AC English – Literacy: Comprehension and Writing - Year 1 by Teacher Superstore

ENGLISH

Literacy Comprehension and Writing

INTERPRETING ANALYSING EVALUATING CREATING TEXTS

Written for the

Australian curriculum RIC-6674 4.2/634

Australian Curriculum English – Literacy: • Comprehension • Writing (Year 1) Published by R.I.C. Publications® 2015 Copyright© R.I.C. Publications® 2015 ISBN 978-1-925201-01-7 RIC–6674 Titles available in this series: Australian Curriculum English – Literacy: • Comprehension (Foundation) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 1) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 2) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 3) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 4) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 5) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 6) • Writing

All material identified by is material subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority 2015. For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum. Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors. Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject. You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.

Copyright Notice A number of pages in this book are worksheets. The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes. Except as allowed under the Copyright Act 1968, any other use (including digital and online uses and the creation of overhead transparencies or posters) or any use by or for other people (including by or for other teachers, students or institutions) is prohibited. If you want a licence to do anything outside the scope of the BLM licence above, please contact the Publisher. This information is provided to clarify the limits of this licence and its interaction with the Copyright Act. For your added protection in the case of copyright inspection, please complete the form below. Retain this form, the complete original document and the invoice or receipt as proof of purchase. Name of Purchaser:

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Internet websites In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

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Foreword Australian Curriculum English – Literacy: Comprehension and Writing is one of a series of seven books that support teaching and learning activities in Australian Curriculum English. The books focus on the sub-strands of Interpreting, analysing, evaluating and Creating texts within the Literacy strand of the English curriculum. Where appropriate, the books include interrelated links to other English strands and sub-strands. Titles in this series are: Australian Curriculum English – Literacy: • Comprehension (Foundation) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 1) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 2) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 3) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 4) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 5) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 6) • Writing

Contents The rose bush ...............................................38–41

Format of this book ...................................... iv – v

(imaginative and informative)

Australian Curriculum English links .......... vi – viii

The air wings ................................................42–45

Comprehension strategies ..................................ix

(imaginative and persuasive)

Text types ..............................................................x

Playing games...............................................46–49

Supporting Australian English resources ...........xi

(informative and persuasive)

The proud teapot .............................................2–5

Gross garbage...............................................50–53

(imaginative)

(imaginative and informative)

The beast inside the window ..........................6–9

The alien .......................................................54–57

(informative)

(imaginative and persuasive)

Dogs are the best! ........................................10–13

Wriggle! Wriggle! .......................................58–61

(persuasive)

(informative and persuasive)

Little Red Riding Hood.................................14–17

The golden touch .........................................62–65

(imaginative)

(imaginative and informative)

Chocolate ice blocks .....................................18–21

The hamburger.............................................66–69

(informative)

(imaginative and persuasive)

Nippy Zippy Go-cart .....................................22–25

Kids in the kitchen .......................................70–73

(persuasive)

(informative and persuasive)

The hare and the tortoise ............................26–29 (imaginative)

Can sharks talk? ...........................................30–33 (informative)

Rainy days .....................................................34–37 (persuasive)

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Australian Curriculum English – Literacy (Year 1)

Teachers notes Format of the book This book includes supporting material for teaching and learning of: • Comprehension strategies and • Creating texts as part of the Literacy strand. The two sub-strands on which this series of books focuses include the following components: Purpose and audience, Reading processes, and Comprehension strategies (Interpreting, analysing, evaluating) and Creating texts, Editing, Handwriting and Use of software (Creating texts). Many of these are included, where possible, in the teaching and learning activities as well as others within the strands of Language and Literature. There are eighteen (18) sets of four pages within each book. Each set of four pages relates to a specific imaginative, informative or persuasive text and follows a similar format:

Teachers page The title of the text which the students are reading, comprehending and using as a support for creating their own text(s) is given.

The literacy content descriptions that form the basis of the set of pages is provided. They will predominantly be those relating to comprehension strategies and creating texts but others of importance may be included.

Elaborations are given which state the specific focus of the set of four pages. These are the writer’s own elaborations based on those in the Australian Curriculum English.

Additional activities are provided that extend the activity. These may focus on another, or the same, teaching focus or include literacy content descriptions unable to be covered on a blackline master page. The focus of the additional activity is indicated in brackets.

Teaching notes provides a list of the main teaching points relating to the elaboration and content description.

Answers are provided for the questions on student pages 2 and 3.

Student page 1 – Reading the text The title of the text which the students are reading is given.

The text type is provided. It will be imaginative, informative or persuasive, or a combination depending on the year level focus. Levels that require students to compare text types will have two or more short texts. The focus of the page ‘Reading’ is also indicated.

The type of imaginative, informative or persuasive text the students are reading is provided.

Artwork, to indicate the function of illustrations to support print, is provided, especially in lower levels.

Australian Curriculum English – Literacy (Year 1)

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Teachers notes Student page 2 – Understanding the text The title of the text which the students are comprehending is given. This is repeated from Student page 1.

The text type—imaginative, informative or persuasive, or a combination—is repeated. The focus of the page ‘Understanding’ is also indicated.

Questions relating to the text on Student page 1 are provided. Comprehension questions may relate to text structure or language features as well as text meaning.

Artwork to support the text is provided where possible.

Student page 3 – Creating text The title of the text which the students are creating is given. This may be the same as, or different to, the original text on Student page 1. Students will be using text structures and/or language features from the original text on Student page 1 to support their writing.

The text type—imaginative, informative or persuasive, or a combination—is provided. The focus of the page ‘Creating’ is also indicated.

Artwork to support the text is provided where possible.

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Australian Curriculum English – Literacy (Year 1)

2–5

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34–37 Reread student’s own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)

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Australian Curriculum English – Literacy (Year 1)

vi Construct texts that incorporate supporting images using software including word processing programs (ACELY1664)

Respond to texts drawn from a range of cultures and experiences (ACELY1655)

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)

Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)

Write using unjoined lower case and upper case letters (ACELY1663)

Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagram (ACELY1661)

Interpreting, analysing, evaluating

This content description is not specifically covered in this series unless it occurs incidentally. While students practise letter formations while writing it is assumed teachers will focus on these during specific handwriting lessons.

Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)

Describe some differences between imaginative informative and persuasive texts (ACELY1658)

Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659)

The focus of these pages is on the features of text types individually. Pages 38 onwards draw comparisons between two different text types.

PAGES

Australian Curriculum English links FOCUS ADDITIONAL

Literacy – 1 Literacy—2

Creating texts Texts in context

Interacting with others

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Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444) Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446) Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787) Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) Understand patterns of repetition and contrast in simple texts (ACELA1448) Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450) Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451) Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452) Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)

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vii

PAGES

Recognise and know how to use morphemes in word families for example ‘play’ in ‘played’ and ‘playing’ (ACELA1455)

Text structure and organisation

(ACELA1778)

Language for interaction

Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words

Language variation and change

(ACELA1454)

Language—1

Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts

Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others (ACELA1443)

Australian Curriculum English links ADDITIONAL Language—2

Expressing and developing ideas

Australian Curriculum English – Literacy (Year 1)

Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457) Recognise sound-letter matches including common vowel and consonant digraphs and consonant blends (ACELA1458) Understand the variability of sound-letter matches (ACELA1459)

Discuss how authors create characters using language and images (ACELT1581)

Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences (ACELT1582) Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)

Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)

Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)

Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)

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Australian Curriculum English links ADDITIONAL

Language—2 Sound and letter knowledge

Australian Curriculum English – Literacy (Year 1)

Literature

Literature and context Responding to literature

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Examining literature Creating literature

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Comprehension strategies* 2–5

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* The comprehension strategies provided in this table are those identified in the glossary of the Australian Curriculum English

Activating and using prior knowledge

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Australian Curriculum English – Literacy (Year 1)

Text types Australian Curriculum English identifies three categories of texts. They are classified according to the purpose of the text which, in turn, influences the structure and language features of the text. The three categories of text types identified are:

Imaginative texts The purpose of imaginative texts is, primarily, to entertain. Imaginative texts include traditional tales such as fairytales, folktales, myths and legends; poetry; other stories such as adventure stories, horror or supernatural stories, mysteries, fantasies and humorous tales; plays; young adult fiction; picture books; and multimodal texts including films. Imaginative texts often employ elements such as imagery.

Language features include: • rich descriptive language • character development • narrated in first or third person (most commonly)

• dialogue • usually past tense • rhyme/rhythm

• setting a mood • connectives relating to time

• use of humour • many action verbs

Informative texts The purpose of informative texts is to provide information. Informative texts include explanations, descriptions, recounts, instructions such as a procedure, rules, laws, news bulletins, reports, biographies, reviews, letters, diary entries, timetables or visual posters advertising events.

Language features include: • technical vocabulary • graphics and diagrams • formal, impersonal language • evaluative language (recounts) • facts and figures • bullet points, lists, steps

• headings and subheadings • imperative verbs (procedures) • past tense or continuous present tense

• captions • dates and times • passive voice

Persuasive texts The purpose of persuasive texts is to present a point of view and try to persuade readers to this point of view. They include advertising, opinions, debates, arguments, discussions, essays or articles. Persuasive texts are informative since they provide information to support a point of view or argument.

Language features include: • conjunctions (to sequence) • informal language • facts and figures

• evaluative language • first or second person (I, we) (you) • modal verbs (should, must)

Australian Curriculum English – Literacy (Year 1)

• rhetorical questions • verbs of belief and opinion • emotive language

• cause and effect • diagrams • visual images

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Supporting Australian English resources* Comprehension •

RIC–6253 – Primary comprehension – (Book A)

•

RIC–6296 – Teaching comprehension strategies – (Book A)

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RIC–6946 – The comprehension box – Box 1 – (Ages 5–7)

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RIC–6324 – Prime-time comprehension – (Ages 5–7)

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RIC 0623 – Comprehending informational text – (Book A)

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RIC–0121 – Comprehension – (Ages 5–8)

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RIC–0222 – Comprehending fiction – (Ages 5–8)

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PR–2081 – Multiple-choice comprehension – (Ages 5–8)

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RIC–0223 – Comprehension for young readers – (Ages 5–8)

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RIC–6434 – Comprehending our world – (Ages 5–7)

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RIC–0227 – Viewing: Comprehending visual texts – (Ages 5–8)

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RIC–0114 – Reading comprehension — Tales to make you smile – (Ages 5–8)

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RIC–0224 – Reading for detail – (Ages 5–8)

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RIC–7067 – Comprehension skills – (Set of 12 posters)

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PR–2023 – Listening comprehension – (Ages 5–8)

Writing •

RIC–6260 – Primary writing – (Book A)

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RIC–6353 – The English workbook – (Book A)

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RIC–0266 – Writing frameworks – (Ages 5–8)

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RIC–7004 – Introducing text types – (Set of 6 posters)

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RIC–6951 – Introducing text types – (interactive)

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RIC–7005 – Understanding text types – (Set of 6 posters)

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RIC–6952 – Understanding text types – (interactive)

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RIC–0658 – 60 writing topics – (Ages 5–7)

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RIC–6237 – Another 60 writing topics – (Ages 5–7)

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RIC–7089 – Persuasive texts – (Set of 6 posters)

General •

RIC–6358 – Australian Curriculum English – Language: Text structure and organisation – (Year 1)

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RIC–6930 – The literacy box — Box 1 – (Ages 5–7)

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RIC–6213 – Everyday literacy – (Book 3)

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RIC–6216 – Reading for success – (Book 1)

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RIC–6217 – Reading for success – (Book 2)

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PR–2077 – Early literacy games – (Ages 5–6)

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RIC–6415 – Literacy learning centres for early years – (Ages 5–8)

•

RIC–0779 – New Wave literacy workbooks Book A – (Ages 5–6) * Teachers should use their knowledge of the abilities of the students in their class to select suitable resources. In many cases, resources which cover an age range—for example, ages 5–7—may be used if texts are read to the students while they listen, and if comprehension activities are completed orally. Creating texts will predominantly consist of drawings and letters.

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Australian Curriculum English – Literacy (Year 1)

The proud teapot • Describe some differences between imaginative informative and persuasive texts (ACELY1658) • Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) • Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) • Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an imaginative text • Identifying some text structures and language features of an imaginative text • Creating a short imaginative text

• Students are expected to have some knowledge of imaginative, informative and persuasive texts by the end of Year 1 but are only expected to write imaginative and informative texts. • This set of pages focuses on an imaginative text—a folktale. • Page 4 includes questions relating to text purpose; and literal and inferential questions, including making connections between the text and students’ own experience, finding key information in a text, making inferences about characters’ feelings and motives, making predictions, and retelling key information in writing. • On page 5, students will use elements of the text on page 3 to create their own texts. They will use verbs, nouns, adjectives and other vocabulary from the text. • In the original Hans Christian Anderson tale, the teapot was replaced by a finer vessel to hold the much-admired flower. It was thrown in an old shed but was happy to remember the wonderful time of its life when the flower grew inside it.

• Students type their text answering Question 6 on page 5 using a word processing program, then choose a digital image to cut and paste onto their text page to illustrate the text they created. (Use of software) • Select individual students to read selected paragraphs from the text, emphasising the pause at the end of the sentence where the full stop occurs. (Reading processes) • In pairs, ask the students to share the new texts they wrote for Questions 2, 4 and 6 on page 5. Look for spelling errors or words that don’t fit. Discuss some better words that could have been used. (Editing)

Page 5 1. fell 2. Teacher check verb 3. day, teapot, table, floor 4. Teacher check nouns 5. beautiful, proud 6. Teacher check adjectives 7. Teacher check illustration

Page 4 1. story 2. to hold tea 3. the lid 4. It liked its long spout and its fat handle. 5. It was very proud. 6. Answers will vary. 7. Answers will vary. 8. Teacher check

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The proud teapot – 1

Reading Imaginative text

Read the folktale.

Once upon a time, there was a beautiful and very proud teapot. It was proud of its long spout and its fat handle. The teapot talked about how good its spout and handle were all the time. But it did not talk about its cracked lid. One day, the teapot fell from the table onto the floor. Tea poured out. The spout and handle broke off. The teapot was placed in a corner and forgotten. Soon a poor lady came begging for food. The teapot was given to her. She took it home. She placed dirt and a tiny bulb inside the broken teapot. She placed it outside her front door. The bulb grew and a beautiful flower burst from the teapot. The teapot had a new life. Everyone liked the flower and the teapot was very proud to be the one used to hold the flower.

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Australian Curriculum English – Literacy (Year 1)

The proud teapot – 2

Understanding Imaginative text

Use the text on page 3 to answer the questions. 1. This text tells a st

2. What is a teapot used for?

3. What part of the teapot was cracked?

4. What part of itself did the teapot like? It liked its long

and its fat .

5. How did the teapot feel about being a pot for a flower?

6. What do you think will happen to the teapot when it gets really old?

7. Do you have a teapot at your house? Colour the correct answer.

Yes

8. If you do, draw a picture of it. If you don’t, draw what a teapot looks like.

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The proud teapot – 3

Creating Imaginative text

1. Circle the verb in the sentence. One day, the teapot fell from the table onto the floor. 2. Write a new verb in the sentence to make a new sentence. from the table onto

One day, the teapot the floor. 3. Circle the nouns in the sentence.

One day, the teapot fell from the table onto the floor. 4. Write new nouns to make a new sentence. (It can be funny!) One

, the

fell from the

onto the

5. Draw a line under the words that tell what the teapot was like. Once upon a time, there was a beautiful and very proud teapot. 6. Write new words to tell about a different teapot. and very

Once upon a time, there was a teapot. 7. Draw a picture of the new teapot.

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Australian Curriculum English – Literacy (Year 1)

The beast inside the window • Describe some differences between imaginative informative and persuasive texts (ACELY1658) • Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) • Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) • Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an informative text • Identifying some text structures and language features of an informative text • Creating a short informative text

• This set of pages focuses on informative text—a recount. • Page 8 includes questions relating to text purpose; using elements in texts—for example, illustrations—to support reading; and literal and inferential questions, including making connections between the text and the students’ own experiences, finding key information in a text, making inferences about characters’ feelings and motives, making predictions, and retelling events or key information in a text. • On page 9, students will use elements of the text on page 7 to create their own texts. They will use ‘who’ and ‘when’ in simple text structures such as sentences, adjectives and consider word choice. They can also incorporate vocabulary learnt while reading the text.

• Students find a digital image of a cockroach to print off. They label the parts. (Use of software) • Ask the students to identify all the words in the text that begin with ‘c’ like ‘cockroach’. (Reading processes) • In pairs, students read the text they created for Question 5 on page 9 to each other. Do they make sense? Are there any spelling errors? (Editing)

Page 8 1. information 2. a cockroach 3. on the window 4. She didn’t like it. She didn’t want anyone to open the window in case it came into the kitchen. She called it a ‘beast’. 5. He sprayed it. 6. Answers will vary. It may have been hiding, looking for food, trying to get outside etc. 7. Answers will vary. 8. Teacher check 9. Teacher check

Australian Curriculum English – Literacy (Year 1)

Page 9 1. Last night, after dinner 2. Teacher check 3. Mum 4.–6. Teacher check

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The beast inside the window – 1

Reading Informative text

Read the recount. Last night after dinner, Mum was cleaning up the kitchen. The window was open to let in the cool breeze and let out the cooking smells. Mum put away the dishes. She wiped the counter-tops. She wiped the sink. She hung up the tea-towel. Everything was clean and tidy for the night. She started to close the kitchen window. As it slid across, a large, brown, ugly beast crawled up the window on the wire screen. Mum closed the window and trapped the beast between the screen and the window. ‘Don’t open that window! There’s a beast inside!’ she yelled. The following night when Dad opened the window, an ugly cockroach crawled out. He sprayed him and Mum was happy. I’m glad I don’t have to clean up the kitchen!

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Australian Curriculum English – Literacy (Year 1)

The beast inside the window – 2

Understanding Informative text

Use the text on page 7 to answer the questions. 1. This text gives

2. What was the large, brown, ugly beast?

3. Where was the large, brown, ugly beast?

4. How did Mum feel about the large, brown, ugly beast?

5. How did Dad get rid of the large, brown, ugly beast?

6. Why do you think the cockroach was on the window?

7. What ‘creepy crawlies’ do you dislike?

8. Why do you dislike them?

9. Draw a picture of your ‘creepy crawly’.

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The beast inside the window – 3

Creating Informative text

1. Circle the words that tell ‘when’. Last night after dinner, Mum was cleaning up the kitchen. 2. Write a new sentence. Last night, I . 3. Who was cleaning up the kitchen? 4. Write a text to tell what your Mum does in the kitchen.

5. The beast was large, brown and ugly. Describe your own ‘creepy crawly’ beast. .

My beast is a It is

and

6. Draw a picture of your beast.

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Australian Curriculum English – Literacy (Year 1)

Dogs are the best! • Describe some differences between imaginative informative and persuasive texts (ACELY1658) • Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) • Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) • Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending a persuasive text • Identifying some text structures and language features of a persuasive text • Creating a short persuasive text

• This set of pages focuses on a persuasive text—an opinion (or an exposition to persuade others that dogs are the best pets). Persuasive texts such as these include a text structure with a title, overview, arguments and a conclusion. Language features include controlling words such as ‘should’ and paragraphs which state and expand each point or argument. • Page 12 includes questions relating to text purpose; using elements in texts such as illustrations to support reading; and literal and inferential questions, including making connections between the text and students’ own experiences, making connections between information in print and images, finding key information in a text, making inferences about characters feelings and motives, and retelling key information in a text in writing. • On page 13, students will use knowledge and new vocabulary from the text on page 11 to create their own texts. The texts they will create will be either informative or imaginative.

• Students type the text from Question 4 on page 13 using a word processing program and cut and paste a digital image from the internet to match it before printing it. They should include the name of the author (themselves) at the bottom of the text and image. (Use of software) • Ask the students to circle all the words in the text that they could not work out by sounding out. They could write these in a personal dictionary or writing journal reference. (Reading processes) • As a class, discuss the purpose as given in Question 1 on page 12. Which group of people would be the audience for this text? Possible answers may include people who have cats, birds, pets other than dogs, or people with no pets. (Purpose and audience)

Page 12 1. opinion 2. Answers will vary. 3. soft 4. good 5. bark, wag their tails (Teachers should consider other answers if students can justify their reasons for selecting them.) 6. At the conclusion of the text, the sentence ‘I think they are the best pets of all!’ reiterates the girl’s opinion. 7. Labrador; there is a picture of a labrador on the page. (Some discussion may be needed if students are not familiar with the breed.) 8. Answers will vary.

Australian Curriculum English – Literacy (Year 1)

Page 13 1. Answers will vary. 2. friendly/clever/good guards/soft/active 3.–4. Answers will vary. 5. Teacher check

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Dogs are the best! – 1

Reading Persuasive text

Read the opinion.

I think dogs are the best pets! Dogs are clever animals because they can do tricks like bring back a stick when you throw it. Dogs bark when a stranger comes near your yard. They are good guards. Dogs can play with you. They can run around the yard with you. They can chase balls for you. Dogs are friendly. They lick your face to show they like you. They wag their tail to show they are happy to see you. They sit next to you and keep you company. Sometimes they put their front paws in your lap. Dogs can be your best friend. Dogs have soft fur to stroke. It makes you feel calm and peaceful when you stroke their fur. Dogs keep you healthy. You have to take them for walks so you get healthy, too. You have to run around with them and play with them. They make you active, too. Dogs have cool names like Cindy or Thomas—my dogs. Everyone should have a dog for a pet. I think they are the best pets of all!

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Dogs are the best! – 2

Understanding Persuasive text

Use the text on page 11 to answer the questions. 1. This text gives an

2. The girl gives many reasons why dogs are the best pets. What are two reasons? • • 3. What kind of fur do dogs have? 4. What kind of guards do dogs make? 5. Circle the words below that only tell about dogs. clever

bark

wag their tails

guard

play

chase

cool

front paws

fur

walk

active

6. At the start of the text, the girl says ‘dogs are the best pets’. Where else does she say this? Copy the sentence.

7. What kind of dog does the girl like best? What tells you this?

8. Do you agree with the girl’s opinion? Why or why not?

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Dogs are the best! – 3

Creating Persuasive text

1. The title of this text is ‘Dogs are the best!’ Write the name of a different pet to make a new title. are the best! 2. Copy two words from the text that tell what dogs are like. Dogs are

and

3. Choose a different pet that you know and write a sentence about it. It can be a real or imaginary pet. are (different pet)

(what they are like)

and

. (what they are like)

4. Write a sentence to tell what your pet feels like to touch and what it can do.

5. Draw a picture to match your text.

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Australian Curriculum English – Literacy (Year 1)

Little Red Riding Hood • Describe some differences between imaginative informative and persuasive texts (ACELY1658) • Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) • Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) • Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an imaginative text • Identifying some text structures and language features of an imaginative text • Creating a short imaginative text

• Page 16 includes questions relating to text purpose; and both literal and inferential questions, including making connections between the text and the students’ own experiences, making connections between information in print and images, finding key information in a text, making inferences about characters’ feelings or motives, and retelling the events of key information in the text in writing. • Page 17 uses vocabulary, text structure and language features from the text to write a short text. • Discuss any questions which may be causing difficulty or uncertainty. • This is a ‘sanitised’ version of the original tale from France, written by Charles Perrault in the 17th century. It was called Little Red Cap or Red Riding Hood. It was rewritten by the Brothers Grimm, but has largely remained the same since it was written. In the original version, the wolf swallows both grandmother and Red Riding Hood whole and falls asleep. The tale ends there. In the later version by the Brothers Grimm, they are rescued when the hunter uses his axe to cut open the wolf’s stomach while he is sleeping. He fills the stomach with stones and the wolf collapses and dies.

• Students type their text from Question 6 on page 17 using a word processing program, then choose a digital image to cut and paste onto their text page to illustrate the text they created. (Use of software) • Students use a coloured pencil to circle the high frequency sight words they know in the text. They can count how many times each one is used in the text. They can draw a line under any unfamiliar words to ask their teacher or a classmate about. (Reading processes) • In pairs, ask the students to read the speaking parts of the text taking the roles of the wolf and Little Red Riding Hood. The partner reads the part of the text that says ‘said the wolf/Little Red Riding Hood’. They should try to read the phrases with expression. (Reading processes)

Page 16 1. story 2. in the woods 3. to grandmother’s house 4. food 5. red 6. Yes. He wanted to eat the food and Little Red Riding Hood. 7. animal 8. Answers will vary. 9. There is a picture of a girl in the text; The text includes the word ‘she’ many times. 10. Teacher check Australian Curriculum English – Literacy (Year 1)

Page 17 1. One day 2. Answers may include ‘Once upon a time’. 3. Answers will vary. 4. ears, eyes, nose, mouth 5.–6. Answers will vary. 7. Teacher check

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Little Red Riding Hood – 1

Reading Imaginative text

Read the fairytale.

One day Little Red Riding Hood was walking in the woods. She had food in her basket for her sick grandmother.

A wolf saw Little Red Riding Hood. He wanted to eat the food and Little Red Riding Hood, too! He asked where she was going. He told her to pick flowers to take. Then he ran to Grandmother’s house. The wolf got into Grandmother’s house. She ran and hid in the cupboard. The wolf put on her clothes and got into the bed. Little Red Riding Hood saw the wolf. She thought Grandmother looked odd. ‘What big ears you have!’ she said to the wolf. ‘All the better to hear you with’, said the wolf. ‘What big eyes you have!’ said Little Red Riding Hood. ‘All the better to see you with’, said the wolf. ‘What a big nose you have!’ said Little Red Riding Hood. ‘All the better to smell you with’, said the wolf. ‘What a big mouth you have!’ said Little Red Riding Hood. ‘All the better to eat you with!’ he yelled. He jumped out of the bed. Little Red Riding Hood screamed. She ran and hid in the cupboard. A hunter ran into the house and chased the wolf away. Little Red Riding Hood and her family lived happily ever after. R.I.C. Publications®

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Australian Curriculum English – Literacy (Year 1)

Little Red Riding Hood – 2

Understanding Imaginative text

Use the text on page 15 to answer the questions. 1. This text tells a

2. Where was Little Red Riding Hood walking?

3. Where was she going?

4. What was in the basket? 5. What colour clothes was she wearing? 6. Was the wolf hungry? Colour the correct word.

Yes

How do you know?

7. Colour the correct word. A wolf is an animal

plant

car

8. Do you think Little Red Riding Hood will walk in the woods by No herself again? Yes Why or why not?

9. What things in the text tell you that Little Red Riding Hood is a girl?

10. What other animal do you know that has four legs like a wolf?

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Little Red Riding Hood – 3

Creating Imaginative text

1. Which two words start the fairytale?

2. What other words could be used to start the fairytale?

3. Write the first sentence of a fairytale using these words. , there was . 4. Which parts of the wolf’s body were ‘big’?

5. Write a new word to tell about each body part. •

ears •

eyes

•

nose •

mouth

6. Use your new words in Question 5 to write sentences to tell about a different wolf.

7. Read your sentences above to check your spelling, capital letters and full stops. R.I.C. Publications®

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Australian Curriculum English – Literacy (Year 1)

Chocolate ice blocks • Describe some differences between imaginative informative and persuasive texts (ACELY1658) • Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) • Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) • Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an informative text • Identifying some text structures and language features of an informative text • Creating a short informative text

• The questions on page 20 relate to text purpose and literal and inferential questions. They include using elements in texts—for example, illustrations—to support reading; making connections between the text and students’ own experiences, and between information in print and images; finding key information in a text; making inferences about objects in the text; and retelling key information in the text in writing. • The activities on page 21 ask the students to choose adjectives, nouns, command verbs and a title as elements of creating parts of an informative text. Some discussion may be needed to encourage a variety of vocabulary choice. • Students can include both equipment and ingredients to answer Question 2 on page 21.

• Ask the students to find a digital image to match the flavour or shape of their new ice block. They may, for example, find an image of an orange ice block or one shaped like a rocket. (Use of software) • Ask the students to write down any words they did not know before reading the text that they worked out by reading the sentence. (Reading processes) • As a class, discuss the main parts of a procedure—the title, goal (what you are trying to do), materials (ingredients and equipment), steps and a test or evaluation. Include in the discussion the types of words used that relate to cooking. (Comprehension strategies)

Page 21 1.–4. Answers will vary. 5. Teacher check 6.–7. Answers will vary.

Page 20 1. instructions/directions 2. chocolate ice blocks 3. 5 (the blender, hand mixer and milk-shaker bottle are counted as one) 4. hand mixer or milk-shaker bottle 5. a measuring cup 6. handles 7. Answers will vary. 8. the sentence at the bottom and the picture 9.–11. Answers will vary.

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Chocolate ice blocks – 1

Reading Informative text

Read the recipe.

Chocolate ice blocks You will need: •

blender, hand mixer or milk-shaker bottle*

•

ice block moulds

•

spoon

•

1 cup full cream milk

•

Milk shaker

Follow the instructions to make chocolate ice blocks.

SP REA D

/3 cup chocolate hazelnut spread like Nutella™

Steps: 1. Get all the things you need. 2. Place the milk and spread in the blender or shaker.

aker k sh l i M

3. Mix very well. 4. Pour or spoon into ice block moulds. 5. Place in freezer until hard. 6. Eat and enjoy!

How did you go? Will the ice blocks be easy or hard to make? Will the ice blocks taste like chocolate? * You can buy milk-shaker bottles at the supermarket or shops that sell whey powder. R.I.C. Publications®

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Australian Curriculum English – Literacy (Year 1)

Chocolate ice blocks – 2

Understanding Informative text

Use the text on page 19 to answer the questions. 1. This text is used to give

2. What is this telling you how to make?

3. How many tools and ingredients do you need? 4. What could you use if you did not have a blender?

5. What do you need to measure 1/3 cup chocolate hazelnut spread?

6. What do ice block moulds need to have so you can hold the ice blocks?

7. What could you use if you did not have ice block moulds?

8. What two parts of the text tell you about milk-shaker bottles?

9. Was the recipe easy or hard to follow? 10. Would you like to make these ice blocks?

Yes

11. What ice blocks do you like to eat or make at home?

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Chocolate ice blocks – 3

Creating Informative text

1. Write a new flavour of ice block you could make. I could make

ice blocks.

2. Write a list of things you need to make your new ice block.

3. What shape could your ice block be?

4. How would it taste?

5. Draw your new ice block flavour. 6. There are lots of verbs in the text on page 19. Verbs like ‘Get’, ‘Place’, ‘Mix’, ‘Pour’ and ‘Eat’ tell you what to do. Write some verbs that you could use to tell what to do to make your new flavour of ice block.

7. What would the title of your writing be?

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Australian Curriculum English – Literacy (Year 1)

Nippy Zippy Go-cart • Describe some differences between imaginative informative and persuasive texts (ACELY1658) • Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) • Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) • Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending a persuasive text • Identifying some text structures and language features of a persuasive text • Creating a short persuasive text

• This set of pages focuses on a persuasive text—an advertisement. It is written as a poem to reinforce rhyming texts. • The questions on page 24 relate to text purpose; and literal and inferential questions, including finding key information in a text, making inferences, and retelling key information in the text in writing. Students are also considering languages features of persuasive texts (persuasive words). • On page 25, students will use elements of the text on page 23 to create their own texts. • The activities on page 25 ask the students to explore adjectives relating to their favourite toy, surrounding circumstances (reasons for having the toy), the use of diagrams to support meaning, and audience (who would want to buy your toy).

• Students find a digital image of the toy they would like in Question 6. They print it and attach it to their copy of page 25. (Use of software) • Select individual students to read selected verses from the text, emphasising the rhyming words at the end of each line. Discuss how rhyming words have words that sound the same at the end. (Reading processes) • Ask the students to read the sentences they wrote in Questions 2, 3 and 5 as a whole text to a classmate. They should say the title (the name of the toy) first and, after reading, show the diagram with labels. Talk about it together. (Editing and Reading processes)

Page 24 1. buy a toy 2. Nippy Zippy Go-cart 3. slip; slide; spin; glide; do tricks; go to the back, front or over sticks 4. red, blue, white 5. Everyone will want your Nippy Zippy Go-cart. 6. Answers will vary. 7. smart, can do tricks, fast, strong, zippy, best 8. Answers will vary.

Australian Curriculum English – Literacy (Year 1)

Page 25 1.–3. Answers will vary. 4. Teacher check 5. Answers will vary. (Note: This question encourages the students to think about the audience for an advertisement about their favourite toy.) 6. Answers will vary

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Nippy Zippy Go-cart – 1

Reading Persuasive text

Read the advertisement.

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Australian Curriculum English – Literacy (Year 1)

Nippy Zippy Go-cart – 2

Understanding Persuasive text

Use the text on page 23 to answer the questions. 1. This text is trying to get you to ... . 2. What toy is the ad telling you about?

3. What can Nippy Zippy Go-cart do? It can . 4. Circle the colour a Nippy Zippy Go-cart can be. green

pink

red

blue

white

5. Why will you need to hide your Nippy Zippy Go-cart?

6. Why will you want to play with a Nippy Zippy Go-cart all day?

7. Which words below make you want to buy a Nippy Zippy Gocart? Draw a line under them. smart

can do tricks

fast

cry

strong

zippy

best

away

8. Which other words make you want to buy the toy?

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Nippy Zippy Go-cart – 3

Creating Persuasive text

1. What is your favourite toy? Write the name of it.

2. What is your favourite toy like? Write some words ds to describe it. is

My name of your favourite toy

. 3. Why would others want to have a toy like yours? Write two reasons. • • 4. Draw a picture of your toy. Label the parts.

5. Who would buy a toy like yours? Circle the words. boys

girls

mums

dads

grandparents

6. Write about a toy you want that you have seen advertised. Write why you want it.

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Australian Curriculum English – Literacy (Year 1)

The hare and the tortoise • Describe some differences between imaginative informative and persuasive texts (ACELY1658) • Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) • Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) • Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an imaginative text • Identifying some text structures and language features of an imaginative text • Creating a short imaginative text

• Retelling a fable is an effective way to encourage students to write imaginative texts easily. • There are many fables which students may already be familiar with or enjoy listening to. They include The town mouse and the country mouse; The lion and the mouse; Androcles and the lion; The ant and the grasshopper; Belling the cat; The boy who cried wolf; and The man, the boy and the donkey. A fable ends with a moral with the intention of teaching the reader something. • Page 28 includes questions relating to text purpose and literal and inferential questions. They include using elements in a text—for example, illustrations—to support reading; making connections between text and students’ own experiences, finding key information in a text, making inferences about a characters’ feelings or motives, making predictions about events, and retelling the key information in a text through arts media. • Page 29 involves the use of vocabulary from the text, including adjectives and adverbs, to create their own text.

• Students type their text from Question 2 on page 29 using a word processing program, then choose a digital image to cut and paste onto their text page to illustrate the text they created. (Use of software) • Re-read the text on page 27 as a class with the teacher acting as narrator. Select individual students to read the direct speech of the hare and the tortoise. Encourage them to read fluently with correct phrasing and expression. (Reading processes) • Over one day, read a number of different fables to the students like the ones mentioned in the teaching points. Discuss the similarities and differences in text structure and language features. Include multimodal texts found online such as the ones found at <http://www.us.penguingroup.com/static/packages/us/yreaders/aesop/index.html> (Comprehension strategies)

Page 28 1. story 2. a hare and a tortoise 3. Answers will vary. 4. Answers will be similar to: The hare thought he was so far ahead that he could have a rest and still win. 5. Answers may be similar to: The tortoise has to carry a heavy shell on his back; He has short legs. etc. 6. No 7. Keep on going and working away at things and you will succeed; Go slowly and you will not make mistakes. 8. Teacher check

Australian Curriculum English – Literacy (Year 1)

Page 29 1. fast 2.–4. Answers will vary. 5. quickly, slowly 6. Answers will vary. 7. Teacher check

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The hare and the tortoise – 1

Reading Imaginative text

Read the fable.

Once upon a time, there was a fast hare and a slow tortoise. ‘I am the best runner in the world’, boasted the hare. ‘Who wants to have a race with me?’ ‘I will race you’, said the tortoise quietly. ‘You can never beat me!’ laughed the hare. ‘Don’t boast until you win’, said the tortoise. The race began. The hare ran ahead very quickly. The tortoise started walking slowly. Soon the tortoise could not see the hare at all. But he kept on walking slowly. The hare was so far ahead that he stopped to rest. ‘There is no way that slow tortoise can catch me’, he said as he fell asleep. The hare kept on sleeping. The tortoise kept on walking slowly. Soon the tortoise saw the hare sleeping. He kept on walking slowly past him to the finish line. Suddenly, the hare woke up. He saw the tortoise near the finish line. He ran as fast as he could. But he could not catch him. Tortoise walked slowly over the finish line. The tortoise said to the hare, ‘Walking slowly and keeping on going wins the race!’

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The hare and the tortoise – 2

Understanding Imaginative text

Use the text on page 27 to answer the questions. 1. This text tells a

2. What animals had a race?

3. What animal do you know that can go: • fast?

• slow?

4. Why did the hare have a rest?

5. Why did the tortoise walk slowly?

6. Do you think the hare will boast how fast he runs now? Colour a box.

Yes

7. What is this fable trying to teach the readers?

8. Draw your favourite part of the story.

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The hare and the tortoise – 3

Creating Imaginative text

1. Circle the word in the sentence that describes the hare. There was a fast hare. 2. Look at the picture of the hare. Write two different sentences to describe the hare. •

•

3. Write a sentence to tell what the hare can do. (He can do anything you like!)

4. What is your hare like? Does he boast? Is he a kind hare?

5. Circle the two adverbs in the sentence. The hare runs quickly but the tortoise walks slowly. 6. Write two different adverbs like ‘quietly’ that tell how your hare does things.

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7. Draw your hare.

Australian Curriculum English – Literacy (Year 1)

Can sharks talk? • Describe some differences between imaginative informative and persuasive texts (ACELY1658) • Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) • Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) • Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Teacher information

Elaborations

Teaching notes

Additional activities

• Reading and comprehending an informative text • Identifying some text structures and language features of an informative text • Creating a short informative text

• This set of pages focuses on informative text—an explanation. An explanation outlines how something occurs, works or is made. • Before, during or after reading the text, discuss any unfamiliar reading words or vocabulary like ‘fighting’, ‘prey’, ‘friendly’, ‘male’, ‘female’, ‘born’ and ‘mate’. • Page 32 includes questions relating to text purpose and audience; and literal and inferential questions, including finding key information in a text, building knowledge about a topic of a text, learning new vocabulary before and during reading, and retelling the events of key information in the text in writing. • Page 33 includes a question relating to audience. • In writing a simple explanation or informative text, students are describing what sharks look like and do. It is factual. A drawing may also be a simple, labelled diagram. During writing, students are accessing prior knowledge as well.

• Use the illustration on page 31 as a source of information to answer additional questions. For example, ‘How many flippers do sharks have?’, ‘How many fins do sharks have?’, ‘How many tails do sharks have?’ or ‘Do sharks look friendly?’ (Comprehension strategies) • If time allows, students should ‘publish’ their information text from page 33. They will need to re-read their text making spelling corrections where appropriate. When typing their text using a word processing program, students should take care with punctuation such as capital letters and full stops. They may also like to cut and paste a digital image to accompany their text. When completed, they should find another student to act as their audience to listen as they read their text. (Use of software/Editing/Reading processes/Purpose and audience)

Answers Page 33 1. Students should have underlined ‘They can talk to other sharks without talking.’ 2. Answers will vary. 3. Teacher check 4. Answers will vary.

Page 32 1. information 2. Answers may include: using their body, fighting or biting female sharks on the back. 3. prey 4. They bite them on the back. 5. (a) False (b) True (c) True 6. They look after themselves. 7. Answers will vary.

Australian Curriculum English – Literacy (Year 1)

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Can sharks talk? – 1

Reading Informative text

Read the explanation. People talk to each other. Can sharks? Sharks are very clever animals. They can talk to other sharks without talking. Sharks use their body to talk. They swim and move their body in different ways. Sharks have very good ears. They hear very low sounds like other sharks moving in the water. Sharks talk by fighting. When a shark finds prey to eat, other sharks come to eat it too. They fight to see who keeps the food. This says, ‘This is my food. Go away!’ Some fights are friendly and no sharks get hurt. Male sharks talk to female sharks by biting them on the back. This says they are ready to mate. When baby sharks are born, mother sharks do not talk to them. The babies swim away and look after themselves. We don’t know a lot about sharks. They live by themselves and are hard to watch. We know they talk to each other somehow.

R.I.C. Publications®

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Australian Curriculum English – Literacy (Year 1)

Can sharks talk? – 2

Understanding Informative text

Use the text on page 31 to answer the questions. 1. This text gives

2. Write two ways sharks talk. •

Sharks talk by

•

Sharks talk by

3. Which word means ‘food sharks eat’? Circle it. ears

clever

prey

fight

mate

4. How do male sharks talk to female sharks? .

They 5. Colour True or False. True

(a) Mother sharks talk to their babies. (b) Sharks can have friendly fights. True

True

False

6. What happens to baby sharks after they move away from their mothers?

No 7. Have you seen a real shark? Yes Write about it or another sea creature.

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Can sharks talk? – 3

Creating Informative text

1. The text on page 31 tells something about sharks. Draw a line under the sentence that tells what it is. Sharks are very clever animals. They can talk to other sharks without talking. 2. These words tell about sharks. fin

teeth

swim

tail

fight

water

Write some other words that tell what sharks do or look like.

3. In the box below, write what you know about sharks. Draw a picture to go with your text.

4. Who do you think would like to read your text?

R.I.C. Publications®

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Australian Curriculum English – Literacy (Year 1)

Rainy days • Describe some differences between imaginative informative and persuasive texts (ACELY1658) • Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) • Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) • Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending a persuasive text • Identifying some text structures and language features of a persuasive text • Creating a short persuasive text

• This set of pages focuses on a persuasive text—an argument or opinion. • Before reading the text, discuss the illustrations and what they tell the reader about rainy days. During reading, link the illustrations to a specific piece of text. • Page 36 includes questions relating to text purpose, and literal and inferential questions, including making connections between text and students’ own experiences, finding key information in a text, predicting from points in a text, and retelling key information in a text through arts media. The students are also building knowledge about the topic of the text and learning new vocabulary. • Page 37 requires students to use the text on page 35 as a guide to creating a similar one.

• Students look at digital images of their favourite kind of day to use as inspiration for Question 7 on page 37. (Use of software) • Scan the text and place it on the interactive whiteboard. Select students to draw a line under all the sentences in the text that begin with the words ‘Rainy days’. (Reading processes/Use of software) • In pairs, ask the students to swap their own copies of page 37. They read each others’ sentences and interesting words that have been used while writing. (Editing – word choice)

Page 37 1. Rainy days 2.–6. Answers will vary. 7. Teacher check 8. Answers will vary.

Page 36 1. opinion 2. grass, trees and flowers 3. puddles 4. mud pies 5. The plants might die. They might not grow. 6. patter, drop, plop, pitter, swish, splash 7. soft and cool 8.–9. Answers will vary. 10. Teacher check

Australian Curriculum English – Literacy (Year 1)

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Rainy days – 1

Reading Persuasive text

Read the opinion. I like rainy days. They are the best days of all! Rainy days are cool. They don’t make you hot like sunny days. Rainy days are good for the garden. Grass, trees and flowers need rain to grow. Rainy days are fun! You can jump in puddles. You can make mud pies. You can fill buckets with rain. Your boots can splash in it. Rainy days feel good. Rain falls on your face and hands. It feels soft and cool. Rain makes the air fresh and clean. Rainy days sound good. Rain patters on the roof. Rain drops on the car. Rain plops on the path. Rain pitters on the road. Rain swishes in the gutter. Rain makes nice sounds. Rainy days are the only days to wear rainy day clothes. On rainy days, I wear my raincoat, rain boots and rain hat. I put up my big, yellow umbrella. Rainy days are the best days of all! Everyone should like rainy days like I do!

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Australian Curriculum English – Literacy (Year 1)

Rainy days – 2

Understanding Persuasive text

Use the text on page 37 to answer the questions. 1. This text gives an

2. Write words to finish the sentence. to grow.

Rain helps 3. What can you jump in when it rains? 4. What can you make when it rains?

5. What would happen if grass, plants and trees did not get rain?

6. What nice sounds can rain make? Write the words.

7. How does rain feel? 8. Write another fun thing you can do when it rains.

9. What kind of day do you like best?

10. Draw a picture of rainy day clothes. Label them.

Australian Curriculum English – Literacy (Year 1)

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Rainy days – 3

Creating Persuasive text

1. What is the title of the text on page 35?

2. What is the author’s opinion of rainy days? Copy a sentence.

3. What is your opinion of rainy days? Write a sentence.

4. What kind of days do you like best? 5. Write three things to do on these kinds of days. • • • 6. How do these days make you feel?

7. Draw a picture of the kind of day you like best.

8. Who will you share your picture and sentences with?

R.I.C. Publications®

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Australian Curriculum English – Literacy (Year 1)

The rose bush • Describe some differences between imaginative informative and persuasive texts (ACELY1658) • Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) • Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) • Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an imaginative text • Identifying some text structures and language features of an imaginative text • Creating a short imaginative text

• This set of pages focuses on two short texts—an imaginative text—a poem and an informative text—a news bulletin. For ease of page organisation, both texts have the same title. • The students are describing some differences between imaginative and information texts. They will also be comparing the different kinds of images used in imaginative and information texts. • Page 40 includes questions relating to text purpose; and literal and inferential questions, including using elements in texts such as illustrations to support reading, making connections between the text and the students’ own experiences, finding key information in a text, making inferences about characters feelings and motives, and making predictions about future events. • On page 41, students will use new vocabulary learnt from the texts on page 39 to write an information and an imaginative text.

• Discuss to retell the key events in the imaginative text. As the text is written in the form of a poem, clarify what is happening into sentence form. (Comprehension strategies) • After the students have read their new text to the classmate they have selected, come together as a class. Through a show of hands, have the students indicate which type of texts they prefer—imaginative or informative. Have the students indicate whether they chose the kind of text that their classmate preferred. (Purpose and audience) • Ask the students to re-read their new texts from page 41 to themselves to see if all the sentences make sense. (Editing)

Page 40 1. (a) poem (b) news bulletin 2. (a) news bulletin (b) poem 3. news bulletin 4. sky, high 5. Answers may be similar to: The bare rose bush will get rose buds/rose bud people on it. 6. Yes. Answers for how students know this may include that she is sad that the bush is gone. 7. The dog next door may have dug the rose bush up. 8.–9. Answers will vary

Australian Curriculum English – Literacy (Year 1)

Page 41 Answers will vary.

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The rose bush – 1

Reading Imaginative text

1. Read the poem.

The rose bush grew up to the sky. The thorns clung to the wall so high. Over the side and up in the air The rose bush grew. It’s stems were bare. Up above to the land in the clouds It stretched towards the noise of crowds. Creatures with rosebud heads and leafy hands Laughed as the rose bush at last reached its lands. Reading Informative text

2. Read the news bulletin.

Robber steals rose bush by Bob Jones Yesterday, Mrs White came home to find her rose bush missing. ‘Who could have done such a bad thing?’ cried Mrs White. ‘I won first prize at the garden show with roses from my bush!’ she said. ‘There is no other rose bush like it!’ she cried. R.I.C. Publications®

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Police are talking to Mr Brown who lives next door. He has a big dog who likes to dig. Australian Curriculum English – Literacy (Year 1)

The rose bush – 2

Understanding Imaginative/informative text

Use the texts on page 39 to answer the questions. 1. Circle the correct one. Which text: (a) tells a story?

poem

news bulletin

(b) gives information?

poem

news bulletin

2. Circle the correct one. Which text has a picture that looks: (a) ‘real’?

poem

news bulletin

(b) imaginary?

poem

news bulletin

3. Which text tells something that could really happen? poem

news bulletin

4. Which two words in the poem rhyme? Circle them. sky

high

air

crowds

hands

5. What will happen when the bare rose bush reaches the land in the clouds?

6. Does Mrs White like her rose bush? Write how you know this.

Yes

7. What do you think happened to Mrs White’s rose bush?

8. Write the name of a flower you know. 9. Who reads the newspaper at your house? Australian Curriculum English – Literacy (Year 1)

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The rose bush – 3

Creating Imaginative/Informative text

1. Read the words that tell about rose bushes. rose bush

thorns

stem

rosebud

leaf

2. Write a short text giving information about rose bushes. Use the words above. Draw a diagram to go with your text. Label the parts.

3. Write a short imaginative text about a character that is a rose bush. What will the rose bush do? What will happen to the rose bush? Use the same words. Draw a picture to go with your text.

4. Choose the best text and a classmate who would like to read it. R.I.C. Publications®

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Australian Curriculum English – Literacy (Year 1)

The air wings • Describe some differences between imaginative informative and persuasive texts (ACELY1658) • Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) • Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) • Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an imaginative text and a persuasive text • Describing some differences between imaginative texts and persuasive texts • Creating short imaginative and persuasive texts

• This set of pages focuses on two short texts—an imaginative text, a fantasy; and a persuasive text, an advertisement. Both texts have the same title. • As well as describing some differences between imaginative and persuasive texts, students will be comparing the different kinds of images used in imaginative and persuasive texts. • Page 46 includes questions relating to text purpose; using elements in texts—for example, illustrations—to support reading; and literal and inferential questions, including making connections between a text and the students’ own experiences, making connections between information in print and images, finding key information in a text, and retelling key information in a text in writing. They will also be building up their knowledge about, and vocabulary of, two different topics. • On page 45, students will use vocabulary from the text, especially nouns and verbs, to write a short imaginative text. For the persuasive text, they will consider the persuasive text and audience, and write a short reason for buying or not buying the product. Students will be introduced to the effectiveness or ineffectiveness of persuasive language.

• Discuss other creatures—real or imaginary—that have wings. Compare them to the ones in the texts. Find digital images of these. Construct a short class text orally to go with selected images. (Reading processes—context and semantic knowledge/Use of software) • As a class, discuss some things that could be advertised and sold to mums, dads or grandparents. (Purpose and audience) • As a class, make a list of persuasive words such as ‘should’, ‘must’, ‘love’ and ‘the best’ that students could use when writing short persuasive texts. (Comprehension strategies–text structures and language features)

Page 45 1. Teacher check 2.–3. Answers will vary. 4. Teacher check 5. Answers will vary. 6. Possible answers: boys, girls, little children

Page 44 1. (a) fantasy (b) advertisement 2. (a) advertisement (b) fantasy 3. No 4. Yes 5. his enemies 6. Wings spread out from his back and he flew away. 7. They were safe. 8. Airwings™/dress-up wings 9. dress-up clothes 10. Answers may include: You can dress up in them; You can pretend to fly; You will look like a superhero; Airwings™ are strong; They will last for years.

Australian Curriculum English – Literacy (Year 1)

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R.I.C. Publications®

The air wings – 1

Reading Imaginative text

1. Read the fantasy story.

The warrior ran quickly up the hill. His enemies were behind him. He had to get away. If he was taken, his family and friends would die. His enemies came closer. He got to the top. He saw flat land in front of him. He thought about his secret weapon. He smiled to himself. His enemies were so close. They reached out to grab him. The warrior shut his eyes. He jumped from the top of the hill. Wide wings spread out from his back. He flew across the land. His enemies were left behind. He was safe. His family and friends were safe. His air wings had saved them all. Reading Persuasive text

2. Read the advertisement.

Airwings The best fun ever!! TM

Do you love to dress up? Do you love to fly? Do you want your own wings? You need Airwings™! You will look like a superhero when you play. You can fly like a bird. Airwings™ are very strong. They will last for years. Just slide them over your arms and go! You will love them! All your friends will want Airwings™! Ask Mum to buy some soon. Find them at your toy shop! Get some today! Airwings™ are the best toy ever! R.I.C. Publications®

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Australian Curriculum English – Literacy (Year 1)

The air wings – 2

Understanding Imaginative/Persuasive text

Use the texts on page 43 to answer the questions. 1. Circle the correct one. Which text: (a) tells a story?

fantasy

(b) tries to get you to buy something?

fantasy

2. Circle the correct one. Which text has a picture that looks: (a) like a real toy?

fantasy

(b) imaginary?

fantasy

3. Is the fantasy about real things?

Yes

4. Does the advertisement tell about a thing that could be real?

No Yes

5. Who was chasing the warrior? 6. What happened after the warrior jumped from the hilltop?

7. What happened to the family and friends of the warrior at the end of the fantasy story? 8. What is the advertisement selling? 9. What are Airwings™? 10. Write one reason for buying Airwings™.

Australian Curriculum English – Literacy (Year 1)

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R.I.C. Publications®

The air wings – 3

Creating Imaginative/Persuasive text

1. Read the nouns below from the fantasy text. warrior

enemies

weapon

2. Write some verbs (doing words) to go with the nouns above. One example is given. fight, 3. Write an imaginative text using the nouns and verbs above. Draw a picture to go with your warrior story.

4. Read some words that make you want to buy Airwings™. love

want

need

last for years

5. Would you buy Airwings™ after reading the advertisement?

best

Yes

Why or why not?

6. Who would buy a pair of Airwings™? Circle the words. boys

girls

dads

teenagers

little children

mums

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grandparent

Australian Curriculum English – Literacy (Year 1)

Playing games • Describe some differences between imaginative informative and persuasive texts (ACELY1658) • Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) • Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) • Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an informative text and a persuasive text • Describing some text structures and language features of informative texts and persuasive texts • Creating a short informative and persuasive text

• This set of pages focuses on two short texts—an informative text, a set of instructions for a game; and a persuasive text, an argument. Both texts have the same title. • Page 48 includes questions relating to text purpose, including using elements in texts—for example, illustrations— to support reading; and literal questions, including making connections between the text and the students’ own experiences, making connections between information in print and images; and finding key information in a text. They are also building knowledge of a topic and topic vocabulary. • On page 49, students will use the title, materials needed and steps to write part of an informative text that gives instructions. They will also write one or two sentences to write a short persuasive text about their own game. An illustration in the form of a diagram links to the print.

• Ask the students to select one of the texts. They use coloured pencils to circle or underline words that are repeated a number of times. For example, ‘rock’, ‘square’ and so on. They may also choose high frequency sight words such as ‘and’. Find out which word is used the most often. (Reading processes) • In pairs, students practice reading one of the texts aloud for fluency and intonation. (Reading processes) • As a class, find a short video on the internet that shows children playing hopscotch. Discuss the information and images. (Use of software)

Page 49 Answers will vary.

Page 48 1. (a) instructions (b) argument 2. instructions 3. flat 4. back 5. (a) 10 (b) 4 6. Answers will vary. 7. They are eating junk food and not moving. 8. Answers may include: chasing games; games where you race, roll, jump, skip, hop, gallop like a horse or hop like a frog. Students may also suggest other games they know about. 9. junk food

Australian Curriculum English – Literacy (Year 1)

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R.I.C. Publications®

Playing games – 1

Reading Informative text

1. Read the instructions. Learn to play hopscotch You will need:

• chalk • beanbag or flat rock • flat ground

Steps: 1. Draw hopscotch shape on ground. 2. Throw rock into square 1. Jump over it in each square up and back. Pick up rock on the way back.

7 4

9 6

8 5

3. Throw rock into square 2. Jump over it up and back. Pick up rock on the way back.

2 1

4. Jump all numbers to finish.

How did you go? Do you think you can play hopscotch? Reading Persuasive text

2. Read the argument.

Kids should play more games Kids in Australia are getting fatter! They eat lots of junk food. They need to get fit. They need to move more. They can do this by playing more games. Games are fun. When you play games, you move. You get fit. Kids can have fun and get fit by playing games. There are lots of games. You can chase each other. You can race. You can roll, jump, skip and hop. You can gallop like a horse or hop like a frog. Kids should play more games! R.I.C. Publications®

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Australian Curriculum English – Literacy (Year 1)

Playing games – 2

Understanding Informative/Persuasive text

Use the texts on page 47 to answer the questions. 1. Circle the correct one. Which text: (a) gives information?

instructions

argument

(b) tries to get you to do something?

instructions

argument

2. Which text gives a diagram to help you play a game? instructions

argument

3. You need

ground to play hopscotch.

4. You pick up the rock on the way play hopscotch.

when you

5. How many: (a) numbers are on a hopscotch shape? (b) steps are in the instructions for hopscotch? 6. Have you ever played hopscotch?

Yes

If yes, when and where?

7. Why are kids getting fatter in Australia?

8. What games can you play to move more and get fit?

9. What do kids eat that makes them fatter?

Australian Curriculum English – Literacy (Year 1)

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R.I.C. Publications®

Playing games – 3

Creating Informative/Persuasive text

1. What moving game do you like to play? Write the name of the game. 2. What do you need to play this game?

3. Complete a short text about your game. Write some steps if you can. Learn to play You will need: Steps:

4. Why should other children play your game? Write a sentence or two to persuade them.

5. Draw a picture or diagram of your game on the back of this sheet of paper. R.I.C. Publications®

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Australian Curriculum English – Literacy (Year 1)

Gross garbage • Describe some differences between imaginative informative and persuasive texts (ACELY1658) • Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) • Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) • Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an imaginative text and an informative text • Describing some text structures and language features of imaginative texts and informative texts • Creating a short imaginative and informative text

• This set of pages focuses on two short texts—an imaginative text, a horror story; and an informative text, a set of rules. Both texts have the same title. • Page 52 includes questions relating to text purpose; including in texts—for example, illustrations—to support reading; and literal and inferential questions, including making connections between information in print and images, making inferences about characters’ feelings and motives, making predictions, and retelling events or key information in a text in writing. Students also build up topic knowledge and vocabulary especially in the informative text. • On page 53, students will look at language features, including adjectives and adverbs, and use these to write short sentences. They will also write four rules of their own. Questions on this page relate to making connections between the text and the students’ own experiences.

• Discuss the illustration in the horror story. Does it help you make meaning from the text? Does it connect to the print? Does it give any additional information about the print? (Comprehension strategies) • As a class, re-read the horror story. Practice using different speaking voices for direct speech for Greg and the baby garbage monster. Repeat a number of times to gain fluency. (Reading processes) • Ask the students to write a sentence about the driver using the describing words in Question 3 on page 53, then add a sentence or two telling what he did after the baby garbage monster jumped into the back of the truck. Then they need to read it through to check spelling, punctuation and sentence sense, editing any errors. When time allows, the students can type their short text on the computer and add a digital image cut and pasted from the internet, before adding the author’s name and printing. (Editing/Use of software)

Page 52 1. Greg, the baby garbage monster, the driver 2. gross, answers will vary. 3. Answers will vary but may include ‘clever’, ‘fast’, ‘good’, ‘quick-thinking’ and so on. 4. quickly 5.–6. Answers will vary. 7. Teacher check

Page 51 1. (a) horror story (b) informative text 2. Teacher check 3. Answers will vary. 4. Answers may include any of the following: Reduce

Reuse

Recycle

plastic – take own shopping bags

• glass jars – keep things in them • old clothes – give them to charity • food scraps – put in a compost bin • newspapers and cardboard – use for craft • catalogues – practice cutting out

cans – can be made into other things

Australian Curriculum English – Literacy (Year 1)

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R.I.C. Publications®

Gross garbage – 1

Reading Imaginative text

1. Read the horror story. Great globs of gross garbage grabbed Greg. Greasy, smelly garbage got his legs and feet. Greg twisted and turned and got free. Greg ran out to the street. ‘Help!’ he yelled to the driver of the garbage truck. ‘He’s going to get me! Help!’ The driver stopped his truck. He opened the back. Greg ran towards the truck. A very bad smell wafted out. The gross garbage leaped into the back of the truck. The driver quickly closed the back. ‘Mummy! Daddy! I got lost!’ growled the baby garbage monster. Reading Informative text

2. Read some rules for reducing, reusing and recycling garbage. 1. Reuse glass jars. Keep things in them. 2. Reuse food scraps. Put them in a compost bin. 3. Recycle cans. They can be used to make other things. 4. Reuse old newspapers and cardboard for craft. 5. Reduce plastic. Take own bags for shopping. 6. Reuse old clothes. Give them to a charity. 7. Reuse catalogues to practise cutting out.

R.I.C. Publications®

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Australian Curriculum English – Literacy (Year 1)

Gross garbage – 2

Understanding Imaginative/Informative text

Use the texts on page 51 to answer the questions. 1. Circle the correct one. Which text: (a) tells a story?

horror story

informative text

(b) gives information?

horror story

informative text

2. Draw three main events in the horror story in the correct order. 1.

3. What will the mother and father garbage monster do now their baby has been found?

4. In the boxes, list one kind of garbage and what can be done with it. Reduce

Australian Curriculum English – Literacy (Year 1)

Reuse

Recycle

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Gross garbage – 3

Creating Imaginative/Informative text

1. Who are the three main characters in the horror story?

2. The words ‘greasy’ and ‘smelly’ describe the baby garbage monster. What other word described him? Can you think of any others?

3. Write words to describe the driver. Think about what you know about him.

4. Circle the adverb in the sentence that tells how something happened. The driver quickly closed the back. 5. Write an adverb to complete this sentence. Mother and Father garbage monster cried when they saw their lost baby. 6. Who puts out the garbage at your house? Do you know any rules for looking after garbage at your house? Rules may tell where to put the garbage. They may tell what sort of garbage goes in one place or another. They may tell whose job it is to put out the garbage. 7. Write four rules for looking after garbage at your house. • • • • R.I.C. Publications®

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Australian Curriculum English – Literacy (Year 1)

The alien • Describe some differences between imaginative informative and persuasive texts (ACELY1658) • Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) • Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) • Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an imaginative text and a persuasive text • Identifying differences between imaginative and persuasive texts • Creating short imaginative and persuasive texts

• This set of pages focuses on two short texts—an imaginative text, a science fiction text; and a persuasive text, an opinion. Both texts have the same title. • Page 56 includes questions relating to text purpose and audience; and literal questions, including making connections between the text and students’ own experiences, finding key information in a text, and retelling the events or key information in a text in writing. • On page 57, students will sequence four key events in order to write a short text about their own alien. Their text is supported by an illustration. Finally, the students write a short text persuading others that their alien is real. They are able to use knowledge and vocabulary about the topic from the texts to assist them in creating their own texts.

• Ask selected students to retell the key events in another alien story they may have heard or seen in a movie. Discuss the feelings of the character in the story. If time allows, compare the two different alien characters. (Comprehension strategies—activating prior knowledge) • Pair the students to share their answers to Questions 2 and 3 on page 57. They can edit each others’ work for spelling, punctuation (capital letters and full stops) and sentence structure. (Editing) • In pairs, have the students read their persuasive text from Question 4 on page 57. They can add extra reasons to each others’ texts. (Creating texts)

Page 57 1. Events in order are: 3 The alien clicked buttons to take off.

Page 56 1. (a) science fiction (b) opinion 2. The word ‘children’ should be circled, but students may have good reasons for suggesting other audiences. 3. Answers will vary. 4. red, yellow, purple, green, blue 5. He sends out rainbows. 6. The writer has never seen an alien. Aliens have nowhere to live. Aliens have never come to visit. 7. Answers will vary.

Australian Curriculum English – Literacy (Year 1)

4 The spaceship took off. 1 The alien went into the spaceship. 2 The alien strapped himself into the pilot’s seat. 2. Answers will vary. 3. Teacher check 4. Answers will vary.

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The alien – 1

Reading Imaginative text

1. Read the science fiction text. The little man stepped onto the moving pathway. His long red and yellow feet moved silently towards the door of the spaceship. He slid through the hatch to the cockpit. He strapped himself into the pilot’s seat. He clicked the buttons as he got ready to take off. Twenty purple fingers worked quickly. ‘Zoom!’ The thrusters started up. ‘Whoosh!’ The spaceship blasted off from the spaceport. It headed home to Spektrum. The green lips of the alien smiled. His blue teeth sparkled. ‘I’ll be home soon,’ he said. ‘Then I can send another rainbow.’ Reading Persuasive text

2. Read the opinion. I don’t believe aliens are real! I’ve never seen an alien. I haven’t seen any pictures of aliens. If you can’t see something, it can’t be real. You can see things that are real. Aliens aren’t real because there is nowhere for them to live. Earth has air and water. We can live here. We know about the other planets. They have no air and water for someone to live there. Aliens have nowhere to live. They can’t be real. If aliens were real, why haven’t they come to visit us? If aliens were real, wouldn’t they want to find out about other people? That’s why I don’t think aliens are real! R.I.C. Publications®

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Australian Curriculum English – Literacy (Year 1)

The alien – 2

Understanding Imaginative/Persuasive text

Use the texts on page 55 to answer the questions. 1. Circle the correct one. Which text: (a) tells a story?

science fiction

opinion

(b) tries to get you to agree with their ideas?

science fiction

opinion

2. Circle the correct words. Who would read: (a) the science fiction text?

mums

dads

children

(b) the opinion?

mums

dads

children

3. Write the name of a different science fiction text or movie you know. 4. What colours are on the alien’s body?

5. What does the science fiction alien do?

6. Write three reasons the writer gives to say why aliens aren’t real. • • • 7. Has the writer made you think aliens aren’t real?

Yes

Why? Australian Curriculum English – Literacy (Year 1)

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The alien – 3

Creating Imaginative/Persuasive text

1. Number the events in the correct order. The alien clicked buttons to take off. The spaceship took off. The alien went into the spaceship. The alien strapped himself into the pilot’s seat. 2. Write four different events to tell about your own alien. Write them in the correct order. • • • • 3. Draw and colour a picture of your alien and its spaceship.

4. Complete the sentence to persuade others that your alien is real. My alien is real because . R.I.C. Publications®

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Australian Curriculum English – Literacy (Year 1)

Wriggle! Wriggle! • Describe some differences between imaginative informative and persuasive texts (ACELY1658) • Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) • Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) • Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an informative text and a persuasive text • Identifying some differences between an informative text and a persuasive text • Creating short imaginative and persuasive texts

• This set of pages focuses on two short texts—an informative text, an explanation; and a persuasive text, an opinion. Both texts have the same title. • Page 60 includes questions relating to text purpose; and literal and inferential questions, including making connections between the text and students’ own experiences, finding key information in a text, making inferences about a writer’s feelings and motives, and retelling the events of key information in a text in writing. • On page 61, students will use knowledge and vocabulary learnt from the texts to write a short explanation about plants and an opinion of snakes.

• Ask the students to write some interesting, new words they learnt by reading the explanation about earthworms. They may select topic words such as ‘channels’, ‘nutrients’, ‘burrows’ or ‘body waste’. Discuss how they worked out what they meant in the text. Did the sentence containing the word help? Did they use sounds to work it out as they read? Had they heard the word before? (Reading processes) • Visit <http://urbanext.illinois.edu/worms/anatomy/index.html> to read texts about earthworms as a class. Use the diagrams with labels to draw images of earthworms. (Use of software) • Have the students check their answers for Questions 1 and 5 on page 61 for correct punctuation including full stops, capital letters and one idea in each sentence. They should ensure each sentence has all the parts of a simple sentence including a verb (what is happening or what state is being described), who or what is involved and the surrounding circumstances (where, how and why). (Editing)

Page 60 1. (a) to give information about earthworms (b) to tell what the writer thinks about earthworms 2. explanation 3. (a) explanation (b) Answers may include: They put air in the soil; They dig channels that let water into soil; They make the soil rich for plants. 4. The writer does not like earthworms. 5.–7. Answers will vary.

Australian Curriculum English – Literacy (Year 1)

Page 61 1. Teacher check 2. Answers will vary. 3. Teacher check 4. Answers may include: slither, slide; long, pointy tail; long, skinny bodies 5. Answers will vary.

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Wriggle! Wriggle! – 1

Reading Informative text

1. Read the explanation. Earthworms are very helpful. They dig into wet dirt. They put air in soil. Air is good for plants. They dig channels that let water in. Plants need water. Earthworms eat dead leaves, food scraps, cardboard, sawdust and tea bags. When they eat this, they eat dirt too. They pass the soil out of their body and put nutrients into the soil. Plants grow strong and healthy when they take in nutrients. Earthworms leave uneaten food and body waste near their burrows too. This makes soil rich for plants. Earthworms help the soil and plants. Reading Persuasive text

2. Read the opinion. Earthworms are yukky! Earthworms are ugly. They have long, skinny bodies with lots of bands around them. They are a horrible colour too—dirty brown! Earthworms feel wet and slimy if you touch them. em. They don’t feel soft and warm like cats. Earthworms move like little snakes. They slither the h and d slide lid under d th soil. They are even the same shape with a long, pointy tail. Earthworms are not very friendly. They hide in dark places where no-one can see them. They must be up to mischief! I think earthworms are yukky! Don’t you? R.I.C. Publications®

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Australian Curriculum English – Literacy (Year 1)

Wriggle! Wriggle! – 2

Understanding Informative/Persuasive text

Use the texts on page 59 to answer the questions. 1. What is the purpose of the: (a) explanation? (b) opinion? 2. Which text gives facts about real things (not what they think about them)? Colour the correct one. explanation

opinion

3. (a) Which text tells some good things about earthworms?

explanation

opinion

(b) Write three good things earthworms do from the text. • • • 4. How does the writer of the opinion feel about earthworms?

5. Write one thing that you already knew about earthworms.

6. Write one thing that you learnt about earthworms.

7. Do you agree with the writer’s opinion of earthworms? Yes

Australian Curriculum English – Literacy (Year 1)

Why? 60

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Wriggle! Wriggle! – 3

Creating Informative/Persuasive text

1. Write three sentences to tell how plants grow. Use ideas you read in the earthworm explanation. • • • 2. Who would like to read your plant explanation?

3. Draw an illustration to match your informative text. You can label parts if you wish. 4. The opinion talks about earthworms being like snakes. Write some words about snakes from the text.

5. Use the words you wrote in the box and your own ideas to write your opinion of snakes. Draw a picture to go with your text.

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Australian Curriculum English – Literacy (Year 1)

The golden touch • Describe some differences between imaginative informative and persuasive texts (ACELY1658) • Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) • Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) • Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Teacher information

Elaborations

Teaching notes

Additional activities

• Reading and comprehending an imaginative text and an informative text • Identifying some differences between an imaginative text and an informative text • Creating short imaginative and informative texts

• This set of pages focuses on two short texts—an imaginative text, a legend; and an informative text, a recount of events. Both texts have the same title. • Page 64 includes questions relating to text purpose; literal questions, including making connections between the text and students’ own experiences, finding key information in a text, making predictions, and making inferences about the characters’ feelings and motives. • On page 65, students will choose an audience and a text type to write for their audience. Teachers may need to discuss a number of different legends the students may like to retell, including Aboriginal legends, the story of Icarus or The wooden horse of Troy. (A number of different titles can be accessed at <http://www.planetozkids.com/oban/ legends.htm>). To write their texts, students need to consider the beginning words, events in order and an ending. They can also incorporate knowledge and vocabulary obtained from the texts on page 63.

• Ask the students to visualise what the daughter of King Midas looked like after she had been turned to gold. Draw a picture using coloured pencils or crayons. (Comprehension strategies) • As a class, discuss which text would be easier to write—a legend or a recount of events. Why? Which is easier to read? Why? Do illustrations aid understanding of a text? Why? (Comprehension strategies) • Find an image of King Midas on the internet. Print it off and glue it onto a large sheet of paper. Retell the story in writing to accompany the illustration. (Use of software)

Answers Page 64 1. recount 2. No; Answers will vary. 3. No; Answers will vary. 4. Answers may state that King Midas wanted to be rich. 5. Answers will vary. 6. cows and chickens 7. coop 8. Answers should indicate that the girl collected a lot of eggs.

Australian Curriculum English – Literacy (Year 1)

Page 65 Answers will vary.

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The golden touch – 1

Reading Imaginative text

1. Read the legend. One day, King Midas met a god. ‘You have been a good king. I will give you one wish!’ said the god. ‘I want everything I touch to turn to gold’, said King Midas. The god made his wish come true. King Midas touched a flower, a tree and a rock. Everything turned to gold. He was very happy. King Midas was hungry. The food turned to gold. He could not eat it. He went to bed. The bed turned to gold. It was too hard to sleep on. His daughter ran to hug him. She turned to gold. King Midas cried and cried. ‘Please take away my wish!’ he begged. So the god did. (You have to be very careful what you wish for.) Reading Informative text

2. Read the recount of events. Last week, I went to my Nan’s farm for a holiday. I saw cows in the field munching grass. I saw cows in the milking shed hooked to machines. I liked watching them. Nan has chickens. They laid eggs. We ate the eggs for breakfast. ‘It’s your job to collect the eggs each morning’, Nan said. Each morning, I went to the coop to get the eggs. I collected lots and lots. When it was time to go home, Nan said to me, ‘The hens have never laid so many eggs. You must have the golden touch!’ R.I.C. Publications®

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Australian Curriculum English – Literacy (Year 1)

The golden touch – 2

Understanding Imaginative/Informative text

Use the texts on page 63 to answer the questions. 1. Which text tells events that may have really happened? Circle it. legend

recount

2. Did King Midas think carefully about his wish before he asked for it? Write why you think this.

Yes

3. Do you think King Midas would ask for the same wish again?

Yes

Why?

4. Why do you think King Midas asked for ‘the golden touch’?

5. Do you know any other stories about kings? Write a title.

6. Write animal names to complete the sentence. There were the farm.

7. Where do hens live? 8. Why did Nan say the girl had ‘the golden touch’?

Australian Curriculum English – Literacy (Year 1)

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The golden touch – 3

Creating Imaginative/Informative text

1. Choose a classmate to write a text for. 2. Choose a text they would like. (You can make one up.)

legend

recount

3. Write the title of the text.

4. What words will begin your text?

5. Write some events for your text.

6. How will your text end?

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Australian Curriculum English – Literacy (Year 1)

The hamburger • Identify some differences between imaginative informative and persuasive texts (ACELY1658) • Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) • Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) • Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an imaginative text and a persuasive text • Identifying differences between imaginative and persuasive texts • Creating short imaginative and persuasive texts

• This set of pages focuses on two short texts—an imaginative text, a simple mystery; and a persuasive text, an advertisement. Both texts have the same title. • Page 68 includes questions relating to text purpose; and literal and inferential questions, including making connections between the text and the students’ own experiences, finding key information in a text, making inferences about a characters’ feelings or motives, making predictions from points in the text, and retelling key information in a text using arts media. • On page 69, students will use simple sentences to retell the key events in a text, identify persuasive or emotive words in a text, and use these to write a short text to persuade others that they should try their favourite food.

• Read the advertisement a number of times, adding emphasis to exaggerate words and phrases such as ‘best’, ‘What a tasty meal!’ and ‘You must try one today!’. The students need to try to convince others that the Better Beef Burger is the best! Students may also be asked to relate some other advertisements they know that they have remembered. (Reading processes) • As a class, create an advertisement for a familiar food. The teacher selects students to write parts of the text on the board as they are suggested. Re-read the text and check spelling, punctuation and that sentences are sensible. Correct any errors such as missing full stops and capital letters. (Creating texts/Editing) • Discuss who might like to read or listen to the texts they wrote on page 69. They may suggest students in an older buddy class or another Year 1 class at the school. (Purpose and audience)

Page 69 1. Answers may be similar to: The child took a bite of his/her hamburger and slurped his/her milkshake; The child went inside to get a napkin; The child came out and found the hamburger missing. 2. All may be circled. 3. Answers will vary.

Page 68 1. Answers will vary. 2. the mystery 3. the advertisement 4. Teacher check 5. The students may suggest the dog took the hamburger; Answers may include the dog was watching everyone eat. Teachers should accept any answers where students can justify their reasoning. 6.–7. Answers will vary. 8. the best beef, salad vegetables, wholemeal bun 9. Answers may include: They are like no other burger; They are made from the best, juiciest beef; They are healthy; They taste great.

Australian Curriculum English Literacy (Year 1)

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The hamburger – 1

Reading Imaginative text

1. Read the mystery. We carried our hamburgers to the table. It was a fine day for eating outdoors at The Hamburger Shack. Others were there. One family brought their dog. He sat at their feet with his pink tongue hanging out. He watched everyone eat. I took a big bite of my burger! Yum! I slurped my chocolate milkshake. ‘Wipe your mouth!’ said Mum. I went inside to get the forgotten napkin. When I came back a few seconds later, my hamburger was missing. Who had taken my burger? Who was the thief?

Reading Persuasive text

2. Read the advertisement.

The best hamburger ever! You must taste the Better Beef Burger from Burger House! It is like no other burger! It is the best hamburger ever made! Made from the best, juiciest beef, the Better Beef Burger is the healthiest burger you will eat! We use fresh salad vegetables and a crunchy wholemeal bun. What could be better and healthier than that? What a tasty meal! It has all the good foods and it tastes great! There is none better!

The Better Beef Burger! You must try one today! R.I.C. Publications®

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Australian Curriculum English – Literacy (Year 1)

The hamburger – 2

Understanding Imaginative/Persuasive text

Use the texts on page 67 to answer the questions. 1. Tick the text with an illustration that helped you understand what you were reading. the mystery

the advertisement

2. Which text tells a story? 3. Which text tries to get you to buy something? 4. Draw the meal the child had. 5. Who took the hamburger?

Why do you think this?

6. What will the child do now he/she has lost their hamburger?

7. Do you like hamburgers?

Yes

Why? 8. What healthy ingredients are in a Better Beef Burger?

9. Why does the advertisement think Better Beef Burgers are the best?

Australian Curriculum English – Literacy (Year 1)

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The hamburger – 3

Creating Imaginative/Persuasive text

1. Write three more sentences retelling the story of the missing hamburger. •

The child got a hamburger.

• • • 2. Circle the words and phrases below that are used to get people to buy a Better Beef Burger. must taste

like no other burger

best, juiciest beef

best hamburgers ever made

better and healthier

healthiest burger you will eat

tasty meal

good foods

none better

must try one today

tastes great

3. Use some of these words and phrases to write about your favourite food. You want other people to eat it too!

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Australian Curriculum English – Literacy (Year 1)

Kids in the kitchen • Describe some differences between imaginative informative and persuasive texts (ACELY1658) • Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) • Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) • Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an informative text and a persuasive text • Identifying differences between informative and persuasive texts • Creating short informative and persuasive texts

• This set of pages focuses on two short texts—an informative text, a set of instructions; and a persuasive text, an argument. Both texts have the same title. • Page 72 includes questions relating to text purpose; and both literal and inferential questions, including making connections between the text and students’ own experiences, finding key information in a text, making predictions at points in the text, and retelling key information in the text. There are also questions relating to language features of each specific text. • On page 73, students will write utensils and ingredients, and use command verbs to complete a set of instructions. They will also write a short persuasive text stating reasons.

• After completing page 73, students can form pairs to edit each other’s writing for spelling and grammatical correctness. NOTE: In recipes and other instructions, articles such as ‘the’ and ‘a’ are removed. (Editing) • Re-read one or both of the texts as a class. Ask students to indicate any words or sentences they had difficulty with. Others may suggest ways they worked out what the words were or what the sentences meant. (Reading processes) • Ask the students to browse an internet site (<http://www.kidspot.com.au/best-recipes/> is one example) to find a recipe for a sibling, parent or friend. Print it off and discuss how the photograph of the completed recipe helped them make a decision about which recipe to select. What other things influenced their decisions? (Suggestions may include knowledge of likes and dislikes of the audience or receiver of recipe and so on.) (Use of software/Purpose and audience/Comprehension strategies—using elements in texts such as illustrations to support meaning)

Page 72 1. the instructions 2. the argument 3. the instructions 4. the argument 5. 5 6. 2 7. Answers may include: someone will play with it; make things with it; take it out of the fridge to use. 8. There are lots of recipes for kids that do not need heat; Kids appreciate what mums and dads do; Cooking helps kids to read better; Cooking teaches kids how to look after themselves. 9. Answers will vary.

Australian Curriculum English – Literacy (Year 1)

Page 73 1. You will need: jar, cube, spoon, bowl; Steps: Place/Put, chicken stock cube, Mix/Stir, Serve/Eat; Answers will vary. 2. Answers will vary.

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Kids in the kitchen – 1

Reading Informative text

1. Read the instructions. Make your own playdough Oil

You will need:

Table Salt 200g

• 250 g plain flour • 50 g salt • large bowl • few drops food colouring • spoon • 140 ml water • 1 or 2 tablespoons cooking oil Steps: 1. Mix flour and salt in bowl. 2. Knead mixture until smooth. 3. Add food colouring and knead until mixed. 4. Chill in plastic bag in fridge. How did you go? Could you make your own playdough? Reading Persuasive text

2. Read the argument. I think kids should cook more often. There are lots of recipes just for kids. Some do not need heat. They are safe to do without adults. Cooking shows kids what mums and dads have to do. It makes kids grateful. Cooking teaches kids how to look after themselves. It makes them feel good when they cook nice food.

Recipes tell you how to cook. Kids read recipes when they cook. Kids become better readers. Cooking helps kids’ reading. Kids like to eat so they should cook more often, shouldn’t they! R.I.C. Publications®

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Australian Curriculum English – Literacy (Year 1)

Kids in the kitchen – 2

Understanding Informative/Persuasive text

Use the texts on page 71 to answer the questions. 1. Which text tells how to make something? 2. Which text tries to get readers to agree with them?

3. Which text uses lots of verbs like ‘mix’ and ‘add’?

4. Which text uses words like ‘should’ and gives lots of reasons?

5. How many ingredients do you need to make playdough? 6. How many tools do you need to make playdough? 7. What will happen to the playdough after it chills?

8. Write four reasons why kids should cook more often. • • • • No 9. Do you cook at home? Yes If Yes, what is your favourite thing to cook? If No, what would you like to learn to cook?

Australian Curriculum English – Literacy (Year 1)

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Kids in the kitchen – 3

Creating Informative/Persuasive text

1. Write your own recipe to make a tasty dip by adding the missing words. You will need: • one

of corn relish

• 300 ml sour cream

•

• (noun – tool for stirring)

1 chicken stock

(noun – thing to put ingredients in)

Steps: 1.

cream, corn relish and (verb)

in bowl. well with spoon.

2. (verb)

with corn chips, crackers or vegetable sticks. (verb)

Do you think you could make this dip?

Yes

Do you think it will taste nice?

Yes

2. Write one or two reasons why kids should or should not cook.

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Australian Curriculum English – Literacy (Year 1)