Places We Call Home

Activity card

Graphic Organizer: Asking and answering Name/s:

Focus During reading chapters Record questions you asked yourself and the answers to these questions.

After reading Record questions you asked yourself and the answers to these questions.

Ch 1 & 2

WorldWise

™

Lesson Plan Xx

Content-based Learning

Level Q (40)

Xxxxxxxxx

Places We Call Home explores different children’s experiences of housing. It focuses on the different places people call home and the impact this has upon their lives. The book also explores how homes are uniquely adapted for different environments, and it discusses homelessness and the right to a safe home.

Informational text types: Report/Procedure/Description

WorldWise

Content-based LearningC3 Social Studies Curriculum links • D2.Geo.2.3–5 Use maps/satellite images/photographs to explain relationships between locations of places and regions and their environmental characteristics • D2.Geo.4.3–5 Describe how environmental and cultural characteristics influence population distribution in specific places or regions • D2.Civ.6.3–5 Describe ways in which people benefit from and are challenged by working together, including through government, work places, voluntary organizations, and families

Ch 3

Key concepts

• The locations of particular places help us to understand their unique characteristics • There are many reasons why people live in the unique places they call home • Everyone has the right to a home Content vocabulary accommodation, adapted, ancestors, apartment, crisis, culture, diameter, famine, generations, natural disaster, nomadic, poverty, refugees, renewable energy, shelter, solar, solar panel, traditional, unemployed, United Nations, volunteer

Ch 4

Text features

• Labeled diagrams, text boxes, questions for student reflection, statistics presented visually, sidebars, glossary

Reading strategy

• Asking and answering questions

Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Places We Call Home © 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 4(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information.

4(6) (E) Make connections to personal experiences, ideas in other texts, and society.

4(7) (B) Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources.

Writing 4(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

Speaking and Listening 4(7) (G) Discuss specific ideas in the text that are important to the meaning.

First reading session

Second reading session

Final reading session

Writing

Getting started

Building understanding

Bringing it all together

Introducing the book

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

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

Where appropriate, have the students lead the discussion.

Have the students write about their opinion, using the prompt: My home is best. Provide the students with a template detailing how to plan and write an argument. Remind them to open by stating their opinion and then use strong arguments that support their view.

Give each student a copy of the book Places We Call Home.

Have the students browse through the book. Say: As you browse through the book, think about what you already know about the different kinds of houses people live in. What connections are you making? Have the students discuss their thinking with the group.

Independent and partner work

Exploring vocabulary

Have the students read chapter 3 independently. Say: As you read, use the same process we used with chapters 1 and 2. Read the chapter to yourself and keep track of your thinking by adding to your Graphic Organizer, then meet with your partner to discuss the questions you asked and answered.

Ask: What words or phrases would you expect to see in a book about homes? Have students work with a partner and record their words on a piece of paper. Say: When you are finished, read your list to the group.

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

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

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

Introducing the reading strategy focus Say: Asking and answering questions helps you to think deeply and to check your understanding of what you are reading. You could ask yourself questions such as: “Do I understand what I’m reading?”, “What are the main ideas?”, “What have I learned?”, “What is the main message?”.

Use student input to brainstorm a list of example questions that could be asked during and after reading.

Reading with teacher support Say: Read chapters 1 and 2 to yourselves. As you read, practice stopping and reflecting on what you have read by asking and answering questions. Make a note of some of these questions and answers in the first column and first row of your Graphic Organizer. Have the students discuss their thinking with their partner, and then have a group discussion. Ask: Why do people live in different kinds of houses? Have the students record their ideas on the Graphic Organizer and compare it with their partner’s. Say: Be ready to talk about what you noticed with the whole group.

Reading with teacher support Ask: What have we learned so far about things that influence the kind of house people live in around the world? Share your ideas with a partner. Have the students read chapter 3 to themselves.

Review what the students have read. Ask: What new information do you have about the importance of a safe and secure house? What questions do you have about when people do not have a permanent home? Invite the students to talk about their understandings.

Have the students read chapter 4 to themselves. Say: Now add your questions and wonderings to your Graphic Organizer. On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.

Why are many of the homes discussed in the book so different from each other? What factors influence what a house looks like? What are some of the reasons that people do not live in a safe house? Are you surprised that so many people in the world do not live in a safe house?

Why? (Inferential) How does your house suit the climate and environment where you live?

Which place discussed in the book is most like your home? What is your view on homelessness? What things do you think could be done to help solve this problem? (Synthesizing) What is the author’s message about what a home is? What other types of homes could the author have included in the book? (Critical) Invite students to ask their own questions.

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

Speaking and listening Have students revisit the ‘Think about …’ box on page 30.

Students can use the sentence starters as the basis of a group discussion about the book.

Vocabulary Have students revisit chapter 2. For each of the five different places described in this chapter have students list five words related to this unique home. Students can share their word lists in small groups.

Reflecting on the reading strategy

Visual literacy

Encourage the students to talk about what they did to help themselves as readers. Ask: How did asking questions help you clarify your ideas? Were all your questions answered?

Have students revisit the labeled diagrams of homes on pages 16 and 20. Have them complete a labeled diagram of their home. Encourage them to include any features that help to protect their home from the weather.

Download the template at www.worldwise-reading.com/teacherresources Say: Revisit pages 6–9 to read examples of descriptions of homes.

Then you can brainstorm a list of ideas about why your home is best.

Encourage the students to talk about their ideas with a partner, then write their argument.

Alternatively, the students could choose to write a compare and contrast piece that discusses similarities and differences between their home and one of the homes discussed in the book.

Activity card

Graphic Organizer: Asking and answering Name/s:

Focus During reading chapters Record questions you asked yourself and the answers to these questions.

After reading Record questions you asked yourself and the answers to these questions.

Ch 1 & 2

WorldWise

™

Lesson Plan Xx

Content-based Learning

Level Q (40)

Xxxxxxxxx

Places We Call Home explores different children’s experiences of housing. It focuses on the different places people call home and the impact this has upon their lives. The book also explores how homes are uniquely adapted for different environments, and it discusses homelessness and the right to a safe home.

Informational text types: Report/Procedure/Description

WorldWise

Content-based LearningC3 Social Studies Curriculum links • D2.Geo.2.3–5 Use maps/satellite images/photographs to explain relationships between locations of places and regions and their environmental characteristics • D2.Geo.4.3–5 Describe how environmental and cultural characteristics influence population distribution in specific places or regions • D2.Civ.6.3–5 Describe ways in which people benefit from and are challenged by working together, including through government, work places, voluntary organizations, and families

Ch 3

Key concepts

• The locations of particular places help us to understand their unique characteristics • There are many reasons why people live in the unique places they call home • Everyone has the right to a home Content vocabulary accommodation, adapted, ancestors, apartment, crisis, culture, diameter, famine, generations, natural disaster, nomadic, poverty, refugees, renewable energy, shelter, solar, solar panel, traditional, unemployed, United Nations, volunteer

Ch 4

Text features

• Labeled diagrams, text boxes, questions for student reflection, statistics presented visually, sidebars, glossary

Reading strategy

• Asking and answering questions

Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Places We Call Home © 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 4(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information.

4(6) (E) Make connections to personal experiences, ideas in other texts, and society.

4(7) (B) Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources.

Writing 4(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

Speaking and Listening 4(7) (G) Discuss specific ideas in the text that are important to the meaning.