AC English – Literacy: Comprehension and Writing - Year 2

ENGLISH

Literacy Comprehension and Writing

INTERPRETING ANALYSING EVALUATING CREATING TEXTS

Written for the

Australian curriculum RIC-6675 4.2/635

Australian Curriculum English – Literacy: • Comprehension • Writing (Year 2) Published by R.I.C. Publications® 2015 Copyright© R.I.C. Publications® 2015 ISBN 978-1-925201-02-4 RIC–6675 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.

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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 coldest place on Earth .........................34–37

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

(informative)

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

The invisible desk ........................................38–41

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

(imaginative)

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

KIDS RULE! ...................................................42–45

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

(informative)

Stinky skunks ...................................................2–5

Life cycle of a mosquito ..............................46–49

(informative)

(informative)

Goo-Goor-Gaga the kookaburra ....................6–9

Little Miss Muffet and the spider ...............50–53

(imaginative)

(imaginative)

Yellow is the best colour .............................10–13

The best place in the house ........................54–57

(persuasive)

(persuasive)

Where was Bentley? ....................................14–17

Stone soup and Nail soup ...........................58–61

(imaginative)

(imaginative)

Perfect pancakes .........................................18–21

Zebras ...........................................................62–65

(informative)

(informative and imaginative)

Colour poems ..............................................22–25

The diary of Anthony the ant .....................66–69

(imaginative)

(imaginative)

Birthday party sleepover .............................26–29

LOLLYBOPS! .................................................70–73

(persuasive)

(persuasive)

Once, twice, three times! ............................30–33 (imaginative)

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iii

Australian Curriculum English – Literacy (Year 2)

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 2)

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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 2)

Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

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vi Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)

Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions (ACELY1666) Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789) Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)

(ACELY1673)

Write legibly and with growing fluency using unjoined upper case and lower case letters

(ACELY1672)

Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)

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.

Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

Interpreting, analysing, evaluating

Reread and edit text for spelling, sentence-boundary punctuation and text structure

Identify the audience of imaginative, informative and persuasive texts (ACELY1668)

PAGES

Australian Curriculum English links FOCUS ADDITIONAL

Literacy – 1 Literacy—2

Creating texts Texts in context

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Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (ACELA1461) Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462) Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464) Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465) Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466) Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467) Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468) Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469) Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470) Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words (ACELA1471) Recognise common prefixes and suffixes and how they change a word’s meaning (ACELA1472) Recognise most sound-letter matches including silent letters, vowel/consonant digraphs and many less common sound-letter combinations (ACELA1474)

Language—1

Language variation and change

Language for interaction

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Text structure and organisation

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Expressing and developing ideas

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PAGES

Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460)

Australian Curriculum English links ADDITIONAL Language—2 Sound and letter knowledge

Australian Curriculum English – Literacy (Year 2)

Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)

Compare opinions about characters, events and settings in and between texts (ACELT1589)

Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)

Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)

Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)

Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)

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Australian Curriculum English links Literature

Literature and context

Australian Curriculum English – Literacy (Year 2)

Responding to literature

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Examining literature Creating literature

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

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Australian Curriculum English – Literacy (Year 2)

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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 and 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 and 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 2)

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• 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–6254 – Primary comprehension – (Book B)

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RIC–6297 – Teaching comprehension strategies – (Book B)

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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–0624 – Comprehending informational text – (Book B)

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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–6261 – Primary writing – (Book B)

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RIC–6354 – The English workbook – (Book B)

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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–6359 – Australian Curriculum English – Language: Text structure and organisation – (Year 2)

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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)

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RIC–0780 – New Wave literacy workbook Book B – (Ages 6–7)

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Australian Curriculum English – Literacy (Year 2)

Stinky skunks • Identify the audience of imaginative, informative and persuasive texts (ACELY1668) • Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) • Use comprehension strategies to build literal and inferred meaning and begin to analyse key events by drawing on knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) • Create short imaginative, informative and persuasive texts using growing knowledges of text structures and language features for familiar and less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Teacher information

E

Elaborations

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Additional activities

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Answers

• Reading and comprehending a less predictable informative text in the form of a report.

• Creating text by identifying and using appropriate adjectives in a description.

• The informative text on page 3 includes technical vocabulary appropriate to a report that will be unfamiliar to many students. Assist students to use contextual, semantic, grammatical and phonic knowledge to read the text.

• Page 4 includes a variety of literal and inferential comprehension questions about the content of the text and its purpose. Some students will need more guidance than others to complete the answers.

• A language feature of a report is the use of adjectives and technical vocabulary. Page 5 provides activities for students to identify adjectives used in the report, and create their own structured sentences using those adjectives. The report serves as a model. Using adjectives in reports is extended by asking them to identify appropriate adjectives to use in sentences describing a pet’s covering.

• Use the text on page 3 for students to identify language and structural features of a report; e.g. classification (what is being reported on); description (using appropriate technical vocabulary, nouns and adjectives); conclusion (with writer’s point of view); paragraphs. (Purpose, audience and structures of different types of texts) • Re-read their sentences created on page 5 and edit for spelling, punctuation and structure. (Editing) • Use the internet to find a colour photograph of a skunk or the pet used on page 5. Prepare a short talk about a description or other aspect of the animal. Use the photograph while giving the talk to a small group or the class. (Use of software/Oral presentations)

Page 5 Teacher check

Page 4 1. To protect themselves when they think an animal is going to hurt them.

2. horrible 3. No, because skunks are nocturnal and come out at night to feed.

4. Animals: insects, small birds, mice, frogs, worms, eggs Plants: berries, fruit, mushrooms 5. Teacher check 6. learn 7. Teacher check

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Stinky skunks – 1

Reading Informative text

Read the report.

Skunks are members of the mammal family. They are also known as pole cats. Most skunks live in North and South America.

These animals are well known for a special reason. They can spray liquid into the air that smells horrible. It is also very hard to get rid of from whatever it lands on.

Most skunks are the size of a pet cat and have fluffy black and white fur.

The white fur is striped along their tail and back. Some skunks have brown and cream fur.

Skunks usually make their homes in burrows that other animals have made.

They can also be found in hollow logs, woodpiles and in old buildings.

These animals are nocturnal. That means they come out at night to feed.

Skunks like to eat animals and plants. These include insects, small birds, mice, frogs, worms, eggs, berries, fruit and mushrooms.

Baby skunks are called kits. Mother skunks have between two and 10 kits in a litter each year. Kits stay in their den for about two months. They drink milk from their mother. Then they follow her out of the den and she helps them learn how to look after themselves. The young skunks leave their mother when they are about a year old.

Skunks spray their stinky smell from glands under their fluffy tail. They spray when they feel another animal is going to hurt them. The spray can travel up to three metres. It can be smelt a kilometre away. The smell is like a mixture of rotten eggs, burnt rubber and garlic. The spray doesn’t really harm the animal. But its smell is so bad that animals usually stay away from skunks.

I think skunks are cute looking animals. I wouldn’t like to keep one as a pet incase I got sprayed!

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Australian Curriculum English – Literacy (Year 2)

Stinky skunks – 2

Understanding Informative text

Use the report on page 3 to answer the questions.

1. Why do skunks spray a stinky smell?

2. Which word in Paragraph 2 means ‘awful’?

Yes

3. Is it likely you would see a skunk in the daytime?

No

How do you know?

4. Sort the things skunks like to eat into animals and plants.

Animals

Plants

5. Write an interesting fact you read about a skunk’s stinky spray.

6. Write the correct word.

laugh

care

learn

Stinky skunks was written so the reader would about skunks.

7. The writer thinks skunks look cute. What do you think about skunks?

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Stinky skunks – 3

Creating Informative text

1. The title of the report is Stinky skunks. The word ‘stinky’ is an adjective that describes skunks. Write another title for the report using a different adjective.

Title:

skunks

2. (a) The adjectives below are used in the report to describe what skunks’ fur looks like. Read and find them in the report. fluffy

black

white

cream

brown

(b) Write your own sentence using some of these adjectives to describe a skunk’s fur.

3. (a) Draw and colour a picture of a pet you have or a pet you would like to have.

(b) Think of some words to describe what its covering looks like.

Write them below.

(c) Write a sentence or two about your pet’s covering using these words.

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Australian Curriculum English – Literacy (Year 2)

Goo-Goor-Gaga the kookaburra • Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) • Use comprehension strategies to build literal and inferred meaning and begin to analyse key events by drawing on knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) • Create short imaginative, informative and persuasive texts using growing knowledges of text structures and language features for familiar and less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Teacher information

E

Elaborations

T

Teaching notes

+

Additional activities

A

Answers

• Reading and comprehending a less predictable imaginative text in the form of an Aboriginal Australian Dreamtime story.

• Identifying when nouns are proper nouns and that they need capital letters.

• Creating text by using appropriate starting phrases for narratives set a long way in the past.

• As some vocabulary on page 7 may be unfamiliar to students, assist them to use contextual, semantic, grammatical and phonic knowledge to read the text.

• Page 8 includes a variety of literal and inferential comprehension questions about the content of the text and its purpose. The inferential questions include similarities and differences, concluding and reflecting on own opinion. Some students will need more guidance than others to complete the answers. To assist students to answer Question 6, focus on the words in the kookaburra’s name at the bottom of the page and ask students why the writer put those words there. Note: The word ‘kookaburra’ (goo-goor-gaga) comes from Wiradhuri, an Aboriginal Australian language.

• When students of this age write any kind of text, they need to begin to identify proper nouns they may use and that these need capital letters. Proper nouns are the names of specific people, places and things. Students have been asked on page 9 to correctly write their own name and school and to create names for the characters of the brolga and emu, using capital letters for these proper nouns.

• The final activity on page 9 focuses on common phrases used to begin imaginary narratives set in the distant past.

Brainstorm to list some suitable stories for students to base their sentences on which should also include the setting; i.e. who, when, where and why. Make some previously read books available to give ideas. Types of stories could include fairytales, folktales, myths or legends.

• Complete the imaginative narrative started on page 9. Students should write a draft, edit it and publish it, by handwriting or using a word processing program. They can leave spaces to draw and colour appropriate illustrations.

(Creating texts, Editing, Use of software) • Compile the stories students created in the activity above into a class book or display for others to read.(Creating texts) • Students identify and list the compound words in the Dreamtime story. Discuss how students can break compound words into two to assist in reading and spelling them. Also discuss if the two words relate to the real meaning of the word or are just two unrelated words. Examples in the text: Dreaming, wetlands, became, everywhere, firewood, woodpile, sunrise, asleep. (Phonemic awareness)

Page 8 1. long ago 2. (b) birds 3. Answers should indicate that the brolga felt friendly towards the emu at first but then felt angrier and angrier as they disagreed over food.

Australian Curriculum English – Literacy (Year 2)

4. Brolga threw an emu egg up high and it smashed on top of some wood. The yolk caught fire and lit the sky.

5. Teacher check 6. (c) noisy 7. Answers should indicate that its name sounds like the laughing sound it makes.

6

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Goo-Goor-Gaga the kookaburra – 1

Reading Imaginative text

Read the Aboriginal Australian Dreamtime story.

Long ago in the Dreaming, there was no sun, only the moon, the stars and the animals and plants.

One day, two birds met near the wetlands. One was a very large emu. The other was a tall, slim brolga. They began talking to each other as they poked their bills among the reeds looking for food. After a while, they began to argue about what foods they liked the best. The brolga became so angry that she raced over to the emu’s nest and snatched one of her large eggs. She threw it high up in the sky. Down, down it came and landed on a heap of firewood and smashed. The yellow yolk spilled everywhere and burst into flames. The flames lit up the whole world.

The creatures were amazed at this bright light. They were used to it being almost dark all the time. A spirit who lived in the sky noticed how wonderful the world looked now. He thought it would be a good idea to light a fire every day. So the spirit and his helpers collected wood each night and stacked it to make a huge woodpile. At sunrise, the spirit sent out the morning star to let the creatures know the fire would soon be lit.

However, the creatures who were asleep did not see the star. The spirit decided that a noise was needed to wake the sleepers. One day he heard Goo-GoorGaga, the kookaburra, laughing. His laughter filled the air. What a great sound!

He asked the kookaburra to laugh loudly every morning at sunrise.

And this is what the kookaburra has done ever since. goo goor gaga! … goo goor gaga! … goo goor gaga!

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Australian Curriculum English – Literacy (Year 2)

Goo-Goor-Gaga the kookaburra – 2

Understanding Imaginative text

Use the Dreamtime story on page 7 to answer the questions.

1. When was the Dreaming?

2. A brolga and an emu are similar because they are both: (a) slim

(b) birds

(c) very large

3. Explain how you think the brolga felt when she first met the emu and how she felt later.

Beginning:

Later:

4. What made the whole world light up?

5. Do you think the spirit who lived in the sky was a good or a bad spirit? Why?

6. You can conclude that a kookaburra makes a (a) sad

(b) soft

sound.

(c) noisy

7. Why do you think the kookaburra’s name is Goo-Goor-Gaga?

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Goo-Goor-Gaga the kookaburra – 3

Creating Imaginative text

1. Did you notice that Goo-Goor-Gaga’s name has capital letters?

The names of people, places and things have capital letters. (a) Write your first name and surname.

(b) Write the name of your school.

2. Make up a name for the brolga and the emu from the story. brolga emu 3. This story begins with the words ‘Long ago’. Made up stories that are about things that happened a very long time ago often start with words like: Long ago

Once upon a time

One day

Once there was

(a) Think of a story you have read or listened to that starts like that.

Write one or two sentences for the start of your story. Begin it using one of the ways above.

Title:

(b) Draw a picture about it.

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Australian Curriculum English – Literacy (Year 2)

Yellow is the best colour • Identify the audience of imaginative, informative and persuasive texts (ACELY1668) • Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) • Use comprehension strategies to build literal and inferred meaning and begin to analyse key events by drawing on knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) • Create short imaginative, informative and persuasive texts using growing knowledges of text structures and language features for familiar and less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Teacher information

E

Elaborations

T

Teaching notes

+

Additional activities

A

Answers

• Reading and comprehending a less predictable persuasive text in the form of an exposition.

• Creating text by using controlling and emotive words in arguments supporting the writer’s view.

• As some vocabulary on page 11 may be unfamiliar to students, assist them to use contextual, semantic, grammatical and phonic knowledge to read the text.

• Page 12 includes a variety of literal and inferential comprehension questions about the content of the text and its structure and purpose. The inferential questions include predicting, fact and opinion, prior knowledge and making connections. Some students will need more guidance than others to complete the answers. To assist students to answer Question 6, a discussion about pineapples or viewing a coloured picture or actual pineapple would help students who have only seen it in tins.

• Page 13 provides activities for students to identify and practise using language features in expositions. In Question 1, students decide if they agree or disagree with the writer about yellow being the best colour. They then must write the main reason for liking yellow or another colour the best and use a strong argument to support their claim. For Question 2, they must use the controlling and emotive words of ‘must’ and ‘best’ and a favourite fruit to begin an exposition. They then write two reasons/arguments for this. Note: Modal verbs such as ‘must’, ‘will’ and ‘should’ are commonly used in expositions. Comparative and superlative adjectives are also used, especially the former.

• Complete the exposition about a favourite fruit or colour using the model on page 13 as an introductory overview.

Students should write a draft, edit it and publish it, by handwriting or using a word processing program. They can leave spaces to draw and colour appropriate illustrations. (Creating texts, Editing, Use of software) • The words ‘best’ and ‘happiest’ are used in the exposition. They are examples of superlative adjectives. Write an adjective such as ‘big’ on the board. Students suggest something with that quality; e.g. lion. Then they suggest something ‘bigger’ and something that is the ‘biggest’. Over time, extend to adjectives that use ‘more’ and ‘most’; e.g. colourful, more/most colourful and irregular; e.g. good, better, best. (Word level grammar)

Page 13 1. Teacher check 2. (name of fruit), best, must, (name of fruit), best

Page 12 1. (b) Yellow is the happiest colour.

2. happy, cheerful 3. (b) think yellow is the best colour.

4. banana 5. opinion 6. Answers should indicate that a pineapple looks completely different inside from the outside.

7. Note: The strongest argument is usually the first one in an exposition and this should be used in the conclusion as well. Students may not choose this argument, they may choose one that means more to them personally.

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Yellow is the best colour – 1

Reading Persuasive text

Read the exposition.

I think yellow is the best colour in the whole world. I like other colours too … but yellow is the best!

You must agree that yellow is the happiest colour. It makes me feel like smiling. When I wear or look at something yellow, I feel happy and cheerful!

Yellow is an important colour. Our sun is yellow. Without the sun we would have no light or warmth. That’s another reason yellow is the best colour.

Many yummy fruit and vegetables are yellow. Yellow fruit and vegetables have lots of Vitamin C. This helps to keep our body healthy.

My favourite yellow vegetable is corn. I love eating hot corn on the cob spread with yellow butter or margarine.

It’s delicious!

Bananas, some apples and pears, and lemons are yellow fruit. Lemon meringue pie is my favourite dessert. My favourite fruit of all doesn’t look yellow from the outside.

But what a surprise when you cut it open—delicious, juicy yellow chunks of pineapple are inside!

The best breakfasts are made from yellow food. Can you guess what food it is? Yes, eggs! I like the yellow yolks runny when I have hard-boiled eggs. I also love fluffy, yellow omelettes or scrambled eggs.

My two favourite flowers are yellow and grow in our garden. Beautiful yellow daffodils bloom in the spring, and our garden looks so happy with our friendly sunflowers. Their large round yellow faces look as if they’re smiling at you!

You must agree with me that yellow is the best colour in the world. There’s no other colour that always makes me feel so happy!

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Australian Curriculum English – Literacy (Year 2)

Yellow is the best colour – 2

Understanding Persuasive text

Use the exposition on page 11 to answer the questions.

1. What did the writer say first about the colour yellow? (a) The best breakfasts are made with eggs. (b) Yellow is the happiest colour. (c) Yellow is an important colour.

2. Which two words in the second paragraph mean the same? and 3. This text was mainly written so the reader would: (a) know about the importance of the sun. (b) think yellow is the best colour. (c) learn about different foods that are yellow.

4. Circle the fruit the writer would most likely choose to eat. strawberry

banana

grape

orange

5. Colour fact or opinion.

Yellow is the best colour.

Fact

Opinion

6. Why does the writer think pineapple is special?

7. The writer has given several reasons or arguments as to why he or she thinks yellow is the best colour. Which argument do you think is the strongest?

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Yellow is the best colour – 3

Creating Persuasive text

1. The writer thinks yellow is the best colour of all.

Yes

Do you agree?

No

If you agree, finish the sentence below.

I think yellow is the best colour of all. The main reason I agree is because

If you did not agree, finish the sentence below.

I don’t think yellow is the best colour. I think is the best colour. The main reason is because

2. Writers use words like must and best when writing an exposition.

These words are used to try to make the reader agree with the writer.

Choose your favourite type of fruit and finish these sentences. are the

I think

fruit of all. After agree that

reading what I have to say, you is by far the

fruit!

These are two reasons.

•

•

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Australian Curriculum English – Literacy (Year 2)

Where was Bentley?

• Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) • Use comprehension strategies to build literal and inferred meaning and begin to analyse key events by drawing on knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) • Create short imaginative, informative and persuasive texts using growing knowledges of text structures and language features for familiar and less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Teacher information

E

Elaborations • Reading and comprehending a less predictable imaginative text in the form of a recount.

• Creating text by identifying and using words that show the sequence of time.

T

Teaching notes • As some vocabulary on page 15 may be unfamiliar to students, assist them to use contextual, semantic, grammatical and phonic knowledge to read the text.

• Page 16 includes a variety of literal and inferential comprehension questions about the content of the text and its structure. The inferential questions include sequencing, cause and effect, making connections and visualising text.

Some students will need more guidance than others to complete the answers.

• A language feature of a recount is the frequent use of text connectives to show the sequence of time. Page 17 provides activities for students to identify examples of these words used in the ‘Where is Bentley?’ recount. These include ‘Last Wednesday afternoon’, ‘then’, ‘next’ and ‘suddenly’.

• Before students complete Question 2 on page 17, discuss other examples they might use to begin sentences describing four events they have experienced prior to the activity. Suggestions: ‘At seven o’clock’, ‘Before breakfast’, ‘However’, ‘Finally’, ‘First of all’, ‘This morning’, ‘After’, ‘When’. Model some sentences using events that happened to you to assist them writing their own.

+

Additional activities

A

Answers

• Use the text on page 14 for students to identify language and structural features of a recount; e.g. orientation (who, when, where, why); events (in time order, using text connectives to show sequence of time); conclusion (often with an evaluative comment); paragraphs. (Purpose, audience and structures of different types of texts) • Re-read their sentences created on page 17 and edit for spelling, punctuation and structure. (Editing) • Use a desktop publishing program that creates tables to make up a diary for a week, showing each day and breaking it up into morning, afternoon and evening (or similar). Students can keep a diary for a week of events that happened.

(Use of software)

Page 17 1. (a) Last Wednesday afternoon (b) First (c) Next/Then (d) Then/Next (e) Suddenly 2. Teacher check

Page 16 1. Correct order: (c), (d), (a), (b) 2. Possible answers: If the gate was open Bentley could be outside wandering around lost/got hit by a car/ picked up by a ranger.

3. Bentley’s lead was still hanging behind the laundry door.

4. … could not climb out of it. (or similar) 5. Teacher check

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Where was Bentley? – 1

Reading Imaginative text

Read the recount.

Last Wednesday afternoon, Mum picked my sister Ebony and me up from school on her way home from work as usual. Then we went to the shops to get some groceries as usual. But when we got home we found something unusual … Where was Bentley?

Bentley is our adorable dark brown labrador puppy.

He’s nearly four months old. During the day he either stays in the laundry where he has a bed or he goes outside. There is a doggy door in the laundry door so he can go in and out.

Bentley hears us come home and is always at the back door waiting. On Wednesday, however, Bentley was not there. Where was Bentley?

First we looked in the laundry. Bentley’s bed, water bowl and some toys were there. Someone’s chewed sock was on his bed. But no Bentley.

Next we went out to the backyard and called his name. But no brown puppy with his tail wagging came bounding to greet us.

Mum thought that the side gate might have been left open by mistake. We raced around to check. Luckily it was closed.

Then we wondered if Dad had arrived home already and taken Bentley for a walk. I went to see if his lead was hanging up behind the laundry door. It was still there.

Suddenly, Ebony called out from the backyard. She’d been calling out Bentley’s name and thought she heard him whimper. The sound was coming from behind the back shed.

That’s where we found Bentley. At first we couldn’t see him, we could only hear him whimper. We did see an enormous pile of soil though. Bentley had dug a hole so big that it was too deep for him to climb out! After I’d lifted him out of the hole he sat down and looked into the hole and barked at it! I wonder what he was trying to say?

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Australian Curriculum English – Literacy (Year 2)

Where was Bentley? – 2

Understanding Imaginative text

Use the recount on page 15 to answer the questions.

1. List these events in the recount in the order they happened. (a) Ebony heard Bentley whimper. (b) Bentley barked at his hole. (c) Bentley was not at the back door waiting. (d) They checked to see if the side gate was open.

2. Why do you think they were glad the side gate was closed?

3. How did they know Dad hadn’t taken Bentley for a walk?

4. Because Bentley had dug such a deep hole he

5. Draw a picture of Bentley barking at the hole. Write what you think he is saying in the speech bubble.

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Where was Bentley? – 3

Creating Imaginative text

1. In a recount, the writer uses words that show when things happened or the order in which they happened. Use the words below to complete the sentences about Bentley.

Next

Last Wednesday afternoon

First

(a)

Then

Suddenly

Bentley wasn’t waiting at the back door.

(b)

we looked in the laundry.

(c)

we went out to the backyard and called his name. we wondered if Dad had taken Bentley for a

(d) walk.

Ebony called out from the backyard.

(e)

2. What are some things that have happened to you today? Write four sentences to describe four things that have happened. Start each sentence with words that tell when it happened.

•

•

•

•

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Australian Curriculum English – Literacy (Year 2)

Perfect pancakes • Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) • Use comprehension strategies to build literal and inferred meaning and begin to analyse key events by drawing on knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) • Create short imaginative, informative and persuasive texts using growing knowledges of text structures and language features for familiar and less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Teacher information

E

Elaborations

T

Teaching notes

+

Additional activities

A

Answers

• Reading and comprehending a less predictable informative text in the form of a procedure.

• Creating text by identifying and using appropriate command verbs to begin instructions in a procedure.

• The informative text on page 19 includes some subject-specific vocabulary appropriate to a recipe that may be unfamiliar to students. Assist them to use contextual, semantic, grammatical and phonic knowledge to read the text.

The pancakes could be made as a class activity, which would make the reading of the recipe and answering the questions on page 20 more relevant and clear.

• Page 20 includes a variety of literal and inferential comprehension questions about the content of the text and its structure. Some students will need more guidance than others to complete the answers.

• A language feature of a procedure is the use of command verbs to begin the instructions in the steps. Page 21 provides activities for students to identify command verbs used in the recipe, practise in choosing given command verbs correctly and practise in creating their own instructions beginning with command verbs.

• For Question 3, some ideas could be brainstormed before students complete the instructions. Examples: Sit with your legs crossed. Look towards the door. Find something red in the classroom. Hold up your right hand.

• If students have followed the recipe and tasted the pancakes, they should evaluate what they thought of the taste.

Ask questions such as: Were they cooked properly? Were they warm enough? What topping did you choose? Did you enjoy that topping? What topping would you prefer? Would you make them again? Why/Why not? (Listening and speaking interactions) • Use the internet to find a simple recipe students would like to make in class or at home. (Use of software) • Use the text on page 19 for students to identify language and structural features of a procedure; e.g. the goal or purpose, the materials needed (using appropriate headings), numbered steps or method, test or evaluation (the latter is not always included). (Purpose, audience and structures of different types of texts)

Page 21 1. Step 6: Heat oil in a frying pan.

Step 7: Pour in part of batter.

Step 9: Turn pancake over and cook again.

2. Step 1: Open up your pad.

Step 2: Take out your lead pencil.

Step 3: Draw a picture of a birthday cake.

Step 4: Colour your picture in bright colours.

3. Teacher check

Page 20 1. The adjectives ‘thin’, ‘flat’ and ‘round’ are the likely answers but ‘perfect’ should also be accepted.

2. Yes 3. (c) ten 4. (a) verbs 5. Step 9: Turn pancake over and cook again.

6. Step 3: Beat egg, pour into hole and mix slowly.

7. Answers should indicate that the mixture would not become a smooth, thin batter but have lumps in it.

8. Teacher check

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Perfect pancakes – 1

Reading Informative text

Read the recipe.

Pancakes are thin, flat, round cakes cooked in a frying pan. They are served hot or warm with different toppings. Have you ever eaten pancakes? Here is a recipe to make perfect pancakes.

Pancakes Ingredients:

Toppings:

• 1 cup plain flour

• jam

• sugar

• pinch salt

• honey

• butter

• 1 egg

• maple syrup

• strawberries

• 1 cup milk

• golden syrup

• cream

• oil for cooking

• lemon juice

Steps: 1. Sift flour and salt into a bowl.

2. Make a hole in the middle.

3. Beat egg, pour into hole and mix slowly.

4. Add half of the milk and stir.

5. Add rest of milk and stir until it becomes a smooth, thin batter.

6. Heat oil in a frying pan.

7. Pour in part of batter.

8. Cook until lightly brown underneath and bubbles appear on top.

9. Turn pancake over and cook again.

10. Serve hot or cold with your favourite topping.

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Australian Curriculum English – Literacy (Year 2)

Perfect pancakes – 2

Understanding Informative text

Use the recipe on page 19 to answer the questions.

1. Write three adjectives in the first paragraph that describe what pancakes look like.

2. Write Yes or No. There are more toppings listed than ingredients.

3. How many steps are there in the recipe? (a) eight

(b)

five

(c)

ten

4. The steps begin with words like Sift, Make, Beat and Add. These words are all: (a) verbs

(b)

nouns

(c)

adjectives

5. Write the step this picture shows.

6. Write the number and step that explains what to do with the egg.

7. What would happen if the mixture wasn’t stirred enough?

8. Draw and label a pancake with the toppings you would like.

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Perfect pancakes – 3

Creating Informative text

A recipe is a type of procedure.

The steps in a procedure tell you how to do something.

The steps all begin with verbs called command verbs.

1. Write the command verb missing from each step of the recipe.

Step 6

oil in a frying pan.

Step 7

in part of batter.

Step 9

pancake over and cook again.

2. Imagine your teacher has given you instructions for doing something.

Write the command verb to finish each sentence.

Colour

Draw

Take

Open

Step 1

up your pad.

Step 2

out your lead pencil.

Step 3

a picture of a birthday cake.

Step 4

your picture in bright colours.

3. Each word below is a command verb. Finish each sentence and ask someone to do your instructions.

Step 1

Sit

Step 2

Look

Step 3

Find

Step 4

Hold

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Australian Curriculum English – Literacy (Year 2)

Colour poems • Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) • Use comprehension strategies to build literal and inferred meaning and begin to analyse key events by drawing on knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) • Create short imaginative, informative and persuasive texts using growing knowledges of text structures and language features for familiar and less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Teacher information

E

Elaborations

T

Teaching notes

+

Additional activities

A

Answers

• Reading and comprehending less predictable imaginative text in the form of poetry.

• Creating text by identifying and using appropriate adjectives to enhance imagery in poetry.

• Using text innovation to create their own poems.

• As some vocabulary on page 23 may be unfamiliar to students, assist them to use contextual, semantic, grammatical and phonic knowledge to read the poems.

• Page 24 includes a variety of literal and inferential comprehension questions about the content of the text and its structure. Some students will need more guidance than others to complete the answers. Discuss the imagery in the poem and use the artwork to help in understanding words; e.g. ‘wren’. Students could colour the art to reinforce understanding.

• Poetry is writing or speaking which expresses feelings and thoughts about things. Poems are created with different rhythms, sounds and word patterns. Not all poems have a rhyming pattern but all follow a repeated pattern. The three poems on page 23 do not rhyme but follow an identifiable pattern. A specific language feature of these poems is the pairing of appropriate adjectives to nouns to enhance the imagery pattern. Page 25 provides activities for students to identify these adjectives in the poems, then choose adjectives to enhance nouns in their own colour poem, using text innovation.

• Students publish their poems using a word processing program and locate and place appropriate images to illustrate their poems. Display in the classroom or compile as a class book. (Creating texts, Use of software) • Use the theme of colours to create other kinds of poems; e.g. acrostic poems, rhyming couplet poems, shape poems or haiku. (Language devices in literary texts including figurative language, Creating texts) • Students compile a personal list of words to learn how to spell, using colours used in the poems they created, some of the subjects (nouns) used and matching adjectives. Assist them to identify any silent letters, digraphs and less common sound-letter combinations to assist in reading and spelling. (Sound and letter knowledge)

Page 25 1. (a) shiny leaf (b) crunchy (c) juicy blackberry (d) sunny 2. Teacher check

Page 24 1. If I could be blue: Lisa If I could be green: Jake If I could be black: Aaron 2. (b) jumping 3. (c) bird 4. Yes 5. (b) If I could be blue 6. (a) Jake 7. Teacher check

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Colour poems – 1

Reading Imaginative text

Read the poems.

If I could be green If I could be any colour at all I think I’d like to be green Like a shiny leaf A leaping frog Or a crunchy apple Green’s the best colour for me! written by Jake

If I could be blue If I could be any colour at all I think I’d like to be blue Like a sunny sky A sparkling ocean Or a pretty little wren Blue’s the best colour for me! written by Lisa

If I could be black If I could be any colour at all I think I’d like to be black Like the middle of the night A flying bat Or a juicy blackberry Black’s the best colour for me! written by Aaron R.I.C. Publications®

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Australian Curriculum English – Literacy (Year 2)

Colour poems – 2

Understanding Imaginative text

Use the poems on page 23 to answer the questions.

1. Match the name of each poem to its writer.

If I could be blue

•

• Aaron

If I could be green •

• Jake

If I could be black •

• Lisa

2. A word that means the same as leaping in the green poem is: (a) laughing

(b) jumping

(c) shining

3. Find the word wren in the blue poem. A wren is a type of: (a) fish

(b) insect

(c) bird

4. All the poems describe a type of animal.

Yes

No

5. Which poem does not have a description of a food? (a) If I could be green (b) If I could be blue (c) If I could be black 6. Imagine each writer has decided to add a description of something else to his or her poem. Which writer is most likely to choose grass? (a) Jake

(b) Lisa

(c) Aaron

7. (a) Write the name of the poem you like the least.

(b) Explain why.

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Creating

Colour poems – 3

Imaginative text

1. Each writer has used interesting adjectives to describe different nouns in his or her poem. Write the adjective used to describe each of these nouns. (a)

leaf

(b)

apple

(c)

blackberry

(d)

sky

2. Follow these steps to write your own colour poem. (a) Choose a colour for your poem. (b) Draw and label three things that are this colour.

(c) Think about how each of these things looks, sounds, feels, tastes or moves. Add one or two adjectives in each box. (d) Use your ideas to write a colour poem.

If I could be any colour at all .

I think I’d like to be Like a A Or a

’s the best colour for me!

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Australian Curriculum English – Literacy (Year 2)

Birthday party sleepover • Identify the audience of imaginative, informative and persuasive texts (ACELY1668) • Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) • Use comprehension strategies to build literal and inferred meaning and begin to analyse key events by drawing on knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) • Create short imaginative, informative and persuasive texts using growing knowledges of text structures and language features for familiar and less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Teacher information

E

Elaborations

T

Teaching notes

+

Additional activities

A

Answers

• Reading and comprehending a less predictable persuasive text in the form of an exposition.

• Creating text by using controlling and emotive words in arguments supporting the writer’s view.

• As some vocabulary on page 27 may be unfamiliar to students, assist them to use contextual, semantic, grammatical and phonic knowledge to read the text. Ask students about parts of the email; e.g. email address, who the writer is, who the writer is emailing, the subject, greetings and finishing salutations (these are informal compared with an email sent to someone not well known).

• Page 28 includes a variety of literal and inferential comprehension questions about the content of the text and its structure and purpose. The inferential questions include predicting, fact and opinion, prior knowledge and making connections. Some students will need more guidance than others to complete the answers.

• Page 29 provides activities for students to identify and practise using language features in expositions. In this informal email to her parents, Charlotte is virtually begging her parents to agree with her wish. She has used capital letters to emphasise some points and the repetition of words such as ‘Please!’ Exclamation marks are also featured. Note: Modal verbs such as ‘must’, ‘will’ and ‘should’ are commonly used in expositions. Comparative and superlative adjectives are also used, especially the former.

• Examples of things students might think of to ‘beg’ for in Question 2 could include: a themed birthday party, getting a pet, takeaway meal, a present like a bike for a birthday, changing bedrooms, raising pocket money or going to see a particular movie.

• Students use the arguments written about in Question 2 on page 29 to create an actual email and send it to their Mum or Dad. Students should write a draft and edit it on screen before sending it. (Creating texts, Editing, Use of software) • Identify sentences that need to end with an exclamation mark for emphasis. Practise saying them with emphasis.

(Evaluative language) • Using the email as the basis, students create a role-play where one student is ‘Charlotte’ (or male equivalent) and two are the parents. Students could make up some remarks the parents might say in between each reason given for the sleepover and what their final decision might be. Alternative endings could be made up. (Listening and speaking interactions/Oral presentation)

Page 28 1. (a) Charlotte (b) her Mum and Dad/r & j hunter 2. (b) She’d only invite three friends.

3. Opinion 4. (c) stay awake 5. Note: The strongest argument is usually the first one in an exposition and this is often used in the conclusion as well. Students may not choose this argument, they may choose one that means more to them personally.

6. Teacher check Australian Curriculum English – Literacy (Year 2)

26

Page 29 1. (a) Circle: PLEASE, REALLY, WILL, YES (b) Answers should indicate that the writer used capital letters to emphasise points and try to persuade.

2.–3. Teacher check

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Birthday party sleepover – 1

Reading Persuasive text

Read the email.

New message Find New Mail

Send

Attach

To: Subject:

Address

Fonts

r&j_hunter@fastmail.com Birthday party sleepover

Hi Mum and Dad! I’m emailing you both about my birthday in two weeks time. I know you’ve said I could have a party on the Saturday afternoon. But I’d like to ask if I could have a special kind of party. Please Please Please PLEASE could I have my first sleepover party? It would be so much fun! I loved going to Ava’s sleepover party and I’d love to have one too.

I won’t ask lots of friends. I’ll only ask three. With me that will be four and that’s a good number. If there’s too many people it might get REALLY noisy. Four can fit in my bedroom. One person with me at the other end of my bed and two on the floor on the big spare mattress.

I promise we won’t stay up all night. At sleepovers children stay up longer than usual.

But you can set a time for lights out. Maybe 10.30 pm? or 11 pm? We might talk and giggle for a while but we WILL go to sleep.

The party won’t be any trouble for you. If I invite my friends to come over at 5 o’clock we can play outside in the cubby and on the trampoline. Could you please set up a treasure hunt game to find lolly bags? We could make our own pizzas for dinner. I’ll help you get all the toppings ready to put on. I’d love an ice-cream birthday cake. That way you don’t have to make one! After that we could watch a movie like Muppets most wanted or The lego movie. Halfway through the movie we could make popcorn and hot chocolate.

Please Please Please Please say yes! You can see I’ve worked it all out to make it a fun sleepover that you’ll both like too! I’ll only ask three friends, we won’t stay up all night and it will be easy to organise. Please come and see me when you’ve made your decision … I hope it’s YES! I love you Mum and Dad. Charlotte XX R.I.C. Publications®

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Australian Curriculum English – Literacy (Year 2)

Birthday party sleepover – 2

Understanding Persuasive text

Use the email on page 27 to answer the questions.

1. (a) Who wrote the email?

(b) Who was it sent to?

2. What reason did the writer give first about the sleepover? (a) She promised they wouldn’t stay up all night. (b) She’d only invite three friends. (c) She’d help get things ready for dinner.

3. Circle fact or opinion.

Sleepovers are fun.

Fact

Opinion

4. Which event is not likely to happen if there was a sleepover?

The children would: (a) watch a movie.

(b) play outside.

(c) stay awake.

5. The writer has given several reasons or arguments about why she wants a birthday sleepover. Which argument do you think is the strongest?

6. (a) Have you had a sleepover at your house? (b) If you have had a sleepover, did you like it?

Yes

No

Yes

No

(c) Explain why or why not.

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Birthday party sleepover – 3

Creating Persuasive text

1. (a) Did you notice the writer used capital letters sometimes to spell words? Find some in the email and circle them. (b) Why do you think the writer did this?

2. (a) Think of something you’d REALLY like to do or have. Imagine you’re begging your mum or dad to agree. Complete this question.

Please, Please, Please, PLEASE could I

? (b) Now think about the best reason or argument you could say to try to get them to agree. Remember to use words like ‘can’ ‘must’, ‘will’ and capital letters to make your argument strong.

(c) Think of another reason to try to get them to agree.

3. Write any other reasons you can think of on the back of this sheet.

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Australian Curriculum English – Literacy (Year 2)

Once, twice, three times!

• Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) • Use comprehension strategies to build literal and inferred meaning and begin to analyse key events by drawing on knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) • Create short imaginative, informative and persuasive texts using growing knowledges of text structures and language features for familiar and less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Teacher information

E

Elaborations

T

Teaching notes

+

Additional activities

A

Answers

• • • •

Reading and comprehending a less predictable imaginative text in the form of a narrative.

Identifying how the choice of a title helps in predicting a text’s content and captures interest.

Creating text by identifying the correct punctuation marks to complete sentences.

Creating text by visualising events in a narrative to predict what might occur next.

• As some vocabulary on page 31 may be unfamiliar to students, assist them to use contextual, semantic, grammatical and phonic knowledge to read the text. Discuss that the text is written in the form of a conversation among the characters and the speech marks identify the words spoken followed by who spoke.

• Page 32 includes a variety of literal and inferential comprehension questions about the content of the text and its structure. The inferential questions include making connections, concluding and visualising text. Discussing the art on the page will assist students in answering some questions, especially Question 4.

• Discussion about the choice of title, its importance and brainstorming titles for Question 1 on page 33 would assist students to think of a suitable alternative.

• Students may need revision about when to use a full stop, question mark or exclamation mark to end a sentence.

Identify other sentences and their endings in the text, other than those given in Question 2 on page 33.

• Before students complete Question 4 on page 33, they should discuss what actually happened to Lewis and talk about Mrs Perkins’ actions and manner towards Lewis before he explained exactly what happened. They can use these conclusions to make a prediction about her reaction to his ‘accident’. Students could compare answers afterwards as they may vary considerably—there is no one correct answer.

• Identify the verbs used with the speaker in the dialogue in the text. These help the reader make connections with the character. Examples used are ‘cried’, ‘replied’, ‘remarked’, ‘called’, ‘said’ and ‘exclaimed’. Writers also use different verbs in dialogue to create variety, rather than just using ‘said’. (Vocabulary) • Use the verbs above, punctuation marks, and descriptive words and phrases to read the text with correct intonation and voices to match the characters. Students could role-play the scene described in the text. (Listening and speaking interactions/Oral presentation) • Discuss the behaviour of the skateboarder in the narrative. Could he have prevented Lewis falling over a second time?

Students draw the skateboarder and Lewis and write a conversation between them in speech bubbles. (Creating texts)

Page 32 1. (a) (ii) embarrassed (b) Answers will vary 2. Just a bit of a traffic accident. I’m ok … it’s only a bruised big toe and some scrapes on my elbows.

3. (c) Simone 4. Answers should indicate that Lewis was knocked over three times in three different ways.

5. Teacher check

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Page 33 1. Teacher check 2. (a) full stop (b) question mark (c) exclamation mark 3.–4. Teacher check

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Once, twice, three times! – 1

Reading Imaginative text

Read the narrative.

‘Gosh, Lewis! Whatever happened to you?’ cried Cooper as his friend limped into the classroom.

‘Just a bit of a traffic accident’, Lewis replied, looking rather sheepish. ‘I’m ok ... it’s only a bruised big toe and some scrapes on my elbows.’

‘You were lucky you weren’t seriously hurt Lewis’, his teacher, Mrs Perkins remarked. ‘Perhaps we should talk about safety on the roads. Who can tell me the rules for crossing the road?’

‘I know Mrs Perkins’, called out Lewis, without putting his hand up.

‘Stop. Look. Listen.’

‘You’re right Lewis, but that’s not enough’, replied his teacher. ‘Can anybody add to that?’

Simone put up her hand. ‘When you look, you must look right, look left, then right again. If nothing is coming you can cross. But you must keep looking and listening as you cross.’

‘That’s very well explained Simone’, said Mrs Perkins. ‘Perhaps if someone had remembered that, he might not have had an accident!’ she exclaimed, looking straight at Lewis.

‘Oh no, Mrs Perkins!’ Lewis replied. ‘My accident wasn’t on the road, it was on a footpath! I ran out of my driveway onto the footpath just as the little girl next door was passing by on her bicycle with trainer wheels. She knocked me over. Just as I was getting up, a boy zoomed around the corner on his skateboard. I got knocked over again. Then a dog came out of nowhere and pinned me down.

It licked me until its owner came over!’

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Australian Curriculum English – Literacy (Year 2)

Once, twice, three times! – 2

Understanding Imaginative text

Use the narrative on page 31 to answer the questions.

1. (a) When Lewis came to school he looked ‘rather sheepish’. This means he felt: (ii) embarrassed

(i) unwell

(iii) happy

(b) Why do you think he felt like this?

2. Underline what Lewis said to explain to Cooper what had happened to make him limp and what parts of his body were hurt.

3. Who gave the best explanation for crossing the road? (b) Mrs Perkins

(a) Lewis

(c) Simone

4. Why do you think the title of the story is ‘Once, twice, three times!’?

5. (a) Do you think there was anything Lewis could have done to prevent himself getting hurt?

Yes

No

(b) Explain why you think this.

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Once, twice, three times! – 3

Creating Imaginative text

1. Writers often try to make the titles of their stories catchy or interesting. The titles often give a hint about something that happens in the story. Think of another title for the story.

My title: 2. Full stops, question marks and exclamation marks are found at the end of sentences. Use a . ? or ! at the end of these sentences from the story. (a) Simone put up her hand (b) Whatever happened to you (c) Oh no, Mrs Perkins 3. Use a . ? and ! at the end of three sentences of your own. (a) . (b) ? (c) !

4. Read the last paragraph in the story. Imagine what Mrs Perkins might be thinking as she listens to what happened to Lewis. Write what you think she would say to Lewis in the speech bubble.

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Australian Curriculum English – Literacy (Year 2)

The coldest place on Earth • Identify the audience of imaginative, informative and persuasive texts (ACELY1668) • Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) • Use comprehension strategies to build literal and inferred meaning and begin to analyse key events by drawing on knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) • Create short imaginative, informative and persuasive texts using growing knowledges of text structures and language features for familiar and less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Teacher information

E

Elaborations

T

Teaching notes

+

Additional activities

A

Answers

• Reading and comprehending a less predictable informative text in the form of a report.

• Identifying the correct coordinating conjunctions to use in text.

• The informative text on page 35 includes technical vocabulary appropriate to a report that will be unfamiliar to many students. Assist students to use contextual, semantic, grammatical and phonic knowledge to read the text.

• Page 36 includes a variety of literal and inferential comprehension questions about the content of the text and its purpose. Some students will need more guidance than others to complete the answers. While there are inferences in the text, a discussion about penguins would help students answer Question 4, as some may not have prior knowledge about penguins being flightless birds that can swim.

• Activities where students can practise identifying and using the correct coordinating conjunctions in words, groups of words and sentences has been provided on page 37. Students need to learn to join simple sentences in text to express ideas using compound sentences. Note: A common error is for students to continue joining sentences with the common conjunction ‘and’. The last activity on page 37 addresses this. Remind students to start each new sentence with a capital letter and end with a full stop. Ask them why the ‘and’ before the word ‘driest’ is needed.

• Use the text on page 35 for students to identify language and structural features of a report; e.g. classification (what is being reported on); description (using appropriate technical vocabulary, nouns and adjectives); conclusion (with writer’s point of view); paragraphs. (Purpose, audience and structures of different types of texts) • Scientists need protective clothing when working outdoors in Antarctica. Students use the illustration on page 35 and a colour photograph on the internet to write a description of a scientist’s clothes. The class could compile a vocabulary list to refer to when writing. Example words could be thick, woolly, warm, waterproof, balaclava, protective glasses, mittens and so on. (Use of software/Visual language/Vocabulary) • Identify where commas are used in the report to separate words in lists. Create sentences using lists of foods they like to eat, animals that live in a jungle and so on. They should edit their sentences for correct comma usage. (Punctuation/ Editing)

Page 37 1. (a) or (b) and (c) as (d) but 2. Teacher check 3. Antarctica is the coldest place on Earth. It is even colder than a freezer. Antarctica is also the windiest and driest place on Earth. It is covered in ice but has little rain.

Page 36 1. (b) teach us facts 2. (c) larger 3. (a) False (b) False (c) False (d) True 4. Possible answers: Penguins can’t fly/Penguins can swim/Most penguins are larger.

5. Antarctica has not been spoiled by people.

6. Teacher check

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The coldest place on Earth – 1

Reading Informative text

Read the report.

Can you imagine living in the coldest place on Earth?

A place that is much, much colder than a freezer?

That place is Antarctica. Even in summer it is still very cold as the temperatures are just above freezing!

Antarctica can be found over the South Pole. It is the fifth largest continent.

Antarctica is about twice the size of Australia.

Besides being the coldest place on Earth, Antarctica is also the windiest and the driest. Winds blow very strongly nearly all the time. Although Antarctica is covered in ice, it has very little rain.

Antarctica has no trees or bushes. The only plants are those like mosses, lichens and algae. It also has no large animals that live there all the time.

The animals that visit for a while are penguins, some birds that fly, seals and whales. The only land animals that live there all the time are insects and tiny worms. Lots of fish live in the ocean around Antarctica. Sea creatures like krill, crab, shrimp, squid and octopus can also be found.

No humans live in Antarctica all the time. But many scientists visit there. Because Antarctica has not been spoilt by people, it is a very important place to do research. Scientists study many things, such as the weather, the ocean and the ice. They also study how the animals that visit cope with the cold.

Even though it is so cold and icy, I would love to visit Antarctica.

Would you?

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Australian Curriculum English – Literacy (Year 2)

The coldest place on Earth – 2

Understanding Informative text

Use the report on page 35 to answer the questions.

1. This text has mainly been written to: (a) make us feel cold (b) teach us facts (c) read a story 2. Circle the correct word. (a) warmer

Antarctica is

(b) smaller

than Australia.

(c) larger

3. Write True or False. (a) Penguins live in Antarctica all year round. (b) It rains a lot in Antarctica. (c) You would see many fir trees in Antarctica. (d) In summer, ice can still be found there.

4. Penguins are birds. Explain something about penguins that makes them different from birds such as seagulls or parrots.

5. Why is Antarctica a good place for scientists to do research?

6. The writer would like to visit Antarctica, even though it is cold and icy. Would you like to visit Antarctica? Circle and explain your answer.

I would/wouldn’t like to visit Antarctica because

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The coldest place on Earth – 3

Creating Informative text

1. A conjunction is a word used to join words, groups of words or sentences. Write the missing conjunction in these sentences. as

and

or

but

(a) Antarctica has no trees

bushes. driest place.

(b) Antarctica is the coldest, windiest (c) Even summer is still very cold

it is just above freezing.

(d) No humans live there all the time

many scientists visit.

2. Finish each sentence in your own words. (a) A tiger’s stripes are orange, white and

.

(b) I like eating carrots but

.

(c) Do you want to go to the park or

?

(d) The train slowed down as

.

3. Read the paragraph about Antarctica below. Instead of writing it in sentences, the writer has made it into one very long sentence using the conjunction ‘and’. Rewrite it correctly, taking out three ‘and’s.

Antarctica is the coldest place on Earth and it is even colder than a freezer and Antarctica is also the windiest and driest place on Earth and it is covered in ice but has little rain.

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Australian Curriculum English – Literacy (Year 2)

The invisible desk • Identify the audience of imaginative, informative and persuasive texts (ACELY1668) • Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) • Use comprehension strategies to build literal and inferred meaning and begin to analyse key events by drawing on knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) • Create short imaginative, informative and persuasive texts using growing knowledges of text structures and language features for familiar and less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Teacher information

E

Elaborations

T

Teaching notes

+

Additional activities

A

Answers

• Reading and comprehending less predictable imaginative text in the form of a playscript.

• Creating text by following the conventions of a playscript.

• As some vocabulary on page 39 may be unfamiliar to students, assist them to use contextual, semantic, grammatical and phonic knowledge to read the play. Discuss the conventions of a playscript with students and get them to identify these in the play. These include numbering the acts if more than one, describing the scene or setting, listing the characters, leaving space between the character’s name in bold print to the character’s conversation and writing the stage directions which show placement and movement (sometimes a narrator provides this last element).

• Page 40 includes a variety of literal and inferential comprehension questions about the content of the text and its purpose and structure. Some students will need more guidance than others to complete the answers.

• On page 41, students are required to write all or part of a second act for the play. Ideas could be discussed as a whole class and suggested sentences for conversations between characters written on the board. Students may think of adding more characters than just Owen and Jett. (These characters’ names can be changed to match gender of students.) Stage directions can also be suggested. They can use the suggestions in the discussion to continue the play individually or in pairs.

• Compare the different versions of Act 2 created by the students. How are they similar or different? Which Act 2 did they like the best? Why? (Texts and the contexts in which they are used) • Students form groups of three or more, depending on the number of characters, and practise performing two acts of the play. (Attention should be given to speaking clearly and projecting their voices so the audience can hear and making sure the stage directions are practised correctly.) Present the play to the rest of the class, other classes or at an assembly. (Listening and speaking interactions/Oral presentations)

Page 40 1. (b) entertainment 2. In a classroom at the end of the day.

3. Jett leans forward on his invisible desk.

4. No 5. (a) Owen (b) Owen (c) Jett (d) Owen 6. Answers should indicate that Owen’s leg bumped into something in the space where Jett’s desk should be.

7. Teacher check

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Page 41 1. Teacher check

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The invisible desk – 1

Reading Imaginative text

Read the play.

ACT 1 Scene:

A classroom at the end of the day.

Characters: Jett, Owen (Jett and Owen are sitting in their chairs, next to each other. Jett’s desk is missing, but he looks as if he is leaning on it.)

Teacher’s voice:

Pack up quietly please class, then you may go.

(Jett looks down and sees he has no desk.)

Jett:

(looking at Owen) Have you seen my desk, Owen?

Owen:

(busy packing up) Of course I have, Jett.

Jett:

Well, where is it?

Owen:

(looks up and sees there is no desk in front of Jett) I don’t know.

Where did you move it to?

Jett:

I didn’t move it … I was leaning on it just then. (He puts his hands out and feels around. He jumps up.) It’s here! I can’t see it but I can feel it. It’s invisible!

Owen:

Jett, you’ve gone crazy! A desk can’t become invisible!

Jett:

Look at this then Owen! (He stands and leans forward as if leaning on his desk.)

Owen:

You’re just pretending. Look, I can do that too. (He stands and leans over with his hands out.) See! You’re being ridiculous. I’m going home. I’ll see you tomorrow.

Jett:

Yes, I’m going too. I just hope I can find my desk in the morning! Bye Owen. (He leaves.)

(Owen picks up his bag and starts to follow. He stops and moves up close to the space in front of where Jett sits. He stares at the space where the desk should be and shakes his head.)

Owen:

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Ha! Ha! Of course Jett was joking!

(He starts to step through the space but stops suddenly, as though he has crashed into something.)

Ow! (He rubs his leg.) Stupid desk!

(He realises what he has just said. He turns slowly around to look at the space with a shocked look on his face.) www.ricpublications.com.au

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Australian Curriculum English – Literacy (Year 2)

The invisible desk – 2

Understanding Imaginative text

Use the play on page 39 to answer the questions.

1. This play was written to give you: (a) information

(b) entertainment

(c) an explanation

2. Where and when does the play take place?

3. What does Jett do to prove to Owen that his desk is invisible?

4. Does Owen believe him after that?

Yes

No

5. Circle the character who said each thing. (a) You’ve gone crazy!

Jett

Owen

(b) You’re just pretending.

Jett

Owen

(c) I hope I can find my desk in the morning.

Jett

Owen

(d) Ow! Stupid desk!

Jett

Owen

6. At the end of Act 1 of the play, Owen has a shocked look on his face.

Why does this happen?

7. Do you think Jett’s desk is really invisible?

Yes

No

Why/Why not?

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Creating

The invisible desk – 3

Imaginative text

1. On page 39, you read Act 1 of the play, The invisible desk. It ended with Owen having a shocked look on his face. What do you think might happen at school the next day?

Talk about some ideas with others. Make up some things Jett and Owen might say to each other or someone else, like their teacher.

Then write Act 2 of the play. Remember to explain the stage directions in brackets in the play.

The invisible desk ACT 2 Scene: Characters: ( )

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Australian Curriculum English – Literacy (Year 2)

KIDS RULE! • Identify the audience of imaginative, informative and persuasive texts (ACELY1668) • Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) • Use comprehension strategies to build literal and inferred meaning and begin to analyse key events by drawing on knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) • Create short imaginative, informative and persuasive texts using growing knowledges of text structures and language features for familiar and less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Teacher information

E

Elaborations

T

Teaching notes

+

Additional activities

A

Answers

• Reading and comprehending a less predictable informative text in the form of a review.

• Creating text by writing a simple review of a chosen book.

• The review on page 43 includes some subject-specific vocabulary that may be unfamiliar to students. Assist them to use contextual, semantic, grammatical and phonic knowledge to read the text. Words such as ‘review’, ‘issue’, ‘online’, ‘recyclable’, ‘regular’ and ‘features’ will need discussing. The text also provides practise in using the table of contents to access information.

• Page 44 includes a variety of literal and inferential comprehension questions about the content of the text and its structure. Some students will need more guidance than others to complete the answers, especially when using the contents to access information.

• On page 45, students are asked to find an illustrated book to write a simple review. It can be one they liked or disliked, from class, the school library or from home. When they have completed it, they can share their review with others in the class along with their book so others can hear and see the actual book and story. If some students chose the same book, reviews can be compared and differing opinions highlighted in discussion.

• Students write an email for the Your opinion section of KIDS RULE! about if their bed time is fair. They could also voice this opinion to others in the class and listen to others’ opinions. (Use of software/Creating texts/Listening and speaking interactions/Expressing preferences and evaluating texts) • Search for a children’s online bookseller that includes reviews by readers. Find books they have read and compare the reviews with what they thought about the book. (Use of software/Expressing preferences and evaluating texts) • Use the text on page 43 for students to identify language and structural features of a magazine review; e.g. the general or classifying statement about the type of magazine, the description which gives an account of the magazine’s content, the concluding statement of the reviewer’s opinion of the magazine, text divided into paragraphs. (Purpose, audience and structures of different types of texts)

Page 44 1. (a) Sally Martin (b) It was written for kids between the ages of about six to 10. (c) The writer wants them to buy magazine, KIDS RULE! 2. (a) the same 3. A recyclable robot 4. Cats and kittens

Australian Curriculum English – Literacy (Year 2)

5. The robot should be made from recyclable items such as cereal and other boxes, tin foil, paper of various types, paper towel rolls and so on.

6. Possible answers: She gave it four and a half out of five stars./ It has won parents’ and children’s awards so must be very good./ She had lots of good things to say about the magazine./She said it was ‘worth it’.

7. Teacher check

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KIDS RULE! – 1

Reading Informative text

Read the children’s magazine review.

!

E L U R KIDS Contents 2 3 4

What’s cooking?

Hamburger with the lot Game of the month Pet net: Interact with a virtual pet Your opinion Is your time for bed fair?

FREE GIANT BUBBLE MAKER

12 Get crafty Recyclable robot 14 Fun with science Ooey gooey slime!

16 Pets parade Cute cats and kittens

KIDS RULE! Magazine review by Sally Martin KIDS RULE! is one of the most popular magazines for kids aged six to 10. You can find a new issue in the shops each month. Of course, it can also be ordered online.

A look at part of the contents page above in the magazine gives you an idea as to why it is so popular. KIDS RULE! is packed full of things kids your age find interesting.

You learn things about your world and have fun at the same time.

As you can see, each issue has regular features. What’s cooking? gives a recipe suitable for kids to make themselves (maybe with a bit of parent help!) and Game of the month gives a review of the latest computer game. There’s a regular craft idea for making something, a science experiment or activity to try and a puzzles and joke section. The Pets parade pages feature photographs and comments kids have sent in of their pets. In the Your opinion page, kids email in what they think of a topic. There are competitions to enter and often free gifts included. And lots, lots more inside.

KIDS RULE! has won both parents’ and children’s awards. Go online to view some pages inside the magazine or look through it in a shop. It’s worth it!

I give KIDS RULE! four and a half stars out of five.

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Australian Curriculum English – Literacy (Year 2)

KIDS RULE! – 2

Understanding Informative text

Use the review on page 43 to answer the questions.

1. (a) Who wrote the review? (b) Who was the text written for? (c) What does the writer want these people to do?

2. The magazine has regular features.

This means it has

sections in it each month.

(a) the same

(b) different

(c) interesting

3. What would you learn to make in this month’s issue?

4. Which kind of pets’ photographs would you look at in this issue?

5. Draw and label some things the robot in the craft section could be made from.

6. How do you know the writer really likes the magazine?

7. (a) Would you like to read KIDS RULE!?

Yes

No

(b) Why/Why not?

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Creating

KIDS RULE! – 3

Informative text

1. (a) Find a book you have read to write a review about.

Choose one with illustrations. It can be one you enjoyed reading or one you didn’t enjoy.

Title: Author: Illustrator: (b) What is the book about?

(c) Write some sentences about what you like or don’t like about this book.

(d) Draw a picture about this book. Explain what is happening.

(e) Rate this book. (5 stars is the best.)

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Australian Curriculum English – Literacy (Year 2)

Life cycle of a mosquito • Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) • Use comprehension strategies to build literal and inferred meaning and begin to analyse key events by drawing on knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) • Create short imaginative, informative and persuasive texts using growing knowledges of text structures and language features for familiar and less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Teacher information

E

Elaborations

T

Teaching notes

• Reading and comprehending a less predictable informative text in the form of an explanation.

• Creating text by using appropriate technical vocabulary to explain a butterfly’s life cycle.

• The informative text on page 47 includes technical vocabulary appropriate to an explanation that will be unfamiliar to many students. Assist students to use contextual, semantic, grammatical and phonic knowledge to read the text.

Words such as ‘pupa’, ‘pupae’, ‘larva’, ‘larvae’ and ‘emerge’ will need discussion about their meaning.

• Page 48 includes a variety of literal and inferential comprehension questions about the content and structure of the text. The focus is on sequencing, an important feature in the explanation of a life cycle. Some students will need more guidance than others to complete the answers.

• A language feature of this type of informative text is the use of technical vocabulary. On page 49, students are to write sentences to create a simple explanation of the four stages of a butterfly’s life cycle, using technical vocabulary where appropriate. This activity could be done in conjunction with a science lesson. Students will need to be familiar with what happens at each stage. Provide suitable images of the life cycle for students to view and discuss. There are several YouTube™ videos that use time lapse photography to record the butterfly’s life cycle. This one is narrated by a young boy. <http://www.youtube.com/watch?v=mQOFh1exp3A> • Students could compare the similarities and differences between their explanation of the butterfly’s life cycle and the life cycle on page 47.

+

Additional activities

A

Answers

• Re-read their sentences created on page 49 and edit for spelling, punctuation and structure. (Editing) • Use the internet to find colour photographs and time lapse videos of life cycles of animals such as mosquitoes, butterflies, frogs and silkworms, and plants such as sunflowers and beans. (Use of software) • The text includes some regular and irregular plural words; e.g. larva/larvae, pupa/pupae, egg/eggs, tube/tubes, mosquito/mosquitoes. Students can identify these in the context of the text and learn how to spell them. (Phonemic awareness)

Page 48 1. (a) mosquito (b) pupa (c) egg (d) larva 2. (d) A female mosquito lays eggs. (a) The larva sheds its skin. (c) The larva becomes a pupa. (b) The pupa’s skin splits.

3. Answers should indicate that the eggs would break up and float away if the water flowed swiftly.

4. (c) sheds its skin four times 5.–6. Teacher check

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Life cycle of a mosquito – 1

Reading Informative text

Read the explanation.

Did you know that a mosquito usually lives for only about one month?

What happens to it during this time?

A mosquito goes through four different stages during its life. These are egg, pupa, larva and adult.

First, a female mosquito lays her eggs on the surface of the water. The water is still or very slow moving. She lays between 40 and 400 eggs in a raft shape.

An adult mosquito is forming inside each pupa. It takes a few days. Then each pupa’s skin splits and adult mosquitoes emerge.

They dry their new wings before they fly off to look for food.

After a few days, larvae hatch out of the eggs. They stay just under the surface of the water. They breathe air through a tube. Larvae are sometimes called ‘wrigglers’ as they jerk their body to move. As larvae grow, they shed their skin and have a new one underneath.

Larvae shed their skin four times. This takes up to a week.

Then they have become a pupa. Pupae are sometimes called ‘tumblers’. They also breathe air through tubes.

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Australian Curriculum English – Literacy (Year 2)

Life cycle of a mosquito – 2

Understanding Informative text

Use the explanation on page 47 to answer the questions.

1. Label each picture with each stage: egg, larva, pupa, mosquito.

(a)

(b)

(c)

(d)

2. Order these events that happen from 1 to 4. (a) The larva sheds its skin. (b) The pupa’s skin splits. (c) The larva becomes a pupa. (d) A female mosquito lays eggs.

3. Why do you think the water a mosquito lays her eggs in must be still or slow moving?

4. A larva is different from a pupa because it: (a) breathes through a tube. (b) lives in water. (c) sheds its skin four times.

5. Write an interesting fact you learnt about mosquitoes.

6. What do you think about mosquitoes?

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Life cycle of a butterfly

Creating Informative text

1. The illustrations below show the four stages of a butterfly. Label them. egg

caterpillar

chrysalis

butterfly

2. Explain what happens during each stage of the life cycle.

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Australian Curriculum English â&#x20AC;&#x201C; Literacy (Year 2)

Little Miss Muffet and the spider • Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) • Use comprehension strategies to build literal and inferred meaning and begin to analyse key events by drawing on knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) • Create short imaginative, informative and persuasive texts using growing knowledges of text structures and language features for familiar and less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Teacher information

E

Elaborations

T

Teaching notes

+

Additional activities

A

Answers

• Reading and comprehending a less predictable imaginative text in the form of two recounts, written about an incident from differing viewpoints.

• Creating text by identifying and using appropriate adjectives to aid in visualising a scene.

• Creating text by visualising events in a recount to predict a further event.

• Students may need to listen to and read the nursery rhyme these recounts are based on so they are familiar with the background. Two points of view are expressed about the events in the rhyme—Miss Muffet’s and the spider’s. As some vocabulary on page 51 may be unfamiliar to students, assist them to use contextual, semantic, grammatical and phonic knowledge to read the text. Bring some cottage cheese to show students to help them understand what curds and whey are. These products are made when milk is separated in cheese making. It is similar to cottage cheese.

• Page 52 includes a variety of literal and inferential comprehension questions about the content of the text and its structure. The emphasis is on sequencing events and comparing points of view. Some students will need more discussion about the questions than others.

• The choice of adjectives in texts such as this helps in visualising text. On page 53, students identify adjectives used in the recounts, then choose appropriate adjectives to complete their own sentences. Adjectives could be brainstormed before completing Activity 2. Remind students that lists of adjectives are usually separated by commas. Note that sentence 1. (a) does not have a comma between the two adjectives as one adjective is evaluative (lovely) and the other is descriptive (sunny).

• For Activity 3, students must make a prediction about a future conversation that could occur between Miss Muffet and the spider, based on the recounts. Scenarios could be discussed beforehand.

• Identify the similarities and differences between the two recounts. For example, the setting, time and events are the same but the feelings and points of view about what happened are not. (Texts and the contexts in which they are used) • Students could role-play being Miss Muffet or the spider and tell a small group or the class about their point of view about what happened, using the actual text or making it up in their own words. They should use appropriate intonation and expression to match the characters. (Listening and speaking interactions/Oral presentation) • Recite other nursery rhymes such as Little Bo Peep. Students imagine they are the sheep and explain how they disappeared, or alternatively, imagine they are Bo Peep and explain what happened. (Creating literary texts)

Page 52 1. (a) Last Sunday morning (b) Miss Muffet’s garden/ backyard 2. (a) a product similar to cottage cheese (b) a grassy mound 3. (c), (b), (a) 4. (a) Miss Muffet screamed

Australian Curriculum English – Literacy (Year 2)

5. (a) She thinks it wanted to eat her curds and whey. (b) No (c) The spider said it only likes to eat insects./The spider said that it was only trying to be friendly.

6. Teacher check

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Page 53 1. (a) lovely sunny (b) huge, hairy, brown, scary (c) juicy 2.–3. Teacher check

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Little Miss Muffet and the spider – 1

Reading Imaginative text

Read the two recounts.

Recount 1 Hello! I’m Little Miss Muffet. Last Sunday morning I had an awful fright. It happened in my own backyard.

It was a lovely sunny morning so I decided to eat my breakfast outside. I took a large bowl of curds and whey and sat on a tuffet under the big tree in our garden. As I was eating them, I saw something appear next to me. I turned around to see what it was. It was a huge, hairy, brown, scary spider! I screamed at the top of my lungs and jumped into the air. My curds and whey crashed to the ground and spilt everywhere. Then I ran into my house screaming.

That spider was so mean to scare me. I bet it was after my breakfast!

Recount 2 Hello there! I’m the spider who lives in the tree in Miss Muffet’s garden. I want to tell you what happened to me last Sunday.

It was a lovely sunny morning so I decided to build a new web to catch some insects to eat. I had just finished when I saw Little Miss Muffet carrying a bowl. She sat on the tuffet under the tree and began to eat.

I thought it would be nice to talk to her. I lowered myself down by a silk thread next to her so I could introduce myself. She saw me out of the corner of her eye and turned around to face me. Before I could say ‘Hello’, she screamed, jumped up and ran into her house. The curds and whey spilt everywhere.

I didn’t mean to scare her, I was trying to be friendly. She probably thinks I wanted her breakfast. But I don’t like curds and whey. I like the juicy insects I catch in my web!

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Australian Curriculum English – Literacy (Year 2)

Little Miss Muffet and the spider – 2

Understanding Imaginative text

Use the recounts on page 51 to answer the questions.

1. (a) When did both recounts happen? (b) Where did both recounts happen?

2. The words ‘curds and whey’ and ‘tuffet’ are not used very often. Find out what they mean. (a) curds and whey (b) tuffet 3. Order these events in Recount 1 from 1 to 3. (a) Curds and whey spilt everywhere. (b) Miss Muffet saw the spider. (c) Miss Muffet sat on the tuffet.

4. In Recount 2, tick the event that happened last. (a) Miss Muffet screamed. (b) The spider lowered himself down next to Miss Muffet. (c) The spider built a web.

5. (a) Why does Miss Muffet think the spider scared her?

(b) Do you think this is the reason?

Yes

No

(c) Why do you think this?

6. Imagine Miss Muffet is eating her curds and whey at the kitchen table. She notices a cockroach running across the floor. What do you think would happen next?

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Little Miss Muffet and the spider – 3

Creating Imaginative text

1. The recounts use interesting adjectives to help you imagine what things look like. Write the missing adjectives used in the recounts. morning.

(a) It was a ,

(b) Miss Muffet saw a ,

,

spider. insects.

(c) The spider likes to eat

2. Choose interesting adjectives to describe these things. mouse ran across the floor.

(a) A (b) Dad parked his

car in the garage.

(c) We picked some grape vine.

grapes off the

3. Imagine Miss Muffet and the spider finally meet. In one speech bubble, write a question one of them is asking to the other. Write the answer in the other speech bubble.

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Australian Curriculum English – Literacy (Year 2)

The best place in the house • Identify the audience of imaginative, informative and persuasive texts (ACELY1668) • Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) • Use comprehension strategies to build literal and inferred meaning and begin to analyse key events by drawing on knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) • Create short imaginative, informative and persuasive texts using growing knowledges of text structures and language features for familiar and less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Teacher information

E

Elaborations

T

Teaching notes

+

Additional activities

A

Answers

• Reading and comprehending a less predictable persuasive text in the form of three expositions.

• Creating text by using controlling and emotive words and punctuation in arguments supporting the writer’s view.

• As some vocabulary on page 55 may be unfamiliar to students, assist them to use contextual, semantic, grammatical and phonic knowledge to read the text. Ask students if they have the same opinion as Jacob, Sophie or Anya. If not, what place do they like best in their house?

• Page 56 includes a variety of literal and inferential comprehension questions about the content of the text and its structure and purpose. The inferential questions include predicting, fact and opinion, prior knowledge and making connections. The three texts are not conventional expositions where the writer persuades the reader to have the same opinion as him or her. However, each child has given one main reason/argument for liking each place the best and included others, using emotive language and punctuation.

• Page 57 provides activities for students to identify and practise using language and punctuation features in expositions. To complete Question 1, discuss the use of exclamation marks and capital letters in the texts that help each writer to express his or her opinion and convince the reader that his or her particular place is best for either Jacob, Sophie or Anya. The reader may not necessarily have the same opinion about each place. For Question 2, they should state the main reason they like a chosen place the best, followed by one or two others. Capital letters and exclamation marks can be used for emphasis where appropriate. Superlative adjectives should also be used; e.g. ‘best place’, ‘most fun’.

• Complete the exposition about their favourite place in their house and arguments why. Students should write a draft, edit it and publish it, by handwriting or using a word processing program. They can leave spaces to draw and colour appropriate illustrations. (Creating texts, Editing, Use of software) • Provide an outline of a typical house/apartment that includes bedrooms, living room, kitchen, bathroom, outdoor area etc. Display on a whiteboard or interactive board. Students brainstorm to list activities that can be done in each room.

(Listening and speaking interactions/Use of software)

Page 57 1. (a) Teacher check (b) Possible answers: for emphasis, to make their opinion stand out (c) Teacher check 2. Teacher check

Page 56 1. (b) what each child’s favourite place is and why.

2. Kitchen: Anya, learning how to cook Backyard: Jacob, skateboarding on brick paving Bedroom: Sophie, reading a book or playing with iPad™ on bed 3. (a) opinion (b) opinion (c) fact 4. Teacher check

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The best place in the house – 1

Reading Persuasive text

Read the expositions.

Jacob The backyard is the best place in my house. There is so much to do there. Mostly, I love to skateboard on the brick paving area. We play cricket and football in the backyard too. There is a cubby house in the corner of the yard with a sandpit underneath. The backyard is a great place for hide and seek. We have lots of barbecues in the backyard on sunny days or at night during warmer weather. The backyard is my favourite place BY FAR!

Sophie My bedroom is definitely the best place in the house. My favourite thing is lying on my bed reading a book or playing with my iPad™. It‛s nice and quiet in my bedroom. I don‛t have to listen to my two younger brothers all the time. They‛re so noisy when they play. When I have a friend over, we play board games and jigsaw puzzles on the floor. My brothers can‛t mess them up.

Sometimes my friends play dress-ups in my room or we make a cubby and have a picnic in it. My bedroom RULES!

Anya The kitchen rules in my house! Most of all I love learning how to cook. Mum and Dad both cook and I help them make meals. I stand on a wooden box so I am high enough to do things on the benchtop. I find the ingredients they need, measure and add them to what is being made and stir them. I’m not allowed to use sharp knives yet for chopping but I’m allowed to stir hot foods on the stove top while they watch me. I love using appliances such as the food processor, bread maker, ice-cream maker and juicer. Yes, the kitchen is the BEST place!

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Australian Curriculum English – Literacy (Year 2)

The best place in the house – 2

Understanding Persuasive text

Use the expositions on page 55 to answer the questions.

1. These texts were written so the reader would know: (a) about different places in a house. (b) what each child’s favourite place is and why. (c) what to do in different places in a house.

2. Write the name of the child that matches each place.

Write the thing they most like to do in each place.

Kitchen

Backyard

Bedroom

3. Write fact or opinion. (a) The kitchen is the best place in the house. (b) The backyard is a great place for hide and seek. (c) Sometimes Sophie makes a cubby with friends.

4. Think of another activity each child would be likely to do in his or her favourite place. (a) Jacob:

(b) Sophie:

(c) Anya:

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The best place in the house – 3

Creating Persuasive text

1. (a) Did you notice each writer has used an exclamation mark and capital letters in his or her last sentence? Use a coloured highlight pen over each sentence. (b) Why do you think each writer did this?

(c) Complete this sentence that needs an exclamation mark. !’

‘ the boy shouted out.

2. (a) What do you think is the best place in your house? Write a few sentences about this place. Write the reason you like it the most first. Then explain one or two others. You can use exclamation marks and capital letters sometimes.

(b) Draw a picture about it.

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Australian Curriculum English – Literacy (Year 2)

Stone soup and Nail soup • Identify the audience of imaginative, informative and persuasive texts (ACELY1668) • Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) • Use comprehension strategies to build literal and inferred meaning and begin to analyse key events by drawing on knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) • Create short imaginative, informative and persuasive texts using growing knowledges of text structures and language features for familiar and less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Teacher information

E

Elaborations

T

Teaching notes

+

Additional activities

A

Answers

• Reading and comprehending less predictable imaginative text in the form of two folktales.

• Identifying the similarities and differences between two versions of the same folktale.

• Creating text by planning and writing their own version based on the folktale.

• Stone soup is an old folktale of which there are several versions. The basic storyline is that a traveller or travellers come to a village (or similar) empty handed. The villagers do not want to part with food as it is scarce. The travellers trick the villagers into putting ingredients into a cooking pot, thereby making ‘stone’ soup. The moral behind the tale is that if we cooperate and pool resources we can accomplish more. The story is most commonly known as Stone soup.

Other titles include Nail soup, Axe soup, Wood soup and Button soup.

• As some vocabulary on page 59 may be unfamiliar to students, assist them to use contextual, semantic, grammatical and phonic knowledge to read the text.

• Page 60 includes comprehension activities about the content of the text that will help students in identifying the similarities and differences; i.e. different versions that narratives such as folktales can have. Before students answer Question 3, discuss why each traveller is likely to make soup again—both took the stone and nail with them. Why did each do this?

• On page 61, students are to plan a version of their own soup story based on the folktale. Explain to students they can make further differences. The traveller can be female. The location doesn’t have to be in a village or a forest.

There could be a different way of getting the vegetables etc. in the soup. The ending could be quite different; e.g. the traveller put too much salt in the soup and it didn’t taste nice so he ran away, the traveller stayed instead of moving on, the villagers asked him to start a soup stand, the traveller organised the villagers to grow vegetables.

• Students use their plan to publish their own version. They write a draft, edit it and rewrite. A word processing program can be used or it can be handwritten. (Creating texts/Editing/Use of software) • On the board, draw a large circle with eight divisions to make a sequence wheel. With the students, write events from one of the folktales in chronological order. (Comprehension strategies)

Page 60 1. (b) enjoy a story 2. Stone soup

Nail soup

at a village

at a small cottage

all the villagers

an old woman

a stone and water

a rusty nail

salt, carrots, onions, cabbage, salted beef and potatoes

salt, onions, carrots and cabbage

tasty

delicious

The traveller left with the pot and the stone.

The traveller left with the rusty nail.

Australian Curriculum English – Literacy (Year 2)

3. Possible answers: Because they’ll each get food again when they have none themselves./They want to teach others to work together so they’ll have more.

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Stone soup and Nail soup – 1

Reading Imaginative text

Read the two folktales.

Stone soup One day, a traveller came upon a village. He was carrying a very large cooking pot. All the villagers went into their homes as they did not want to share what little food they had.

The traveller called out that he wanted to make stone soup and share it with all of them. He filled the pot with water and built a fire under it. Then he took a smooth stone from his pocket and put it in the pot.

The villagers watched the stone soup bubble away in the pot. The thought of a delicious soup made them come out of their homes. One by one they sniffed the soup. The traveller said it would be better if it had some salt and carrots. Two villagers went and fetched some. Other villagers said they might be able to find other things to put in the soup. So onions, cabbage, salted beef and potatoes were added. The tasty soup was enjoyed by all.

The next day the traveller went on his way, carrying the pot and stone. soup Once there was a tired, hungry traveller who was walking through a thick forest.

He saw a small cottage in a clearing. He went and knocked on the door. An old woman opened it and looked at him suspiciously. The traveller asked if he could sleep in her barn for the night. In return, he would make her nail soup.

She looked at him for a while and then said that would be lovely as she didn’t have much food and was hungry. She fetched a large pot of water and heated it over the fire. The traveller got a rusty nail from his pocket and put it in the pot.

He tasted the liquid and said it needed some salt. The woman fetched him some.

He tasted it again and said it would be better if it had some vegetables. The woman said she would see what she had left and gave him some onions, carrots and cabbage. Now the soup smelt and tasted delicious. The two of them each ate a large bowl.

The next day, the traveller fished his nail out from the leftover soup and went on his way.

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Stone soup and Nail soup – 2

Understanding Imaginative text

Use the folktales on page 59 to answer the questions.

1. Stone soup and Nail soup were both written so the reader will: (a) learn facts

(b) enjoy a story

(c) read a recipe

2. These two folktales are both about tricking people into making some soup. But there are some differences between them. Complete the table to find out some of them.

Stone soup

Nail soup

(a) Where did the traveller stop? (b) Who did he make the soup for? (c)

What did he put in the soup?

(d) What else went in the soup?

(e) What did each soup taste like? (f)

What happened at the end?

3. Why do you think each traveller will make soup again?

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My soup story

Creating Imaginative text

Stone soup and Nail soup are similar stories.

You are going to write your own soup story!

Answer the questions below to help you plan your story.

1. Think of another object to use for the soup. Put this in the title.

soup

Title:

2. What is your traveller wearing and carrying?

3. Where is your traveller going?

4. Who is your traveller going to make soup for?

5. How is the traveller going to get the other ingredients for the soup?

6. What other ingredients will go in the soup?

7. How will the story end?

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Australian Curriculum English â&#x20AC;&#x201C; Literacy (Year 2)

Zebras • Identify the audience of imaginative, informative and persuasive texts (ACELY1668) • Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) • Use comprehension strategies to build literal and inferred meaning and begin to analyse key events by drawing on knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) • Create short imaginative, informative and persuasive texts using growing knowledges of text structures and language features for familiar and less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Teacher information

E

Elaborations

T

Teaching notes

+

• Reading and comprehending a less predictable informative text and an imaginative text.

• Identifying some similarities and differences between informative and imaginative texts.

• Creating text by writing new appropriate titles and using appropriate adjectives in descriptions.

• The two texts both have zebras as the subject; the first is a simple report, the second is a narrative based on a folktale.

• As some vocabulary on page 63 may be unfamiliar to students, assist them to use contextual, semantic, grammatical and phonic knowledge to read the text.

• Page 64 includes comprehension activities about the content of the text that will help students in identifying the similarities—e.g. same subject, some matching facts, opinions about zebras, use of adjectives—and differences—e.g. genre, purpose and audience, language style is different.

• On page 65, students firstly write another appropriate title for each text that is interesting or catchy. Brainstorm some with students before they complete the activity. The second activity focuses on the use of appropriate adjectives to make written language more interesting and gives the reader a clearer understanding. Adjectives assist in visual imagery when illustrations are not available.

• Discuss examples of features to describe for Activity 3. Students should think of adjectives to use for colours and textures to describe their hair, eye colour, height, body shape, skin complexion and so on.

Additional activities • Find texts or videos on the internet to view different versions of How the zebra got its stripes. An example is: <http://www.youtube.com/watch?v=mJ6RVuip82s> (Use of software/Texts in contexts) • Read or listen to information about theories scientists have about why zebras have stripes. One website is: <http://animals.nationalgeographic.com.au/animals/mammals/zebra/> (Reading processes,Use of software/Listening and speaking interactions)

Answers

A

Page 65 1. Teacher check 2. Text 1: black and white, strong, fast, clever Text 2: young, good, black, wavy, ugly 3. Teacher check

Page 64 1. (c) report 2. Teacher check 3. (a) Because foals can run around after only an hour after being born. (b) Teacher check 4. (b) made up 5. They wanted to train them to ride and show off their beautiful coats.

6. They thought the zebra was ugly as he’d rolled in black wavy paint.

7. Teacher check

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Zebras – 1

Reading Informative/Imaginative text

Read the texts about zebras.

Text 1 Striped animals Zebras are mammals and are also members of the horse family. Zebras can be found over many parts of Africa.

These animals are well known for their black and white stripes over their body.

Did you know that no two zebras have exactly the same pattern of stripes?

Zebras have strong bodies and are fast runners. They run from side to side to get away from enemies such as lions. Zebras can kick hard with their back legs. They have very good eyesight, smell and hearing.

Zebras live in herds. They eat plants, mainly grasses. Baby zebras are called foals and drink milk from their mother. Foals are born with long legs and can run about an hour after being born. How clever is that?

Text 2 How the zebra got its stripes Long, long ago zebras did not have stripes. They were all white. They looked a lot like white horses.

People used to catch wild horses and try to train them so they could be ridden. They also liked to show off their beautiful coats. They wanted to do this with zebras too. But zebras were much harder to catch. One day, a young zebra trotted into a village. The villagers wondered if this young zebra would be easier to catch.

The zebra realised what they were thinking. He started to trot away when some villagers started chasing him. They began to get closer. The zebra had a good idea. He went around the back of a shed and found some black paint.

He tipped it out in wavy lines on the ground. Then he rolled over the paint.

When the villagers reached him, they saw a black and white striped animal.

They thought he was ugly. The villagers didn’t want to catch him anymore.

The other zebras painted themselves with black stripes too. Eventually, they didn’t have to paint the stripes. They were born that way.

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Zebras – 2

Understanding Informative/Imaginative text

Use the texts on page 63 to answer the questions.

1. Text 1 is a type of: (b) recount

(a) explanation

(c) report

2. Write a new fact you learnt about zebras.

3. (a) In Text 1, why does the writer think zebras are clever?

(b) What do you think about zebras?

4. Text 2 is: (a) true

(b) made up

(c) serious

5. In Text 2, why did people want to catch zebras?

6. In Text 2, explain why the villagers did not want the zebra anymore.

7. What do you think about the zebra in Text 2?

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Zebras – 3

Creating Informative/Imaginative text

1. Writers often make the titles of their texts catchy or interesting. They usually give a clue what the text is about. Write another title for each text.

New title Text 1: New title Text 2: 2. Both texts use lots of adjectives to describe zebras and other things.

Fill in the missing adjectives from the texts.

Text 1 fast

black and white

Zebras have

strong

clever

stripes on their coats. They bodies and are

have

runners.

.

Zebras are Text 2 wavy A

young

ugly

good

zebra had a

black

idea. He found

paint and tipped it out in

some

lines. He rolled in it to make himself

.

3. Write a description about what you look like. Write some adjectives in the box. Use them to write two or three sentences.

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Australian Curriculum English – Literacy (Year 2)

The diary of Anthony the ant • Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) • Use comprehension strategies to build literal and inferred meaning and begin to analyse key events by drawing on knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) • Create short imaginative, informative and persuasive texts using growing knowledges of text structures and language features for familiar and less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Teacher information

E

Elaborations

T

Teaching notes

• Reading and comprehending a less predictable imaginative text in the form of a diary entry.

• Creating text by identifying and using words that show the sequence of time.

• Discuss what a diary is with students. Some may keep personal ones or they may already complete entries at school.

Talk about the possibility of an ant really keeping a diary. The imaginative text makes the ant take on human traits. As some vocabulary on page 67 may be unfamiliar to students, assist them to use contextual, semantic, grammatical and phonic knowledge to read the text.

• Page 68 includes a variety of literal and inferential comprehension questions about the content of the text and its structure. The emphasis is on sequencing events but also includes cause and effect. Some students will need more discussion about the questions than others.

• A language feature of a recount such as a diary entry is the frequent use of text connectives to show the sequence of time. On page 69, students identify examples of these words from Anthony’s diary entry. They then write a short diary entry of their own about something that happened to them, using text connectives in appropriate places, usually at the beginning of sentences. Brainstorm to list more that students could use: e.g. First of all, Suddenly, Later, On Sunday afternoon (or other day and time), After, Afterwards, When.

+

Additional activities

A

Answers

• Plan a diary entry about another creature’s adventure such as a spider, caterpillar, cat or dog. Students use their plan to publish their diary. They write a draft, edit it and rewrite. A word processing program can be used or it can be handwritten. (Creating texts/Editing/Use of software) • The diary entry includes a variety of verbs and adverbs that add information about where (place), when (time) or how (manner) something happens. Identify these with students. Some examples in text: woke up early, talking softly, looked up quickly, squashed flat. (Word level grammar) • Role-play the event without using words. Students use facial and body movements to show emotion as the scene unfolds. The teacher or another student could recite the text as other act it out. (Listening and speaking interactions)

Page 68 1. (a) Monday 25 March (b) The picnic area in the park.

2. (b), (e), (a), (c), (d) 3. if he stayed on the ground the boot would squash him.

4. Answers should indicate that humans often tread on ants.

5. Teacher check 6. Teacher check

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The diary of Anthony the ant – 1

Reading Imaginative text

Read the diary entry.

Dear diary

Monday 25 March

Today was one of the worst days of my life! What an adventure I had. I’m lucky to be alive!

The day started off like any other day. Firstly, I woke up early and hurried off to meet the other worker ants. When I arrived, one of them was talking softly about the queen. He said she was ill and would need extra food to make her better.

Then, we all raced off to try and find food. I knew a good place to look—the picnic area in the park. There were usually lots of breadcrumbs and other tasty bits and pieces around the tables.

I was thinking so hard about getting the food I forgot to do one thing—look out for an ant’s worst enemy! Humans! It was only when I heard a noise and looked up quickly that I saw a boot about to land on me!

I had a split second to decide what to do. I couldn’t stay on the ground so I ran up the man’s bare leg. I was glad the man was wearing shorts. Jeans and other long pants are difficult to move through. I went as far as his knee. I was afraid I might fall off if I went any higher. But I still worried about falling and suddenly found myself biting his leg. Oh no! His hand moved towards me to slap what had bit him!

Luckily for me, I managed to duck out of the way before I was squashed flat.

I held on tightly while the man walked towards the picnic bench. When he sat down, I quickly ran down the back of his leg. Trembling and shaking like a leaf, I hid under the bench until he got up and started walking again.

Finally, I was able to get to the crumbs and carry back some food. What an adventure!

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The diary of Anthony the ant – 2

Understanding Imaginative text

Use the diary on page 67 to answer the questions.

1. (a) What date did this adventure happen to Anthony?

(b) Where did it happen?

2. Order these events from 1 to 5. (a) Anthony ran up the man’s bare leg. (b) Anthony heard the queen was ill. (c) Anthony hid under the bench. (d) Anthony carried crumbs back for the queen. (e) Anthony saw a boot about to land on him.

3. Anthony ran up the man’s leg because

4. Why does Anthony think humans are an ant’s worst enemy?

5. Give a reason why it might be difficult for an ant to move up jeans quickly.

6. (a) Do you think this diary entry is true?

Yes

No

(b) Explain your answer.

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The diary of Anthony the ant – 3

Creating Imaginative text

1. In texts such as diaries, the writer often uses words at the beginning of sentences to show when things happened or the order in which they happened. Use these words to complete the sentences about Anthony’s adventure.

Firstly

Then

Today

Finally

When

(a)

was one of the worst days of my life.

(b)

I woke up early and met the other worker ants.

(c)

I arrived, one ant was talking about the queen.

(d)

we all raced off to look for food.

(e)

, I was able to get the crumbs to carry back.

2. Write a short diary entry about something that happened in your day. Use words like those above to start some of the sentences. Draw a picture about it in the box.

Dear diary

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Date:

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Australian Curriculum English – Literacy (Year 2)

LOLLYBOPS! • Identify the audience of imaginative, informative and persuasive texts (ACELY1668) • Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) • Use comprehension strategies to build literal and inferred meaning and begin to analyse key events by drawing on knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) • Create short imaginative, informative and persuasive texts using growing knowledges of text structures and language features for familiar and less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Teacher information

E

Elaborations

T

Teaching notes

+

Additional activities

A

Answers

• Reading and comprehending a less predictable persuasive text in the form of an advertisement.

• Creating text by identifying appeal/selling elements in advertisements and creating their own.

• As some vocabulary on page 71 may be unfamiliar to students, assist them to use contextual, semantic, grammatical and phonic knowledge to read the text. Ask students what the ad is about and who it’s aimed at. Discuss elements used in the advertisement to persuade them to want to buy LOLLYBOPS; e.g. size of lettering, colour, catchy slogans, special offers, adjectives for imagery, exclamation marks for emphasis, general eye-catching appeal in illustrations and graphics.

• Page 72 includes a variety of literal and inferential comprehension questions about the content of the text and its structure and purpose. The discussion above will assist in students’ answers.

• On page 73, students are required to plan an advertisement for a food product, real or imaginary. The questions on the page and discussions during the lesson will assist with their plan. They could make their advertisement on a large sheet of white or coloured card. Examples of other advertisements in the form of a chart or poster could be viewed for further ideas.

• Read the advertisement for LOLLYBOPS with expression, using correct intonation for emphasis. (Listening and speaking interactions) • Pop-ups are ads that ‘pop up’ on screen, offering things such as prizes or claiming your computer has a virus. Identify these on websites with students and discuss how they try to attract web traffic or capture email addresses. They should never be clicked on as they are usually bad. (Use of software/Concepts of print and screen) • Look through supermarket and toy catalogues. Discuss the images, graphics and wording used to try to persuade you to purchase different items. Also discuss the target audience. (Concepts of print and screen/Purpose, audience and structures of different types of texts/Visual language)

Page 72 1. (a) A giant lollipop called a LOLLYBOP! (b) children 2. (a) The biggest and best lollipops you’ll ever lick! (b) So you’ll start reading/To make it stand out and catch your eye.

3.–4. Teacher check 5. (a) Yes (b) Because the ad says it will last for ages and to put it away for another day.

6.–7. Teacher check

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LOLLYBOPS! – 1

Reading Persuasive text

Read the advertisement.

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LOLLYBOPS! – 2

Understanding Persuasive text

Use the advertisement on page 71 to answer the questions.

1. (a) What is the advertisement selling? (b) Who is it trying to sell to?

2. (a) What does the writer say first about LOLLYBOPS?

(b) Why is that part written in larger letters?

3. Write three other things the advertisement says about LOLLYBOPS to try to get the reader to buy them.

4. What flavour do you think sounds the best?

5. (a) Will LOLLYBOPS take long to eat?

Yes

No

(b) How do you know this?

6. What part of the advertisement do you think is the most catchy?

7. (a) Would you buy a LOLLYBOP?

Yes

No

(b) Why/Why not?

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LOLLYBOPS! – 3

Creating Persuasive text

You are going to make an advertisement to try to get people to buy a food product. It could be something you like to eat or something you make up. Here’s some things to help with your plan.

1. Choose your food and a name for it. Make it catchy.

2. Draw and colour your food here.

3. Write some interesting words and phrases to describe the food.

4. Will you have a special offer?

5. Where or how can you buy it?

6. What other information will you have on your ad?

Make your ad on a large sheet of paper. Think about using bright colours, the size of your letters and illustrations.

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