Rowan Of Rin By Emily Rodda Journeys-Books Pdf

Rowan of Rin by Emily Rodda JOURNEYS
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WILLIAM DEAN PS MODELLED READING 20min per day, Term 3 Week 1 Stage Three Imaginative text . See Appendix for Comprehension Teaching Ideas and Blooms Flowers for questioning stems. ENGLISH SYLLABUS OUTCOMES STAGE 3, EN3 1A Communicates effectively for a variety of audiences and purposes using increasingly challenging topics ideas issues and language forms and features Content. descriptors use metalanguage to describe the effects of ideas text structures and language features on particular audiences use interaction skills for example. paraphrasing questioning and interpreting non verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes participate in and. contribute to discussions clarifying and interrogating ideas developing and supporting arguments sharing and evaluating information experiences and opinions. EN3 3A Uses an integrated range of skills strategies and knowledge to read view and comprehend a wide range of texts in different media and technologies. Content descriptors appreciate how demanding texts eg extended novels and informative texts contain increasing levels of complexity and abstraction to enhance enjoyment . analyse how text structures and language features work together to meet the purpose of a text understand that the starting point of a sentence gives prominence to the. message in the text and allows for prediction of how the text will unfold recognise how grammatical features help to build meaning in texts including reference links and. adverbial and adjectival phrases understand interpret and experiment with sound devices and imagery including simile metaphor and personification in narratives shape. poetry songs anthems and odes identify and explain how analytical images like figures tables diagrams maps and graphs contribute to our understanding of verbal information. in factual and persuasive texts, EN3 5B Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts Content descriptors identify the ways in which. language use in imaginative texts including use of figurative language character development events and setting creates interest for the reader or viewer investigate how the. organisation of texts into chapters headings subheadings home pages and sub pages for online texts and according to chronology or topic can be used to predict content and. assist navigation analyse strategies authors use to influence readers identify and discuss how own texts have been structured to achieve their purpose and discuss ways of. using conventions of language to shape readers and viewers understanding of texts. EN3 6B Uses knowledge of sentence structure grammar punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and. technologies Content descriptors understand that choices in grammar punctuation and vocabulary contribute to the effectiveness of texts understand the use of. vocabulary to express greater precision of meaning and know that words can have different meanings in different contexts investigate how vocabulary choices . including evaluative language can express shades of meaning feeling and opinion. EN3 7C Thinks imaginatively creatively interpretively and critically about information and ideas and identifies connections between texts when responding to and. composing texts recognise and explain creative language features in imaginative informative and persuasive texts that contribute to engagement and meaning. Content descriptors interpret events situations and characters in texts explain own preferences for a particular interpretation of a text referring to text details. and own knowledge and experience think critically about aspects of texts such as ideas and events think imaginatively when engaging with texts using prediction . for example to imagine what happens to characters after the text identify describe and discuss similarities and differences between texts including those by. the same author or illustrator and evaluate characteristics that define an author s individual style compare how composers and illustrators make stories exciting . moving and absorbing to hold readers interest explore and discuss simple appropriation of texts understand how authors often innovate on text structures and. play with language features to achieve particular aesthetic humorous and persuasive purposes and effects identify the relationship between words sounds imagery. and language patterns in narratives and poetry such as ballads limericks and free verse. EN3 8D identifies and considers how different viewpoints of their world including aspects of culture are represented in texts Content descriptors make connections between. students own experiences and those of characters and events represented in texts drawn from different historical social and cultural contexts clarify understanding of. content as it unfolds in formal and informal situations connecting ideas to students own experiences and present and justify a point of view discuss and explore moral ethical. and social dilemmas encountered in texts, EN3 9E recognises reflects on and assesses their strengths as a learner Content descriptors formulate questions for specific purposes eg to clarify and reflect discuss. a nd reflect on the roles and responsibilities when working as a member of a group and evaluate the benefits of working collaboratively with peers to achieve a goal. CHAPTER TEACHING and LEARNING COMPREHENSION Cluster markers. ENGLISH SYLLABUS OUTCOMES EN3 1A EN3 3A EN3 5B EN3 6B EN3 7C EN3 8D EN3 9E STRATEGY Comprehension Vocab. 1, What predictions can you make from the title illustrations C11 Analyses and evaluates.
the ways that inference is, What type of text is this book and how should it be read imaginative . used in a text to build, 1 What expectations predictions do you have when you read an. understanding , imaginative text Predicting and, Before C11 Re examines sections of. Are you familiar with the author Who would like to read this type of Making. Modelled texts for evidence to, book discuss audience Connections support interpretations and. Reading , use thinking partners opinions , Orientation Focus on spelling and meanings of unknown words prior to reading .
when appropriate C11 Evaluates a personal, to the Text Demonstrate how to work out the meaning of a difficult word by. interpretation of a text by, verbalising your thoughts e g plough p2 forbidden nestled speechless critically re examining. p3 shrouded p4 huddled p5 Display list evidence within the text . C12 Interprets and critically, Model reading using fluency and phrasing analyses texts by responding. Students can list difficult words during reading to inferred meaning within a. Demonstrate monitoring and understanding by using think alouds I d. Monitoring and text and justifying, Clarifying , 2 better re read it I wonder what this word means I d better reread interpretations using. the sentence Questioning evidence , Reading the, Summarising C12 Analyses texts to.
Text Students use questioning strategy QUESTION WEBS I WONDER . use thinking partners compare how language, with their thinking partners to gain meaning from the text structures and features are. when appropriate , Students use summarising strategy KEY WORD STRATEGY during used to position readers and. reading record on post it notes viewers , V11 Demonstrates. Students retell the chapter by referring to their KEY WORD understanding of new words. STRATEGY notes for new concepts , Summarising V11 Applies knowledge of. Students predict the plot to occur in the next chapter after discussion. 3 Predicting prefixes and suffixes to, with their thinking partners making inferences .
After Making understand the meanings of, Students make connections to themselves by choosing a character and new words and to create new. reading Connections, discussing their own reactions to the events If I was in her his shoes use thinking partners words . Teacher lists students difficult words to chunk for spelling when appropriate V12 Draws on knowledge of. SEE WRITING FOLLOW UP TO THIS CHAPTER word origins to work out. meaning of new words , CHAPTER TEACHING and LEARNING COMPREHENSION Cluster markers. 2, ENGLISH SYLLABUS OUTCOMES EN3 1A EN3 3A EN3 5B EN3 6B EN3 7C EN3 8D EN3 9E STRATEGY Comprehension Vocab. Review previous chapter using Bloom s Cards students form groups C11 Analyses and evaluates. to discuss their allocated cards knowledge comprehension the ways that inference is. 1 application analysis synthesis evaluation and report back to the. used in a text to build, understanding , Before class Bloom s Taxonomy.
C11 Re examines sections of, Modelled use thinking partners. Focus on spelling and meanings of unknown words Demonstrate how texts for evidence to support. Reading when appropriate , to work out the meaning of a difficult word e g trembling p11 interpretations and opinions . outskirts p1 descended p12 volumes p13 cowering p19 empty C11 Evaluates a personal. interpretation of a text by, handed p20 droning undertone p21 Display list . critically re examining, Model reading using fluency and phrasing evidence within the text . C12 Interprets and critically, Students can list their difficult words .
analyses texts by responding, Demonstrate monitoring and understanding strategy rereading to. to inferred meaning within a, clarify meaning Monitoring and. text and justifying, Students use questioning strategy ASK THE AUTHOR with their. Clarifying interpretations using, 2 Questioning evidence . thinking partners to gain meaning from the text , Reading the Summarising C12 Analyses texts to.
Students use summarising strategy VIPs during reading teacher. Text Visualising compare how language, stops reading intermittently for students to make notes recorded in structures and features are. use thinking partners, writing journals short notes only used to position readers and. when appropriate , Teacher stops intermittently for students to visualise chosen viewers . phrases such as flames licking the staircase p11 the blossom of the V11 Demonstrates. understanding of new words, orchard sweetened the air p14 . for new concepts , Students retell the chapter by referring to their VIP notes V11 Applies knowledge of.
Students predict the plot to occur in the next chapter after prefixes and suffixes to. Summarising, understand the meanings of, 3 discussion with their thinking partners Predicting new words and to create new. After Teacher lists students difficult words to chunk for spelling Making Connections words . reading Students make connections to themselves by discussing how they use thinking partners V12 Draws on knowledge of. would react to an event In my own shoes when appropriate word origins to work out. SEE WRITING FOLLOW UP TO THIS CHAPTER meaning of new words. CHAPTER 3 TEACHING and LEARNING COMPREHENSION Cluster markers. ENGLISH SYLLABUS OUTCOMES EN3 1A EN3 3A EN3 5B EN3 6B EN3 7C EN3 8D EN3 9E STRATEGY Comprehension Vocab. Review previous chapter using Bloom s Cards students form groups to C11 Analyses and evaluates. discuss their allocated cards knowledge comprehension application the ways that inference is. used in a text to build, 1 analysis synthesis evaluation and report back to the class OR Bloom s Taxonomy understanding . Before Debono s 6 Thinking Hats Focus White facts Red Emotions Black Debono Thinking C11 Re examines sections of. Modelled reality Yellow positives Green new ideas Blue the process Hats texts for evidence to support. Reading Focus on spelling and meanings of unknown words Demonstrate how to use thinking partners interpretations and opinions . work out the meaning of a difficult word eg befitted scuttled p 22 when appropriate C11 Evaluates a personal. interpretation of a text by, exasperation p23 appealed weakling p24 astray unshed p25 Display. critically re examining, list evidence within the text . C12 Interprets and critically, Model reading using fluency and phrasing .
analyses texts by responding, Students can list their difficult words . to inferred meaning within a, Demonstrate monitoring and understanding by rereading to clarify. Monitoring and, text and justifying, meaning Clarifying interpretations using evidence . 2 Questioning C12 Analyses texts to, Students use questioning strategy GENERATING QUESTIONS use. Reading the Visualising for compare how language, Blooms flowers with their thinking partners and record for discussion.
Text summarising structures and features are, after reading . use thinking partners used to position readers and. Students visualise SKETCH TO STRETCH during reading and make viewers . when appropriate , sketches to assist retelling after reading as well as noting any V11 Demonstrates. difficult words understanding of new words, for new concepts . Students retell summarise the chapter by referring to their V11 Applies knowledge of. visualised sketches Summarising prefixes and suffixes to. Students discuss the questions they have generated understand the meanings of. Predicting, new words and to create new, 3 Teacher lists students difficult words to chunk for spelling Making words . After reading Students make connections with similar books they ha. Rowan of Rin by Emily Rodda JOURNEYS WILLIAM DEAN PS MODELLED READING 20min per day Term 3 Week 1 Stage Three Imaginative text See Appendix for Comprehension Teaching Ideas and Blooms Flowers for questioning stems ENGLISH SYLLABUS OUTCOMES STAGE 3 EN3 1A Communicates effectively for a variety of audiences and purposes using increasingly challenging topics ideas issues and language forms

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