _________________________________________________________________ 3. What is polyurethane?

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________________________________________________________________________________

4. In what year were the first proper skateboards made?

________________________________________________________________________________

5. Why is a `kicktail’ useful?

________________________________________________________________________________

________________________________________________________________________________ 8. Underline the cause in red and the effect in blue for these sentences:

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They were so unsafe that skateboarding became less common.

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Plastic wheels were smooth so skateboards were easy to control.

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Baked clay wheels did not grip well which led to accidents and deaths.

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They were much safer so skateboarding became popular again.

9. Find antonyms to match the words from the text. a. new

_____________________

d. common _____________________

b. many

_____________________

e. less

_____________________

c. easy

_____________________

smooth

10. Draw a skateboard design for this deck.

Fyusb!Bdujwjuz

Explanatory Text – Bicycles

LEVELS

1&2

Write a similar explanation to Skateboarding about another type of sporting equipment - bicycles. Start with a title which states the name of the item to be explained. Title: __________________________________________________________________________

r o e t s Bo r e p ok u S

State what you will be explaining about bicycles (e.g. how they work).

Statement of phenomenon: ______________________________________________________ _______________________________________________________________________________

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Teac he r

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Give information that is accurate and detailed to explain/support explanation.

© ReadyEdPubl i cat i ons _______________________________________________________________________________ •f orr evi ew pur posesonl y• _______________________________________________________________________________

Description/explanation: ________________________________________________________

_______________________________________________________________________________

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_______________________________________________________________________________ _______________________________________________________________________________

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_______________________________________________________________________________

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_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Finish your explanation with a concluding statement or comment about bicycles and any other interesting information. Conclusion: ____________________________________________________________________ _______________________________________________________________________________

Teachers’ Notes

Explanatory Text – Volcanoes

Key Features of an Explanatory Text: to explain how things work or are formed.

Purpose: Title:

r o e t s Bo r e p ok u S clear and concise.

Phenomenon:

Conclusion:

an explanation of the parts, components and/or how it occurs or developed.

summative statement.

Specific Activities and Teaching Ideas:

- Diagrams which support text. - Logical sequencing using time or cause and effect. - Objective and subjectspecific, technical vocabulary. - Present tense. - Use of paragraphs.

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Description

defines and states what will be explained.

Key Features:

- Discuss and highlight the generic features of an explanatory text. - Ask students to share background information on volcanoes and other natural disasters before reading the text. - Read the text in small groups and then discuss the generic features in relation to the text. - Ask students to label the various sections of the text to reinforce the generic features. - Cut and jumble the text and ask students to re-order. - Use highlighter pens to identify the language features of the text such as subject-specific language and cause and effect indicators. - Complete a flow diagram to show the process of a volcano erupting. - Students complete activity pages with various degrees of required teacher support. - Ask students to orally explain how to make or do something simple, such as tying a shoelace. - Brainstorm ideas for extra activity – provide books and internet access. - Develop a diagram with students showing correct technical labelling, e.g. platelets moving/sliding, and students can use this as part of their explanation. - Students complete extra activity at their own level and publish work to desired level. - Teacher may model the writing process for students of lower literacy levels or provide students with necessary support.

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o c . che e r o t Related Activities: r s super -

Present a news report of a natural disaster. Write a newspaper article based on a past volcanic eruption, e.g. Mount Helena. Research types of volcanoes and where they are located. Create volcanoes using Plasticine, bicarbonate soda, vinegar and food colouring. Write procedures for making model volcanoes. Research rock types and how they relate to volcanic activity. Closely examine and describe various rocks such as obsidian, granite and pumice and test their properties. - Create dioramas or models of volcanoes showing the various elements.

Tuvefou!Jogpsnbujpo!Qbhf

LEVEL

Explanatory Text - Volcanoes

Read the explanatory text below.

Volcanoes come in a variety of shapes and sizes. They can be as simple as a crack in the ground from which magma flows or large mountain-like structures that have built up over time from layers of rock and ash. Volcanoes are responsible for many of the earth’s landscape features. They have built mountain ranges, created new islands and devastated entire cities.

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While there are many different types of volcanoes, all have several main features. Deep inside the earth that lies below volcanoes is a magma chamber which contains a pool of liquid which has formed from melted rock known as magma. When pressure below the earth builds, this magma is forced up the centre of the volcano through the main vent and erupts through the hole at the top of the volcano, known as a crater. Magma may also erupt from smaller secondary vents in a volcano. Once the magma reaches the surface it is called lava. The force of the eruption can cause the lava to break into billions of tiny pieces creating ash, dust and rocks of many sizes. The lava may also flow for long distances as a liquid before it cools and solidifies. Volcanoes can be classified in three ways. Volcanoes are considered active if they have erupted lava, released gas or have shown seismic activity in the past few thousand years. Volcanoes that have stopped erupting but could erupt again are considered dormant. Extinct volcanoes are those that have been dormant for more than 10,000 years.

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Vulcan, so it is not surprising that many people associate volcanoes most with the hot lava that they create. However, more dangerous can be the poisonous gases and ash released by an erupting volcano as these can lead to suffocation and death. The ash released from a volcano can also affect the climate when it is carried to the upper atmosphere. The ash creates a blanket which limits the amount of sunlight reaching the Earth, resulting in lower temperatures.

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The study of volcanoes is known as vulcanology. By measuring tremors, pressure within the earth and the build up of gases, vulcanologists can often predict volcanic activity with accuracy and use warning systems to avoid loss of life. Despite their danger and intensity, people remain intrigued by the force of nature that is a volcano and visiting volcanoes has even become a tourist attraction in some areas such as New Zealand and Hawaii.

crater

lava secondary vent main vent magma chamber crust layers of ash and rock

Bdujwjuz

Explanatory Text – Volcanoes

LEVEL

After reading the text on page 24, complete the questions and activities below. 1. What is magma called once it reaches the surface? _____________________ 2. Where does the word volcano derive from? _______________________________________________________________

r o e t s Bo r e p ok u S

3. Describe how vulcanologists predict volcanic activity.

________________________________________________________________________________ 4. What is the study of volcanoes called?

5. Match the volcano classifications to the correct descriptions.

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________________________________________________________________________________

EXTINCT

Has stopped erupting but may erupt again.

DORMANT

Has erupted or shown activity in past 2,000 years.

ACTIVE

Has been dormant for more than 10,000 years.

©CAUSE ReadyEdPubl i ca t i ons EFFECT Pressure builds below the earth’s surface. •f orr evi ew pur posesonl y•

6. Complete the cause and effect chart.

Eruptions can be very forceful.

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Ash is released into the upper atmosphere. 7. Give three examples of subject-specific vocabulary used in this text.

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Poisonous gases and ash are released.

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________________________________________________________________________________

8. Find antonyms to match the words from the text. a. liquid _____________________

d. smaller _____________________

b. simple _____________________

e. below _____________________

c. upper _____________________

many _____________________

Challenge … •

Use an atlas to locate five volcanoes and list their names and locations on the back of this sheet.

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LEVEL

Explanatory Text - Volcanoes

Read the explanatory text below.

Volcanoes come in many shapes and sizes. They can be just a crack in the ground from which magma flows or large mountains that have formed over time from rock and ash. Volcanoes have made many of earth’s land features. They have formed mountain ranges, made new islands and wiped out whole cities.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

While there are many different sorts of volcanoes, all have the same main parts. Deep inside the earth below a volcano, is the magma chamber which holds a pool of melted rock called magma. When forces below the earth build up this magma is pushed up the middle of the volcano into the main vent and erupts through the hole at the top of the volcano called a crater. Magma may also come out of smaller secondary vents in the volcano. Once the magma gets above the earth it is called lava. The force of the eruption can make the lava break into many tiny parts making ash, dust and rocks of many sizes. The lava may also flow for a long time before it cools down and goes hard.

Volcanoes can be grouped in three ways. Volcanoes are called active if they have erupted lava, let off gas or have shown activity in the past few thousand years. Volcanoes that have stopped erupting but could erupt again are called dormant. Extinct volcanoes are those that have been dormant for more than 10,000 years.

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Vulcan, so it is not a surprise that many people think of the hot lava made by volcanoes as the most dangerous. However, the poisonous gases and ash given off by an erupting volcano can also cause people to find it hard to breathe and cause death. The ash from a volcano can also affect the weather when it goes into the upper atmosphere. The ash forms a blanket which changes how much sunlight gets to the Earth and this can make the weather cooler. The study of volcanoes is known as vulcanology. By checking tremors, forces within the earth and how gases build, vulcanologists can often make guesses about volcanic activity which are correct and use warnings to stop lives being lost.

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Even with the danger and force of volcanoes, people still want to see them and know more about them. In some areas such as New Zealand and Hawaii people even visit volcanoes.

crater

lava secondary vent main vent magma chamber crust layers of ash and rock

Bdujwjuz

Explanatory Text – Volcanoes

LEVEL

Read the text on page 26 and complete the questions and activities below. 1. What is magma called once it reaches the surface? _______________________________________________________________ 2. Where does the word volcano derive from?

r o e t s Bo r e p ok u S

_______________________________________________________________ 3. How do vulcanologists make guesses about volcanic activity?

________________________________________________________________________________

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4. What is the study of volcanoes called?

________________________________________________________________________________

5. Match the volcano types to the correct sentences. EXTINCT

Has stopped erupting but may erupt again.

DORMANT

Has erupted or shown activity in past 2,000 years.

ACTIVE

Has been dormant for more than 10,000 years.

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6. Complete the cause and effect chart using the information below. • It is hard to breathe and people can die. • Magma is pushed up the main vent. • The less sun, the cooler the weather. • Lava breaks into tiny parts making ash, dust and rocks. CAUSE

EFFECT

Pressure builds below the earth’s surface.

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Eruptions can be very forceful.

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Poisonous gases and ash are released.

Ash is released into the upper atmosphere.

7. Match the antonyms in the box to the words from the text. few

bigger

large

cold

lower

above

a. tiny

_____________________

d. smaller _____________________

b. hot

_____________________

e. below _____________________

c. upper _____________________

many _____________________

Fyusb!Bdujwjuz

Explanatory Text – Earthquakes

LEVELS

1&2

Write a similar explanation to Volcanoes about another natural phenomenon - earthquakes. Start with a title which states the name of the phenomenon. Title: __________________________________________________________________________

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State what you are going to explain about earthquakes.

Statement of phenomenon: ______________________________________________________

Teac he r

_______________________________________________________________________________ _______________________________________________________________________________

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_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Give information that is accurate and detailed to explain/support explanation.

Description/explanation: ________________________________________________________

_______________________________________________________________________________

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_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Finish your explanation with a concluding statement or comment about earthquakes. Conclusion: ____________________________________________________________________ _______________________________________________________________________________

Teachers’ Notes

Report – Redback Spider

Key Features of a Report: Purpose:

describes living and non-living things in a detailed way.

Title:

clear and concise.

Classification:

Conclusion:

- Objective, factual language. - Impersonal third person. - Present tense. - Use of paragraphs and sub-headings. - Subject-specific vocabulary.

r o e t s Bo r e p ok u S classification or general definition of the subject of the report. paragraphs presenting information about the physical features, location and diet of the subject of the report. special information and/or a summative statement.

Specific Activities and Teaching Ideas:

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Description:

Other Features:

- Discuss and highlight the generic features of a report. - Ask students to share background information on Redbacks and other types of spiders before reading the text. - Read the text in small groups and then discuss the generic features in relation to the text. - Ask students to label the various sections of the text to reinforce the generic features. - Cut and jumble the text and ask students to re-order. - Use highlighter pens to identify the language features of the text such as subject-specific language and adjectives. - Complete a food web to show the prey and predators of Redbacks. - Students complete activity pages with various degrees of teacher support. - Ask students to orally describe a familiar object or animal such as a stapler or a dog using the subheadings: classification, appearance and location. - Brainstorm ideas for extra activity – provide books and internet access. - Demonstrate the use of contents pages, indexes and glossaries when finding information. - Students complete the extra activity at their own level and publish work to desired level. - Teacher may model the writing process for students of lower literacy levels or provide students with required support.

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o c . Related Activities: c e her r o t s super

- Present the report as a PowerPoint presentation. - Use string and glue to create web art. - Design a crossword or word search using information on Redback spiders or another chosen dangerous animal. - Research ‘arachnophobia’ and conduct a survey to find out how many people are scared of spiders. - Create a model of chosen dangerous animal or a diorama to show the natural environment. - Make a poster to demonstrate the medical symptoms and first aid treatment of a Redback spider bite. - Role play emergency calls for Redback spider bites. 29

Tuvefou!Jogpsnbujpo!Qbhf

LEVEL

Report – Redback Spider

Read the report below.

General Classification The Redback spider is a highly venomous creature from the arachnid group of animals. It is an invertebrate, meaning it has no backbone. The scientific name for it is Latrodectus hasselti.

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Appearance Like all spiders, Redbacks have eight legs, spinnerets, hard plates to protect their bodies and two main body segments. The first segment is formed by the head and chest and is known as the cephalothorax and the second is the abdomen. They also have many eyes and jaws with two fangs. Both the male and female species of the Redback have black heads, abdomens and legs. The female spider is much larger in size, growing to 10-14 millimetres with a red stripe or marking across the abdomen. The male spider is smaller at only four millimetres and it has a plain, black abdomen without any red markings. Habitat Redback spiders are found in all areas of Australia and they prefer to live in dry, dark places. They are often located around buildings, among piles of wood and beneath peeling bark and in dry leaf litter.

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Concluding Statement Redback spiders have long been feared by humans because their bite can cause nausea, vomiting, perspiration, muscle weakness and even death. However, they are not usually aggressive and rarely leave their webs, making a bite unlikely. In 1956 an anti-venom was developed, preventing many deaths.

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Diet Redback spiders eat a variety of invertebrates including insects, slaters and cicadas. They have even been known to kill and eat small skinks. Redbacks use their untidy webs to catch their prey in the sticky threads before biting it and using their deadly venom to kill it. Sometimes the spider will wrap the prey in a silky parcel to eat later. A female Redback spider can survive without food for up to three months Daddy-long-legs and White-tailed spiders are predators of adult Redback spiders and they use their toxic venom to kill them. Wasps also lay their eggs within Redback spider egg sacs and the hatching wasp grubs eat the Redback spider eggs before they can hatch. Tiny Redback hatchling spiders are called spiderlings and they can also be prey for many birds, insects and other spiders. Female Redback spiders have a cephalothorax lifespan of between two and three years, while male Redback spiders only live between six and eyes fangs seven months. abdomen

legs

spinneret

Bdujwjuz

Report – Redback Spider

LEVEL

Read the report on Redback spiders on page 30. Complete the questions and activities below. 1. What is the scientific name of the Redback spider? _____________________ 2. Name the two main body segments. _______________________________________________________________

r o e t s Bo r e p ok u S

3. Describe the habitat of the Redback spider.

________________________________________________________________________________ 4. What is the diet of the Redback spider?

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Teac he r

________________________________________________________________________________

5. Complete the retrieval chart to show the differences between male and female Redback spiders. Size

Markings

Lifespan

Male

Female

6. Write a simple question to match each of the following answers.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Question: ______________________________________________________________________ Question: ______________________________________________________________________

Answer: Up to three months.

Answer: Spiderlings.

Question: ______________________________________________________________________

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Answer: 1956.

Question: ______________________________________________________________________ Answer: No backbone.

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7. List three symptoms of a Redback spider bite. 

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_______________________

 ______________________

8. Name three predators of Redback spiders. 

_______________________

 ______________________

9. Underline the verbs in the sentences below about the Redback spider. Redback spiders eat a variety of invertebrates. They use their untidy webs to catch their prey. Sometimes the spider will wrap the prey in a silky parcel. They bite their prey and inject their deadly venom.

Challenge … List five different invertebrates not mentioned in the text on the back of this sheet. 31

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LEVEL

Report – Redback Spider

Read the report below.

General Classification The Redback spider is a very poisonous animal from the arachnid group. It is an invertebrate, which means that it has no backbone. The name scientists give for it is Latrodectus hasselti.

r o e t s Bo r e p ok u S

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Appearance Like all spiders, Redbacks have eight legs, spinnerets, hard plates to protect their bodies and two main body parts. The first part is made by the head and chest and the second is the abdomen. They also have many eyes and jaws with two fangs. Both the male and female of the Redback have black heads, abdomens and legs. The female spider is much bigger, growing up to 10-14 millimetres with a red stripe or marking on the abdomen. The male spider is much smaller at only four millimetres and it has a plain black abdomen without any red markings.

Habitat Redback spiders are found in all parts of Australia and they like to live in dry, dark spots. They are often found near buildings, in piles of wood and under peeling bark and in dry leaves.

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Diet Redback spiders eat lots of invertebrates such as bugs and slaters. They have even been known to kill and eat small skinks. Redbacks use their messy webs to catch prey and then they bite it and use their venom to kill it. Sometimes the spider will wrap its prey in silk to eat later. A female Redback spider can live without food for up to three months. Daddy-long-legs and White-tailed spiders are predators of adult Redback spiders and they use their venom to kill them. Wasps also lay their eggs within Redback spider egg sacs and the wasp grubs eat the Redback spider eggs before they can hatch. Tiny Redback hatchling spiders are called spiderlings and they can also be prey for many birds, bugs and other spiders. Female Redback spiders can live for two to three years but male Redback spiders only live head and chest for six to seven months.

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Concluding Statement Redback spiders have always scared humans because their bite can cause sickness, sweating and even death. However, they are not often angry and hardly ever leave their webs, so a bite is rare. In 1956 an anti-venom was made, stopping many deaths.

eyes

fangs

abdomen

legs

spinneret

Bdujwjuz

Report – Redback Spider

LEVEL

Read the report on page 32 to complete the questions and activities below. 1. What is the scientific name of the Redback spider? _____________________ 2. What group do they belong to? _______________________________________________________________

r o e t s Bo r e p ok u S

3. Describe where the Redback spider lives.

________________________________________________________________________________ 4. What does the Redback spider eat?

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________________________________________________________________________________

5. Complete the chart to show the difference between male and female Redback spiders. Size

Markings

Lifespan

Male

Female

6. Match the questions to the correct answers.

Spiderlings.

What are newly born Redback spiders called?

1956.

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What does invertebrate mean?

Up to 3 months.

7. List three things a Redback spider bite can cause in humans. 

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When was an anti-venom made for Redback bites?

 ______________________

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8. Name two spiders that are predators of Redback spiders. • ______________________________________

• _____________________________________

9. Choose the correct verbs from the box to finish the sentences below. bite

eat

wrap

catch

Redback spiders ________ lots of invertebrates. They use their messy webs to __________ their prey. Sometimes the spider will _________ the prey in silk. They ___________their prey to kill it.

Fyusb!Bdujwjuz

Report – Dangerous Creatures

LEVELS

1&2

Write a similar report to Redback Spider about a different dangerous animal or insect. Start with a title which states the name of the animal. Title: __________________________________________________________________________

r o e t s Bo r e p ok u S

Make a general statement about the animal and include information about how the animal is classified. Classification: __________________________________________________________________

Teac he r

_______________________________________________________________________________

Give information about what the animal looks like and where it lives.

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_______________________________________________________________________________

Appearance: ___________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Habitat: _______________________________________________________________________

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_______________________________________________________________________________ Give information about the animal’s diet (prey and predators).

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Diet: __________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Finish your report with a concluding statement about the animal or any other special information. Conclusion: ____________________________________________________________________ _______________________________________________________________________________

Teachers’ Notes

Report – Venus Flytrap

Key Features of a Report: Purpose:

describes living and non-living things in a detailed way.

Title:

clear and concise.

Classification:

Conclusion:

- Objective, factual language. - Impersonal third person. - Present tense. - Use of paragraphs and sub-headings. - Subject-specific vocabulary.

Specific Activities and Teaching Ideas:

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Description:

Other Features:

- Discuss and highlight the generic features of a report. - Ask students to share background information on Venus Flytraps and other types of unusual plants before reading the text. Find and show footage of a Venus Flytrap catching its prey. - Read the text in small groups and then discuss the generic features in relation to the text. - Ask students to label the various sections of the text to reinforce its generic features. - Cut and jumble the text and ask students to re-order. - Use highlighter pens to identify the language features of the text such as subject – specific language and adjectives. - Students complete activity pages with various degrees of teacher support. - Have students orally describe a familiar object or animal such as a stapler or a dog using the subheadings of classification, appearance and location. - Brainstorm ideas for extra activity – provide books and internet access. - Demonstrate the use of contents pages, indexes and glossaries in finding information. - Students complete the extra activity at their own level and publish work to desired level. - Teacher may model the writing process for students of lower literacy levels or provide students with necessary support.

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Present the report as a PowerPoint presentation. Purchase a Venus Flytrap from a large garden centre and use it for a drawing activity. Write an insect’s perspective of its encounter with a Venus Flytrap. Locate North and South Carolina in an atlas and mark them on a map to show the native environments of the Venus Flytrap. - Prepare a ‘menu’ for a Venus Flytrap using adjectives and imaginative names for food and drinks, e.g. fresh baby fly bloodshake and tender, crispy ant steaks. - Create an eight frame cartoon of a fly’s close encounter with a Venus Flytrap.

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LEVEL

Report – Venus Flytrap

Read the report below.

Classification The Venus Flytrap, or Dionea muscipula as it is known scientifically, is a carnivorous plant that traps and eats insects within its leaves.

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Habitat Venus Flytraps are native to a very small area of North America. They grow in damp, marshy areas where soil quality is poor. In the past, Venus Flytraps were of such interest to people in their small native area of North and South Carolina, that they were picked and put at risk of becoming endangered. However, they are now grown in green houses from seeds all over the world and are common in many garden centres and nurseries.

Diet It is because they cannot absorb enough nutrients from their soil and environment that Venus Flytraps absorb nutrients from their prey when digesting them. They uses special chemicals called enzymes to dissolve the bodies of the insects that are caught in their strong jaw-like leaves and then exude the nitrogen and other needed nutrients from them. Most carnivorous plants use strong smells or colours to attract their prey and Venus Flytraps are no different. They use a sugary liquid substance to draw flies and insects towards them. They wait with their leaves open and upward for their prey. Once an insect lands on their sensitive hairs which cover their inner leaves, the plants will snap shut in less than half a second. Venus Flytraps’ leaves close like jaws and trap their prey with their sharp spines interlocking to prevent insects from escaping. It can take between five to twelve days for Venus Flytraps to digest an insect and their leaves will remain closed while they are digesting. The outer shell or exoskeleton of an insect is not digested and this is blown away by the wind or washed away by the rain once the leaves re-open. Each leaf can only catch and digest an insect three times before it begins to go black and dies. Many people make the mistake of thinking that they can feed their Venus Flytrap regular meat, but this type of fatty meat is too difficult for the plant to digest and can cause a Venus Flytrap to die.

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Appearance Venus Flytraps can grow up to 30 centimetres tall and generally live for several years in the wild. They have green outer leaves and reddish-pink or green inner leaves. A Venus Flytrap has two hinged, claw-like leaves called lobes which are covered in sharp spines. Each of the leaves is covered in small, sensitive hairs.

Concluding Statement Venus Flytraps have long been a source of fascination to people because of their ability to move quickly and because of the unusual way that they trap and eat their insect prey. 36

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spines

trigger hairs

lobes

stem

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Report – Venus Flytrap

LEVEL

Read the report on page 36 and then complete the questions and activities below. 1. What is the scientific name of the Venus Flytrap? ___________________________________________________________________ 2. Why are people so interested in the Venus Flytrap?

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___________________________________________________________________ 3. Why is a Venus Flytrap carnivorous?

________________________________________________________________________________



_______________________

 ______________________

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4. Find three adjectives to describe the leaves of the Venus Flytrap.

 ______________________

5. Match the words with their meanings. carnivore

eats plants only

omnivore

eats animal meat

herbivore

eats animal meat and plants

6. Read each statement carefully and circle T or F.

T/F

The only prey of the Venus Flytrap is flies.

T/F

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Venus Flytraps eat any type of meat.

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The leaves of a Venus Flytrap can close in less than a second.

The leaves of a Venus Flytrap will die when they have caught too many insects.

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7. How does a Venus Flytrap dispose of the unwanted exoskeleton of its prey?

________________________________________________________________________________ 8. Provide definitions of the subject-specific words below. exudes enzymes digest endangered Challenge … Research three animals that are: a) carnivores b) herbivores c) omnivores. Record the information on the back of this sheet. 37

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LEVEL

Report – Venus Flytrap

Read the report below.

Classification The Venus Flytrap, or Dionea muscipula as it is known scientifically, is a carnivorous plant that traps and eats insects within its leaves.

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Habitat Venus Flytraps are found in a very small area of North America. They grow in damp, marshy areas where the soil is poor. In the past Venus Flytraps were of such interest to people, that in their small native area of North and South Carolina, they were over-picked and were at risk of becoming endangered. However, they are now grown in green houses from seeds all over the world and are common in many garden centres.

Diet It is because they cannot get enough nutrients from their soil that Venus Flytraps take nutrients from their prey when they eat them. They use special chemicals to dissolve the bodies of the insects that are trapped in their strong jaw-like leaves and then they take the nutrients they need from them. Most carnivorous plants use strong smells or colours to attract their prey and the Venus Flytrap is no different. It uses a sugary liquid to draw flies and insects near to it. It waits with its leaves open for its prey to land. Once an insect lands on the hairs covering the inner leaf, the Venus Flytrap will snap shut in less than half a second. The Venus Flytrap closes its leaves like jaws and traps the prey with its sharp spines which stop the insect from getting out. It can take five to twelve days for a plant to eat an insect and the leaves will stay closed for this time. The outer shell of an insect is not dissolved and this is blown away by the wind or washed away by the rain once the leaves re-open. Each leaf can only catch and eat an insect three times before it begins to go black and dies. Many people think that they can feed their Venus Flytrap normal meat but this type of fatty meat is too hard for the plant to break down and can kill a Venus Flytrap.

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Appearance Venus Flytraps can grow up to 30 centimetres tall and can live for several years in the wild. They have green outer leaves and reddish-pink or green inner leaves. The Venus Flytrap has two claw-like leaves called lobes which have sharp spines. Each leaf is covered in small, sensitive hairs.

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trigger hairs

lobes

Concluding Statement Venus Flytraps have long been of interest to people because they move so fast and because of the way that they trap and eat their insect prey.

stem

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Report – Venus Flytrap

LEVEL

Read the report on page 38 and complete the questions and activities below. 1. What is the scientific name of the Venus Flytrap? ___________________________________________________________________ 2. Why are people so interested in Venus Flytraps?

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___________________________________________________________________ ___________________________________________________________________ 3. Underline the answer you think is correct: Why are Venus Flytraps carnivorous?

ii. Because they don’t get the nutrients they need from the soil. iii. Because flies become trapped inside their leaves.

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i. Because they like the taste of meat.

4. Circle the three words which best describe the leaves of the Venus Flytrap? green

black

claw-like

spiny

sugary

large

5. Match the words with their meanings.

eats animal meat and plants

6. Read each statement carefully and circle T or F.

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Venus Flytraps get nutrients from their prey.

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The leaves of a Venus Flytrap can close in less than a second.

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herbivore

T/F

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The only prey of the Venus Flytrap is flies. Venus Flytraps eat any sort of meat.

T/F

7. How does a Venus Flytrap get rid of the shell of its prey? i. The wind or rain blow or wash it away. ii. It spits it out. iii. Other insects eat it. 8. Draw, colour and label a Venus Flytrap.

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Report – Unusual Plants

LEVELS

1&2

Write a similar report to Venus Flytrap on an unusual plant, such as the pitcher plant or sundew, a resurrection plant or even a cactus. Start with a title which states the name of the plant. Title: __________________________________________________________________________

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Give a general statement about the plant and include information about how the plant is classified and include its scientific name. Classification: __________________________________________________________________

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_______________________________________________________________________________

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_______________________________________________________________________________

Give information that is accurate and detailed to describe the plant’s appearance and habitat.

Appearance (what does it look like?): ______________________________________________

_______________________________________________________________________________ _______________________________________________________________________________

Habitat (where is it found?): ______________________________________________________

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_______________________________________________________________________________ Give information about the plant’s diet (prey and predators).

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Diet: __________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Finish your report with a concluding statement about the plant and add any other special information. Conclusion: ____________________________________________________________________ _______________________________________________________________________________

WORD BANK A list of challenging or subject-specific words has been compiled into a word bank for each set of texts contained in this book. It is recommended that prior to reading each text, these words and their meanings are revised or previewed. This would be particularly helpful to students working on Level 2 as it would make decoding the text easier. These lists could also be included in student’s weekly spelling lists or could form a base list for word searches, dictionary tasks or word of the day challenges. Persuasive – Too Much Sport Level 1

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r o e t s Bo r e p ok u S Level 2

writing esteem embarrassed health worried cancer education principal important daughter

Explanatory – Skateboarding

Level 1

Level 2

Level 1

frequently volume portability literally experience lip-synch desperately ridiculous

Level 2 teenagers pre-recorded reasons choice experience listening favourite

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disadvantaging precious concerned interrupted furthermore ridiculous negatively

Persuasive – Concerts Are A Waste Of Money

Explanatory – Volcanoes Level 1 devastated intensity secondary mythology eruption associate dormant poisonous extinct suffocation atmosphere intrigued vulcanology seismic vulcanologist

Level 2

magma secondary chamber grouped mountain dormant islands extinctforces mythology poisonous tremors vulcanology vulcanologist eruption

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changed different popular became American technology accidents Australia polyurethane

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Report – Redback Spider

Level 1

venomous segments arachnid abdomen cephalothorax predator invertebrate cicadas spinnerets nausea

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crude decline phenomenon inclines manufactured versatility popularity urban polyurethane components

Level 2

poisonous prey arachnid abdomen predator invertebrate spinnerets protect millimetres buildings venom

Report – Venus Flytrap

Level 1

scientifically exudes nitrogen enzymes carnivorous exoskeleton fascination interlocking endangered

Level 2

scientifically dissolves chemicals carnivorous sensitive prey endangered nutrients centimetres

Botxfst Persuasive Text - Too Much Sport Page 7 1. Recess, lunchtime, after school and on weekends. 2. Injuries, overheating, sunburn, skin cancer, colds. 3. A1 - Learning time is being wasted on sport. A2 - There is plenty of time for sport outside of school. A3 - Sport is bad for children’s selfesteem. A4 - Sport is not always good for your health. 4. I, my, you, they, them, she, their, her, your. 6. a) opinion b) fact c) fact d) opinion. 7. Outrageous, squander, important, stop, essential.

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Persuasive Text - Too Much Sport Page 9 1. Recess, lunchtime, after school and on weekends. 2. Injuries, overheating, sunburn, skin cancer, colds. 3. P1 - Learning time is being wasted on sport. P2 - There is plenty of time for sport outside of school. P3-Sport is bad for the self-esteem of some children. P4 - Sport is not always good for your health. 4. Her, my, she. 6. a) opinion b) fact c) fact d) opinion. 7. Bad, slow, resting, few, before. 8. Children need to have computers to look up facts.

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Persuasive text - Concerts Are A Waste Of Money Page 15 1. CDs 2. Any two from: cost, not being able to see, being squashed, volume, lip-synching. 3. Any two from: cheaper, can control volume, portable, listen to them again and again, can replay songs, last forever. 4. P1 – CDs are cheaper and last longer. P2 -The loudness of CDs can be changed. P3 - CDs can be listened to anywhere. P 4 - Most singers lip-synch. 5. They, their. 7. Fact, fact, opinion, fact. 8. Wouldn’t you rather buy all of their albums instead of listening to them for just one night? What if they paid over a hundred dollars for a ticket then could hardly see the stage? Who wants to pay to look at the back of someone else’s head even if the music is good? Don’t they know how many so-called stars just move their lips to pre-recorded music?

Explanatory Text - Skateboarding Page 19 1. The early 1900s. 2. It started with roller skate wheels on surfboards. 3. A smooth plastic gave greater control and safety. 4. 1963. 5. Skateboarders could invent new tricks. 6. Street uses the urban environment, but ramp uses purpose built ramps and inclines. 7. Bearings. 8. Popularity of skateboarding declines, skateboards become safer. 9. a) decline b) safe c) few d) late e) lesser f ) unstable.

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Persuasive text - Concerts Are A Waste Of Money Page 13 1. CDs 2. Any two from: cost, not being able to see, being squashed, volume, lip-synching. 3. Any two from: cheaper, can control volume, portable, listen to them again and again, can replay songs, last forever. 4. A1 – CDs are cheaper and last longer. A2 -The loudness of CDs can be changed. A3 - CDs can be listened to anywhere. A 4 - Most singers lip-synch. 5. They, their. 7. Because he owns a CD shop. 8. Generalisation, generalisation, generalisation, fact, fact, fact, generalisation. 9. Wouldn’t you rather buy all of their albums instead of listening to them for just one night? Who wants to pay to look at the back of someone else’s head even if the music is good? Don’t they realise how many major so’stars’ just lip-synch to pre-recorded music?

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Explanatory Text - Skateboarding Page 21 1. The early 1900s. 2. It started with roller skate wheels on surfboards. 3. A smooth plastic, gave greater control and safety. 4. 1963. 5. skateboarders could invent new tricks. 6. Street and ramp. 7. Bearings. 8. Cause underlined: Baked clay wheels did not grip well which led to accidents and deaths. They were so unsafe that skateboarding became less common. Plastic wheels were smooth so skateboards

were easy to control. They were much safer so skateboarding became popular again. 9. a) old b) uncommon c) few d) more e) hard f ) rough

Report – Redback Spider Page 33 1. Latrodectus hasselti. 2. Arachnids. 3. They live in all areas of Australia. Dry, dark places, around buildings, wood, beneath peeling bark, dry, leaf litter. 4. Variety of invertebrates including slaters, insects, cicadas and also small skinks. 5. Male – 4 mm, no markings, 6-7 months. Female – 10-14mm, red stripe, 2-3 years. 6. Up to three months, 1956, spiderlings, no backbone. 7. Sickness, sweating, death. 8. Daddy-long-legs, White-tailed spider. 9. a) eat b) catch c) wrap d) bite.

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Explanatory Text - Volcanoes Page 27 1. Lava. 2. Vulcan - name of God of Fire in Roman mythology. 3. Checking tremors, forces in earth and how gases build. 4. Vulcanology. 5. Extinct -have been dormant for more than 10,000 years. Dormant - have stopped erupting but may erupt again. Active - have erupted or shown activity in past 2,000 years. 6. a) Magma is pushed up the main vent. b) Lava breaks into tiny parts making ash, dust and rocks. c) It is hard to breathe and people can die. d) The less sun, the cooler the weather. 7. a) large b) bigger c) cold d) above e) lower f ) few.

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Explanatory Text - Volcanoes Page 25 1. Lava. 2. Vulcan - name of God of Fire in Roman mythology. 3. Measuring tremors, pressure in earth and seismic activity. 4. Vulcanology. 5. Extinct - have been dormant for more than 10,000 years. Dormant - have stopped erupting but may erupt again. Active - have erupted or shown activity in past 2,000 years. 6. a) Magma is forced through the main vent. b) Lava breaks into tiny pieces creating ash, dust and rocks. c) Suffocation and death. d) Sunlight is reduced and cooler temperatures occur. 8. a) solid b) bigger c) complex d) above e) lower f ) few

d) What does invertebrate mean? 7. Any three of: nausea, vomiting, perspiration, muscle weakness, death. 8. Any three of: Daddy-long-legs, White-tailed spider, grubs, birds, insects, other spiders. 9. a) eat b) catch c) wrap d) bite

Report – Venus Flytrap Page 37 1. Dionea muscipula. 2. Because they move quickly and because of the unusual way they trap and eat prey. 3. Because they do not get enough nutrients from the soil. 4. Jaw-like, hinged, claw-like, green, reddishpink, spiny, hairy. 5. Carnivore – eats animal meat, omnivore – eats animal meat and plants, herbivore – eats plants only. 6. a) true b) true c) false d) false e) true. 7. It washes away in rain or blows away in wind.

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Report – Venus Flytrap Page 39 1. Dionea muscipula. 2. Because they move so fast and because of the way they trap and eat prey. 3. ii. 4. Green, spiny, claw-like. 5. Carnivore – eats animal meat. Omnivore – eats animal meat and plants. Herbivore – eats plants only. 6. a) true b) true c) false d) false e) true 7. i.

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Report – Redback Spider Page 31 1. Latrodectus hasselti. 2. Cephalothorax, abdomen. 3. They live in all areas of Australia. Dry, dark places, around buildings, wood, beneath peeling bark, dry leaf litter. 4. Variety of invertebrates including slaters, insects, cicadas and also small skinks. 5. Male – 4 mm, no markings, 6-7 months. Female – 10-14mm, red stripe, 2-3 years. 6. a) How long can the Redback survive without food? b) What are newly hatched spiders called? c) When was an anti-venom developed?

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