l21 te saving the oceans - flying start to literacy · this is the introduction. it says that...

AlphaWorld

Teacher Edition

Saving the OceansWritten by Kerrie Shanahan

How to use this bookHorwitz EducationA Division of HorwitzPublications Pty Ltd55 Chandos StreetSt Leonards NSW 2065Australia

Horwitz Gardner Limited168e High StreetEgham, SurreyTW20 9HPUnited Kingdom

Published edition © Eleanor Curtain Publishing 2005Text © Nicole di MarcoPhotographs © EleanorCurtain Publishing

First published 2005

Apart from any fair dealing forthe purposes of study, research,criticism or review, aspermitted under the CopyrightAct of Australia, no part of thisbook may be reproduced byany process, or transmitted inany form, without permissionof the copyright owner. Wherecopies of part or the whole ofthis book are made under PartVB of the Copyright Act, thelaw requires that records ofsuch copying be kept and thecopyright owner is entitled toclaim payment.

Developed by Eleanor Curtain PublishingText: Nicole di MarcoConsultant: Susan HillDesigned by Alexander StittProduction by Publishing Solutions

Printed in China

ISBN 0 7253 3076 7

1 2 3 4 5 6 7 8 905 06 07

The AlphaWorld teacher editionssupport teachers as they guidechildren’s reading and thinkingduring one or more guided readingsessions. Teachers can observechildren as they read and choosefrom the given suggestions to suitindividual needs.

Before readingSetting the context, front coverand title page:The suggestions help teachers to setthe scene and prepare children forreading the book. Prompts help todetermine children’s priorknowledge. Where necessary,background information isprovided. Teachers are encouragedto check that children understandthe vocabulary listed and to discussthe meanings and/or the structuresof these words. Previousexperiences with similar text typesmay also be discussed.

During readingPredict, Read, Reflect:Questions encourage children toengage with the text by makingpredictions. The children then reada section of the text and reflect onwhat they have read. The focus ison the content, language and textfeatures of the book.

Observe and support:Prompts help teachers to focus onthe strategies children use as theyread. Teachers can then select fromand adapt the suggestions accordingto the needs of the individual child.The suggestions aim to develop achild’s reading abilities.Interruptions to the child’s readingshould be minimal.

After readingA selection of reading andwriting activities:The last pages of the teacher editionprovide follow-up activities andinclude the assessment focus.

Selected text features Vocabulary• Introduction and conclusion• Topic headings are posed as questions• Information boxes give further detail

banned, breed, century, damaged, endangered,extinct, habitats, long-line, marine, oceans, oil,polluted, population, protect, reefs, rock pools,sanctuaries, whaling

Setting the contextHave you ever been to the beach to swimin the ocean? What was it like?Brainstorm the concept of ‘ocean’.Encourage the children to respond in asmany ways as they can. Record theirresponses on a chart.

Background information Saving the Oceans is written as anargument. The introduction states thatoceans are being damaged by people. Therest of the text supports this position bypointing out some of the ways that peopleare harming the oceans and givingpractical suggestions about how peoplecan protect them. If this is done, peoplewill be able to continue to enjoy theocean, and animals can live unharmed intheir natural habitat.

Front coverShow the front cover.This book is called Saving the Oceans.Why would oceans need saving?What can you see on the front cover? Whymight it be there?

Title pageRead the title and the name of theauthor.Point out the publisher’s logo.

2

Saving the Oceans Pages 2–3

PredictThis is the contents page. Let’s read through it and find outwhat this book is about.

Read to the end of page 3.

ReflectWhat is unusual about this contents page? Yes, the topicheadings are written as questions.Do you think these questions will be answered?

Observe and supportDoes the child understand the structure of the text?Does the child understand that the topic heading is aquestion that will be answered in the text?

4


PredictThis is the introduction. It says that oceans are important toanimals that live in the sea and also to people and animalsthat live on land. But the oceans of the world are introuble. Why do you think the world’s oceans are in trouble?


ReflectWhy are our oceans in trouble?What does this book explain?

Observe and supportAsk one child to read aloud to you while the othersare reading silently.Does the child attend to paragraph breaks to supportexpressive reading?Point out the paragraph break.Did you notice the extra space between these twolines? This tells us a new idea is coming. It is a goodidea to pause a little before reading a new paragraphaloud.

6


PredictThis topic heading is the question ‘Why are the oceanspolluted?’They are polluted because people put waste in the oceans.Rivers and drains carry chemicals and other waste fromfactories, cities and farms into the ocean. What happenswhen waste gets into the ocean? What can people do tosolve this problem?Turn to page 8.Look at the photo on this page. What has happened tothese seals?The rubbish that people drop in city streets can be washeddown drains and end up in the ocean. How would rubbishharm sea animals?


ReflectWhat are chemicals? What are they used for?How is rubbish dangerous to sea animals? What can peopledo to stop this problem?

Observe and supportCan the child correct errors when they occur?I noticed that you re-read the sentence you werehaving difficulty with. The second time you tried, youread it very clearly.

8


PredictThis subheading ‘People put oil in the oceans’ also containsinformation to answer the question ‘Why are the oceanspolluted?’ Oil can be spilt from ships or drip from cars ontothe roads and get washed down drains, ending up in theocean.What damage do you think oil would do in the ocean?Turn to page 12.Now the text will answer the question ‘What is happening tosea animals?’ The first point is that people catch too manyfish. Millions of fish are taken from the ocean to feedpeople all over the world. Many young fish are caught andnot enough fish are left to breed and replace those takenfor food. What can people do to help?


ReflectHow does oil get into the ocean?What can people do with oil they no longer want?Why are fish caught? What can people do to make surethere are enough fish left in the ocean?

Observe and supportCan the child support his or her understanding ofthe text with direct evidence from the page?What does ‘set up fish farms’ mean?

10


PredictAnother problem is that people catch sea animals theydon’t want. Look at the photo on this page.What is trapped? What is it trapped in? Some people usehuge nets to catch fish. What else could these huge netstrap?Turn to page 16.People also kill whales. Last century, thousands of whaleswere hunted and killed for their oil, their meat and theirbones. Now some types of whales are endangered.Look at the photo. What is happening here?


ReflectWhat happens to the sea animals trapped by mistake in thehuge nets? How can people help to stop this way of fishing?What is whaling? Why do people want to hunt whales?What can people do to protect whales?

Observe and supportCan the child use context to explain the meaning ofa word?What is a whale sanctuary?

12


PredictThe information on the next two pages will answer thequestion, ‘What is happening to ocean habitats?’ What is ahabitat?People damage the ocean floor. The ocean floor is a placewhere many plants and animals make their home. It alsohelps to keep the ocean healthy. How do you think peopledamage the ocean floor?Turn to page 20.People also damage reefs and rock pools. When these aredamaged, it can take many years for them to recover. Whyare reefs and rock pools important?


ReflectWhat happens to the sea floor when fishing boats use dragnets? What can people do to protect the sea floor?How do people damage reefs and rock pools?Should you remove a starfish from a rock pool?

Observe and supportCan the child discuss each section of the text?What is the problem? What is causing this problem?How can people help to fix this problem?

14


PredictThis is the conclusion. It says there are many ways that wecan work together to save the oceans. What could some ofthese ways be?Turn to the glossary on page 24.Let’s read through the words in this glossary. Are there anyother difficult words in the book that could have beenincluded in the glossary?


ReflectDo people care about our oceans? What have they done toprotect the oceans?Does the author believe we can make a difference? Why doyou think so?

Observe and supportCan the child explain the purpose of a glossary?What is this page called? What is it for?Can you tell me in your own words what a marinepark is?

After reading

16

Being a meaning makerEncourage the children to supporttheir answers with evidence fromthe book as they discuss thesequestions.Why are oceans important?What is happening to the oceans?How are oceans polluted?What is happening to sea animals inthe ocean?What can people do to protect theoceans?What would happen if we did notcare about the oceans?

Being a code breakerExplore the following languagefeatures:• The sound /sh/: crash, fish,oceans, ships, starfish• Unfamiliar and difficult words:chemicals, marine park, sanctuaries

Being a text userWhat did you learn from reading thisbook?What are your feelings about theoceans? Do you think they are atrisk? What could you do?

Being a text criticWhat would you tell your friendsabout this book?Is there anything you wouldn’t tellthem? Why?

Responding to text

Ask the children to think aboutwhat it would be like to be a

hunted whale, a turtle trapped in afishing net, a crab dragged from its oceanfloor home, a seal being strangled by aplastic bag or a starfish removed from arock pool. Ask them to take on the roleof one of the sea animals above. Role-play what would happen if they couldtell people how they feel about living inthe ocean.

The children can create a posterinforming others about how they

can help to save the oceans.

The children could identify wordsin the text that they thought were

difficult and create their own glossaryusing these words.

Writing links

Model writing a ‘Letter to the Editor’ toexpress your feelings about oceans andwhat can be done to save them.

Children could write their own ‘Letter tothe Editor’. These could be sent to yourlocal newspaper or published in theschool newsletter.

Possible assessment focusCan the children:• explain the arguments raised in each section of the text?• discuss what would happen if we did not care about the oceans?• use the context to explain the meaning of a word?

whole text activity sentence activity word activity

Saving the Oceans

Topic: Conservation

Curriculum link: Natural Science

Text type: Expository: argument

Reading level: 21

Word count: 845

Vocabulary: banned, breed, century,

damaged, endangered, extinct, habitats,

long-line, marine, oceans, oil, polluted,

population, protect, reefs, rock pools,

sanctuaries, whaling

Possible literacy focus:• Understanding the arguments raised.• Understanding why saving the oceans is

important.• Understanding the meaning of a word by

using the surrounding context.

ESL possibilities:• Shadow reading to focus on correct stress

and intonation.• Skimming through the text to locate words

from the glossary.

ISBN 0- 7253- 3076- 7

9 780725 330767

AlphaWorld

SummaryThis book discusses the importance of savingthe world’s oceans. It outlines some of thereasons why the oceans are in trouble andprovides practical suggestions for theirprotection.

l21 te saving the oceans - flying start to literacy · this is the introduction. it says that...

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