Page 1


Title: Read and Succeed Book 2 © 2012 Ready-Ed Publications Printed in Ireland Author: Margaret Warner Illustrator: Alison Mutton

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. ii. Front cover: Photographer: Kaye Howard Student model: Jack Hodges

Copyright Notice The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: 1.

The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

2.

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

3.

Copies are not sold or lent;

4.

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

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

educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 843 9 2


Contents Teachers’ Notes

4

The Dare Comprehending Texts Language Features Scanning For Meaning A Cloze Activity Reviewing A Narrative

6 7 8 9 10

The Great Barrier Reef Comprehending Texts Language Features Scanning For Meaning Making Meaning A Cloze Activity Descriptive Texts

12 13 14 15 16 17

Celebrity Penguin Comprehending Texts Reading Recounts Scanning For Meaning Language Features A Cloze Activity Write Your Own Recount

19 20 21 22 23 24

Letter From Gallipoli Comprehending Texts Making Meaning Scanning For Meaning Responding To The Text A Cloze Activity

26 27 28 29 30

Aim High Comprehending Texts Language Features Scanning For Meaning 1 Scanning For Meaning 2 Responding To The Text

32 33 34 35 36

Changes Comprehending Texts Language Features Scanning For Meaning Responding To The Text A Cloze Activity Making Meaning

38 39 40 41 42 43

Ghost Ship Comprehending Texts Making Meaning Scanning For Meaning Language Features Responding To The Text

45 46 47 48 49

Home Of The Blizzard Comprehending Texts Language Features Scanning For Meaning Language Features Rewriting Recounts Personal Response Answers

51 52 53 54 55 56 57- 60

3


Teachers’ Notes Researchers and teachers know that a student’s fluency in reading increases as the student reads more often and experiences success and enjoyment as their skills develop. It is important to remember that secondary students experiencing difficulty with reading must be taught basic literacy skills and concepts that they may have missed out on earlier. When they acquire these skills then they will gain confidence in putting the skills into practice. Students at lower secondary level who are not reading at their expected level of competency are more likely to be interested in a text or topic that is of interest to them. In Read and Succeed, students will read a range of texts and complete language activities that focus on the student succeeding with reading. The texts are high interest with short paragraphs that develop key ideas. It is important for the teacher to:

4

Model effective reading strategies by reading to the student or group. Ask questions before, during and after reading.

Discuss the topic of each unit and encourage students to contribute knowledge of the topic. Prior knowledge helps with understanding.

Actively teach comprehension skills. Discuss how to work out the meaning of unfamiliar words, make predictions, summarise main ideas, identify literal information and make inferences. These are skills that older students often missed out on acquiring and must be taught.

Encourage students to work in cooperative groups so that they experience success.

Develop students’ confidence in reading so that when they read they will succeed. When they succeed they will read more and develop their skills and enjoyment of reading.


• the dare •

5


• the dare •

Comprehending Texts

Before reading The Dare, answer the question below. Have you ever been dared to do something that could have consequences? _____________________________________________________________________________ Read the fiction text The Dare. If you come across an unfamiliar word when you are reading, try to work out its meaning from the rest of the sentence.

• the dare • Keira wished that she’d walked away when Jarrod had taunted her about being a wimp. Why had she taken the silly dare to sneak into this creepy house? She stood at the gate and looked down the path at the shadow of the old house, cast by the full moon. She knew that the house had a history and the stories of eerie lights and unidentified sounds were well-known. The thought of vampires and werewolves crossed her mind as she glanced at the full moon. Don’t be totally stupid, she told herself. Just go in and then get out as fast as you can. As she opened the rusty gate and walked softly down the overgrown path she felt her courage desert her. The tree branches scratching and scraping on the front window sent shivers down her spine. The branches cast shadows like long fingers waiting to grab her. Keira turned the peeling door handle and gave the door a tentative push, hoping it was jammed shut. It creaked like an old rusty windmill on a farm and slowly opened. She took one step inside and her nose filled with the smell of dust and mould so thick that she could taste it. Soft scuttling noises made her think of rats. In the light of her torch, she was relieved to see only an army of cockroaches. Having gained a little confidence, Keira took a few more steps inside the house, and as she did, the wind caught the door and it slammed shut. She turned in panic, the hair rising on the back of her neck. Was she trapped? A shiver of fear ran through her body. She tried to slow down her heartbeat. Breathe in ... breathe out. That was better. She could do this. It was only an old house. Nothing to fear but fear itself. Relax. It’s only a dare. Suddenly a blood-curdling scream broke the silence. Where had it come from? She froze with fear like a statue in a park. Then her brain started to work again. She could use her torch as a weapon … but against what? Her heart was beating like a drum, her hands were sweating and then she heard noises. Giggles, muffled snorts erupting into full-blown laughter…. ‘Gotcha, Keira!’ It was Jarrod and his sister. 6


• the dare •

Language Features

The Dare is a narrative. It is an imaginative story. A narrative generally has three parts: the orientation which introduces the main character and the setting, the complication which describes a problem or challenge that the main character has to face and the resolution which shows how the character solves the problem and sometimes learns something from the experience. 1. Re-read the text on page 6 and then answer the questions below. i. Who is the main character? _________________________________________________ ii. What is the setting of the story? _____________________________________________ iii. What time of day is it?______________________________________________________ iv. What problems did Keira face?_______________________________________________ v. What was the scariest challenge? ____________________________________________ ________________________________________________________________________ vi. What action did Keira take when she heard the scream? __________________________ ________________________________________________________________________ vii. How do you think she might react when she sees Jarrod and his sister? ________________________________________________________________________

2. The writer uses vivid descriptions to build the tension in this narrative. List six examples of noun and adjective descriptions, e.g. creepy house. •

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

3. The writer also uses similes to create images. A simile links two subjects that are not usually connected. Often the writer uses ‘like’ or ‘as’ to link the images, e.g. the ice cream was like a cool breeze. Find two similes in the text. •

_____________________________________________________________________

_____________________________________________________________________ 7


• the dare •

Scanning For Meaning

Scan The Dare on page 6, to answer the questions below. 1. Who are the minor characters in this story? ________________________________________________________________________ 2. What was Keira dared to do? ________________________________________________________________________ 3. Why did she accept the dare? ________________________________________________________________________ 4. What scary sounds could she hear outside the house? ________________________________________________________________________ 5. What did she hear, see and smell inside the house? ________________________________________________________________________ ________________________________________________________________________ 6. Why did she panic when the door slammed? ________________________________________________________________________ ________________________________________________________________________ 7. How did she try to calm herself? ________________________________________________________________________ 8. What was she afraid of? ________________________________________________________________________ 9. Why were Jarrod and his sister laughing? ________________________________________________________________________ ________________________________________________________________________

8


• the dare •

A Cloze Activity

Read the short summary below. As you read, think about the words that you would use to fill in the spaces.

• the dare • Keira knew that Jarrod was just teasing her when he called her a wimp. He said she wouldn’t dare to sneak into the (1) _________________ house on the hill after dark. She was going to prove him wrong. She knew that there were stories of (2) _________________ lights and (3) _________________ sounds coming from the old house at night but she wasn’t scared. She crept down the (4) _________________ path to the front door and gave the (5) _____________ door handle a push. Once inside she could smell the dust and mould. Soft (6) _________________ noises reminded her of rats but it was only cockroaches. Suddenly the front door slammed shut. She turned in (7) _________________. She tried to calm herself. It was only an (8) _________________ house. There were no vampires or werewolves here. She calmed her breathing and then she heard the (9) _________________ scream. Now she was really (10) _________________. It only took a moment before she heard another sound … someone laughing.

Now read the summary again and use the words below to fill in the gaps.

creepy old overgrown panic peeling

terrified eerie blood-curdling unidentified scuttling

After you have finished adding the words, read the summary again and check that the words that you have added make sense in each sentence. 9


• the dare •

Reviewing A Narrative

Write a review of a book that you have enjoyed. It could be a picture book that you read when you were much younger or a novel that you have read recently. Plan your review below.

Your review Title:_______________________________________________ Author: ____________________________________________

Who is the main character? (Give a short description.) _______________________________________________________________________ _______________________________________________________________________ Describe the setting. (Where does the story take place? Is it a real or imaginary place?) _______________________________________________________________________ _______________________________________________________________________ What is the genre? (Horror, drama, adventure, etc.) _______________________________________________________________________ Outline the plot. (What action happens in the story? What challenges does the main character face?) _______________________________________________________________________ _______________________________________________________________________ Discuss the ending. (Is it satisfactory? Is the conflict resolved?) _______________________________________________________________________ _______________________________________________________________________ What is your opinion of the book? Would you recommend it and for what age group? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

10


Solo Sailor • reef • ••the great barrier

11


• the great barrier reef •

Comprehending Texts

Before reading The Great Barrier Reef answer the question below. Why is the Great Barrier Reef so well-known? _______________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Read The Great Barrier Reef below. If you come across an unfamilar word, try to work out its meaning by reading the rest of the sentence.

• the great barrier reef • The Great Barrier Reef is the world’s largest coral reef, stretching over 2,000 kilometres. It is located in the Coral Sea off the coast of Queensland, Australia. It is also the world’s biggest structure made by living creatures: the coral polyps. The reef is scattered with beautiful islands and unspoiled coral cays. It is an ancient reef consisting of living coral growing on the remains of dead coral, which could be 20 million years old. Over 400 species of brilliant coloured coral live and grow on the reef. In the clear, warm and salty waters of the Great Barrier Reef there is plenty of light and movement; the ideal environment for coral to grow. Coral consists of individual coral polyps, which are tiny creatures that join together to form colonies. Each tiny polyp lives inside the hard shell that we recognise as coral. The coral polyps join together to create underwater forests of vivid colour that resemble fans, antlers, brain and plate shapes. Some coral is slow growing and can live for hundreds of years. Other coral is faster growing. Only live coral is coloured. Dead coral or coral that is taken out of its natural environment in the water loses its colour. The Barrier Reef supports a wide range of different marine species including some that are vulnerable or endangered. It is home to more than 1,500 species of fish, over 400 types of hard coral and one third of the world’s soft corals. The reef also supports 134 species of sharks and rays, six of the world’s seven species of marine turtles that are threatened with extinction and more than 30 species of marine mammals including the vulnerable dugong, dolphins and whales. Add to that more than 200 species of birds, around 20 types of reptiles and more than 3000 molluscs (including the giant clam which can live to over 100 years old). Then add thousands of different sponges, worms, crustaceans, seahorses, starfish and sea urchins. In 1981 this spectacular natural attraction that can be seen from outer space, was declared a World Heritage area. This means that there is protection now and in the future for the habitats and species in this amazing place of natural beauty and importance. 12


• the great barrier reef •

Language Features The Great Barrier Reef is an informative text that describes the Barrier Reef in Queensland. A description has an introduction that tells the reader about the subject, a main part that describes details and special features, and includes a final comment about the subject.

1. List three main points about the Barrier Reef which are made in the introduction of the text. •

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

2. In a descriptive text the verbs are usually in the present tense. Scan the text and add verbs to the sentences below. a. The Great Barrier Reef __________________the world’s largest coral reef. b. Coral __________________ of individual coral polyps. c. The coral polyps __________________ together to create colourful underwater forests. d. Coral taken out of the water __________________ its colour. e. The Barrier Reef __________________ a wide range of different species. f. The giant clam can __________________ to over 100 years old. g. Being a World Heritage area __________________ that there is protection now and in the future for the Reef. 3. Scan the text to find the adjectives that describe the features listed below. a. ________________________ structure

f. _____________________ environment

b. __________________________ islands

g. __________________________species

c. ____________________________ shell

h. __________________________ turtles

d. _________________________ colours

i. ____________________________ clam

e. ____________________________coral

j. ____________________________ area 13


• the great barrier reef •

Scanning For Meaning

Scan The Great Barrier Reef to help you answer the questions below. 1. Where is the Great Barrier Reef located? __________________________________________________________ 2. How is a coral reef formed? __________________________________________________________ __________________________________________________________ 3. How many species of coral live and grow on the reef? __________________________________________________________ 4. How old is the oldest coral? __________________________________________________________ 5. What conditions are necessary for coral to grow? ________________________________________________________________________ ________________________________________________________________________ 6. What is coral? ________________________________________________________________________ 7. Complete this sentence: Living coral is coloured but dead coral loses its _____________ . 8. Why is it important that the reef was named as a World Heritage area? ________________________________________________________________________ 9. Can you name any other natural or human-made feature on planet Earth that can be seen from outer space? ________________________________________________________________________ 10.If you had an opportunity to visit the Great Barrier Reef what would you most like to see? ________________________________________________________________________ ________________________________________________________________________ 14


• the great barrier reef •

Making Meaning

1. Draw lines to match each word with its meaning. a. coral

1. in danger of extinction

b. island

2. something passed down from one generation to the next

c. reef

3. a creature with a hard shell that lives in the water

d. cay

4. shapes formed from the tiny polyps

e. environment

5. connected with the sea

f. species

6. a small island made of sand or coral

g. marine

7. a narrow ridge of coral

h. crustacean

8. land surrounded by water

i. endangered

9. groups of animals

j. heritage

10.the physical aspects of an area

2. Explain how coral grows and what it looks like.

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

3. Circle the species that can be found on the Great Barrier Reef.

possums

dolphins

seahorses

whales

fish

corals

wombats

horses

giant clams

birds

dugongs

crustaceans

goannas

cows

turtles

koalas

kangaroos

sea snakes

emus

starfish

15

Profile for Outside The Box Learning Resources Ltd.

Read & Succeed: Book 2  

Read & Succeed: Book 2