Amazing Sea Lizards

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Amazing Sea LizardsAfter readingBeing a meaning makerEncourage the children to supporttheir answers to these questions withevidence from the book:Where are sea lizards found?Why do you think they are found only inone place in the world?Why do sea lizards live in groups?Why do visitors need to be careful whenvisiting the Galapagos Islands?What might happen if there werechanges to the environment of theGalapagos Islands?Being a code breakerExplore the following languagefeatures:• Words with two, three and foursyllables• Homophones: to/too/two, for/four• Punctuation: capital letters, commas,full stops• Words with double letters: cool, eggs,feed, feet, green, keep, looks, middle,need, seaweed, sneezing, swimming,tooBeing a text userWhat sort of text is this? How do youknow?What is the purpose of a report?What features does this report have?How do these features help you to findinformation?Being a text criticWhat does the author think about sealizards?How might the author have found outabout sea lizards?What message does the author giveabout sea lizards?12
Responding to textThe children could create a conceptmap showing everything they now knowabout sea lizards.The children could make a sign givinginformation to visitors to the GalapagosIslands about how they need to behave.Writing linksWhat is this book about? What does the book tellus about sea lizards?Explain that this sort of text is called a report.A report organises information about a topic.Model writing a report on another group ofanimals.The children could draw a picture of asea lizard and label it. Encourage themto use the text to ensure they include thelizard’s most important features.Possible assessment focusCan the children:• explain the features of this report?• identify the number of syllables in selected words from thetext?• understand the text at an inferential level to explain howsea lizards live together?whole text activity sentence activity word activity
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