10. Re-read Mentor Text Whole class re-read mentor text. Students to identify information, grammar Nouns: Melbourne, Aboriginals, and text structure. Bellarine Peninsula EAL student reads through and highlights nouns, verbs and past tense Action verbs: fishing, hunting, gathering recording them in a chart. Past Tense/time connectives: moved, around, first 11. Whole Class Reading Features of an information report: Observations/ Checklist heading, general classification, topic Whole class re-reads and identifies the text structure. Teacher explicitly Students ability to identify the features of the text and specific paragraphs, and conclusion. teaches the structure; headings, general classification, topic specific sequence them. paragraphs, conclusion. EAL student to work with Teacher developing a deeper understanding of the text structure and organization of an information report. 12. Text Reconstruction (see Appendix 3) Reconstruction sequencing of text. Observations/Anecdotal notes: Teacher to record the success of ability to sequence and students’ Students cut up and sequence mentor text under text structure headings. reconstruct text. Students to discuss and justify their order and sequencing to their peers. Justifying order through discussion of Teacher to observe and record responses students’ nouns, time connectives and sentence and justification of sequencing choices. starters. EAL student to work with Teacher and sequence larger piece of texts with text structure headings as support. Students to discuss and justify their choice of order to their peers.
10. Re-read Mentor Text Whole class re-read mentor text. Students to identify information, grammar and text structure. EAL student reads through and highlights nouns, verbs and past tense recording them in a chart. Nouns: Melbourne, Aboriginals, Bellarine Peninsula Action verbs: fishing, hunting, gathering Past Tense/time connectives: moved, around, first 11. Whole Class Reading Whole class re-reads and identifies the text structure. Teacher explicitly teaches the structure; headings, general classification, topic specific paragraphs, conclusion. EAL student to work with Teacher developing a deeper understanding of the text structure and organization of an information report. Features of an information report: heading, general classification, topic specific paragraphs, and conclusion. Observations/ Checklist Students ability to identify the features of the text and sequence them. 12. Text Reconstruction (see Appendix 3) Students cut up and sequence mentor text under text structure headings. Students to discuss and justify their order and sequencing to their peers. EAL student to work with Teacher and sequence larger piece of texts with text structure headings as support. Students to discuss and justify their choice of order to their peers. Reconstruction sequencing of text. Justifying order through discussion of nouns, time connectives and sentence starters. Observations/Anecdotal notes: Teacher to record the success of students’ ability to sequence and reconstruct text. Teacher to observe and record students’ responses and justification of sequencing choices.