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ABSTRACT

DOCUMENT RESUME

CS 511 742

Year 3 Term 1. Report Unit. National Literacy Strategy.

Department for Education and Skills, London (England).DfES-0533/20022002-11-0047p.

Department for Education and Skills (DfES), PROLOG, P.O. Box5050, Sherwood Park, Annesley, Notts NG15 ODJ, UnitedKingdom, England. Tel: 0845 6022260; Fax: 0845 6033360; e-mail: [email protected]; Web site: http://www.dfes.gov.uk/.For full text: http://www.standards.dfee.gov.uk/midbins/literacy/y3t1report.PDF.Guides Classroom Teacher (052)EDRS Price MF01/PCO2 Plus Postage.British National Curriculum; Elementary Education;Nonfiction; Proofreading; *Spelling Instruction; Units ofStudy; *Writing Instruction; Writing SkillsEngland; *National Literacy Strategy (England)

In this unit of work, Year 3 children will learn to use thecontents and index pages and to extract information about "Teeth and eating"from different types of non-fiction texts, including ICT (Information andCommunications Technology) texts. After analyzing a non-chronological report,they will write a report on the subject of "Teeth and eating" (payingparticular attention to the use of commas in lists and the correct spellingof content words and those with prefixes and long vowels). This unit of workhas been linked specifically to the QCA (Qualifications and CurriculumAuthority) Science scheme of work, Unit 3A, "Teeth and eating." The plan ofthe unit is based on a teaching sequence which starts by exploring thereading objectives and moves into writing. An additional teaching sequencefor spelling plots a route from learning and practicing the conventions ofspelling through learning how to use strategies for spelling in the contextof the topic words for "Teeth and eating" and concludes with learning toproofread. A total of 24 resource sheets include some materials on thesubject of teeth and eating and reports for analysis and demonstration. (RS)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

t, The National`Fg) Literacy Strategy

Year 3 Term 1Report unit

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it.Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

BEST COPY AVAILABLF,

department for

education and skiiiscreating opportunity, releasing potential, achieving excellence

2

Year 3 Teachers

Status: Recommended

Date of Issue: 11/02

Ref: DIES 0533/2002

Year 3 Term 1

Report unit

Contents

IntroductionIntroduction 3

Teaching sequence 4

Term ly plan: Year 3 Term 1 5

Framework objectives 6

Summary of unit (10 days) 7

Unit plan: Year 3 Term 1 reports 8

Notes for each lesson 9

Resource sheets

Sheet la Be a tooth sleuth! 23

Sheet 1 b What is a tooth made of? 24

Sheet lc Do animals have different kinds of teeth? 25

Sheet 1 d How do I have a healthy smile? 26

Sheet 2a Plaque attack 27

Sheet 2b Plaque attack 28

Sheet 3 Spidergram 29

Sheet 4a Bear facts 30

Sheet 4b Bear facts 31

Sheet 5a Bear facts (annotation) 32

Sheet 5b Bear facts (annotation) 33

Sheet 6a Hang out with BATS! 34

Sheet 6b Hang out with BATS! 35

Sheet 7a Hang out with BATS! (annotation) 36

Sheet 7b Hang out with BATS! (annotation) 37

Sheet 8a Sentence strips on teeth 38

Sheet 8b Sentence strips on teeth 39

Sheet 8c Sentence strips on teeth 40

Sheet 8d Sentence strips on teeth 41

Sheet 8e Blank strips for sentences 42

Sheet 9a Teeth and eating - words for spelling 43

Sheet 9b Teeth and eating - words for spelling 44

Sheet 10 Babies and toddlers - spidergram 45

Sheet 11 Babies and toddlers - report 46

3The National Literacy Strategy

2

Year 3 Term

Report unit

Introduction

In this unit of work, the children will learn to use contents and index pages and to extractinformation about 'Teeth and eating' from different types of non-fiction texts, including ICTtexts. After analysing a non-chronological report, they will write a report on the subject of 'Teethand eating' (paying particular attention to the use of commas in lists and the correct spelling ofcontent words and those with prefixes and long vowels).

This unit has been linked specifically to the QCA Science scheme of work, Unit 3A, 'Teeth andeating'. It is anticipated that in the unit of work for science, children will have investigated thecomponents of a varied diet and learned that all animals, including humans, require differentdiets, before moving on to learn about teeth. This literacy unit 'Reports' is designed to run inparallel with the later part of the science unit on teeth. In their science lessons, children willbe making observations and comparisons of different teeth and recognising the importanceof dental care. In the literacy hour, children will be learning about the presentation of variousnon-fiction texts and how to read and write non-chronological reports. Some of the texts willpresent information on teeth. In the first week, in both science and literacy, children will begathering information about teeth, as a class and independently. All this information will beneeded to write a non-chronological report about teeth in week 2.

For those schools which do not cover this science subject matter during Year 3 Term 1,any other content material which uses information texts and requires the writing of a non-chronological report would be suitable, e.g. History Unit 8 or 6B and Geography Unit 16.

Unit plan

The plan of the unit (page 8) is based on a teaching sequence which starts by exploringthe reading objectives and moves into writing (see page 4 for an explanation of the teachingsequence). An additional teaching sequence for spelling plots a route from learning andpractising the conventions of spelling through learning how to use strategies for spelling inthe context of the topic words for 'Teeth and eating' and concludes with learning to proofread.How the two teaching sequences map onto the objectives is shown on pages 6 and 7.Some sentence and word level objectives are integrated into the shared text work; others aretaught discretely. Speaking and listening are essential components of all teaching and learningbut are given a particular focus in some elements of the plan.

Resource sheetsThese include some materials on the subject of teeth and eating and reports for analysisand demonstration. For each text to be enlarged, there is an annotated version showingthe points in the text to highlight for teaching the objectives - whether these be for analysisor demonstration writing.


3

Teaching sequencefor shared reading and writing through a unit

Introduction to text establishing purpose for reading;e.g. activating prior learning, experience or reading;e.g. predicting content of book from cover and title;

Reading strategiesapplying the searchlights model;techniques to navigate texts;comprehension strategies;

the 'searchlights': phonic skill and knowledge, graphic knowledge,context, word recognition; fluency;e.g. skimming, scanning, paragraphs and topic sentences, page layout;e.g. predicting, deducing, inferring, speculating, making connections;

Children use all of these strategies when they read. However, inKey Stage 1, the teaching focus is mostly on the basic skills toolkit,moving into a focus on navigating techniques in Years 3 and 4 andcomprehension strategies in Years 5 and 6.

It is important that the teacher demonstrates the use of a new strategy.Fix- instance, you could demonstrate how to scan a paragraph lookingfor a specific fact, thinking aloud as you do so. Then tell the children afact and ask them to scan for it. Ask the children to tell the class theprocess they went through.

Response to text e.g. likes and dislikes, what puzzles you and questions you wouldlike to ask the author;

Development of specificreading objective(s)

e.g. Year 4 Term 3 T1 to identify social, moral or cultural issues instories, and to discuss how the characters deal with them; to locateevidence in text;

Analysing text(reading for writing)

analysing texts for structural and language features;deriving principles of effective writing from these text models;

This is an investigative activity which you would do in shared readingand then ask the children to repeat in pairs using another text duringindependent time. Their conclusions would be brought back tothe plenary.

Introduction to writing(on the basis of specificwriting objective)

gathering content for writing or transferring it from another curriculumarea, for either fiction or non-fiction writing or stimulating writingthrough experience or discussion;

deciding purpose and audience for writing and choosing the formof writing to fulfil purpose and match audience;

Writing processplanning, drafting, revising, editing

Here the children are applying the principles they gleaned from theiranalysis of texts. They plan using the knowledge they have of textstructure. When they compose (draft and revise) they use the sentencestructures and language features to convey their meaning effectively.They are also applying their word level learning (drafting and editing).

The use of demonstration, scribing and supported composition asdescribed in Grammar for Writing is well established as a series ofteaching strategies for teaching drafting. These strategies are equallyimportant for teaching planning and could be used in teaching revisingand editing.

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BE

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AV

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E

Year 3 Term 1

Notes for each lesson

Day 1 Investigating spelling; reading and speaking and listening

Main outcomes of lesson

To have investigated polysyllabic words with long vowels and prefixes

To have located information in texts using contents, index, headings, subheadings, page nos.and bibliographies.

Spelling

Use Spelling bank p.6 to revise long vowel phonemes and to segment words into syllables through wordswith prefixes.

Clap some words from the list of words with prefixes and count the syllables.

Ask the children how many syllables in the word prefix and ask for suggestions for spelling the word. Discussthe meaning of the prefix 'pre'. Write and discuss the meaning of some other words with the prefix 'pre'.

Ask the children how many syllables in the word refill and ask for suggestions for spelling the word. Discussthe possible meaning of the prefix 're'. Ask the children for the number of syllables in replace, ask them to spellthe first syllable on their white boards and take responses; ask them to write the first two letters of the secondsyllable place and then to suggest how the syllable might finish. Discuss the split digraph as the most commonspelling for 'ace'.

Repeat this process with the following words: rebound, recall, reform, return, replay, rewrite.

Write two more words with the prefixes 'un' and 'dis', e.g. unkind, disappear. Discuss the meaning of the wordswith and without the prefix and deduce the function of the prefix. Show the children a list of words which can bepreceded by either 'un' or 'dis'. (Use the list in Spelling bank p.6 with the 'un' and 'dis' removed, e.g. able, well,happy, like, own, please.) Tell the children that during independent time they will be deciding which of the twoprefixes make new negative forms of the words. W1, W4, W10

Shared text work - reading

Select enlarged version of an information book which contains a contents page, an index, headingsand subheadings and a glossary, e.g. Sharing Our World - Science Alive (Kingscourt Publishers,www.kingscourt.co.uk). Other books include Ancient Egypt, (James Mason, Pelican Big Books)and The Life of a Duck (Josephine Croser, Magic Bean In-Fact series) although they do not contain a glossary.

Activating prior knowledge of information textsBefore presenting the book to the children, remind them that they have read many information books before,and that they have a very different layout from stories. For instance, they have an index. Ask the children whatother features they might find in an information book. Take about three suggestions and then show the childrenthe book. Involve the children in locating some of the features mentioned.

Navigational techniques using the bookTurn to the contents page. Demonstrate how to scan down the contents looking for the required information,thinking aloud as you do so, e.g. / want to find out if this book contains any information about the types of foodsanimals eat, so I'm going to scan down the contents page. When you scan you need to look for key words andphrases. So, I'm looking for food, eating, meals... Here it says 'Food for life'. That looks useful. Page 16.This tells me that I can find information about food on page 16. Let'sjust check that - turn to page 16.

The National Literacy Strategy

9

10

Year 3 Term 1

Notes for each (continued)

Turn to the Index. Demonstrate how to scan the index for the required information, thinking aloud as youdo so, e.g. If I wanted to find out where else in the text I would find information about the types of foods animalseat, I could scan the index and look for the word 'food' or other related words. Remember the index is inalphabetical order so I can scan quickly down the first letters of the word... f o . There, I have located the word'food' and I can see that this word appears on pages 2, 16-17, 18 -19 and 20-21. So there isn't any more thanin the chapter I have already found.

Revise the use of a glossary. Turn to page 4 of the text and read the first two paragraphs. Note the term habitatin italics. Explain that, in some information books, some words are written in italics and sometimes certainwords are emboldened: Generally, this means that they will be explained in a glossary. Turn to the glossaryand scan down the page to see if the term habitat is there. Revise the notion of a glossary and the alphabeticalarrangement of words. Explain the importance of using a glossary to develop an understanding of the text.

Pick up another enlarged version of an information book and tell the children that you will show them howto play a game which they can continue in pairs in independent time. Without explaining what you are doing,open the book and look at the contents page. Close the book. Write a question on the board relating to thebook, e.g. On what page does the chapter on castles start? Ask the children where they should look to findthe answer. Ask a child to demonstrate how to find the answer and tell the class the page number. Repeatwith another question, e.g. What does the word carnivorous mean? Or In what do Bedouins live? Choose achild to find the answer from the book and explain what they are doing as they do it. T19.

Independent work - spelling, reading and speaking and listening

Give pairs of children the list of words which can be preceded by either 'un' or 'dis'. Ask them to say each ofthe prefixes and then a word and decide which of the two prefixes make new words when added. They may findsome words could have either of the prefixes (e.g. like). They should write the prefix in front of the word. W10

Give out information books to pairs of children. Ask the pairs of children to look at the contents pages, indexes,glossaries, etc. of the information book. Ask them to formulate different questions about the books and writethem on sticky notes. Swap questions with 'Partner Pair' and navigate the text to answer as demonstrated inshared work. T19

Plenary

Ask the children which words they found which could be prefixed by both 'un' and 'dis'. W10

Scanning - ask the children to read aloud both their question and answer and explain how they located theinformation. Discuss strategies used to locate information and navigate texts. T19

BEST COPY AVAILABLE

11


10

`;rear 3 Term 1

Notes for each le,$on (continueci)

Day 2 Reading, speaking and listening focus and sentence work


To have read information texts on 'Teeth and eating' and to have made a simple record of that informationon a spidergram

Shared text work - reading, speaking and listening focus and sentence level

Remind the children about the enquiries they have been making in science about food and the function of teeth.Explain that they are going to research some facts about teeth from posters, leaflets and the web. They will thenwrite a report about teeth using the information they have been finding out.

Display a poster or an enlarged version of an information leaflet. Information leaflets can be found in placessuch as dental surgeries, on Internet websites and from the Dental Health Foundation, Smile House, 2 EastUnion Street, Rugby, Warwickshire, CV22 6AJ, www.dentalhealth.org.uk.

Involve the class in reading different sections of the poster/leaflet (e.g. Resource sheet 1 - enlarge the foursheets to A3 and stick onto Al size poster) paying particular attention to the presentational and organisationaldevices used, e.g. headings, bold and italicised print, captions and layout, etc. and engaging the children insuggesting reasons for the different devices. Why do you think the author/designer has chosen to use boldprint, subheadings, different sizes and styles of font? How do these devices help the reader? Do these differentways of presenting and organising information help the author/designer to put across a message?

Application of word level 1: focus on some two-syllable words which the children may need to break downin order to read. Remind the children of the strategy of 'reading round the vowel' (i.e. find all the letters makingthe first vowel in the word, e.g. ea, ar, ear, igh, owand read the consonants before and after the vowel; do the .

same with the next vowel until all the syllables are read).

Application of word level 2: focus on inferring meaning of unknown words from their context.

Underline or circle the information you want to record for inclusion in the report. Explain that a way is needed tocollect and store the information so that it can be used to write the report. Suggest a simple spidergram with theword Teeth in the middle. Begin to show that some information is related by drawing connecting lines, but it isprobably better to leave a full categorisation until more information is gathered, for example:

Animals have different sorts of teeth

Sugar is bad for teeth

Brush teeth at least twice a day

Incisors cut food, molarsgrind food, canines tear food

Teeth

There is calcium in milk and eggs

Calcium makes teeth strong

Dirt on teeth is called 'plaque'

Humans have 2 sets of teeth -16 milk and 32 adult teeth

Teeth have enamel Milk teeth fall out as the jawon the outside grows and adult teeth grow

Ask the children to pick out words from the spidergram that they will need to learn to spell and record thesealphabetically in their spelling logs. T21+T22, S9, W13+W15, W4+W14


11

12

R po

Independent work - reading, speaking and listening focus and sentence level

Provide a selection of leaflets or pages in books on 'Teeth and eating' (e.g. Resource sheet 2 - copy partsa and b on front and back of A4 page - fold in three to make a leaflet). In pairs, ask the children to read thetext and find additional information which they can record on a spider diagram, as demonstrated duringshared work.

Log any topic vocabulary in spelling logs. T21+T22, W13+W15, W14

Plenary

Ask the pairs of children to join into a four. Give them five minutes to compare their new information in thesesmall groups and ask them to see if they can see how the pieces of information can be grouped into themes.Give them one example, e.g. 'Keeping teeth healthy'.

Take suggestions for themes and show how the ends of the legs of the simple spidergram can be circles withlots of pieces of connecting information in each (use enlarged Resource sheet 1). Write a title for each themein the circles, e.g. Keeping teeth healthy, Tooth decay, Types and functions of teeth, Inside a tooth. T21

13


12

Year 3 Term 1

Notes for each le..:oit (continued)

Day 3 Reading, speaking and listening focus and sentence work


To have read ICT texts on 'Teeth and eating' and to have made a simple record of that informationon a spidergram.

Context

On this occasion, an ICT text is being used as an alternative to a paper-based text for shared reading. An ICTtext is an interactive, non-linear, dynamic, multimedia text. ICT texts provide features and require skills andapproaches significantly different from paper-based texts, e.g. an ICT text often requires the orchestrationof information from multimedia sources and often requires the navigation of a non-linear structure. Examplesof ICT texts include Internet websites, CD-ROMs, email and TV text services. An example ICT text has beensuggested for use in this lesson but other options are equally possible.

An ICT text can be accessed by the whole class using a variety of approaches, e.g. through the use of a dataprojector, an interactive whiteboard, a large screen TV monitor or a suite of computers.

Prior to introducing an ICT text to the class, ask yourself, What generic knowledge, understanding and skills dothe children need in order to read this text?and similarly, What special or distinctive knowledge, understandingand skills do children need in order to read this ICT text?

Demonstrate how to navigate this type of text type and explain as you go, e.g. ICT texts are often read in a non-linear way; they often contain 'live links' insofar as you are able to click on certain words, pictures or icons andmove to another part of the text; multimedia texts use sound, animation and video; and, crucially, they areinteractive. Consider differences between ICT texts and paper texts. Maintain dialogue with the class as you go.

Shared text work - reading, speaking and listening focus and sentence level

Use an ICT text on 'Teeth and eating', e.g. as contained within http://www.learn.co.uk (from The Guardian).

Activate prior knowledge. What do we mean by an ICT text ?(website, CD-ROM, email, etc.) What are thedifferences between an ICT text and a paper-based text? Explain that there are key differences and thatyou are going to show them how to 'read' this type of text and locate the required information.

Begin by explaining that, just like an information book, an ICT text requires you first to locate the relevantpages of information that you want (compare to using a contents page/index, etc). Think aloud as you goand navigate the children from the Home page to the Let's Learn page. Explain the strategies you are using,e.g. I'm scanning the page to find the Science category (click on that) and then I need to locate pages onTeeth and eating'. This is part of the category Nutrition (click on that).

Explain that by pressing the F11 key it is possible to remove the top and bottom toolbars; this allows the readerto view more of the text.

Read the first two sentences of the Let's Learn page. Rest the mouse on the word Nutrition. Why is this wordwritten in a different colour and underlined? (Hypertext - it links the reader to other texts or parts of the sametext the equivalent of a glossary in a book.)

Scan down the list on the left of the other units included. Where would we find information about teeth?Again, why are these words in a different colour and underlined? (Hypertext - to link you to another part ofthe website). Hbw does this compare to a paper-based information book? What does this facility add for thereader?Click on the sub-unit 'Functions and care of teeth'.


13

14

Highlight the sub-units across the top of the page. Make explicit that you are not reading this text in any order.Explain that with an ICT text, the information is presented in a non-linear way, i.e. it can be accessed in anyorder. Click on the unit 'Functions and care of teeth'. Read through some of the facts, highlighting that to find allof the information, you have to scroll down the page. Roll the mouse over the diagrams. How does this help thereader? How does this facility compare to a paper-based text?(It's interactive, provides commentaries, etc.)

Reiterate that, when reading an ICT text, information can be gleaned in any order. Click on the sub-unit'Tooth decay'. Read some of the facts, using the glossary as you go. Again, roll the mouse over the diagrams.Notice that the diagram 'Tooth decay in progress' allows the reader to see the process of somethinghappening; the reader is actively engaged and in control of the explanation as well as being provided witha sequence of images.

Application of word level 1: focus on some two-syllable words which the children may need to break downin order to read. Practise the strategy of 'reading round the vowel'.

Application of word level 2: focus on inferring meaning of unknown words from their context.

Display a spidergram (Resource sheet 3) with the titles of the different themes in the circles, e.g. 'Tooth decay','Inside a tooth'.

Read through the first fact. Which are the key words?(Bacteria and acids). Highlight on the screen and jot downthe key information gathered in the circle entitled 'Tooth decay'. Read through several other facts and jot themdown in the circle. If time, repeat with another sub-unit. Remind the children that, as they go along, they canadd any technical vocabulary to their spelling logs. T21+T22, W13+W15, S9, W4+W14

Independent work - reading for writing

Depending upon the resources available, there are a variety of possibilities.

In pairs, children access ICT texts (the Internet, CD-ROMs, email) on 'Teeth and eating' and record informationin note form on a spidergram.

Print off pages from an Internet website and, in pairs, children read through, highlighting key words andphrases, and record information in note form (note that the printed version no longer 'works' as an ICT text).

In pairs, using information books on 'Teeth and eating', children record information in note formon a spidergram.

Continue to note down any technical vocabulary in spelling logs. T21+T22, W13+W15

Plenary

Discuss the work they have completed using ICT, comparing ICT with other research methods used. What arethe key differences between an ICT text and a paper-based text? What strategies can we use to help us read anICT text?

Collect in the spidergrams from the children so that the information can be collated onto a master copy. T20

Useful related websites

http://www.dentalhealth.org.ukhttp://www.oralb.comhttp://www.aquafresh.co.ukhttp://www.macleans.co.uk


14

Year 3 Term 1

Notes for each 10:.r.,11 (continue(t),

Day 4 Reading and sentence level investigation


To have begun to analyse a non-chronological report for its structure and language features

To have begun to create a checklist for report writing

To have investigated the function of a noun and the use of commas to separate items in a list.


Explain to the children that they are going to look at a particular non-fiction text type - a non-chronologicalreport so that they will know how to write the report on 'Teeth and eating' next week. Ask children to tell theirpartners what they know about the topic of the report. Ask one or two children to tell the class what they alreadyknew and what they had learned from their partner. Ask the children whether they can tell you how they wouldexpect a report to be written/organised. Accept a couple of suggestions (e.g. title, paragraphs, generalopening, each paragraph on a different topic, present tense) and then suggest they have a look at the reportto see whether it conforms to their expectations.

Display both pages of an enlarged version of a report e.g. 'Bear facts' (Resource sheet 4a and b). Also displaya blank spidergram (see Resource sheet 3) and write 'Polar bears' in the central circle and opening paragraphwritten above it.

Decide together what are the immediate features they can see before they start to read (title and paragraphs).Display page 1. Read the opening paragraph and discuss its purpose (Resource sheet 5). Begin to createa checklist of the features of report writing.

Read the next two paragraphs straight through with the children. Application of word level: focus on some two-syllable words which the children may need to break down in order to read. Practise the strategy of 'readinground the vowel'. Application of word level: focus on inferring meaning of unknown words from their context.

Agree with the children that both paragraphs continue to tell the reader about polar bears but ask them whythere are two paragraphs and whether there is a difference between them. When they agree that eachparagraph is about a different aspect of polar bears, suggest writing the subject of each paragraph into twocircles on the spidergram. Continue the checklist. Read paragraph 2 again. Stop at the end of the first sentenceand ask the children to think up an 'or' question about the sentence (so that you can establish that they haveunderstood the text) e.g. Do polar bears live in the north or the south?After reading paragraph 3 ask thechildren to sketch very quickly the polar bear's paws to show what they must be like to do all the things it saysin the last sentence.

Investigate collectively the language features used in the first three paragraphs, continuing the checklist,e.g. a report describes the way things are, it is written in the present tense, each paragraph could have asub-title, and use technical vocabulary, e.g. ice floes. This kind of report tells general facts about polar bearsnot facts about one particular polar bear, even though it says A polar bear, and is written in the third person(it and they, not he or she). (A summary of the main features of a report text can be found in Section 2 in Part 3

of Grammar for Writing, pages154-155.) Pick out any presentational devices used, e.g. on this occasion keywords have been emboldened for emphasis. Note that items in a list may be single words or phrases, e.g.snowshoes to help it walk on the ice.

Explain to the children that you will analyse the rest of the report tomorrow to continue the checklist and thatthey will have the opportunity to analyse another report themselves in pairs. T21+T22, W4+W14


1 6 15

fear 3 Term 1

Notes for each le5son (continued)

Sentence level work

Work collectively on activities in Grammar for Writing unit 7 (pages 46-47). Introduce or revise nouns. S13

Independent work - sentence level work

Ask children to work on a writing activity from Grammar for Writing unit 7 (pages 46-47). S13

Plenary - sentence level work

Share some of the children's writing, identifying noun phrases and verb phrases. Discuss the use of commasto separate items in a list and review learning. S13


16

`;tear 3 Term 1

Notes for eac h (continued)

Day 5 Spelling and reading


To have practised spelling polysyllabic words with long vowels and prefixes

To have completed the analysis of a non-chronological report for its structure and language features

Spelling

Dictate a selection of polysyllabic words with prefixes containing long vowel phonemes, e.g. replace, recall,reform, replay, rewrite, rewind, unkind, unable, unlike, disown, displease, dislike, disabled.

Dictate sentences containing this category of words, e.g. The goal keeper reached for the ball. It disappearedbehind him. He returned to the goal. He jumped for the ball on the rebound. He was unable to stop it.W1, W4, W10, W7


Display the spidergram of polar bears. Ask the children to recall one fact from each of the paragraphs readyesterday. Display page 2 of the report and demonstrate how to gather the main points of paragraph 4 quickly.Read the first sentence and underline largest land predators and put a 1 above it and then underline and put a2 above hunt at night. Similarly underline and number the main points from the next two sentences. On the nextparagraph ask the children to tell you which words to underline in the first two sentences and to discuss withone another the main points in the rest of the paragraph. Ask the children what are the prominent themes inthese two paragraphs and insert them in the remaining circles on the spidergram. During reading, practisethe strategy of 'reading round the vowel' in order to read two-syllable words and focus on inferring meaningof unknown words from their context.

After reading the final paragraph ask the children what they would suggest might be the particular purposeof a closing paragraph and write it on the checklist.

Investigate collectively the language features used in the final three paragraphs and add any further featuresto the checklist for report writing. T21+T22, W4+W14, S13

Independent work - reading

In pairs, ask the children to read 'Hang out with BATS!' (Resource sheet 6) or similar and underline key wordsand/or phrases in the same way as you have done with 'Bear facts'. From this, ask the children to put the themesof each paragraph on a blank spidergram. T21+T22, S13

Plenary

Refer back to the checklist you have created on report writing. Read through paragraph 1 of 'Hang out withBATS!'. Discuss any language features, e.g. the use of technical vocabulary and it tells us general informationabout bats. Use Resource sheet 7 as a prompt. Repeat with another paragraph. Have the children spotted anyother features during their reading of the report? How does a report compare to other non-fiction text types?T21+T22, S9

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17

Year3 Term 1

Notes for each (continued)

Day 6 Spelling and planning for writing


To have created a class spidergram on 'Teeth and eating' using information gathered from Days 2 and 3

To have used independent spelling strategies to practise topic words.

Shared text work - reading and planning for writing

Refer to Grammar for Writing Unit 9 (pages 50-51).

Display an enlarged spidergram with the subjects of each paragraph of 'Teeth and eating' written in the circles,e.g..Keeping teeth healthy, Tooth decay, Types and functions of teeth, Inside a tooth. Explain that in order tosort out the information into each paragraph, you will need a lot of space so you have got even bigger circlesand pinned them in the four corners of the room.

Give pairs of children strips with pieces of information collected from all the research carried out from leaflets,posters, books and the web, e.g. Resource sheet 8. Ask the children to read the information and decidebetween the two of them which paragraph it belongs in. Send four to eight children at a time to attach theirinformation strip to the circles. Discuss their decisions altogether.

Continue until all the information is distributed among the circles. T23

Spelling

Make a list of some of the words the children have found in their research into 'Teeth and eating' (see Resourcesheet 9).

Without displaying it, ask the children to write one of the words. Ask them which bit of the word they were notsure of. Show them the correct word and agree which bit(s) of the word is the 'tricky' bit. (Even a phonemicallyregular word such as clean has a 'tricky' bit - the /ee/ phoneme could be spelled 'ee' or 'ea'.) Decide anappropriate method for remembering the 'tricky' bit, e.g. breaking into syllables, artificially pronouncing it,relating it to another word. Practise the word by writing the 'tricky bit' and then the whole word to 'get it underthe hand'.

Display another word and ask the children if they can see where the tricky bit(s) is likely to be. Discuss a wayof remembering and practise. In this way encourage a routine for learning to spell words. W6, W7

Independent work - spelling

Give the children a set of cards with more topic words. Ask the children to continue to find the tricky bit and topractise writing them. Ask them to be prepared to explain their decisions in the plenary. Play the spelling practicegame. Two children sit opposite one another with the pile of cards face down between them. Player 1 picks up acard and reads it without showing player 2 and places it face down on the table. Both players write the word intheir rough books/on paper. They turn over the card and check the word. If player 1 (the reader) has spelled itcorrectly s/he earns I point. If player 2 has spelled it correctly s/he earns 2 points. Repeat by player 2 turning overand reading the word. W6, W7

Plenary

Take feedback from the children and share the methods they devised for remembering how to spell words. W6, W7


18

Year 3 Term 1

Notes for each (continm(i)

Day 7 Spelling and writing


To have practised topic words and sentences

To have written the introduction to their reports on 'Teeth and eating'.

Spelling

Dictate a selection of words relating to 'Teeth and eating' previously learnt.

Dictate sentences containing these words, e.g. Clean between your teeth with a toothbrush and toothpaste.Canines, incisors and molars are types of teeth. W7

Shared text work writing

Display an enlarged spidergram for a subject the children know quite a lot about e.g. 'Babies and toddlers'(see Developing early writing page 116 and Resource sheet 10).

Point out the paragraphs and explain that you are going to show them hoiv to write an introductory paragraphto a report and that in independent time, they will be writing their own introductions to 'Teeth and eating'.

Explain that in the introduction, you have to introduce your subject and then make some general points whichwill be elaborated in the paragraphs. In this subject there are two parts: 'Babies and toddlers'. Everyone knowswhat babies are but why are toddlers called 'toddlers' and what is the connection between 'Babies andtoddlers'? I can do that in one sentence: 'Babies become 'toddlers' when they start to 'toddle'. I put invertedcommas round 'toddle' because it is the word I'm trying to explain. But that still doesn't explain what 'toddling'is so I'll insert, 'start to walk a lot' or 'toddle". Talk through the rest of the introduction asking for the children'shelp in forming the ideas and sentences.

Display the spidergram for 'Teeth and eating' and the checklist for writing a report.

Discuss what should go into the introduction:

1 Define and connect the words in the title, e.g Most animals need teeth to eat.

2 Make the main points which are the themes of each paragraph, e.g There are different shapes and sizesof teeth for different purposes; some of the food humans like to eat damages teeth; teeth need to belooked after well in order to be good at theirjob.

Ask the children to write the introduction in independent time. T23, W4

Independent work writing

Write the introduction to the report 'Teeth and eating'. T23, W4

Plenary

Ask two different children to read out their introductions. Discuss them and give the children a few momentsto make reminder notes on their work of any changes they may wish to make.

Discuss an appropriate order for the paragraphs in the report. T23


19

20

Year 3 Term 1

,Notes for Each (continued)

Day 8 Writing


To have written three further paragraphs of their reports on 'Teeth and eating'.

Shared text and sentence work demonstration and supported composition

Display the spidergram for 'Babies and toddlers' and the checklist for writing a report.

Demonstrate the writing of the paragraph on 'Eating and drinking' (Resource sheet 11), talking throughthe process of composing and revising sentences in the head.

Display the spidergram for 'Teeth and eating'. Ask the children to read through their introductory paragraphs.

Remind the children that they had decided which order to write the paragraphs in and point to the nextparagraph to be written.

Discuss the order of the points they want to make and list. Discuss the wording for the first sentence.Using supported composition, guide the children through the writing of this paragraph. T23

Independent work writing

Ask the children to write the next two paragraphs of their report on 'Teeth and eating'. If you have an overheadprojector, ask a few children to write on transparencies so their work can be shared with the rest of the classin the plenary. T23, W4

Plenary

Display two of the children's paragraphs and discuss possible revisions to the content, sentence structureand punctuation. Tell the children that they will be checking spelling when the report is finished. T23, T21


20

Year 3 Term 1

Notes for Each (continut,(1)

Day 9 Spelling and writing


To have written the conclusions to their reports on 'Teeth and eating'.

Spelling

Dictate the words with 'tricky' parts which are needed for the remaining paragraph in the report on 'Teethand eating', e.g. if the paragraph is on 'healthy teeth', words will include clean, dentist, calcium, fruit,vegetables, toothpaste, hygienist.

Discuss the content and order of this paragraph. Explain to the children that they are going to composethe sentences and write them correctly because they have practised the words. Agree on the words whichwill be needed for the first sentence and then ask the children to compose the sentence and write it down,e.g. if the subject is 'healthy teeth', and you have decided to make the points about eating healthy food first, thewords calcium, milk, fresh, fruit and vegetables will be needed. Repeat this process for the rest of theparagraph. T23, W7

Shared text work - writing

Display the spidergram for 'Babies and toddlers' and the checklist for writing a report.

Demonstrate the writing of the conclusion (Resource sheet 11), talking through the process of composing andrevising sentences in the head. The function of a conclusion is to repeat the most important points and perhapsemphasise a point of particular interest. In this report, the point of interest is the comparison between humanbabies and other animals.

Display the spidergram for 'Teeth and eating'. Look back at the introduction and discuss what is the main point,i.e. about teeth being needed in order to eat. Also discuss that while teeth are needed for eating, much of thefood humans eat damages their teeth, so dental hygiene is very important. T23

Independent work - writing

Ask the children to write the conclusions to their reports. T23

Plenary

Choose one child's completed report (representative of the class with points you want to draw out for revision)and display.

Discuss and make points for revision in readiness for the children to work on their own reports at the beginningof the next lesson. T23


21

2

Year 3 Term 1

Notes for each (continues))

Day 10 Revising and publication


To have proofread and published their reports on 'Teeth and eating'.

Shared text work - revising

Ask children to read their reports to their partners and consider revisions to clarify meaning. Check that thepunctuation, particularly the use of commas in lists, is accurate. T23

Shared text work - proofreading

Display a report which has some spelling errors in it.

Demonstrate the process of proofreading by asking the author of the report to look for a word they think maynot be spelled totally accurately and underline the letters they think may be wrong (or right but in the wrongorder). Ask the child to say why they have doubts over the word. If the word is spelled incorrectly ask the childto write down what the sensible alternatives might be and Why. Other children may contribute at this point. Ifnone of the alternatives looks any better and the child is still unsure whether the original is correct, ask themhow they can find out (ask someone, look at displays on the wall, look in alphabetically ordered word booksand dictionaries - whatever is the quickest and least disruptive to others). Ask the child to write the word inher (or his) spelling log.

Ask the children, in pairs, to look through one of their reports, find a word of which they are both unsureand go through the same process of proofreading that was demonstrated. Ask them to be prepared to showtheir process to the rest of the class.

Ask a pair to explain the process they went through with their word.

Ask the children to proofread their own reports. Remind them to write the correct words in their spellinglogs. W5

Independent work - publishing

Ask the children to finish proofreading their reports and then to start writing them out neatly. Remind themto write the correct spellings in their spelling logs. W5, W21

Plenary

Reflect upon what the children have learned during the unit about gathering information from non-fiction textsand about how reports are constructed by asking them to discuss in small groups and prepare a one-minutepresentation to the class. Some of the areas for discussion could be: how to find information from a non-fictionbook; how to find information from a website; how a report is organised; features of reports.

Ask the children what they think they need to know or do to write an even better report next time. T23

BEST COPY AVAILABLE

2 3


22

Resource sheet la


230 A4-'1

Resource sheet 1 b

Human beings hove two sets of teeth. The first Jest of teeth arecollect 'mirk teeth' and the second set 'adult teeth'. Usuolly,humans have 16 milk teeth and 32 adult teeth. Milk teeth arereplaced by adult teeth as the jow grows.

A hioth is made tip of two parts; the crown and -the root. Thecrown hes above the gum line and the root lies below. The crownis coated svith enamel, the hordest substance in the human body.Under the enamel is dentine and under the dentine is the pull),which contains the nerves and blood vessels.

INCISORS are sharpfor cutting food.

PREMOLARSand MOLARSare for chewingand grindingfood.

CANINES arepointed fortearing food.

BEST COPY MAILABLE


24

Resource sheet 1 c

DO ANIIFFERENT

ALS HAVENEM OF E

Clifferent animals havedifferent kinds of teeth.The types of teeth dependupon the types of foodsthe animal eats.

Investigating g differenttypes of animal teeth cantell you The type of foodthe animal ate and evenhow it ate its food.

bINO5AUR TEETH provide us with informationabout the types of food the dinosaurs ate. TheHAOR05,41,1RS had the most teeth of alldinosaurs - approximately 9601

BATS eat insects or plants. They havea minimum of 20 teeth and a maximum of38 teeth and have small, delicate skulls.

RABBr1"5 eatvegetation.They havetwo sets ofprominentupper incisorsto cut food.

CARNIVORES- flesh-eatinganimals - havelarge caniheteeth topierce food.I

EST COPY A1*ILABLE

26


25

Resource sheet 1 d

HOW 0 I HAVEA HEAL S ILE?

Brush your teeth twice a daywith a fluoride toothpaste.

Visit your dentistREGULARLY.

Cut down on sugarysnacks and drinks.

Healthy teeth needhealthy gums.

MilltSEST COPY MAILABLE

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TIO

N'.

Year 3 Term 1

Resource

Spidergram

Resource sheet 3


29

Bear facts

Polar bears are the largest species of bear.They are also known in different countries as'sea bear', 'ice bear' or 'white bear'. Like pigs,female polar bears are called sows; males arecalled boars.

Polar bears live in the polar regions of theArctic: the northernmost regions of Russia,Greenland, Alaska, Canada and Norway. In thewinter, polar bears dig out temporary dens forthemselves or find natural shelters to sleep in.In the summer, they lie outside on the ice, andtravel on ice floes. They are very strongswimmers and have a great sense of smell.

A polar bear can easily be recognised by itswhite coat made from two types of fur. Underthe fur, the skin is black, and under the skin isa layer of blubber, which keeps the bear warm.Its large, fur-covered paws act as snowshoesto help it walk on the ice, paddles to help itswim through the water and weapons to catchits prey.

Year 3 Term 1

ReoutCEt Sht4?t Resource sheet 4b

Polar bears are the world's largest landpredators and hunt at night. Their main foodis seals, but they also eat walruses, birds,stranded whales and reindeer. They do notneed to drink water, as they get all the liquidthey need from the food they eat.

Female polar bears usually give birth to twocubs, in the middle of winter. A newborn cub isabout the same size as a rat. The cubs dependon their mother for survival for up to 20 months.Some young bears die of starvation if themother is not able to find enough food to feedthem, but bears who reach adulthood live foraround 20 years.

An adult polar bear has few natural enemies,although they are sometimes fatally injuredwhen fighting with walruses for food. Thebiggest threat to polar bears is pollution whichcan poison their food supply.


31

Sen

tenc

e st

ruct

ure

and

punc

tuat

ion

Ted

wac

al v

ac-a

-I'm

-lobo

/

Pre

.son

tton4

e.

Bea

r fa

cts

Pol

ar b

ears

are

the

larg

est s

peci

esbe

ar. T

hey

are

also

kno

wn

inffe

ren

Ivie

s as

'sea

bea

r','ic

e.

or 'w

hite

-ik

e pi

gs,

fem

ale

pola

trs

are

cal

led

sow

s;m

ales

are

cal

led

boar

s.

P. a

r be

ars.

live

in th

e po

lar

regi

ons

o t

-rc

tic: t

he n

orth

ernm

ost

Whe

re/th

e,re

.i:se

cles

cri,p

ti,ve

.vo

ccan

davy

, suc

lv o

us-

adje

ctiv

e's;

it 14

-to-

aci

c1/1

4/tfo

rmat

to-n

, vto

tli.

te,r

ary

effe

ct

Thi

,rdi

pers

o-vv

regi

ons

f Rus

sia,

Gre

enla

nd,

A a

s;-

,e

. d N

orw

ay.

In th

e w

inte

r,ol

ar b

ears

dig

out

tem

pora

ry d

ens

r th

emse

lves

or

find

natu

ral s

helte

r to

sle

ep in

.In

the

sum

mer

, the

you

tsid

eo

e ic

e, a

nd tr

avel

on

ice

floes

.T

hey

are

very

str

ong

swim

mer

san

ve a

gre

at s

ense

of s

mel

l.

A p

olar

bea

rea

sily

be

reco

gnis

ed b

y its

whi

te c

oat m

ade

from

two

type

s of

fur.

Und

er th

e fu

r,th

e sk

in is

bla

ck, a

nd u

nder

the

skin

is a

laye

r of

blu

bber

, whi

ch k

eeps

the

bear

war

m. I

ts la

rge,

fur-

red

paw

s ac

t as

snow

shoe

sto

hel

p it

wal

k on

the

ice,

pad

dles

to h

elp

it sw

im th

roug

h th

e w

ater

and

wea

pons

to c

atch

its

prey

.

Tex

t str

uctu

re a

nd o

rgan

isat

ion

Rep

o-rt

str

ucat

rex

Titt

e.14

-cup

lay

o-vv

vvo-

rd4(

(lyec

tv-/

b-cu

re.)

I vttr

ocla

cto-

ry p

arag

raph

/w

ith/g

ener

al. c

lam

ifiC

atC

oyv

Ea-

chis

alrs

eque

,vitp

a,ra

cd-r

aph,

deal

ikw

itIvo

usep

arat

e,cu

spec

tof

ixtr

ov-v

vtat

'uyv

v:

habi

tat

Opp

eG

WV

1.41

.0e/

Sta

tem

aent

y ab

out-

pola

r ly

ea.o

e to

/go

rtex

ca.,

notp

cuer

(-c

utou

t- p

olar

bear

s:

Pol

ar b

ears

are

the

wor

ld's

larg

est

land

pre

dato

rs a

nd h

unt a

t nig

ht.

The

ir m

ain

food

is s

eals

, but

they

als

oea

t wal

ruse

s, b

irds,

str

ande

d w

hale

san

..

0ee

r. T

hey

do n

ot n

eed

tor,

as

they

get

all

the

liqui

dey

nee

d fr

om th

e fo

od th

ey e

at.

Fem

ale

pola

r be

ars

usua

lly g

ive

birt

hto

two

cubs

, in

the

mid

dle

of w

inte

r.A

new

born

cub

is a

bout

the

sam

e si

zeas

a r

at. T

he c

ubs

f a -

on th

eir

mot

h-ur

viva

l for

up

to 2

0m

onth

s. S

ome

youn

g be

ars

die

ofst

arva

tion

if th

e m

othe

r is

not

abl

eto

find

eno

ugh

food

to fe

ed th

em,

but b

ears

who

rea

ch a

dulth

ood

live

for

arou

nd 2

0 ye

ars.

An

adul

t pol

ar b

ear

has

few

nat

ural

enem

ies,

alth

ough

they

are

som

etim

es fa

tally

inju

red

whe

nfig

htin

g w

ith w

alru

ses

for

food

.T

he b

igge

st th

reat

to p

olar

bea

rsis

pol

lutio

n w

hich

can

poi

son

thei

rfo

od s

uppl

y.

Thi

,rd.

pors

o-yv

Fac

tkpr

e4en

tEZ

(fn

. ot.

w a

y w

hich

,cl

an fi

e4eu

rder

stot

, nd,

egg

co-y

npar

14oy

v w

1,so

-wt

mor

e. fa

mlil

iar

rech

nicc

a. v

occu

b-ut

ary

-di

zt o

with

ltuxt

t--6

44.g

,pro

y

Life

/cyc

le/

-th

reat

s-to

-,su

rviN

ca.

Prin

t fea

ture

:: bo

lthto

xtfo

i tat

& a

nd/ s

ovt.e

. afth

e,te

chni

cal.

voca

bula

ry.

N o

vv-

chra

nolo

gica

lz a

fter

lAtr

oduc

,ti,o

-vv,

par

ag-r

aph,

s,c,

crul

thly

e.iv

vany

o-r

der

Com

posi

tion

and

effe

ctA

dapt

atio

nC

larit

y of

info

rmat

ion

achi

eved

by

pres

entin

g fa

cts

in a

cces

sibl

e m

anne

r.T

echn

ical

term

s lim

ited.

Vie

wpo

int

Add

ress

ed to

gen

eral

rea

der.

Gen

eric

,no

t par

ticul

ar, p

artic

ipan

ts.

Sty

leS

impl

e la

yout

allo

ws

for

incl

usio

nof

acc

ompa

nyin

g ph

otog

raph

san

d di

agra

ms.

Resource sheet 6a

with BATS!06 Although bats have wings and can fly like birds,1.1 they are mammals. This means that, unlikeH birds, they feed their young with milk produced

by the mother. The scientific name for bats isChiroptera, which means 'winged hand'. Thereare over 950 different types of bat in the world.

Bats can be found in all parts of the world, onall continents except Antarctica, although mosttypes of bat live in warm countries. They roostin caves, hollow trees and buildings anywherewhere it is dark and warm. Sometimes they evenlive underneath bridges. Bats are nocturnalanimals; they sleep during the day and foragefor food during the night. When they sleep, theyhang upside down, using their feet to grasp ontoa twig or ledge.

The different types of bat in the world eat a widevariety of foods. Sometimes it is easy to tell whata bat eats just by its name, e.g. Fruit Bat andFishing Bat. However, the most common bat foodis insects. A single bat can catch 600 mosquitoesin just one hour.


34

35

Resource sheet 6b

Bats which hunt for live food do so at night.They cannot see their prey in the darkness, sothey use a technique called echolocation. Bymaking high-pitched clicking and squeakingsounds, they can judge how close things areby how quickly the sound bounces back to them.If there is no echo, then they know that there isnothing to eat nearby.

Many bats hibernate during the winter. Whenthey wake in the spring, the females give birthto babies called pups. Normally a bat motherwill have only one baby at a time, like a humanmother, but sometimes they have twins. Whenthey are born, the pups are hairless and tiny, butthey have strong claws so that they can hang onto the ledge while their mothers are hunting. Theygrow quickly, and some types of bat can fly andhunt for themselves when they are just onemonth old.

Although they are very useful animals, due tothe way they control insects and help to reseedplants, many bats are in danger of extinction.Of the fourteen species of bats which live inBritain today, two are endangered and nineothers are threatened.

36


35

Sen

tenc

e st

ruct

ure

and

punc

tuat

ion

Tec

hnic

al, v

oca.

b-al

a.ry

C C

r1,1

1A14

.4a4

( (A

A/ 0

,1,1

4t

1 w

ith B

AT

S!

n °Alth

ough

bat

s ha

ve w

ings

and

can

fly

like

6 bi

rds,

they

are

mam

mal

s. T

his

mea

ns th

at,

u un

like

biro

_ey

feed

thei

r yo

ung

with

milk

He

ced

by th

e m

othe

r. T

he s

cien

tific

nam

efo

r ba

ts is

Chi

ropt

era,

whi

ch m

eans

'win

ged

an o

.T

here

are

ove

r 95

0 di

ffere

nt ty

pes

ofba

t in

the

wor

ld.

Bat

s ca

n be

foun

d in

all

part

s of

the

wor

ld,

on a

ll co

ntin

ents

exc

ept A

ntar

ctic

a, a

lthou

ghos

t typ

es o

f bat

live

in w

arm

cou

ntrie

s.ay

es, h

ollo

w tr

ees

and

The

0

CA

)in

gan

ywhe

re w

here

it is

dar

k an

dw

arm

. Som

et '

es th

ey e

ven

live

unde

rnea

thbr

idge

s. B

ats

are

noct

urna

l ani

mal

s; th

eyP

re,s

enitt

osue

.sl

eep

lurin

g th

e da

y an

d fo

rage

for

food

durin

g th

e ni

ght.

Whe

n th

ey's

leep

, the

y ha

ngup

side

dow

n, u

sing

thei

r fe

et to

gra

sp o

nto-

a tw

ig o

r le

dge.

The

diff

eren

t to

es o

f bat

in th

e w

orld

eat

wid

efid

e va

riety

of fo

ods.

Som

etim

es it

isea

sy to

tell

wha

t a b

at e

ats

just

by

its n

ame,

e.g.

Fru

it B

at a

nd F

ishi

ng B

at. H

owev

er,

the

mos

t com

mon

bat

food

is in

sect

s.

Thi

rd/p

erso

lv

ZJvi

(1)

aA

sin

gle

bat c

an c

atch

600

mos

quito

esm

takc

lea ,

rlyin

just

one

hou

r.

Fad-

P r

eise

ntte

diw

ay th

atan

ab-L

eis-

thR

. rea

ctor

to-x

/144

,44(

14e/

v)

Ital

iase

cbte

xtto

-clis

tlxig

uah,

Tex

t str

uctu

re a

nd o

rgan

isat

ion

11ep

o-rt

stru

ctt r

e:T

itleW

A,tt

raet

, b-a

tho

uvtig

iAV

- tA

pscl

e, (

law

yv

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atia

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ypa

-rag

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h,w

i h.c

ne r

a L

cl a

4afi

cat

i.o-n

.

Ead

v fr

uhse

ciae

mtp

arag

ra p

h.se

pa4r

ate.

a4pe

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trtf

o-ri

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o-vi

z

habi

tat

clix

t

rech

4Aic

ot,b

vaca

lyui

cury

oner

va. s

tato

rnei

nt a

bout

lyca

y, v

tota

/pou

rtic

ata.

4, ly

at

P r

ezen

tte-v

vse.

rhi,r

dipe

rsoy

v

Bat

s w

hich

hun

t for

live

food

do

so a

t nig

ht.

The

y ca

nnot

see

thei

r pr

ey in

the

dark

ness

,so

they

use

a te

chni

que

calle

dec

holo

catio

n. B

y m

akin

g hi

gh-p

itche

dcl

icki

ng a

nd s

quea

king

sou

nds,

they

can

judg

e ho

w c

lose

thin

gs a

re b

y ho

w q

uick

lyth

e so

und

boun

ces

back

to th

em. I

f the

re is

noho

, the

n th

ey k

now

that

ther

e is

not

hing

to e

at n

by.

Man

y ba

ts h

ibe

to d

urin

g th

e w

inte

r.W

hen

they

wak

e in

th-

s rin

g, th

e fe

mal

esgi

ve b

irth

to b

abie

s ca

lled

pups

. Nor

mal

lya

bat m

othe

r w

ill o

nly

have

one

bab

y at

atim

e, li

ke a

hum

an m

othe

r, b

ut s

omet

imes

have

twin

s. W

hen

the

are

born

, the

rech

nic4

9a. v

o-co

ayut

ary

pups

are

hai

rless

and

tiny

, but

they

hav

est

rong

cla

ws

so th

at th

ey c

an h

ang

on to

the

ledg

e w

hils

t the

ir m

othe

rs a

re h

untin

g.T

hey

grow

qui

ckly

, and

som

e ty

pes

of b

atca

n fly

and

hun

t for

them

selv

es w

hen

they

are

just

one

mon

th o

ld.

Alth

ough

they

are

ver

y us

eful

ani

mal

s,du

e to

the

way

they

con

trol

inse

cts

and

help

to r

e-se

ed p

lant

s, m

any

bats

are

in d

ange

rct

ion.

Of t

he fo

urte

en s

peci

es o

f bat

sw

hich

live

in B

ri a

wo

are

enda

nger

ed, a

nd n

ine

othe

rs a

re th

reat

ened

.

him

/Lan

g,

Life

. cyc

le.

thre

atyt

o w

ryc

a.P

r&vi

tfeat

urw

iyal

thte

4a-f

orth

.Pite

cYw

ivo

-cal

yalc

ury;

itot

tici4

ecbt

eixt

for

spea

fic.

nam

te.s

: Sty

llise

cliti

ttex

Com

posi

tion

and

effe

ctA

dapt

atio

nC

larit

y of

info

rmat

ion

achi

eved

by

pres

entin

g fa

cts

in a

cces

sibl

e m

anne

r.D

escr

iptiv

e vo

cabu

lary

res

erve

d fo

rpr

esen

ting

info

rmat

ion,

not

em

belli

shin

gfo

r lit

erac

y ef

fect

.

Vie

wpo

int

Add

ress

ed to

gen

eral

rea

der.

Gen

eric

,no

t par

ticul

ar, p

artic

ipan

ts. S

tylis

ed ti

tlede

sign

ed to

app

eal t

o ch

ildre

n. P

rese

ntkn

own

fact

s, n

ot fo

lklo

re o

r op

inio

nsab

out b

ats.

Sty

leS

impl

e la

yout

allo

ws

for

incl

usio

nof

acc

ompa

nyin

g ph

otog

raph

san

d di

agra

ms.

Mos

t mam

mal

sgr

owtw

o se

ts o

f tee

th.

The

firs

t set

are

cal

led

milk

teet

h an

d th

ese

cond

set

are

cal

led

perm

anen

ttee

th.

Ena

mel

prot

ects

our

teet

h. It

is th

e ha

rdes

tsu

bsta

nce

in th

ebo

dy.

Flu

orid

ehe

lps

prev

entt

ooth

deca

y.

Vis

it th

e de

ntis

t at l

east

twic

e a

year

.

Hea

lthy

teet

h ne

edhe

alth

y gu

ms.

Cut

dow

n on

suga

rysn

acks

and

aci

dic

drin

ks b

etw

een

mea

ls.

Inci

sors

are

use

d fo

r cut

ting

food

.

Mos

t adu

lts h

ave

32pe

rman

entt

eeth

.

For

med

by a

mix

ture

of b

acte

ria a

nd fo

od,

plaq

ueis

aci

dic.

It is

a c

olou

rless

,st

icky

film

that

can

form

on

the

teet

h an

d ca

use

toot

hde

cay.

Pla

que

can

caus

e gu

m d

isea

se,

bad

brea

than

d to

oth

deca

y.

Too

muc

hsu

gar

caus

es d

enta

l car

ies.

Mol

ars

are

for

chew

ing

and

grin

ding

.

Milk

con

tain

s ca

lciu

m w

hich

help

s ke

epbo

nes

stro

ng.

Eat

a w

ell-b

alan

ced

and

varie

d di

et;

this

keep

s te

eth

and

gum

s he

alth

y.It

isim

port

ant t

o ea

t ple

nty

of fr

uit a

nd

vege

tabl

esan

da

regu

lar

supp

ly o

f dai

rypr

oduc

ts, m

eata

nd fi

sh.

Suc

rose

, fru

ctos

e an

dgl

ucos

e ar

eal

l typ

esof

suga

r.

A to

oth

has

a cr

own

and

a ro

ot.

Bet

wee

n th

eag

esof

6 to

13,

milk

teet

h

are

repl

aced

by

perm

anen

ttee

th.

The

cro

wn

show

s ab

ove

the

gum

and

is c

oate

d w

ith e

nam

el.

Insi

de th

e ro

ot is

pulp

whi

ch c

onta

ins

nerv

e en

ding

san

d bl

ood

vess

els.

Car

nivo

res

have

larg

eca

nine

teet

h to

tear

food

.

Her

bivo

res

ofte

n ha

vesh

arp

inci

sors

for

cutti

ngfo

od s

uch

asgr

ass

and

leav

es.

Year 3 Tenn 1

Resource sheet Resource sheet 8e


42

43

Year 3 Tenn 1

Resource sheet it

Teeth and eating words for spelling

Resource sheet 9a

acids hygiene

bacteria hygienist

between important

blood vessels incisors

canines molars

carnivores mouth

chew nerve

clean oral


43

Resource sheet 9b

decay omnivores

dental permanent

dentine plaque

dentist sugar

enamel swallow

floss sweet

fluoride toothache

fruit toothpaste

herbivores vegetables


44

'1 9,

Babies and toddlers spidergram

Eating and drinking

Babies drink milk - mothers/bottleNo hard food - no teethPorridge, mashed bananaFeed themselves messy

Toddlers - same food as adults/cut up

Introduction

Babies = 0-15 months;helpless at birth.

Toddlers = 15-30 months;eat, run, talk.

Babies and toddlers

Conclusion

Babies and toddlers need a lot ofattention - for different reasons.

Playing

Resource sheet 10

Sleeping and toileting Moving around

Babies can't walk carried/pushedin a pram or buggy.Babies shuffle on their bottomsor crawl.

Toddlers walk and run but someoften trip.

tsitST COPY MAILABLE

46


45

Sen

tenc

e st

ruct

ure

and

punc

tuat

ion

Sta

tem

ents

- ab

out b

varie

kanc

lito

ddle

rki,n

/g,e

ne,r

al.,

not

part

icul

ar b

varie

.s-o

-r ta

ddie

rs-

Pre

.sen

ttow

se.

Thi

.rd/

pers

ovv

Intr

oduc

tion

Bab

ies

beco

me

todd

lers

whe

n th

ey s

tart

to w

alk

a lo

t or

'todd

le'.

Bab

ies

are

fed;

todd

lers

feed

them

sele

s ar

e ca

rrie

d; to

ddle

rs w

alk.

Bab

ies

wea

r na

ppie

s; to

ddle

rs u

se a

pot

ty. B

abie

ssl

eep

a lo

t; to

ddle

rs p

lay

muc

h of

the

time.

Par

agra

ph 1

- E

atin

g an

d dr

inki

ngB

abie

s dr

ink

milk

from

thei

r m

othe

rs o

r fr

om a

bot

tle.

ey c

an't

eat h

ard

food

bec

ause

the

don'

t hav

ew

ee s

, the

y ar

e fe

d fr

om a

spoo

n w

ith s

oft f

ood

such

as

pure

e, m

ashe

d ba

nana

d e.

Eve

ntua

lly b

abie

s ar

e gi

ven

a sp

oon

and

enco

urag

eo

:se

lves

. Thi

s ca

n be

a ve

ry m

essy

affa

ir. T

oddl

ers

can

eat t

he s

ame

food

as a

dults

but

it u

sual

ly n

eeds

to b

e cu

t up.

How

ever

,th

ey a

re s

omet

imes

ver

y fu

ssy

over

thei

r fo

od.

Con

clus

ion

Alth

ough

bab

ies

are

help

less

at b

irth

they

qui

ckly

s a

.. T

hey

can

usua

lly m

ove

arou

nd in

som

e w

ay b

efor

e th

ey s

tart

to w

alk.

The

y ca

n ge

tw

hat t

hey

wan

t bef

ore

they

kno

w h

ow to

talk

by

cr in

, sho

utin

g or

poi

ntin

g. T

oddl

ers

lear

n to

wal

k,, u

se a

pot

ty, d

ress

them

selv

es a

nd fe

edth

emse

lves

. Mos

t ani

mal

s ar

e ru

nnin

g an

d ea

ting

with

in a

few

day

s or

wee

ks o

f birt

h. H

uman

bab

ies

take

long

er b

ut le

arn

to d

o fa

r m

ore.

Ccr

inyn

a4-I

ivi,

a/1.

44t

Tex

t str

uctu

re a

nd o

rgan

isat

ion

opo-

rt s

truc

ture

,:T

ate/

sets

-up

con

te4l

tI n

troc

lact

to-r

y de

ft;vt

&kt

he. w

ard'

s-iw

ythe

.tale

., th

ervg

,Ove

zthe

.pa

i,vitk

ofea

ch,p

arct

erot

pl'v

to-

fatio

w, c

o-nt

rous

-ang

-lyab

ie4-

cunc

/todd

lerk

.

Can

duoU

ng/p

owcp

-aph

.sa

mot

ariz

eiki

wtfo

rrna

ri-o-

n,cu

nthl

,nkk

havv

icum

ito-t

he/

wau

ni,n

tal

Com

posi

tion

and

effe

ctA

dapt

atio

nC

larit

y of

info

rmat

ion

achi

eved

by

pres

entin

g fa

cts

in a

cces

sibl

e m

anne

r.

Vie

wpo

int

Add

ress

ed to

gen

eral

rea

der.

Gen

eric

,no

t par

ticul

ar, p

artic

ipan

ts. F

acts

, not

opin

ions

, are

pre

sent

ed.

Sty

leS

impl

e la

yout

allo

ws

for

incl

usio

nof

acc

ompa

nyin

g ph

otog

raph

san

d di

agra

ms.

(a) 7 (T)

cf) O CD

U)

(-13 0 rt-

U.S. Department of EducationOffice of Educational Research and Improvement (OERI)

National Library of Education (NLE)Educational Resources Information Center (ERIC)

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