AC English – Literacy: Comprehension and Writing - Year 3

ENGLISH

Literacy Comprehension and Writing

INTERPRETING ANALYSING EVALUATING CREATING TEXTS

Written for the

Australian curriculum RIC-6676 4.2/636

Australian Curriculum English – Literacy: • Comprehension • Writing (Year 3) Published by R.I.C. Publications® 2015 Copyright© R.I.C. Publications® 2015 ISBN 978-1-925201-03-1 RIC–6676 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

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.

Except as allowed under the Copyright Act 1968, any other use (including digital and online uses and the creation of overhead transparencies or posters) or any use by or for other people (including by or for other teachers, students or institutions) is prohibited. If you want a licence to do anything outside the scope of the BLM licence above, please contact the Publisher.

This information is provided to clarify the limits of this licence and its interaction with the Copyright Act. For your added protection in the case of copyright inspection, please complete the form below. Retain this form, the complete original document and the invoice or receipt as proof of purchase.

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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.

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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 best movie ever! ...................................34–37

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

(persuasive)

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

The magic paintbrush ..................................38–41

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

(imaginative)

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

Going camping .............................................42–45

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

(informative)

Galah and Lizard ..............................................2–5

Vote for me! ................................................46–49

(imaginative)

(persuasive)

BIG things .........................................................6–9

The Pied Piper...............................................50–53

(informative)

(imaginative)

No tests please! ...........................................10–13

Make a drey ..................................................54–57

(persuasive)

(informative)

Town and country ........................................14–17

Dear Editor ...................................................58–61

(imaginative)

(persuasive)

Making balloons...........................................18–21

The curse of Thyre ........................................62–65

(informative)

(imaginative)

EcoScrubs™ ....................................................22–25

Rules for teachers .........................................66–69

(persuasive)

(informative)

Ghost ship .....................................................26–29

The worst story ever told! ..........................70–73 (persuasive)

(imaginative)

Music report .................................................30–33 (informative)

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Australian Curriculum English – Literacy (Year 3)

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, includes the following components: Purpose and audience, Reading processes, 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 magic paintbrush

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.

• Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) • Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Teacher information

E

Elaborations • Reading and comprehending an imaginative text • Identifying some text structures and language features of an imaginative text • Creating imaginative texts

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.

Teaching points provides a list of the main teaching points relating to the elaboration and content description.

T

Teaching notes • There are a number of different versions of this folktale such as the one suggested in the additional activities. Students may be interested in reading and comparing different versions of the same folktale.

• After reading the text, discuss the characters, events and descriptive words. Assist with unfamiliar vocabulary and ask for any queries regarding the events or language in the folktale.

• Page 40 includes questions relating to text purpose; making connections between the text and other texts; making predictions and answering and asking questions about the text drawing on knowledge of the topic, subject-specific vocabulary, using text features and search tools to locate information in written texts; determining important ideas, event or details in texts, referring to the text for verification; and making considered inferences taking into account the character’s likely actions and feelings.

• On page 41, students will write two short descriptive texts about the two main characters using adjectives from the text and their own words. They will also write the beginning and ending sentence of their own made-up Chinese folktale.

+

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.

Additional activities • Ask the students to plan events for the bulk of their invented Chinese folktale to lead from the beginning to the ending. They can then write their draft, edit it and, if time allows, publish it using a word processing program. Students may also like to illustrate their new folktale linking information in print to information in images. (Creating texts, Editing, Using software) • Have the students re-read the text on page 39 and make a list of words which they weren’t sure of during the first reading. They may also underline sentences they had to go back over to get the correct meaning. Which sentences were compound or complex sentences? (Reading processes) • Read part 1 of another version of the story at <http://kierenmccarthy.com/2006/04/18/my-favourite-childhood-story-the-magicpaintbrush/> Parts 2 and 3 can also be accessed from this site. (Reading processes)

A

Answers Page 40

Page 41

1. tell a story based on a Chinese folktale

1. Ma Liang; the rich man

2. Answers will vary.

2. Ma Liang—poor, young, rich, caring, considerate, clever, and other relevant ones students suggest; Rich man—rich, greedy, lying man, mean, sociable, persistent, cunning, and other relevant ones students suggest

3. use it to help the poor 4. poor, kind, young 5. He painted a river so that water could be used to water the field; He painted a cow so poor farmers could easily plough their fields.

6. Answers may include: He was poor so he wanted to help the poor; He loved to paint so he was happy to paint anything.

3. Teacher check 4. Once upon a time; ... lived happily ever after 5. Teacher check

7. Answers may include: They were happy, relieved, less worried, grateful etc.

8. Answers will vary but may include that good, kind people will be happy and rewarded and greedy liars will get what they deserve.

9. Answers will vary.

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Answers are provided for the questions on student pages 2 and 3.

Student page 1 – Reading the text The magic paintbrush – 1

Reading Imaginative text

Read the folktale.

Once upon a time in China, there was a poor but kind young man named Ma Liang. He worked for a rich man looking after his cattle. Ma Liang loved to draw. His greatest wish was to be a painter. He did not want to spend his life looking after the rich man’s cattle.

The title of the text which the students are reading is given.

The type of imaginative, informative or persuasive text the students are reading is provided.

Artwork, to show the use of illustrations to support print, is provided, especially in lower levels.

One night, Ma Liang dreamt that an old man gave him a magic paintbrush to use to help poor people. When he awoke, the magic paintbrush was lying on his bed.

Ma Liang did as he was instructed and helped the poor using the magic paintbrush. When he saw people who had no water, he drew a river that became real. The poor could carry water from the river to the field quickly and easily. When he saw people who had difficulty ploughing a field, he painted a cow to help them drag the plough. He helped many poor people using his magic paintbrush and he was happy.

One day, the rich man heard about the magic paintbrush that could bring things to life. Being a greedy man, he planned to steal the paintbrush and use it to make himself richer. He sent men to take Ma Liang from his home to prison. Then he seized the paintbrush.

The rich man held a large celebration and invited all his friends. He planned to show them how the magic paintbrush worked. He drew picture after picture but nothing came to life. Angrily, he sent his men to bring Ma Liang. He commanded Ma Liang to paint the pictures he wanted in exchange for his freedom. Ma Liang knew the rich man was wicked and would lie to get what he wanted, so he quickly devised a plan.

The rich man asked Ma Liang to paint a mountain of gold. However, Ma Liang drew a sea first. The rich man repeated his order to draw the golden mountain so Ma Liang painted the mountain far away across the sea.

Next, Ma Liang had to paint a large ship so the rich man could sail to the mountain. Immediately, the rich man jumped on board, eager to gather his gold. The ship sailed towards the mountain of gold. Ma Liang began to paint again. Large waves grew bigger and bigger. Soon, the waves completely swamped the ship and it sank, drowning the rich man.

The text type is provided. It will be imaginative, informative or persuasive, or a combination of all three depending on the Year level focus. Levels that require students to compare text types will have two short texts. The focus of the page ‘Reading’ is also indicated.

The young man lived happily ever after with his family, using his magic paintbrush to help others.

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Teachers notes Student page 2 – Understanding the text The magic paintbrush – 2

Understanding Imaginative text

Use the text on page 39 to answer the questions.

The title of the text which the students are comprehending is given. This is repeated from Student page 1.

1. The purpose of the text is to:

2. What other folktales do you know?

3. The old man said that, in order to get the magic paintbrush, Ma Liang .

had to 4. Write three adjectives to describe Ma Liang.

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.

5. Write two ways Ma Liang helped the poor.

• • 6. Why do you think Ma Liang was happy to use the magic paintbrush to help the poor?

The text type— imaginative, informative or persuasive or a combination—is repeated.

The focus of the page ‘Understanding’ is also indicated.

Artwork to support the text is provided where possible.

7. How do you think the poor people felt after Ma Liang helped them?

8. What do you think this folktale is trying to teach the reader?

9. Write one question you could ask the author about the text for information that hasn’t been given.

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Student page 3 – Creating text The magic paintbrush – 3

Creating Imaginative text

1. Name the two main characters in the folktale.

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.

2. Write adjectives or adjective word groups from the text and your own vocabulary to describe each character.

• • 3. Use your adjectives and adjective word groups to write a short descriptive text about each character. Then draw an illustration to match.

CHARACTER 1

CHARACTER 2

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.

4. Underline the words in the text that are often at the beginning and end of a fairytale or folktale.

5. Write the beginning and ending sentences for your own invented Chinese folktale. Use the words you found in Question 4 above.

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Australian Curriculum English – Literacy (Year 3)

Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)

Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682) Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)

Write using joined letters that are clearly formed and consistent in size (ACELY1684)

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)

Identify the point of view in a text and suggest alternative points of view (ACELY1675)

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676) Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)

Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

PAGES

Australian Curriculum English links

Australian Curriculum English – Literacy (Year 3)

FOCUS ADDITIONAL

Literacy – 1 Literacy—2

Interpreting, analysing, evaluating Creating texts

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Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)

Examine how evaluative language can be varied to be more or less forceful (ACELA1477)

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)

Understand that paragraphs are a key organisational feature of written texts (ACELA1479)

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)

Identify the features of online texts that enhance navigation (ACELA1790)

Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)

Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482)

Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)

Language – 1

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Language for interaction

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Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)

Australian Curriculum English links ADDITIONAL Language—2

Expressing and developing ideas

Australian Curriculum English – Literacy (Year 3)

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)

Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

Develop criteria for establishing personal preferences for literature (ACELT1598)

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)

Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)

Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)

Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)

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Australian Curriculum English links ADDITIONAL

Language—2 Expressing and developing ideas

Australian Curriculum English – Literacy (Year 3)

Literature

Literature and context

Responding to literature

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Examining literature Creating literature

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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 or 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 or 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 3)

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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–6255

Primary comprehension (Book C)

•

RIC–6256

Primary comprehension (Book D)

•

RIC–6298

Teaching comprehension strategies (Book C)

•

RIC–6299

Teaching comprehension strategies (Book D)

•

RIC–6947

The comprehension box — Box 2 (Ages 8–10)

•

RIC–6325

Prime-time comprehension (Ages 8–10)

•

RIC–0625

Comprehending informational text (Book C)

•

RIC–0626

Comprehending informational text (Book D)

•

RIC–0122

Comprehension (Ages 8–10)

•

RIC–0221

Comprehending fiction (Ages 8–10)

•

RIC–2082

Multiple-choice comprehension (Ages 8–10)

•

RIC–0218

Comprehending the newspaper (Ages 9–13)

•

RIC–6435

Comprehending our world (Ages 8–10)

•

RIC–0228

Viewing: Comprehending visual texts (Ages 8–10)

•

RIC–0115

Reading comprehension — Tales for a dark night (Ages 8–10)

•

RIC–0225

Reading for detail (Ages 8–10)

•

RIC–7067

Comprehension skills (Set of 12 posters)

•

RIC–0240

Comprehension detective (Ages 8–10)

•

RIC–6351

Comprehension for independent readers (Ages 8–9)

Writing •

RIC–6262

Primary writing (Book C)

•

RIC–6263

Primary writing (Book D)

•

RIC–6278

The English workbook (Book C)

•

RIC–0267

Writing frameworks (Ages 8–10)

•

RIC–7004

Introducing text types (Set of 6 posters or interactive)

•

RIC–7005

Understanding text types (Set of 6 posters or interactive)

•

RIC–0659

60 writing topics (Ages 8–10)

•

RIC–6238

Another 60 writing topics (Ages 8–10)

•

RIC–7089

Persuasive texts (Set of 6 posters)

•

RIC–6360

Australian Curriculum English – Language: Text structure and organisation (Year 3)

General •

RIC–6931

The literacy box — Box 2 (Ages 8–10+)

•

RIC–6219

Reading for success (Book 4)

•

RIC–2078

Early literacy games (Ages 6–8)

•

RIC–6415

Literacy learning centres for early years (Ages 4–8)

•

RIC–0781

New Wave literacy workbooks Book C (Ages 7–8)

•

RIC–0782

New Wave literacy workbooks Book D (Ages 8–9)

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Australian Curriculum English – Literacy (Year 3)

Galah and Lizard • Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) • Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Teacher information

E

Elaborations • Reading and comprehending an imaginative text • Identifying some text structures and language features of an imaginative text • Creating an imaginative text

T

Teaching notes • After the text is read, either together or individually, discuss the characters, events and information. Assist with unfamiliar vocabulary and ask for any queries regarding the events or ideas in the text. Discuss to predict what the animals did after they had yelled at each other at the end of the text.

• Page 4 includes questions relating to text purpose, making connections between the text and students’ own experiences and other texts, answering questions drawing on knowledge of the topic, using search tools to locate information in written texts, determining important ideas or details in texts, commenting on things learnt, and making considered inferences taking into account topic knowledge or a character’s likely actions and feelings.

• On page 5, students will use the beginning phrase and a phrase from the final paragraph from the text on page 3 to write opening and concluding sentences for their own text. They will also make notes or write bullet points to sequence events in their text. They will use images to illustrate their ideas.

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Additional activities • At a suitable time, students should make a draft of their text that includes the beginning and final paragraphs (already written) with their events (in correct sentence-form) between. They can share their text with a partner to edit spelling and grammatical errors. If desired, teachers may allow students to publish their corrected text using a word processing program and digital images cut and pasted. Ensure students add their name as the author of the text. (Creating texts, Editing, Use of software) • View a variety of different Aboriginal Dreamtime images then discuss the value of images to help construct meaning in a text. After discussion, ask the students to draw diagrams of both a galah and a lizard, labelling the body parts. (Comprehension strategies) • Re-read some of the sentences in the text that include conjunctions such as ‘while’, ‘as though’, ‘so’ and ‘until’. What two events are joined to make more complex sentences? Discuss how this creates more interesting texts. (Reading processes, Creating texts)

A

Answers Page 4

Page 5

1. (a) tell a story

1. Long ago in the Dreaming, ...

2. Answers will vary.

2. To this day, ...

3. Answers may include: Galahs make a lot of noise; They act strangely at times

3.–5. Answers will vary.

6. Teacher check

4. He was a man because he was throwing a boomerang.

5. (a) galah—feathers, beak, bald patch on head under crest (b) lizard—reddish-brown colour, spiky skin 6. (a) a ‘show-off’, silly, doesn’t think before he acts (b) angry, vengeful, strange 7. (a) birds

(b) beak

(d) crest

(e) bald

Australian Curriculum English – Literacy (Year 3)

(c) caw

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Galah and Lizard – 1

Reading Imaginative text

Read the folktale.

Long ago in the Dreaming, Oolah, the lizard, lay in the sun, soaking up the heat.

Oolah soon grew tired of lying around doing nothing so he decided to play. He took his boomerang to practise throwing.

While he was practising, Galah came up to watch. The small, curved boomerang flew away each time and returned to Oolah.

Oolah was proud to have someone watch him while he practised so he decided to show off.

He threw the boomerang with all his might and with an extra twist. The boomerang flew off at great speed. It whizzed through the air and circled back. On the way back to Oolah, the boomerang flew towards Galah. It hit her on the top of the head, removing feathers and skin.

Galah began to caw and croak in pain. She flew about, stopping every few minutes to knock her head on the ground as though she was crazy.

Oolah became frightened as he watched Galah shriek about with blood flowing from her head. He realised what he had done so he slid away to hide beneath a prickly bush.

Unfortunately, Galah watched Oolah disappear. She followed him, all the time shrieking and croaking in pain. She seized Oolah with her beak and pulled him roughly from beneath the prickly bush. She rolled him over and over the bush until the prickles had made holes all over his skin. Then she rubbed her bleeding head over the wounds.

‘From now on’, she said to Oolah, ‘you will always carry prickles and the stain of my blood on your skin.’

‘You will always be a bird with a bald head’, shouted back Oolah angrily as he stung with pain from the prickles.

To this day, galahs have a bald patch beneath their crest and, in the country where galahs are found, lizards are reddish-brown in colour and are covered with spikes like prickles.

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Australian Curriculum English – Literacy (Year 3)

Galah and Lizard – 2

Understanding Imaginative text

Use the text on page 3 to answer the questions.

1. The purpose of the text is to: (a) tell a story (b) give information (c) persuade readers to a particular point of view 2. Name another Aboriginal folktale you have heard or read.

3. The text says galahs today have a bald patch. From your knowledge of galahs, what else do galahs do today that is also stated in the text?

4. What was the lizard in the Dreamtime story before he became an animal?

What in the text tells you this?

5. Describe the physical appearance of each animal at the end of the folktale. (a) galah (b) lizard 6. How would you describe the character of: (a) Oolah, the lizard? (b) Galah?

7. Find words in the text that mean: (a) animals covered with feathers with limbs for flying (b) the hard bill of a bird (c) the cry of a bird (three-letter word) (d) feathers on the top of a bird’s head (e) having no hair on the scalp Australian Curriculum English – Literacy (Year 3)

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Galah and Lizard – 3

Creating Imaginative text

1. Which words or phrases begin a Dreamtime story?

2. Which phrase from the last paragraph is often found in Dreamtime stories?

3. Write the beginning sentence of a Dreamtime story that tells how the lizard got a long tail. Use the phrase from Question 1.

4. In order, briefly list events in order that explain how the lizard got a long tail.

• • • • • • 5. Write a sentence using the phrase from Question 2 to finish your story.

6. Illustrate your new Dreamtime story.

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Australian Curriculum English – Literacy (Year 3)

BIG things • Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) • Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Teacher information

E

Elaborations • Reading and comprehending an informative text • Identifying some text structures and language features of an informative text • Creating a short informative text

T

Teaching notes • This set of pages focuses on informative text—a description of BIG things around Australia. Some of the more unusual BIG things have been chosen.

• Page 8 includes questions relating to text purpose, making connections between the text and students’ own experience and other texts, making connections between the information in print and images, determining important ideas using text features and search tools to local information in written texts, making considered inferences about information in a text, and asking questions about the text drawing on knowledge of the topic.

• On page 9, students will plan, research and write sentences about their own BIG thing. They will incorporate ideas from the text on page 7 including location, the reason why the BIG thing was erected, details about what the BIG thing is made from and other details students feel relevant. They will support their print information with an image.

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Additional activities • Students share their text for page 9 with a partner and edit it for missing capital letters, full stops and grammatical sentence structure. Is there one main idea in each sentence? After editing, publish using a word processing program and cut and paste a digital image for the text. Ensure students use spellcheck when their text is completed. (Use of software, Editing) • Ask the students what methods they use to find the answers to most questions on page 8 where information from the text was needed. Did they skim or scan for particular words? Did they read specific paragraphs or sentences because they knew that was where the information could be found? What other methods did they use? (Reading processes) • Discuss the information in the text with the class. Who would be interested in reading about BIG things around Australia? Answers may include people who travel by road around the country. (Purpose and audience)

A

Answers Page 8

Page 9

1. (b) give information

Teacher check

2. Answers will vary.

3. Answers will vary.

4. Aboriginal 5. giant 6. to attract tourists to the area 7. Pineapples are a big industry/are grown in Queensland.

8. Rocking horses are toys.

9. Answers will vary.

10. Answers may include The Big Crocodile or The Giant Mushroom.

11. Answers will vary.

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BIG things – 1

Reading Informative text

Read the description.

We know that Australia is the biggest island in the world, but did you know that it is also a country of BIG things?

There are about 150 BIG things in Australia. Most are unusual structures. All states of Australia have at least one BIG thing.

New South Wales is the home of the Big Banana, Australia’s first BIG thing. It is found at Coffs Harbour and is a tourist attraction, water and amusement park. Coffs Harbour was once a large banana-growing city.

Western Australia has The Big Crocodile at Wyndham. It is made from steel rods, chicken wire and concrete. It was built by local children to remind everyone that crocodiles swim in the waters nearby.

In Queensland the Big Pineapple stands on a small pineapple plantation and animal farm.

Visitors can ride a train around the plantation to find out how pineapples are grown or climb the pineapple.

The Giant Worm in Victoria is in a place that has giant worms (up to 3 m long). Visitors can crawl around inside the Giant Worm and find out more about worms.

The Giant Mushroom, in the Australian Capital Territory, is at a food market. It is a giant children’s playground built as a SunSmart® idea.

South Australia is the home of the Big Rocking Horse.

A toy factory and animal park can be viewed at the site.

Tasmania has the Big Tasmanian Devil at the front of a wildlife park. The owners and staff of the park care for sick and injured animals including Tasmanian devils.

There is a Big Boxing Crocodile outside a petrol station at Humpty Doo in the Northern Territory. It was made to celebrate Australia’s win in the America’s Cup yacht race in 1983. It also tries to attract tourists to the area.

What other Big things do you know about? Why were they built?

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Australian Curriculum English – Literacy (Year 3)

BIG things – 2

Understanding Informative text

Use the text on page 7 to answer the questions.

1. The purpose of the text is to: (a) tell a story

(b) give information

(c) persuade readers to a particular point of view 2. Name any of the BIG things in the text that you have seen, heard about or would like to see.

The Giant Mushroom

3. Roald Dahl wrote a book called The BGF (Big Friendly Giant). Name another book about a big, giant or enormous thing you have read.

4. The Giant Worm (Vic.) is covered with

artwork. .

5. A word from the text that means the same as ‘big’ is 6. Why have most BIG things been put up?

7. Why would a Big Pineapple have been put up in Queensland?

8. Why was a Big Rocking Horse put up where there is a toy factory?

9. Write one question you would ask to find out more about a BIG thing.

10. Which of the BIG things in Australia were not put up as tourist attractions?

11. If you could build a BIG thing in your area, what would it be and why would it be there?

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BIG things – 3

Creating Informative text

Plan your text.

1. Select one of the BIG things below for an information text.

The Big Ant

The Big Wheelbarrow

The Big Barrel

The Giant Koala

The Big Lobster

The Big Penguin

one of your own choosing 2. What information about BIG things is given in the text on page 7?

Write bullet points or notes. The first one is given.

• location

•

•

•

3. Research your information and write it in sentences below.

4. Draw an image of your BIG thing. Label parts if you wish.

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Australian Curriculum English – Literacy (Year 3)

No tests please!

• Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) • Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Teacher information

E

Elaborations • Reading and comprehending a persuasive text • Identifying some text structures and language features of a persuasive text • Creating a short persuasive text

T

Teaching notes • This set of pages focuses on a persuasive text—an opinion (or an exposition to persuade others that kids should not have to do tests). Persuasive texts such as these include a text structure with a title, overview, arguments and a conclusion. Language features include controlling words such as ‘should’ and paragraphs which state and expand each point or argument.

• Page 12 includes questions relating to text purpose, determining important ideas in texts, using text features and search tools to locate information in written texts, making connections between the text and students’ own experiences, making predictions about a text, commenting on things learned or raised by reading, and answering questions about subject-specific vocabulary.

• On page 13, students will write a text giving the opposite view, using persuasive words like ‘should’ or ‘must’ and topic sentences to write two paragraphs giving reasons why kids should do tests. They will also compare the two texts by stating who would agree with which text—the one on page 11 or the one on page 13.

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Additional activities • If time allows, the students should complete their persuasive text started on page 13, read it through for correctness and publish it using a word processing program. (Creating texts, Editing, Use of software) • Discuss the text on page 11 and decide who would like to read the text and who would not. Consider students, parents and teachers. (Purpose and audience) • Select students to read either the text on page 11 or their own text. Allow time for practice to develop fluency and emphasis on persuasive words. Then have them read the texts to the class or a small group. (Reading processes)

A

Answers Page 12

Page 13

1. (c) persuade readers to a particular point of view

Teacher check

2. Kids are all different; Not all kids do well in written tests; National tests are done in quiet places; Kids learn stuff just for the test so they will do well; Tests make kids and schools competitive; Schools waste time practising the test; Tests can be very stressful.

3. Answers will vary.

4. Answers will probably indicate ‘No’; Reasons why may vary.

5. Answers will vary.

6. (a) stressful

(b) competitive

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No tests please! – 1

Reading Persuasive text

Read the opinion.

I don’t think kids should have to do national tests.

Kids are all different. No kid is exactly like another. Tests treat all kids like they are the same. They all have to answer the same questions in the same way. Kids should be able to use lots of ways to show what they have learnt or can do!

Not all kids do well in written tests. Some kids are better talking about things or drawing information in a picture. Written tests make all kids answer questions in the same way.

Kids who don’t like writing things down don’t do well in written texts. They should be able to answer questions in another way.

National tests are done in quiet places. The kids sit in single rows and aren’t allowed to help each other. This is not a natural way for kids to show what they have learnt, know or can do. Kids should be learning by doing things or talking with other kids.

Kids learn stuff just for the test so they will do well. Sometimes it’s not what they should be learning. They should be learning stuff that is interesting and fun!

Tests make kids and schools competitive. Tests give kids and schools a score. Kids want to get the best score so they become competitive. This is not good for friendships. It makes schools worry about how well they do against other schools. They should be doing stuff to help kids in their school and not worrying about other schools!

Schools waste time practising the test. Kids practice how to do the test because it looks different to how they normally work. What a waste of time! Kids should be learning new things.

Tests can be very stressful. Kids worry about how well they will do and if they will remember everything. That’s not fair to kids! They have enough to worry about!

Don’t you agree with me? Kids shouldn’t have to do national tests!

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Australian Curriculum English – Literacy (Year 3)

No tests please! – 2

Understanding Persuasive text

Use the text on page 11 to answer the questions.

1. The purpose of the text is to: (a) tell a story

(b) give information

(c) persuade readers to a particular point of view 2. The author gives seven ideas. Copy one topic sentence from the beginning of each paragraph that tells the paragraph’s main idea.

• • • • • • • 3. What have you found out about doing tests? Do you agree with the author’s opinion?

4. Do you think schools will stop giving tests? Why?

5. Write about one comment in the text that you disagree with.

6. Which word means? (a) causing worry (b) strongly wanting to succeed Australian Curriculum English – Literacy (Year 3)

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No tests please! – 3

Creating Persuasive text

Imagine you disagree with the opinion of the author of the text on page 11.

1. Re-read the opening sentence of the text on page 11, then write a sentence to begin your text.

2. Use short topic sentences to write four reasons why kids SHOULD do tests.

• • • • 3. Re-read the text on page 11 and underline the words ‘should be’ each time they are used.

4. Use words like ‘should’ or ‘must’ to write two good paragraphs to give more information about two of the topic sentences above.

•

•

5. Which text do you think most kids would agree with?

The text on page 11 or yours? Why?

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Australian Curriculum English – Literacy (Year 3)

Town and country • Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) • Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Teacher information

E

Elaborations • Reading and comprehending an imaginative text • Identifying some text structures and language features of an imaginative text • Creating an imaginative text

T

Teaching notes • After reading the text, discuss the characters, settings and events. Assist with unfamiliar vocabulary and ask for any queries regarding the events or moral in the fable.

• Page 16 includes questions relating to text purpose, making connections between the information in print and images, making considered inferences taking into account character’s feelings, determining important events in texts, using text features and search tools to locate information in written texts, and making connections between the text and other texts.

• On page 17, students will consider simple, compound and complex sentences, and how they make texts more interesting. They will rewrite two simple sentences as a compound sentence and rewrite a compound sentence as a number of different simple sentences.

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Additional activities • Read a number of different fables online, for example from <http://read.gov/aesop/001.html>, discuss and have the students select one to retell in their own words. Encourage them to use a combination of simple, compound and complex sentences to make their texts interesting. (Use of software, Reading processes, Creating texts) • Discuss country and town food. Do the students think country food is not as good as town food? Why or why not? Encourage answers based on the students’ experiences of eating both types of cuisine. (Comprehension strategies) • Ask the students to identify any vocabulary in the text which was unfamiliar. Re-read the sentence which contain the words to see if the context aids meaning. Words which cannot be deciphered by context may be checked in dictionary and added to personal dictionaries for future reference. (Reading processes)

A

Answers Page 16

Page 17

1. (a) tell a story

1.–2. Teacher check

2. the country feast

3. Answers may be similar to: The two mice set out for town and they arrived at the home of the town mouse by nighttime.

3. (a) scared, frightened, confused (b) accepting, accustomed to the dogs being there, unconcerned

4. Teacher check 5. Answers may be similar to: The town mouse saw the food; The town mouse thought the food was poor; The town mouse told his cousin the food was poor; The town mouse did not know how his cousin could eat such poor food.

4. (a) No (However, students may state that the town mouse may not have thought anyone would find town life difficult and may well ask his cousin again!) (b) No

6. Teacher check

5. living in town for a week 6. the dogs growling and barking 7. proud 8. It is better to have less and live in peace than have more and live in fear.

9. Answers will vary.

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Town and country – 1

Reading Imaginative text

Read the fable.

There was once a country mouse and a town mouse who were cousins.

One day, the town mouse went to visit his cousin in the country. The country mouse was very happy to see his cousin so he made him feel welcome. He set out a meal of very simple food—beans, bacon, cheese and bread.

The town mouse was very proud. When he saw the food he said to his cousin, ‘I don’t know how you can stand to eat such poor food!

You should come and live with me. After living in town for a week, you will wonder how you ever lived in the country!’

The two mice set out for town. By night-time, they had arrived at the home of the town mouse.

‘You must be hungry after our long journey’, said the town mouse. ‘Come with me and I will find something for us to eat!’

The town mouse led his cousin into a large dining room where the remains of a feast still lay on the table. The mice began to munch on jelly, cakes and other delicious food.

Suddenly, loud growling and barking interrupted their feast.

‘What’s that noise?’ asked the country mouse.

‘It’s just the dogs of the house’, replied the town mouse.

The country mouse had never heard such noise before, especially not while he was dining.

The door flew open and two large ferocious dogs entered. The two mice ran away to hide.

The country mouse fled through the front door.

‘Goodbye, cousin!’ he yelled.

‘Why are you going so soon?’ asked the town mouse.

‘It’s better to dine on simple country food in peace than to live on cakes and wine in fear all your life’, answered the country mouse.

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Australian Curriculum English – Literacy (Year 3)

Town and country – 2

Understanding Imaginative text

Use the text on page 15 to answer the questions.

1. The purpose of the text is to: (a) tell a story (b) give information (c) persuade readers to a particular point of view 2. Which food is shown in the illustration— the country feast or the town feast?

3. Describe how the mice felt after having to hide from the dogs. (a) country mouse (b) town mouse 4. Do you think the: (a) town mouse will invite his country cousin to visit again?

Yes

(b) country cousin will visit his town cousin again?

No

Yes

No

5. What event did the town mouse think would change the country mouse’s mind about living in town?

6. What noise interrupted the mice’s feast?

7. Which word in paragraph 3 describes the town mouse?

8. What is this fable trying to teach readers? (You may write the sentence at the end of the fable that tells you.)

9. Name another fable have you read.

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Town and country – 3

Creating Imaginative text

1. Read the simple sentence from the text.

The two mice set out for town.

It has one idea, a subject (‘the two mice’) and a verb (‘set out’).

2. Read the compound sentence from the text.

The door flew open and two large ferocious dogs entered.

It has two or more ideas joined by a conjunction like ‘and’.

3. Join the two simple sentences below from the text to create a compound sentence.

The two mice set out for town. By night-time, they had arrived at the home of the town mouse.

4. Read the complex sentence from the text. It has one main idea and other supporting ideas. It has a joining word like ‘because’, ‘since’, ‘although’ or ‘when’. Complex sentences make texts interesting to read.

When he saw the food he said to his cousin, ‘I don’t know how you can stand to eat such poor food!’

5. Write three or four simple sentences contained in the complex sentence above.

• • • • 6. Rewrite the moral of the fable in a more simple form.

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Australian Curriculum English – Literacy (Year 3)

Making balloons • Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) • Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Teacher information

E

Elaborations • Reading and comprehending an informative text • Identifying some text structures and language features of an informative text • Creating a short informative text

T

Teaching notes • This set of pages focuses on informative text—an explanation about the process of making balloons. There are a lot of steps in this process—not all are illustrated in the diagrams.

• Page 18 includes questions relating to text purpose, making connections between the text and students’ own experiences, making connections between the information in print and images, using text features and search tools to locate information in written texts efficiently, and determining important ideas or details in texts.

• On page 19, students will plan, research and write sentences about how hot air balloons work.

+

Additional activities • Are there any parts of the text where you would have liked more details? What parts of the text are they and what questions would you like answered? [Students may wish to know what other ingredients are added to latex before it is suitable for making balloons, or are the balloon lips made by hand or machine?] (Comprehension strategies) • The author of the text says that the process of making balloons is complicated. After reading the text, do you agree with this statement? Why or why not? Discuss. (Comprehension strategies) • What sort of reader would be interested in learning about how balloons are made? (Purpose and audience)

A

Answers Page 20

Page 21

1. explain (or give information) about the process of balloonmaking

Answers will vary.

2. form 3. a milky substance from a rubber tree; rubber tree sap 4. colour pigments, oil, water and other ingredients 5. so the latex mixture will stick to the moulds 6. ring 7. brushes or rollers 8. using sprays of water or blasts of air 9. (b) Colour pigments, oil, water and other ingredients are added to the latex. (c) The mixture is poured into tanks. (d) The forms are heated. (e) The forms are dipped in a coating to make the latex stick.

10. Answers may include soap, candles and chocolates.

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Making balloons – 1

Reading Informative text

Read the explanation.

Balloons are a familiar object at parties and other celebrations.

Many years ago, balloons may have been made from animal intestines or paper. Today, balloons are made from latex. This material can be stretched to seven or eight times its size and still return to its original shape.

1. Colour is mixed with the latex.

The process of making balloons is quite complicated.

2. The forms are heated and dipped in a special substance.

Natural rubber latex is taken from the sap of rubber trees in Malaysia and Africa. The milky substance is collected in large containers and shipped all over the world in tankers.

Colour pigments, oil, water and other ingredients are added to latex to make it suitable for balloonmaking. The mixture is poured into open-top tanks.

The tanks are kept at the right temperature and stirred continually.

3. The forms are dipped in the coloured latex mixture.

Balloon-shaped ‘forms’ or moulds on racks are heated then dipped in a special substance that makes the latex mixture stick to the moulds. This substance is allowed to dry on the moulds. The moulds are then dipped into 4. The lip or the coloured latex mixture. The coated moulds then ring is pass through a set of brushes or rollers that form a formed. lip at the top of the balloon so that it can be inflated.

The balloon forms are washed to remove any excess substances. They are placed in an oven for about one hour to dry.

5. The balloon is removed from the form.

The balloons are removed from the moulds by machine.

This may be done using sprays of water or blasts of air.

Balloons removed using water must be then spun to remove excess water. Some balloons may be inflated and printed using a pattern. Finally, the balloons are 6. The forms collected, placed in bags, and sent to shops for selling. are washed Who would have thought that making something so simple and fun could be so complicated?

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to remove extra substances.

Australian Curriculum English – Literacy (Year 3)

Making balloons – 2

Understanding Informative text

Use the text on page 19 to answer the questions.

1. The purpose of the text is to:

2. What is the word for the balloon mould?

3. Find words in the text to describe natural rubber latex.

4. What must be added to natural rubber latex to make it suitable for balloon-making?

5. Why do the balloon moulds need to be dipped in a special substance before placing in the latex mixture?

6. What is another name for the lip of a balloon?

7. What is used to create the lip?

8. How are the balloons removed from the forms after drying?

9. Write the next four steps in the balloon-making process. (a) Natural latex is collected and shipped around the world. (b) (c) (d) (e) 10. What other common household objects are made using moulds?

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Making balloons – 3

Creating Informative text

Plan your text about how hot air balloons work.

1. Research to find information using one or more of the websites below: • http://science.howstuffworks.com/transport/ flight/modern/hot-air-balloon.htm • http://www.eballoon.org/balloon/how-it-works.html • http://www.ask.com/wiki/hot_air_balloon?lang=en 2. Write notes for your text below.

3. Draw and label a diagram to help readers better understand your text.

4. Write a draft of your text on a separate sheet of paper.

5. Edit your draft with help from a classmate.

6. Publish your text and cut out your diagram to add.

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Australian Curriculum English – Literacy (Year 3)

EcoScrubs™ • Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) • Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Teacher information

E

Elaborations • Reading and comprehending a persuasive text • Identifying some text structures and language features of a persuasive text • Creating a short persuasive text

T

Teaching notes • This set of pages focuses on a persuasive text—an advertisement for household cleaning wipes. The text is very visual and includes persuasive and emotive words, exaggerations and some general information about the product.

• Page 24 includes questions relating to text purpose and audience, using text features and search tools to locate information in written texts, determining important ideas or details in texts, asking and answering questions about the text, drawing on knowledge of the topic, making connections between the information in print and images, and making connections between the text and students’ own experience.

• On page 25, students will use words, phrases and information from the text on page 23 to create a similar text about a new product. They will decide what additional information needs to be added about the new product and provide images or labelled diagrams to support the print in their advertisement.

+

Additional activities • If time allows, the students should write a draft using their notes on page 25 and publish their text using a word processing program. In addition, digital advertisements may also be viewed and discussed as forms of persuasive texts. How do they differ from written advertisements? (Use of software) • As a class, survey the students to find out which parents would buy the product. At home, students read the advertisement to parents to find out if they would buy the product and gauge if their predictions were correct. (Comprehension strategies) • Select students to read the advertisement aloud with expression and emotion trying to persuade listeners to buy EcoScrubs™.

(Reading processes)

A

Answers Page 25

Page 24 ™

Teacher check

1. persuade people to buy EcoScrubs

2. housewives, cleaners, people who like to or have to clean 3. EcoScrubs™ are good for the environment, your home and you.

4. eco-friendly, works hard, less effort, environmentally-friendly, no harsh chemicals, tough, strong, work magic, tough on stains 5. Answers will vary.

6. You could request a free sample by emailing or calling the customer service department.

7. to show how EcoScrubs™ work and how well they work 8.–9. Answers will vary.

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EcoScrubs™ – 1

Reading Persuasive text

Read the advertisement.

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Australian Curriculum English – Literacy (Year 3)

EcoScrubs™ – 2

Understanding Persuasive text

Use the text on page 23 to answer the questions.

1. The purpose of the text is to:

2. Who is the audience of this advertisement?

3. Large print in advertisements shows important ideas. Which h ideas id d does d the author think are the most important in this advertisement?

4. Find adjectives or phrases in the text that describe EcoScrubs™.

5. Which words or phrases would persuade you to try EcoScrubs™?

6. How could you try EcoScrubs™ without spending money?

7. Why would the author include images of a stain being removed?

8. (a) What advertised product have you bought or asked your parents to buy?

(b) Would you buy them again? Yes

No

9. What question would you ask the author for information about the product that he hasn’t given you?

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EcoScrubs™ – 3

Creating Persuasive text

Plan a text for an advertisement about another eco-friendly product by the same company that makes EcoScrubs™—EcoScrub™ Minis.

1. Copy information from the text on page 23 that could still be used for EcoScrub™ Minis.

2. Copy words and phrases from the text on page 23 that could still be used for EcoScrub™ Minis.

3. Write notes for new information about EcoScrub™ Minis you would need to include that is different to EcoScrubs™.

• • • • 4. What images would you include? Draw and label them.

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Australian Curriculum English – Literacy (Year 3)

Ghost ship • Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) • Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Teacher information

E

Elaborations • Reading and comprehending an imaginative text • Identifying some text structures and language features of an imaginative text • Creating an imaginative text

T

Teaching notes • This narrative poem is based on the story of the Flying Dutchman.

• After reading the text, discuss the characters, events and descriptive words. Assist with unfamiliar vocabulary and ask for any queries regarding the events or language in the poem.

• Page 28 includes questions relating to text purpose, making connections between the text and other texts, making connections between the information in print and images, answering and asking questions about the text, using text features and search tools to locate information in written texts, determining important ideas and details in texts, and making considered inferences taking into account a character’s likely actions or feelings.

• On page 29, students will write a descriptive text about the storm setting and describe the ghost ship using adjectives and phrases.

They will use visualisation to draw an image of their ghost ship.

+

Additional activities • Click on the image of the ‘man-of-war’ ship at <http://oldbristolhistoricalsociety.wordpress.com/1812-2/> then copy the image including several important labels to create a multimodal text. (Use of software, Creating texts) • Select any unfamiliar vocabulary from the text and use a dictionary to find the meaning. Words may include ‘feat’, ‘destination’, ‘rant’, ‘rave’, ‘course’, ‘urged’, ‘submerged’, ‘doomed’ and ‘port’. (Comprehension strategies) • Reading poems encourages correct phrasing, fluency and intonation. Read the poem several times, selecting different groups of students to read specific verses. Read until satisfied with the telling of the story. (Reading processes)

A

Answers Page 28

Page 29

1. tell a story about a ghost ship

1. (a) Students should have ticked wind, lightning, waves, sounds and rain, but if they can justify why they have included other elements, these should be considered.

2. Answers will vary.

3. (a) Answers may be similar to: stubborn, angry, uncaring, mad/crazy, opinionated, loud

(b) Answers will vary. (c)–(d) Teacher check

(b) Teacher check

2. (a) Answers will vary

4. He probably feels very sorry now.

(b) Teacher check

5. the sea 6. Amsterdam 7. East Indies 8. (a) fierce (d) heavy

(b) stormy

(c) stormy

(e) (very) stubborn (f) ghostly

9. Answers will vary.

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Ghost ship – 1

Reading Imaginative text

Read the poem.

Many years ago, Captain Van der Decken’s ship set sail From the town of Amsterdam … and here begins our tale.

His destination was clear—reach the East Indies.

This was a feat he thought he could do with ease.

Van der Decken, it is said, was a very stubborn fellow He would not take advice. He would rant, rave and bellow.

So when a fierce storm blew up near the Cape of Good Hope, He urged the sailors to keep their course. He thought they would cope.

The sailors disagreed. ‘Head for the bay!’ they urged.

‘To continue is dangerous. We will find ourselves submerged!’

But Van der Decken did not listen and paid a heavy cost.

Not a person survived that deadly storm. Even the ship was lost.

Now as the tale goes, that was not the end.

Van der Decken and his crew were doomed to spend Forever travelling the stormy seas they failed to listen to.

They could never set into port. They spread doom to every crew.

Now it is said, on a stormy night, in the place where they all died The sailors and their ship reappear and cast a ghostly light.

Try as they might, they can’t reach the shore or people they once knew.

They can only keep on sailing on the endless grey and blue.

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Australian Curriculum English – Literacy (Year 3)

Ghost ship – 2

Understanding Imaginative text

Use the text on page 27 to answer the questions.

1. The purpose of the text is to:

2. What other ghostly tales have you read or heard about?

3. (a) Describe the character of Captain Van der Decken.

(b) Draw an image of him.

4. How do you think the ghost of Captain Van der Decken feels now?

5. What does the phrase ‘the endless grey and blue’ mean?

6. Where did the ship begin it’s journey?

7. What was its destination?

8. Write adjectives from the text that describe each noun. (a)

storm

(b)

seas

(c)

night

(d)

cost

(e)

fellow

(f)

light

9. Which words or phrases in the text were difficult or confusing?

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Ghost ship – 3

Creating Imaginative text

1. Write a text to describe the storm setting of the ghost ship. (a) Tick things you could include in your storm description. wind

lightning

waves

sounds

sunshine

rain

trees

land

(b) Write adjectives or phrases to describe the nouns you have chosen.

(c) Write a draft of your text on a separate sheet of paper. (d) Edit it and publish on computer.

2. Write a text describing the ghost ship. (a) Use some adjectives or phrases in sentences to describe the ghost ship.

(b) Draw an image of the ghost ship in lead pencil or black marker on a separate sheet of paper using your description.

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Australian Curriculum English – Literacy (Year 3)

Music report • Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) • Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Teacher information

E

Elaborations • Reading and comprehending an informative text • Identifying some text structures and language features of an informative text • Creating a short informative text

T

Teaching notes • This set of pages focuses on informative text—a report about a child learning to play the piano.

• Read the text and discuss any subject-specific/technical vocabulary that arises.

• A clause is a grammatical unit about a happening or a state. It usually contains a subject; and verb, verb group or phrase; and often other elements relating to the verb (adverbs, adverbial phrases about ‘how’, ‘when’ or ‘where’). A clause can be the main or subordinate one depending on its function.

• Page 32 includes questions relating to text purpose and audience; making connections between the text and the students’ own experiences; making predictions and asking and answering questions about the text, drawing on knowledge of the topic and subject-specific vocabulary; using text features and search tools to locate information in written texts; determining important ideas and details in texts; commenting on things learned or questions raised by reading, referring explicitly to the text for verification; and making considered inferences taking into account topic knowledge.

• On page 33, students will complete a text using technical or subject-specific vocabulary and headings as used in the text on page 31. Teachers should accept other relevant headings from students.

+

Additional activities • Discuss the processes students used to find answers for the questions on page 32. Did they read back over the whole text? Did they scan certain paragraphs, sentences or category headings? Did they already have knowledge of the topic because they play the piano or have received a similar report? (Reading processes) • If students are agreeable, ask them to bring in old reports to read and compare for language features and vocabulary. This provides a connection from the text on page 31 to other texts. (Comprehension strategies) • Discuss what other people would be suitable audiences for the music report. Would students like to read their own report? Would grandparents or friends be interested in reading it? Why? (Purpose and audience)

A

Answers Page 33

Page 32 1. inform the reader about Ben’s progress in learning to play the piano

Teacher check

2. Ben’s parents or guardians 3. Answers may include: beat, rhythm, keys, staff notation, theory, dynamics.

Students may also suggest technique, piece, practice and performance.

4. loud or soft 5. He masters new pieces quickly.

6. Answers may include: a space for parents to make comments, goals for Ben to show what Ben is learning next or the teacher will be focusing on; more information about his performance or exam results; how parents can help.

7. sporting, dance, other musical instruments, school 8. Answers will vary.

9. Answers should indicate ‘yes’, because Ben has good comments in most categories overall.

10. rhythm, music reading, theory, technique, musicality and artistry, practising and lesson preparation

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Music report – 1

Reading Informative text

Read the report.

TIMLER ACADEMY OF MUSIC Student end-of-year progress report STUDENT:

Ben Baker

DATE:

December 2015

RHYTHM

Ben can keep a steady beat. He has a good sense of rhythm. He understands and plays basic rhythms correctly and fluently.

MUSIC

READING

Ben knows his fingering, the names of the piano keys and how to read staff notation for his pieces.

THEORY

Ben does not seem to enjoy theory. His homework is untidy and sometimes incorrect. He needs to put more effort and care into theory work.

TECHNIQUE

Ben is developing a nice style of playing. His technique is strong. He curves his fingers correctly and easily.

MUSICALITY

AND ARTISTRY

Ben pays attention to all the details on a piece of music, especially dynamics — loud and soft. He is starting to realise that music must be played with expression.

PRACTISING

AND LESSON PREPARATION

Ben loves to practise and this shows in his quick mastery of pieces. He is always prepared for his lessons.

OTHER

COMMENTS

Ben is a pleasure to teach. He has made great progress this year! I was particularly pleased with his performance at our recital!

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Australian Curriculum English – Literacy (Year 3)

Music report – 2

Understanding Informative text

Use the text on page 31 to answer the questions.

1. The purpose of the text is to:

2. Who would the report have been written for?

3. Write six words which are music vocabulary words?

4. What does dynamics mean in music?

5. How does the teacher know that Ben practices at home?

6. What things are missing from the report that parents may want?

7. What other reports can be sent to parents? Name two types.

8. What reports about your progress have your parents received?

9. Do you think Ben’s parents will be pleased when they receive his report?

Yes

No

Why?

10. What six parts of piano learning does the report give details about?

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Music report – 3

Creating Informative text

Plan a text which will be a report about Tiffany, who is learning to play the flute.

1. Write a list of vocabulary (words, phrases and clauses) from the text on page 31 that could be used in your report.

2. What category headings will you report about? List some, or all, of those mentioned in the text or Question 10 on page 32.

3. Complete the following parts of your report using vocabulary from Question 1 and category headings from Question 2 above.

ACADEMY OF MUSIC Student end-of-year progress report STUDENT:

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(CATEGORY

HEADING

1)

(CATEGORY

HEADING

2)

Australian Curriculum English – Literacy (Year 3)

The best movie ever!

• Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) • Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Teacher information

E

Elaborations • Reading and comprehending a persuasive text • Identifying some text structures and language features of a persuasive text • Creating a short persuasive text

T

Teaching notes • This set of pages focuses on a persuasive text—a movie review to persuade others that the movie is the best and one worth seeing.

• Page 36 includes questions relating to text purpose and audience, making connections between the text and students’ own experiences, making connections between the print and images, answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary, using text features and search tools to locate information in written texts efficiently, determining important ideas and details in texts, and making considered inferences taking into account topic knowledge.

• On page 37, students will write a text which is part of a review of a movie they have seen. They will use similar headings and language to that used in the text on page 35 to write a paragraph about one aspect of the movie. They will also critically reflect on the content and language of their text by giving it a star rating out of five.

+

Additional activities • Discuss to make up questions to find out information about the movie that was not included in the text. (Comprehension strategies) • Find and read some online movie reviews to compare with students’ own text creations. If students find better ways of expressing their opinion in a review, they should edit their paragraph to improve their text. If time allows they may complete, edit and publish their whole movie review for others to read. After reading, students may indicate if they would see the movie after listening to the review. [Was the persuasive language persuasive?] (Use of software, Editing) • Select students to read paragraphs with expression to place emphasis on persuasive words. (Reading processes)

A

Answers Page 36

Page 37

1. persuade others that the movie is good and to see it

1. Answers will vary.

2. children, anyone who likes animated or fantasy movies, people who want to know that the latest movies are like (to decide whether they should see them)

2. Teacher check

3. Paragraph 2 – Garron, the main character Paragraph 3 – the plot Paragraph 4 – the setting Paragraph 5 – the animation Paragraph 6 – the music

3. Answers will vary.

4. What’s really great, looked really amazing, great job, really scary, must see, best movie ever 5.–6. Teacher check

4. four and a half stars out of five 5. Yes because he gave it a good rating and said lots of good things about it 6. Answers will vary.

7. Teacher check

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The best movie ever! – 1

Reading Persuasive text

Read the review.

Garron, treasure guardian, is the best movie ever! You must see it!

I love fantasy movies and this is one of the best! The main character is a fantasy creature called a griffin. (That’s a large animal that has the head, beak and wings of a giant eagle and the body of a lion.)

Garron also has the tail of a scorpion and talons on his front feet. What’s really great about this movie is that Garron is a nice griffin! Instead of being fierce and deadly and tearing prey apart with his beak and talons, Garron is shy, nervous and ... nice!

Unfortunately, Garron doesn’t think he’s a very good guardian for the treasure of the Vaux.

The plot tells how Garron makes friends with a pair of Vaux orphans—Vim and Vam—and helps them defend the ancient Vaux treasure from evil treasure hunters. In the end, Garron finds out he is a very good guardian after all.

The setting for the movie is the ancient world of Vaux. There are enormous stone buildings with many levels and rows and rows of columns. Huge flights of stairs lead from one level to the next and strange creatures stand on the balconies of each level. These creatures change from stone to real creatures when commanded by the king. These transformations looked really amazing in 3D! (Better than Optimus Prime!) What’s really interesting is that the sky on Vaux is purple all the time and the sun is green! It definitely makes everything look strange!

I think the animators did a great job creating the expressions and actions of the main characters! My favourite parts are the fight scenes! I don’t know how they can make drawings look so life-like and do stuff at the same time! Animated movies are better than ones with real actors! I might even become an animator when I’m an adult! How great would that be?

There’s some really scary parts and the music makes them scarier! I freaked out during one scene because of the creepy music—especially when the evil beastly statue came to life!

If you like animated movies, fantasy, great music, good fight scenes, great special effects and 3D movies you must see Garron, treasure guardian. It’s the best movie ever! I give it four and a half stars out of five! Go and see it today!

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Australian Curriculum English – Literacy (Year 3)

The best movie ever! – 2

Understanding Persuasive text

Use the text on page 35 to answer the questions.

1. The purpose of the text is to:

2. Who would be the audience of this movie review?

3. The first sentence states the author’s opinion; the last paragraph restates this opinion. Write one or two words to state what each of the paragraphs in between are talking about.

• Paragraph 2 • Paragraph 3 • Paragraph 4 • Paragraph 5 • Paragraph 6 4. What rating does the reviewer give this movie?

5. Do you think the author liked this movie? Yes

No

Why?

6. What fantasy movies have you seen that are animated?

7. Use the description in the text to draw an image of a griffin.

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The best movie ever! – 3

Creating Persuasive text

Plan to write part of a review of a movie you have seen.

1. Write the name of the movie you are reviewing.

2. Using the first paragraph in the text on page 35 as a guide, write your first paragraph.

3. Write four headings (like Question 3 on page 36) to tell what each paragraph will be about.

4. Write some persuasive words or phrases that the author uses in the text on page 35. One example is given.

... this is one of the best!

5. Write one paragraph using one of your headings and some persuasive words or phrases from above.

6. How many stars out of five would you give your paragraph?

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Australian Curriculum English – Literacy (Year 3)

The magic paintbrush • Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) • Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Teacher information

E

Elaborations • Reading and comprehending an imaginative text • Identifying some text structures and language features of an imaginative text • Creating imaginative texts

T

Teaching notes • There are a number of different versions of this folktale such as the one suggested in the additional activities. Students may be interested in reading and comparing different versions of the same folktale.

• After reading the text, discuss the characters, events and descriptive words. Assist with unfamiliar vocabulary and ask for any queries regarding the events or language in the folktale.

• Page 40 includes questions relating to text purpose; making connections between the text and other texts; making predictions and answering and asking questions about the text drawing on knowledge of the topic, subject-specific vocabulary, using text features and search tools to locate information in written texts; determining important ideas, event or details in texts, referring to the text for verification; and making considered inferences taking into account the character’s likely actions and feelings.

• On page 41, students will write two short descriptive texts about the two main characters using adjectives from the text and their own words. They will also write the beginning and ending sentence of their own made-up Chinese folktale.

+

Additional activities • Ask the students to plan events for the bulk of their invented Chinese folktale to lead from the beginning to the ending. They can then write their draft, edit it and, if time allows, publish it using a word processing program. Students may also like to illustrate their new folktale linking information in print to information in images. (Creating texts, Editing, Using software) • Have the students re-read the text on page 39 and make a list of words which they weren’t sure of during the first reading. They may also underline sentences they had to go back over to get the correct meaning. Which sentences were compound or complex sentences? (Reading processes) • Read part 1 of another version of the story at <http://kierenmccarthy.com/2006/04/18/my-favourite-childhood-story-the-magicpaintbrush/> Parts 2 and 3 can also be accessed from this site. (Reading processes)

A

Answers Page 41

Page 40 1. tell a story based on a Chinese folktale

1. Ma Liang; the rich man

2. Answers will vary.

2. Ma Liang—poor, young, rich, caring, considerate, clever, and other relevant ones students suggest; Rich man—rich, greedy, lying man, mean, sociable, persistent, cunning, and other relevant ones students suggest

3. use it to help the poor 4. poor, kind, young 5. He painted a river so that water could be used to water the field; He painted a cow so poor farmers could easily plough their fields.

6. Answers may include: He was poor so he wanted to help the poor; He loved to paint so he was happy to paint anything.

3. Teacher check 4. Once upon a time; ... lived happily ever after 5. Teacher check

7. Answers may include: They were happy, relieved, less worried, grateful etc.

8. Answers will vary but may include that good, kind people will be happy and rewarded and greedy liars will get what they deserve.

9. Answers will vary.

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The magic paintbrush – 1

Reading Imaginative text

Read the folktale.

Once upon a time in China, there was a poor but kind young man named Ma Liang. He worked for a rich man looking after his cattle. Ma Liang loved to draw. His greatest wish was to be a painter. He did not want to spend his life looking after the rich man’s cattle.

One night, Ma Liang dreamt that an old man gave him a magic paintbrush to use to help poor people. When he awoke, the magic paintbrush was lying on his bed.

Ma Liang did as he was instructed and helped the poor using the magic paintbrush. When he saw people who had no water, he drew a river that became real. The poor could carry water from the river to the field quickly and easily. When he saw people who had difficulty ploughing a field, he painted a cow to help them drag the plough. He helped many poor people using his magic paintbrush and he was happy.

One day, the rich man heard about the magic paintbrush that could bring things to life. Being a greedy man, he planned to steal the paintbrush and use it to make himself richer. He sent men to take Ma Liang from his home to prison. Then he seized the paintbrush.

The rich man held a large celebration and invited all his friends. He planned to show them how the magic paintbrush worked. He drew picture after picture but nothing came to life. Angrily, he sent his men to bring Ma Liang. He commanded Ma Liang to paint the pictures he wanted in exchange for his freedom. Ma Liang knew the rich man was wicked and would lie to get what he wanted, so he quickly devised a plan.

The rich man asked Ma Liang to paint a mountain of gold. However, Ma Liang drew a sea first. The rich man repeated his order to draw the golden mountain so Ma Liang painted the mountain far away across the sea.

Next, Ma Liang had to paint a large ship so the rich man could sail to the mountain. Immediately, the rich man jumped on board, eager to gather his gold. The ship sailed towards the mountain of gold. Ma Liang began to paint again. Large waves grew bigger and bigger. Soon, the waves completely swamped the ship and it sank, drowning the rich man.

The young man lived happily ever after with his family, using his magic paintbrush to help others.

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Australian Curriculum English – Literacy (Year 3)

The magic paintbrush – 2

Understanding Imaginative text

Use the text on page 39 to answer the questions.

1. The purpose of the text is to:

2. What other folktales do you know?

3. The old man said that, in order to get the magic paintbrush, Ma Liang .

had to 4. Write three adjectives to describe Ma Liang.

5. Write two ways Ma Liang helped the poor.

• • 6. Why do you think Ma Liang was happy to use the magic paintbrush to help the poor?

7. How do you think the poor people felt after Ma Liang helped them?

8. What do you think this folktale is trying to teach the reader?

9. Write one question you could ask the author about the text for information that hasn’t been given.

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The magic paintbrush – 3

Creating Imaginative text

1. Name the two main characters in the folktale.

2. Write adjectives or adjective word groups from the text and your own vocabulary to describe each character.

• • 3. Use your adjectives and adjective word groups to write a short descriptive text about each character. Then draw an illustration to match.

CHARACTER 1

CHARACTER 2

4. Underline the words in the text that are often at the beginning and end of a fairytale or folktale.

5. Write the beginning and ending sentences for your own invented Chinese folktale. Use the words you found in Question 4 above.

• BEGINNING

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Australian Curriculum English – Literacy (Year 3)

Going camping • Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) • Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Teacher information

E

Elaborations • Reading and comprehending an informative text • Identifying some text structures and language features of an informative text • Creating a short informative text

T

Teaching notes • This set of pages focuses on informative text—a set of emails between friends. One is inviting the other to go away on a camping weekend with them and their family.

• Students will need some knowledge about emails in order to complete this set of pages.

• The short cuts included in the emails are TTYL (Talk to you later), B4N (Bye for now), CUL8R (See you later) and BFF (Best friends forever).

• Page 44 includes questions relating to text purpose and audience, making connections between the text and other texts, making predictions and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic, using text features and search tools to locate information in written and digital efficiently, determining important ideas and details in texts, and making considered inferences taking into account topic knowledge.

• On page 45, students will write two emails—one from each person from page 43—using information such as dates, times, senders’ and recipients’ names and email addresses and short cuts giving information after the camping weekend.

+

Additional activities • As a class make a list of any colloquial terms students use and their meanings or correct grammatical spellings to develop word meanings. (Reading processes) • Discuss whether the emails were clear and easy to understand. Should anything have been included that wasn’t? Were the emails easy to follow? Do your emails look like the ones on page 43 or do they look different? If so, how? (Comprehension strategies) • As a class, discuss the different reasons people send emails and the different emails people are sent. Consider reasons other than communicating information. (Purpose and audience)

A

Answers Page 44

Page 45

1. inform each other about a camping trip; to find and send information about the camping trip; to find out if one friend can go on a camping trip with another

1. Answers may include a discussion about some interesting things they saw or did or Judy may be thanking Penny for inviting her to go.

2. Judy Gill and Penny Burns

2. Answers will vary.

3. 4 July 2014 at 3.45 PM; Penny Burns 4. 7 July 2014 at 5.05 PM; Judy Gill

3. dates, times, name of sender, name of recipient, email addresses, short cuts

5. TTYL—Talk to you later, B4N—Bye for now, CUL8R—See you later, BFF—Best friends forever

5. Teacher check

4. Answers will vary.

6. Answers will vary.

7. 3 days 8. Yes — BFF—Best friends forever 9. sleeping bag, airbed, food, pumps, tents, rods, pillow, clothes, swimsuit, toiletries 10. They will be going fishing.

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Going camping – 1

Reading Informative text

Read the emails.

Judy Gill <judy@gmail.com.au>

7 July 2014

5.05 PM

To: Penny Burns Re: Camping weekend Finally got the okay. WE’RE GOING CAMPING! My parents spoke to yours.

BFF

Penny Burns <penny@telenet.net.au>

5 July 2014

8.15 PM

To: Judy Gill Re: Camping weekend Leaving our place about 4.30. Bring sleeping bag, pillow (if you want to), airbed, clothes, swimsuit and toiletries. We’ll bring food, pumps, tents and rods. Parents thinking.

CUL8R

Judy Gill <judy@gmail.com.au>

5 July 2014

6.55 PM

To: Penny Burns Re: Camping weekend Haven’t been camping for ages. Love to come. Will ask for okay. Need details.

B4N

Penny Burns <penny@telenet.net.au>

4 July 2014

3.45 PM

To: Judy Gill Re: Camping weekend ‘Oldies’ taking us away for long weekend. Said we can bring one friend each. (Guess they think a friend will keep us busy so they can enjoy themselves!) Interested?

TTYL

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Australian Curriculum English – Literacy (Year 3)

Going camping – 2

Understanding Informative text

Use the text on page 43 to answer the questions.

1. The purpose of the text is to:

2. Which two people are sending and receiving emails?

• • 3. What is the date, time and sender of the first email?

4. What is the date, time and sender of the last email?

5. What four messaging short cuts have been used and what do they mean?

•

•

•

•

6. What topics do you and your friend get and send emails about?

7. How many days did it take for Penny to finally get an answer about Judy going camping with her?

8. Are Judy and Penny good friends? How do you know?

9. What items need to be taken when going camping?

10. What does the word ‘rods’ tell you they will be doing on the camping weekend?

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Going camping – 3

Creating Informative text

Plan two emails between the friends after the camping weekend. One will be from Judy to Penny and the other will be from Penny to Judy.

1. What would Judy email Penny about after the camping weekend?

Write one or two suggestions.

• • 2. What would Penny say in reply?

3. What other information is usually included in emails?

4. What messaging short cuts do you use in emails?

5. Write your two emails using the information above. (Make sure you have them in the correct order!)

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Australian Curriculum English – Literacy (Year 3)

Vote for me!

• Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) • Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Teacher information

E

Elaborations • Reading and comprehending a persuasive text • Identifying some text structures and language features of a persuasive text • Creating a short persuasive text

T

Teaching notes • This set of pages focuses on a persuasive text—a speech trying to persuade the class members to vote for him for class captain.

• Page 48 includes questions relating to text purpose; making connections between the text and the students’ own experiences; making predictions and asking and answering questions about the text drawing on knowledge of the topic; using text features and search tools to locate information in written texts; determining important ideas or details in texts commenting on things learned or questions raised by reading, referring explicitly to the text for verification; and making considered inferences taking into account topic knowledge.

• On page 49, students will write part of a text to persuade others to vote for them, using the structure and some language features of the text on page 47.

+

Additional activities • If time allows, the students should complete their persuasive text started on page 49, read it through for correctness and publish it using a word processing program. (Creating texts, Editing, Use of software) • Discuss different types of persuasive speeches then list the audiences for each. (Purpose and audience) • Select students to read either the text on page 11 or their own text. Allow time for practice to develop fluency and place emphasis on persuasive words. Then have them read the text to the class or a small group. (Reading processes)

A

Answers Page 49

Page 48 1. persuade other class members to vote for him for class captain 2. (a) routines (c) valuable

Teacher check

(b) candidate (d) monitor

3. The candidate knows the school and everyone there well; The candidate is a valuable team member; The candidate takes on jobs with responsibilities; The candidate is a good, kind, helpful and well-liked person.

4.–6. Answers will vary.

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Vote for me! – 1

Reading Persuasive text

Read the speech.

‘Good morning class.

Thank you for considering me to be your next class captain. I am grateful to be nominated. I look forward to the possibility of representing our class.

I have been at this school since kindergarten. I know the staff members, school environment, routines and procedures of the school and the members of this class very well. I think that being very familiar with the school makes me a good candidate for class captain. I will be able to see how problems and changes will affect everyone and be able to do something about them.

Since Year 1, I have been a member of a sporting team. With my fellow team mates, I know how to work with others to get a job done. I went to practice and games regularly each week and was always punctual. I managed to kick one or two goals almost every other week, so I think I was a valuable team member. I think I would be a valuable class captain because I could work well with the other class captains on the school student body.

For the last two years, I have been a class library monitor. I gave up some of my lunch and recess times to work with the librarian to make the library tidier for the school and our class.

I helped set up computers so they were ready for the class and closed them down after sessions. I did this without the librarian having to show me more than once what to do. I think I made things easier for our class to use the library.

You all know me. I am a serious person but I think most of you know that if you ask for help, I give it if I can. I don’t get into trouble and I have good manners. I join in with most after school activities as much as I can. I think I am the kind of person who would make a good class captain.

I think I would make a good class captain. I know the school well; I am a valuable team member so I can work well with others; I take on responsibilities; and I am a good and helpful person who is well liked.

Please vote for me for class captain! I think I would make a good one!’

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Australian Curriculum English – Literacy (Year 3)

Vote for me! – 2

Understanding Persuasive text

Use the text on page 47 to answer the questions.

1. The purpose of the text is to:

2. Which word means: (a) regular things that are done? (b) someone wanting to be elected by others? (c) important; having worth? (d) someone who reminds people what to do?

3. The author gives four reasons why he should be elected class captain.

Write one sentence that tells the paragraph’s main idea and one reason for voting for the speaker.

• • • • 4. Would you vote for this person? Why or why not?

5. Have you ever been in, or asked to be elected for, a position like class captain? If so, what was the position and when did this happen?

6. What other arguments or ideas could have been included in the speech?

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Vote for me! – 3

Creating Persuasive text

Imagine you are planning on running for the position of class captain or another position. Plan a text for your speech.

1. Write the name of the position you wish to be elected for.

2. Write four ideas, in point form, to say why you should be elected.

• • • • 3. Using the text on page 47, write a greeting and your first paragraph.

4. Using two of your ideas from the bullet points in Question 2 above, write two paragraphs of your speech.

•

•

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Australian Curriculum English – Literacy (Year 3)

The Pied Piper • Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) • Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Teacher information

E

Elaborations • Reading and comprehending an imaginative text • Identifying some text structures and language features of an imaginative text • Creating imaginative texts

T

Teaching notes • There are a number of different versions of this fairytale, which dates back as far as 1284. There seems to be some evidence that a catastrophic event cost the lives of the youth of the German town during the Middle Ages. Some versions have the children drowning like the rats or suffering other terrible fates.

• After reading the text, discuss the characters and events. Assist with unfamiliar words and ask for any queries regarding the events or language in the fairytale.

• Page 52 includes questions relating to text purpose and audience, making connections between the text and other texts; answering questions about the text drawing on knowledge of the topic; using text features and search tools to locate information in written texts; determining important ideas, events of details in texts commenting on things raised by reading, referring explicitly to the text for verification; and making considered inferences taking into account a character’s likely actions or feelings.

• On page 53, students will expand the story by adding details or information to certain parts. They will also be making connections between the information in print and images by drawing images to support the two short texts they are writing.

+

Additional activities • Visit <http://www.speakaboos.com/story/the-pied-piper> to view another version of the fairytale. Then use a word processing program to write a draft of that version of fairytale on a computer. Ensure the students use an appropriate text structure; correct sentence forms including simple, compound or complex sentences; and correctly sequence the events. (Using software) • Have the students predict what the children will do in the enchanted land behind the mountain. Ask them to write a text describing what the children are doing. (Creating texts, Comprehension strategies) • Select individual students (or small groups of students) to read paragraphs from the story. Allow time for practice so when they read they are fluent, and add expressions and intonation. (Reading processes)

A

Answers Page 53

Page 52 1. to tell a story to young children or people interested in fairytales 2. (a) pied (d) burdened

(b) plague

Answers will vary.

(c) vermin

(e) debts

3. (a) strange to the people of Hamelin, dressed in colourful clothing, wearing a hat decorated with a feather, carrying a silver pipe (b) enchanted; full of wonderful animals, fun, games and happiness 4. Answers will vary. Accept any answers that the students can justify.

5. The mayor refused to pay the Pied Piper.

6. Teacher check 7. Answers will vary.

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The Pied Piper â&#x20AC;&#x201C; 1

Reading Imaginative text

Read the fairytale.

Long ago, the thriving town of Hamelin had a plague of rats.

Rats ran through the streets, into houses and shops.

They brought fleas and many old people and children became sick. The people demanded the mayor act quickly to remove them. The mayor offered a reward of one thousand gold coins to the person who could rid the town of rats.

The next day, a strange man dressed in colourful clothing came to town. He wore a hat decorated with a feather and carried a silver pipe. He approached the mayor and promised to remove the rats for the agreed sum. The mayor accepted his promise and agreed to pay the stranger.

The stranger put the pipe to his lips and magical music filled the air. One by one, rats of every size emerged from their hiding places. The piper began walking towards the river. The rats followed the dancing melody in a long, ghastly parade. The piper led the rats to the river where they entered and were drowned. The people cheered.

Finally their town was free from vermin. The piper returned to the mayor to collect his payment for ridding the town of rats, but the mayor refused to pay. The piper angrily left the town, vowing to return later to extract his revenge.

The following Sunday, when all the adults were attending church, the piper returned to Hamelin. He stood in the town square and raised his pipe. Haunting music filled the town.

The children heard the music and followed the piper. The adults, seeing what was happening, and remembering the fate of the rats, called out to the children to stop. The children, however, continued following the piper as he led then out of town towards the mountain. An opening appeared in the side of the mountain and the piper and the children disappeared through it. The opening closed magically behind them. Only one child, burdened by crutches, was too slow to enter and left behind. When the adults asked why he followed the piper, he told them the music spoke of an enchanted place of wonderful animals, fun, games and happiness.

The children were never seen again but, from that day onwards, the people of Hamelin always paid their debts.

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Australian Curriculum English â&#x20AC;&#x201C; Literacy (Year 3)

The Pied Piper – 2

Understanding Imaginative text

Use the text on page 51 to answer the questions.

1. Write the purpose and audience of the fairytale.

2. Which words in the text mean: (a) having patches of two or more colours? (b) a great invasion? (c) destructive, disease-carrying animals? (d) weighed down? (e) that which is owed?

3. Describe: (a) the Pied Piper

(b) the land where the children were going

4. Was the Pied Piper good or bad? Give your opinion and reasons why.

5. Which act of the mayor’s was important because it changed the type of inhabitants left in Hamelin at the end of the fairytale?

6. Draw the faces of some children to show how they felt about entering the opening in the mountain.

7. Name another fairytale or fable you know that includes rats.

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The Pied Piper – 3

Creating Imaginative text

Add more details to parts of the story.

1. The text says the town of Hamelin was ‘thriving’. What does this mean?

How was it thriving? Make up and write two sentences to describe how or why the town of Hamelin was thriving.

2. Draw an image of Hamelin to support your description of a thriving town.

3. The text says the rats ‘ran through the streets, into houses and shops’.

Write more information to add to this sentence. What did they do there?

How did the people react when they did these things?

4. Draw an image of the rats to support the extra details you added.

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Australian Curriculum English – Literacy (Year 3)

Make a drey • Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) • Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Teacher information

E

Elaborations • Reading and comprehending an informative text • Identifying some text structures and language features of an informative text • Creating a short informative text

T

Teaching notes • This set of pages focuses on informative text—a set of instructions giving details about how to make an artificial drey for a possum.

• Page 56 includes questions relating to text purpose; making connections between the information in print and images; answering questions about the text drawing on knowledge of the topic and subject-specific vocabulary; using text features and search tools to locate information in written texts efficiently; determining important ideas or details in texts commenting on things learned by reading, referring explicitly to the text for verification; and making considered inferences taking into account topic knowledge.

• On page 57, students will research and write the materials needed and a few steps for making a wooden drey. They will increase understanding for the reader by adding a labelled diagram. The instructions are quite challenging. Teachers may allow students to work together to decipher the first few steps. Alternatively, the class may work with the teacher to determine the most important information for steps.

+

Additional activities • Did the word ‘drey’ seem confusing at first until it was explained? If it had not been explained, would you have been able to work out its meaning by the print and images presented in the text? Discuss. What other unusual words do you know for animal homes?

Compile a class list to expand vocabulary knowledge. (Reading processes) • Discuss other artificial homes the students may have constructed or seen made. Were they successful or not? (Comprehension strategies) • What sort of reader would be interested in learning how to make an artificial drey for a possum? Are the instructions on page 55 set out clearly enough to achieve their purpose? (Purpose and audience)

A

Answers Page 56

Page 57

1. give information as instructions for making an artificial possum drey

1.–3. Teacher check

2. good quality coconut fibre

5. Teacher check

4. Answers will vary.

3. A hole will allow the possum to get in and out.

4. to protect the possum as he/she enters or leaves 5. about 25 to 30 cm 6. artificial 7. It will keep it hidden from predators.

8. Hang the artificial nest in the fork of a tree in a sheltered position by wedging or securing it in place.

9. Teacher check

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Make a drey – 1

Reading Informative text

Read the instructions.

Follow the instructions to make a drey*—a home for possums.

You will require these materials: • two good quality coconut fibre basket liners

• two wire hanging baskets, approximately 25 cm or 30 cm wide

• electrical tape • four cable ties • wire cutters

Steps: 1. Use wire cutters to cut a hole in one basket.

STEP 1

2. Use electrical tape to cover sharp edges around hole.

3. Place coconut fibre basket liners inside both baskets, pushing in firmly to fill shape of basket.

STEP 2

4. Use cable ties to secure baskets together tightly.

5. Place soft leaf litter or coconut fibre in base of drey for added comfort.

STEP 3

6. Tie layers of paper bark on top for a natural look and to protect from bad weather.

7. Hang artificial nest in fork of tree by wedging or securing in place.

(Nest must be in a sheltered spot!)

STEP 4

8. Observe to see what visitors arrive.

Test: How will you know if your homemade drey is a suitable one for a possum?

STEP 7

* Dreys need to be strong, waterproof, comfortable and a suitable size. An artificial drey should closely resemble a natural one.

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Australian Curriculum English – Literacy (Year 3)

Make a drey – 2

Understanding Informative text

Use the text on page 55 to answer the questions.

1. The purpose of the text is to:

2. What are the basket liners made from?

3. Why would a hole need to be cut in one basket?

4. Why would electrical tape need to be wound around the edges of the hole that was cut?

5. How wide is the completed drey?

6. Which word means ‘not genuine, an imitation’?

7. How would making the drey look more natural help the possum that lives there?

8. Describe the step that comes after making the drey look more natural?

9. Draw images to show what steps 5 and 6 mean.

STEP 5

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STEP 6

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Make a drey – 3

Creating Informative text

Plan a text about how to make a different possum drey from wood.

1. Research to find information using the website below: <http://www.environment.nsw.gov.au/animals/GuideToMakingAPossumHouse.htm> Decide which parts of the instructions are the most important.

(Download and print off the PDF of instructions at the bottom of the page if it is easier.)

2. Write a list of materials needed.

3. Draw and label a diagram to help readers better understand what your completed drey will look like.

4. Use the lines below to write the first three main steps for making a wooden drey.

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Australian Curriculum English – Literacy (Year 3)

Dear Editor • Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) • Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Teacher information

E

Elaborations • Reading and comprehending a persuasive text • Identifying some text structures and language features of a persuasive text • Creating a short persuasive text

T

Teaching notes • This set of pages focuses on a persuasive text—a letter to an editor to persuade others to a particular point of view: that dog owners should be more responsible for their pets.

• Page 60 includes questions relating to text purpose; making connections between the text and students’ own experiences; answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary; using text features and search tools to locate information in written texts efficiently; determining important ideas or details in texts commenting on things learned by reading, referring explicitly to the text for verification; and making considered inferences taking into account topic knowledge.

• On page 61, students will identify the opening and closing words and phrases of a letter to an editor, make notes of important information to include in the letter and write one paragraph concentrating on one reason, using persuasive or strongly worded language. The students are not expected to write the whole letter at this stage.

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Additional activities • If time allows, students should complete the entire letter to the editor in draft form, edit it and publish using a word processing program. (Editing, Creating texts, Use of software) • How can students identify sentences with expression that are meant to be said forcefully? (Exclamation marks show strong emotion.) Count how many are in this text. Then select students to practice and read them with expression. (Reading processes) • Discuss what other types of texts letters can be. Can they be informative texts that recount events? Can they be imaginative texts?

Ask the students to give examples. What text structures or language features change the text types from one type to another or from one purpose to another? (Comprehension strategies) • Identify the numerous contractions used in the text to make it conversational and personal for the reader. (Language - Text structure and organisation)

A

Answers Page 60

Page 61

1. to persuade others to his opinion that dog owners should be responsible for their dog’s behaviour

1. Answers will vary.

2. (a) destroy, treat without regard, misuse

3. Answers will vary.

(b) not responsible, not answerable or accountable (c) belonging to the place or environment where they were born (d) evil, bad, brutal, violent 3. Dogs are allowed to walk in community spaces without their leads; Dog owners do not pick up their dog’s droppings.

4. Answers will vary.

2. Dear Editor, Sincerely 4. … spoilt by careless and irresponsible dog owners; should show more respect; danger to other people and native wildlife; dogs are messy; disgusting, smelly, squishy dog poo; much cleaner; There’s no excuse; desecrate; If I can do it, so can everyone else!; If they don’t, perhaps they shouldn’t be allowed to use these spaces at all!

5. Teacher check

5. Yes, Dale likes dogs. He has a dog of his own that he walks on a lead and cleans up after.

6.–7. Answers will vary.

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Dear Editor – 1

Reading Persuasive text

Read the letter to the editor.

Dear Editor, I strongly believe that dog owners should control their dogs in community places and pick up any mess they leave behind.

We have a lovely open space near our house beside a shallow lake.

There are wide walking and cycling tracks where people can be seen every weekend, morning and afternoon. Joggers, walkers, cyclists, single people and families all use this special place. Why then is it spoilt by careless and irresponsible dog owners?

I am constantly surprised by the number of dog owners who allow their dogs to amble around without a lead. Of course, not all dogs are vicious, but it only takes one to jump up and take a chunk out of your arm or to harm a small child. There is also the danger to the wildlife. Ducks and black swans constantly glide across the lake or waddle along its banks.

Native wildlife is protected. Dogs are supposed to be on leads in national parks. Dog owners should have more respect for the environment!

Not only is there danger to other people and native wildlife, but dogs are messy! Dogs scatter their droppings wherever they like. People step on them and end up dragging disgusting, smelly, squishy dog poo around on the soles of their shoes. It only takes a few minutes to scoop a dog’s mess into a plastic bag and throw it in a bin. Most community places have bins around. Some even supply plastic bags for dog owners to use. Even if they didn’t provide plastic bags, it’s easy to get and use old plastic shopping bags. They can just be slipped inside the dog’s collar so the owner doesn’t even have to carry them! The open spaces would be much cleaner if every dog owner picked up after their dog!

There is no excuse for dog owners to allow their dogs to roam uncontrolled in community places or to desecrate these places by leaving dog poo behind! My dog always walks on a lead and I always pick up his droppings. If I can do it, so can everyone else! If they don’t, perhaps they shouldn’t be allowed to use these spaces at all!

Sincerely Dale Chard

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Dear Editor – 2

Understanding Persuasive text

Use the text on page 59 to answer the questions.

1. What is the purpose of Dale Chard writing this letter?

2. Write the meanings of the following words: (a) desecrate (b) irresponsible (c) native (d) vicious 3. What are the two main reasons Dale gives for his opinion?

• • 4. Do you agree with Dale’s opinion?

Yes Why or why not? Have you had similar experiences?

No

5. Does Dale like dogs or not? How do you know?

6. Have you ever written a letter to the editor?

If so, what was it about?

Yes

No

7. Tick if you: (a) use a lead when you take your dog for a walk (b) pick up your dog’s droppings after them Australian Curriculum English – Literacy (Year 3)

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Dear Editor – 3

Creating Persuasive text

Plan to write your own letter to the editor.

1. Choose a topic for your own to write to the editor about.

2. What words open and close your letter?

3. What arguments or reasons for your opinion will you give in your letter?

Write bullets points or notes below.

• • • • 4. Write some strongly worded phrases or persuasive words from the text on page 59.

5. Write one paragraph using some strong wording or persuasive words from above and one of your notes to express your opinion.

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Australian Curriculum English – Literacy (Year 3)

The curse of Thyre • Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) • Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Teacher information

E

Elaborations • Reading and comprehending an imaginative text • Identifying some text structures and language features of an imaginative text • Creating imaginative texts

T

Teaching notes • This imaginative text is a fantasy which is unfinished. It relies heavily on descriptive phrases to impart images of the setting. This set of pages focuses mainly on aspects other than literal comprehension of texts.

• Page 64 includes questions relating to text purpose and audience; making connections between the text and other texts; making connections between the information in print and images; making predictions and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic; using text features and search tools to locate information in written texts; determining important ideas or details in texts referring explicitly to the text for verification; and making considered inferences taking into account a character’s likely feelings or actions.

• On page 65, students will write two descriptive paragraphs using imagery, and make notes for a possible ending for the story.

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Additional activities • Use an internet image search to find images of eerie forests. Compare to your own drawing to answer Question 5(c) on page 64.

Do any of the digital images match the descriptions given by the author? Select one that is the closest, then tell what matches the description and what is missing. (Using software) • Have the students complete the text using the bullet points form Question 3 on page 65. They can then edit their draft and publish using a word processing program. (Creating texts, Editing, Using software) • Select students to practise and read the text. Ensure their readings reflect the ‘eerie’ nature of the setting and ‘suspenseful’ nature of some events. (Reading processes)

A

Answers Page 65

Page 64 1. (purpose) to entertain by telling a fantasy tale; (audience) children, people who like fantasy tales

Answers will vary.

2. dutiful, responsible, cares for others, brave 3. Answers will vary.

4. Teacher check 5. (a) The author is trying to create mental pictures of the setting to help the reader understand the text and put events into context. (b) Answers may include: The grey vapour curled like smoke around the monstrous tree trunks; giant grasping roots; soggy carpet of earth and leaves; eerie silence; slippery, mossy rocks; Crystals of every colour of the rainbow were embedded in the rocky doorway; majestic throne (c) Teacher check 6. Answers will vary.

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The curse of Thyre – 1

Reading Imaginative text

Read the fantasy.

The vines parted as Thyre moved cautiously through the misty forest. The grey vapour curled like smoke around the monstrous tree trunks. Now and then the mist retreated to reveal giant grasping roots rising from a soggy carpet of earth and leaves. Water droplets plopped to the ground, interrupting the eerie silence.

Although the pathway was not difficult, it was necessary to move carefully. The Allure Forest held unexpected traps for the foolish traveller. Danger lurked around every corner.

Many merchants who entered the forest failed to emerge.

‘Drat!’ thought Thyre, as another shower of water droplets slid down the collar of his cloak. ‘I could be warm and dry in front of the fire in my cabin instead of traipsing through the cold night. The council didn’t need to exercise its power at this time. I am not responsible for the ridiculous curse levelled on my family generations ago. It is most probably a great jest anyway. Some roving merchant claiming to be a wizard must have thought it was very amusing. If I didn’t believe this journey would help the village, I would return home this minute! However, I have taken on this duty and I must complete it—if it is within my power! It is nothing more than an intriguing puzzle to be solved and I am exceedingly clever at solving puzzles.’

A slippery, mossy rock caused Thyre to bring his thoughts back to his surroundings. At this time, in this place, it was more important to complete the task than take pity on himself. If he did not keep his wits about him, he would be useless!

His destination loomed ahead. He knew he could do this! He HAD to do this! The trees parted as if by magic. The entrance to the cavern of Mahl was more magical than the tales told. Crystals of every colour of the rainbow were embedded in the rocky doorway. It seemed to be beckoning Thyre to enter. There was no way to retreat now. The end—or beginning— lay within reach. The entrance closed behind Thyre as he tread confidently into the cavern.

Would his solution be the answer? Would he be able to save his village? Was there really a curse on him that held the answer to the problem?

Thyre stepped boldly towards the majestic throne at the end of the cavern and prepared to meet his fate. The guards closed in behind him.

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The curse of Thyre – 2

Understanding Imaginative text

Use the text on page 63 to answer the questions.

1. What is the purpose and audience of the fantasy?

2. What sort of person is Thyre?

3. What type of curse do you think rests on Thyre and his family?

4. Do you think Thyre will successfully solve the problem? Yes

No

Why?

5. The author uses many descriptive words, phrases and sentences to create images describing the setting of the fantasy. (a) Why did he/she do this?

(b) Copy two different examples from the text.

(c) Draw the setting using the images created by the author.

6. Write the title of another story you know that is set in a forest.

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The curse of Thyre – 3

Creating Imaginative text

1. Describe the guards. Use words, phrases or sentences that create an image. Then draw a picture to match your description.

2. Describe the person or thing sitting on the throne. Use words, phrases or sentences that create an image. Then draw a picture to match your description.

3. Write down some notes as bullet points to suggest what happens next in the story.

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Australian Curriculum English – Literacy (Year 3)

Rules for teachers • Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) • Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Teacher information

E

Elaborations • Reading and comprehending an informative text • Identifying some text structures and language features of an informative text • Creating a short informative text

T

Teaching notes • This set of pages focuses on informative text—a set of rules for teachers. It is a combination of two different sets of archived documents of rules for teachers in the United States for the Years 1872 and 1915.

• When reading through and discussing the text, its meaning, structure, language features and information with the students, highlight the repetitive use of the words ‘will not’ and ‘must not’.

• Page 68 includes questions relating to text purpose; making connections between the text and students’ own experiences; answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary; using text features and search tools to locate information in written texts; determining important ideas or details in texts commenting on things learned, referring explicitly to the text for verification; and making inferences taking into account topic knowledge.

• On page 69, students will critically reflect on the information in the text on page 68, select categories for rules, write a list of eight rules for teachers with a partner and write conclusions about rules.

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Additional activities • Discuss vocabulary from the text that may be unfamiliar to students when they first read the text. Talk about the reading strategies the students used to work out the meaning of the words. Did they use phonetic knowledge, sentence context, the part of speech the word plays in the text and placement of the word in a sentence, read back over the sentence, read on to the end of the sentence or another strategy to confirm their understanding? (Reading processes) • Discuss to predict whether teachers of the past and present would accept and follow the rules as stated in the text on page 67.

(Comprehension strategies) • Draw an image of a female teacher from the past using the ideas in the text on page 67. (Comprehension strategies) • Discuss to consider whether these rules would be applicable to teachers in a different culture, such as in a country like India.

(Reading processes)

A

Answers Page 68

Page 69

1. to give teachers information about how they should behave

1. None except perhaps rule 15 with changes

2. (a) 1800–1900; Conditions are very strict; Long dresses, carriages, blackboards, fires in classrooms and low wages all relate to a time earlier than 2001.

2. None; Rules about how to treat students, how to do lessons and programs, about reporting, playground duty rules etc.

3.–4. Answers will vary.

3. female—the majority of rules apply to them (dress, petticoats, dying hair) 4. These would have been places where they may behave badly.

5. Answers will vary.

6. Teachers were examples of good behaviour for children and the community.

7. They were given a pay increase of thirty cents a week.

8. an underskirt worn by women and girls; a slip 9. Answers may include: safety rules around schools, pools, lakes; playground rules; rules for using equipment; work safety rules; road rules etc.

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Rules for teachers – 1

Reading Informative text

Read the rules for teachers from many years ago.

1. Teachers will not marry while under contract.

2. Female teachers will not be seen in the company of men.

3. Teachers must always be home between the hours of 8 pm and 6 am, unless attending a school activity or function.

4. Teachers will not be seen in, or near, ice-cream stores, pool halls or public houses.

5. Teachers must not travel outside the city area without first obtaining permission from the chairman of the school board.

6. Female teachers must not ride in a carriage or automobile with a man who is not their father or brother.

7. Teachers must not smoke cigarettes.

8. Teachers must not dress in bright colours.

9. Teachers will not, under any circumstance, dye their hair.

10. Female teachers must wear at least two petticoats.

11. Female teachers must not wear dresses shorter than five centimetres above the ankle.

12. Teachers must keep the room clean and tidy. Teachers must sweep the floor once or twice daily. Teachers must scrub the floor at least once a week with hot, soapy water.

Teachers must clean the blackboard at least once each day.

13. Teachers must start the fire at 7 am so the room is warm by 8 am.

14. Teachers must not drink strong alcohol.

15. Teachers must set aside a small amount from their daily wage. They will use the savings when they retire so as not to be a burden on society.

16. Teachers who perform their duties faithfully for five years without fault will receive an increase of thirty cents in their weekly pay.

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Rules for teachers – 2

Understanding Informative text

Use the text on page 67 to answer the questions.

1. Why was the text written?

2. During what period of time would this text have been written? (b) 2001–2015

(a) 1800–1900 How do you know?

3. Are most teachers male or female?

How do you know?

4. Why would teachers be told to avoid ice-cream stores, pool halls and public houses?

5. In your opinion, which rule is the most amusing?

6. Why were teachers expected to behave in a very proper manner?

7. How are teachers rewarded after five years of good service?

8. What is a petticoat?

9. What other rules can be seen displayed around the community?

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Rules for teachers – 3

Creating Informative text

1. How many of the rules for teachers in the text on page 67 would not apply to teachers today?

2. The text on page 67 covers rules for teachers about: • how to dress

• what to eat or drink

• where to go

• when to go out

• who they can see

• what to do with their money

Which of these categories could be used for rules for teachers today?

What other categories would be used today?

3. With a partner, discuss and make a list of eight ideas for rules for teachers to inform them how they should behave correctly today. Think about the categories you wrote above in Question 2. (Make sure it’s sensible, realistic and nice!)

• • • • • • • • 4. Write a sentence or two explaining why it is important to have rules.

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The worst story ever told!

• Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) • Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Teacher information

E

Elaborations • Reading and comprehending a persuasive text • Identifying some text structures and language features of a persuasive text • Creating a short persuasive text

T

Teaching notes • This set of pages focuses on a persuasive text—a book review to persuade others that the book is the worst one ever written and not worth reading.

• When reading and discussing the text with the students, consider the persuasive or strong words or phrases used get across the author’s opinion.

• Page 72 includes questions relating to text purpose and audience; making predictions and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary; using text features and search tools to locate information in written texts efficiently; determining important ideas or details in texts commenting on things learned, referring explicitly to the text; and making considered inferences taking into account topic knowledge.

• On page 73, students will select main concepts for paragraphs, select a book to review and write two paragraphs of a review.

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Additional activities • Would you have liked more information about the book from the reviewer? What questions would you ask the reviewer to find out these extra details? (Comprehension strategies) • Have the students swap their draft paragraphs with a partner for editing. Ensure students look for correct vocabulary, sentence structure and information. (Editing) • Select students to read the two paragraphs of their review to others to convince readers not to read the book. Ensure the students practice for fluency and use intonation to be more convincing. Discuss afterwards whether the paragraphs made convincing arguments. (Reading processes)

A

Answers Page 72

Page 73

1. to express an opinion about a particular book/to persuade others not to read the book (purpose); other readers, children (audience)

1. Students may have ticked some or all.

2. Answers will vary.

3.–4. Teacher check

2. seven 3. Paragraph 3: The events are not very exciting or interesting.

Paragraph 4: The setting is boring.

Paragraph 5: The main character is not strong.

Paragraph 6: The illustrations are good.

4. The first paragraph states the author’s opinion about the book; The last paragraph restates the author’s opinion.

5. Answers may include: worst, boring, fairly ordinary, not strong.

6. The illustrations are really good.

7. No, because the review makes the book sound unworthy of reading.

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The worst story ever told! – 1

Reading Persuasive text

Read the book review.

Scooter Booter, human computer, by Len Ashton is probably the worst story ever told!

The whole idea of a human boy with a brain like a computer is really ridiculous! The author tries but does not seem to be able to make the idea believable.

When the main character, Scooter Booter, uses his computer brain to solve really hard mathematical problems quickly, it wasn’t really exciting or interesting! My best friend, Kris, can do that, but it isn’t the sort of thing to make an interesting event in a book. It is something that is fairly ordinary. Books should have events in them that are interesting or exciting and make you want to keep reading. The events are ordinary and do not have many twists and surprises. If Scooter had solved the problem and defeated a sneaky spy or nasty villain, it would have been different! I might have enjoyed it more!

The whole story takes place in the town of Clarkstown. I think it should have been named Boringville instead. Everything and everyone is boring—the setting and the residents of the town. However, I suppose the setting suits the plot. Boring! Boring! Boring! I think the author should have set the story in a different world or a different time. Then, perhaps, Scooter’s talent and the events may have been more believable.

Scooter Booter is not a very strong character. He is the main one so he should stand out. Kids who read the book want to get to know the character really well so they can feel bad when things go wrong for him and feel good when he triumphs in the end or learns an important lesson. The author has not managed to engage the reader with this character or other characters.

There is one good thing about the book though. The illustrations by Lisa Harnett are really good. The facial expressions on Scooter Booter are terrific because they are so intricate. I could see exactly how Scooter was feeling in each situation. The story doesn’t do justice to the illustrations. The illustrator needs a better story to showcase her talent, even though she has done a great job. The illustrations are the best part of the book.

If you want to read a good book, don’t waste your time choosing this one! It is probably the worst story ever told!

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The worst story ever told! – 2

Understanding Persuasive text

Use the text on page 71 to answer the questions.

1. Write the purpose and audience of this text.

2. How many paragraphs make up this text?

3. Write one sentence telling the main idea of each of the following paragraphs.

• Paragraph 3

• Paragraph 4

• Paragraph 5

• Paragraph 6

4. What is the purpose of the first and last paragraphs?

5. If you could only write two adjectives from the review to describe the book, what would they be?

6. What one thing does the reviewer say is good about the book?

7. If people read this review, do you think they would read the book?

Yes

No

Why?

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The worst story ever told! – 3

Creating Persuasive text

1. What parts of the story does a reviewer talk about when reviewing a book?

Tick the ones below you will include in your review. plot

setting

events

character descriptions

illustrations

author details including other books

the type of book being described (science fiction, mystery) 2. Select and write the title of a book you have read that you did not enjoy reading.

3. Using the opening sentence of the text on page 71, write the first sentence of your review.

4. Select two of the story parts you ticked in Question 1 and write a draft paragraph of each one, giving your opinion of each.

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