Finding Our Way

Activity card

Graphic Organizer: Asking and answering Name/s:

WorldWise

™

Using questions to improve your understanding Focus chapter

Before reading What questions do you have about the topic?

Lesson Plan

Content-based Learning

After reading What did you find out? Are there more things you want to know?

Xx

Level P (38)

Xxxxxxxxx

Ch 1

Finding Our Way examines the various strategies and techniques people use to navigate their way to places. It includes information on memory maps, physical maps, navigational techniques such as using the stars and other environmental indicators, and modern techniques such as using GPS. Informational text types: Report

WorldWise

Ch 2

Content-based Learning

Next Generation Science Curriculum links

• ETS1.A Defining and delimiting engineering problems • ETS1.B Developing possible solutions • ETS1.C Optimizing the design solution Key concepts

• People use different strategies to follow directions and find their way to places • People use a range of navigational tools such as maps, signals from nature, and digital technology

Ch 3

to find their way

Content vocabulary convenient, GPS (Global Positioning System), horizon, hull, intricate, landmark, locations, maps, memory, navigate, navigation tools, Northern Hemisphere, oral history, peninsula, orbiting, reefs, route, satellite, seafaring, sextant, star compass, stationary, vast, visualize

Text features

• Maps, illustrations, diagram, text boxes, sidebars, captions, glossary

Ch 4

Reading strategy

• Asking and answering questions

Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Finding Our Way © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published.

The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading 3(6) (E) Make connections to personal experiences, ideas in other texts, and society.

3(6) (F) Make inferences and use evidence to support understanding.

3(9) (D) (ii) Recognize characteristics and structures of informational text, including features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding.

Writing 3(12) (B) Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.

Speaking and Listening 3(1) (C) Speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.

First reading session

Second reading session

Final reading session

Writing

Getting started

Building understanding

Bringing it all together

Introducing the book

Reading with teacher support

Support the students in activating their prior knowledge.

Ask: What do you know about how people find their way to a place, such as a friend’s house or an island in the middle of the ocean? Give each student a copy of the book Finding Our Way. Direct them to pay attention to the cover, and the title and contents pages. Have the students browse through the book. Say: As you browse through the book, think about what you know about this topic. What connections are you making? Have the students discuss their thinking with the group.

Say: Get yourself ready to read by thinking about chapter 2, “Finding your way with a map.” What questions do you have about maps? Add these to your Graphic Organizer. Have the students read chapter 2 to themselves.

Have students talk about the whole book. Use a range of questions to promote discussion and higher-level thinking.

Where appropriate, have the students lead the discussion.

Have the students write an argument using the prompt: We should rely on technology to find our way. Provide the students with a template detailing how to plan and write an argument. Say: Follow the template and write an argument giving your reasons why we should or shouldn’t rely on technology to find our way.

Exploring vocabulary Ask: What words or phrases would you expect to see in a book about how people navigate, or find their way, to places? Have the students work with a partner and record their words on sticky notes.

Say: When you are finished, stick your notes onto our group chart.

If some words or phrases are not known to all in the group, have the student who recorded the word explain what it means.

Introducing the reading strategy focus Say: Asking questions before reading helps you to think about what you are going to read. It also helps you to work out what you already know and what you don’t know. Searching for the answers to questions as you read gives you a focus and a clear purpose for your reading.

Reading with teacher support Say: Chapter 1 is called “Memory maps.” Before you read it, record a couple of questions you have about memory maps in your Graphic Organizer. Guide the students in filling out their Graphic Organizer. Say: Read chapter 1 to yourself. As you read, think about your questions and what the answers might be. When you have finished reading, be ready to discuss your thinking with your partner. Monitor the students as they read and support them where necessary.

Have students share their thinking with the group. Ask: What did you learn about memory maps? When do you use memory maps?

Guide the students in filling out their Graphic Organizer.

Say: Fill in the answers to your questions on the Graphic Organizer. If you have further questions about the topic, add these to your Graphic Organizer, too.

Say: Read chapter 2 to yourself. When you have finished, discuss your thinking with your partner. Ask: What did you learn about maps?

What else would you like to know about maps?

Have the students add to their Graphic Organizer. Say: Talk with your partner about the questions you had about maps and what you found out about them.

Independent and partner work Have the students read chapters 3, 4, and the conclusion without your support.

Say: Before you read each chapter, look at the headings and subheadings in that chapter and then record questions you have on your Graphic Organizer. When you have finished reading, talk about your thinking with your partner, and then add to your Graphic Organizer.

Share your Graphic Organizer with your partner. On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.

Reflecting on the reading strategy Encourage the students to talk about what they did to help themselves as readers. Ask: Did asking questions help you to concentrate on the information you were reading about? Were most of your questions answered in the text? How could you find out the answers to any new questions you now have?

What things from nature can people use to help them find their way? Is using the stars a good navigational strategy? Why? How is GPS similar to playing a game of “Marco Polo?” What are some navigational tools that people have used in the past, and what are some that people use now? (Literal) Over time, what things have changed about the way people find their way to places? What things have remained the same? What do you think about the way the Polynesian sailors navigated around the sea?

How do you think they learned to do this? (Inferential) How do you or members of your family find your way to places? Is it important to be able to find new places? Why? (Synthesizing) Does the author think that using memory maps is important? Why do you think this? What other information about navigation would you have liked to have read about in this book? (Critical) Invite students to ask their own questions.

Going beyond the book Have students demonstrate their understandings by choosing one or more of the following tasks. The tasks can be completed independently, in pairs, or in a small group.

Speaking and listening Have students work with a partner. One student is blindfolded, and their partner uses oral directions to guide them to a well-known place within the school, such as the office, the playground, or the gym. Students then change roles.

Vocabulary Have students work with a partner and each list five words related to the topic of “finding our way” (e.g. sextant, GPS, memory map, landmark, satellite). Have them take turns describing their chosen words to their partner, who tries to guess.

Visual literacy Have students draw a memory map of a common route they take, such as walking to school, driving to Grandma’s house, riding their bike to the shop etc. Have students share their maps in small groups.

Download the template at www.worldwise-reading.com/teacherresources Encourage the students to talk about their ideas with a partner. Use the template to remind the students about the structure of an argument. Say: You will need to begin by stating your opinion and then write arguments that support what you believe.

Activity card

Graphic Organizer: Asking and answering Name/s:

WorldWise

™

Using questions to improve your understanding Focus chapter

Before reading What questions do you have about the topic?

Lesson Plan

Content-based Learning

After reading What did you find out? Are there more things you want to know?

Xx

Level P (38)

Xxxxxxxxx

Ch 1

Finding Our Way examines the various strategies and techniques people use to navigate their way to places. It includes information on memory maps, physical maps, navigational techniques such as using the stars and other environmental indicators, and modern techniques such as using GPS. Informational text types: Report

WorldWise

Ch 2

Content-based Learning

Next Generation Science Curriculum links

• ETS1.A Defining and delimiting engineering problems • ETS1.B Developing possible solutions • ETS1.C Optimizing the design solution Key concepts

• People use different strategies to follow directions and find their way to places • People use a range of navigational tools such as maps, signals from nature, and digital technology

Ch 3

to find their way

Content vocabulary convenient, GPS (Global Positioning System), horizon, hull, intricate, landmark, locations, maps, memory, navigate, navigation tools, Northern Hemisphere, oral history, peninsula, orbiting, reefs, route, satellite, seafaring, sextant, star compass, stationary, vast, visualize

Text features

• Maps, illustrations, diagram, text boxes, sidebars, captions, glossary

Ch 4

Reading strategy

• Asking and answering questions

Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Finding Our Way © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published.

The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading 3(6) (E) Make connections to personal experiences, ideas in other texts, and society.

3(6) (F) Make inferences and use evidence to support understanding.

3(9) (D) (ii) Recognize characteristics and structures of informational text, including features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding.

Writing 3(12) (B) Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.

Speaking and Listening 3(1) (C) Speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.