The Coral Reef

Activity card

Graphic Organizer: What is the main idea?

Name/s:

WorldWise

™

Chapter

Lesson Plan

Content-based Learning

Supporting idea

Supporting idea

Xx

Level O (34)

Xxxxxxxxx

The Coral Reef is about the interdependence of a range of living things that inhabit coral reefs. It explores symbiotic and predator/prey relationships, as well as human impact.

Informational text types: Explanation/Report/Argument/Report/Diary

WorldWise

Content-based Learning

Next Generation Science Curriculum links

• LS1.B Growth and development of organisms • LS2.C Ecosystem dynamics, functioning and resilience • LS2.D Social interactions and group behavior • LS4.C Adaptation • LS4.D Biodiversity and humans • ESS2.D Weather and climate

Main idea

Key concepts

• Coral reefs are fragile environments, home to thousands of sea creatures and some of the most complex habitats on Earth • Despite their size, coral reefs are fragile environments

Content vocabulary

Supporting idea

Supporting idea

algae, biodegradable, colonies, current, fragile, global warming, habitat, inhabitant, marine, marine park, microscopic, polyp, scavenger, scuba, sieve, snorkeling, tropical, zooplankton

Text features

• Case study, diagrams, food web, map, question and answer, tables, text boxes, glossary Reading strategy

• Identifying the main idea Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan The Coral Reef © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published.

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

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

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

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

3(9) (D) (i) Recognize characteristics and structures of informational text, including the central idea with supporting evidence.

3(10) (A) Explain the author’s purpose and message within a text.

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 coral reefs? What are they like? What animals live there? Give each student a copy of the book The Coral Reef. Direct them to pay attention to the cover, and the title and contents pages. Have the students browse through the book. Say: As you browse through the book, think about what you know about this topic. What connections are you making? Have the students discuss their thinking with the group.

Say: Get yourself ready to read by thinking about what you have already read about coral reefs. What main idea have you already understood about the book? Have the students refer to their Graphic Organizer. Have the students read chapter 2 to themselves. Invite the students to ask questions about what they have read.

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

Where appropriate, have the students lead the discussion.

Have the students write an argument, using the prompt: Coral reefs are important because ‌ Provide the students with a template detailing how to plan and write an argument.

Exploring vocabulary Ask: What words or phrases would you expect to see in a book about coral reefs? Have the students work with a partner and record their words on a concept map. Say: When you are finished, compare the words you have listed on your concept map. Talk about the different ways you have grouped words. Add to this concept map if you need. 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: As readers we need to try to work out the main idea of what we are reading. What question was the author trying to answer? Have the students turn to the contents page. Ask: What do you think the main idea of chapter 1 might be? What question might the author be trying to answer? Have the students look through the chapter headings with a partner talking about the main idea and key question for each chapter.

Reading with teacher support Say: Read chapter 1 to yourself. As you read, think about what the main idea of the chapter is. How does each piece of information help this main idea to be clear? 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 question does this chapter answer? What is the main idea? What is a coral reef? Why are they interesting? Why are they important?

Guide the students in filling out their Graphic Organizer.

Say: This Graphic Organizer will help you with your thinking. First, read the chapter then fill in the main idea. Add any supporting information that makes the main idea clearer.

Say: Read chapter 2 to yourself. When you have finished, discuss your thinking with your partner. Ask: What question does chapter 2 explore? What is the main idea of this chapter? What have you learned about coral reefs?

Have the students complete a Graphic Organizer about chapter 2. Say: Talk with your partner about the main idea of this chapter. What key words helped you to work out what the main idea was?

Independent and partner work Have the students read the rest of the book without your support.

Say: When you have finished reading, talk about your thinking with your partner, and then fill in more Graphic Organizers. Share your Graphic Organizers 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: Why is it important to figure out the main idea?

What is a coral reef? How is it formed? (Literal) What do coral reefs need to be healthy? Why are so many living things part of the coral reef ecosystem? (Inferential) Why are coral reefs important? What needs to be done to protect coral reefs? Should people be allowed to visit coral reefs? Why or why not?

(Synthesizing) What is the main idea the author is trying to get across in her book?

What does she think about coral reefs? Do you agree with her? Why or why not (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 in pairs to create a mock video or radio interview focused on a new discovery on a coral reef.

Vocabulary Have students review the vocabulary concept map they completed earlier. Ask them to amend the concept map, adding new words or changing the placement of words. Have them write sentences using these word groups to show the main idea conveyed by each grouping.

Visual literacy Have students explore the comparison table on page 13. Ask: How does this table work? What information does each cell convey?

How do you link the pieces of information together to understand the bigger picture? What is the main idea of the table?

Download the template at www.worldwise-reading.com/teacherresources Say: Fill in key words and phrases on the template. Use this to help you be certain about what the main point of each paragraph is.

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 think about what your point of view is on this topic and ways in which other people may see the topic differently from you.

Activity card

Graphic Organizer: What is the main idea?

Name/s:

WorldWise

™

Chapter

Lesson Plan

Content-based Learning

Supporting idea

Supporting idea

Xx

Level O (34)

Xxxxxxxxx

The Coral Reef is about the interdependence of a range of living things that inhabit coral reefs. It explores symbiotic and predator/prey relationships, as well as human impact.

Informational text types: Explanation/Report/Argument/Report/Diary

WorldWise

Content-based Learning

Next Generation Science Curriculum links

• LS1.B Growth and development of organisms • LS2.C Ecosystem dynamics, functioning and resilience • LS2.D Social interactions and group behavior • LS4.C Adaptation • LS4.D Biodiversity and humans • ESS2.D Weather and climate

Main idea

Key concepts

• Coral reefs are fragile environments, home to thousands of sea creatures and some of the most complex habitats on Earth • Despite their size, coral reefs are fragile environments

Content vocabulary

Supporting idea

Supporting idea

algae, biodegradable, colonies, current, fragile, global warming, habitat, inhabitant, marine, marine park, microscopic, polyp, scavenger, scuba, sieve, snorkeling, tropical, zooplankton

Text features

• Case study, diagrams, food web, map, question and answer, tables, text boxes, glossary Reading strategy

• Identifying the main idea Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan The Coral Reef © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published.

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

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

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

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

3(9) (D) (i) Recognize characteristics and structures of informational text, including the central idea with supporting evidence.

3(10) (A) Explain the author’s purpose and message within a text.

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.