year 4 unit 3 sow programme 2013 - endangered animals and conservations

8/12/2019 Year 4 Unit 3 SOW Programme 2013 - Endangered animals and conservations

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YEAR 4

UNIT 3

THEME: Endangered animals andConservations

Overview

During Year 4, themes continued to be used to create opportunities for the children toread, write and discuss texts. At this stage of their learning, the children should have a

firm foundation of the 44 phonemes in the English language, having consolidated themthroughout the Year 2 English programme and continued to practise them in the Year 3programme.

n !nit 3, the theme is Endangered Animals and "onservations. Each wee# utilises theprinciples of integration across the four language s#ills, uses concrete experiences andfurther develops independent reading and writing habits. A shared read is the focus ofeach wee# from which listening, spea#ing, reading and writing tas#s are set. $he stressis on en%o&ment, communication and the needs of individual learners. $here is also aset librar& programme lin#ed to the unit of wor#, which will further develop children'sreading, writing, and stud& s#ills, including higher order thin#ing.

Overarching objectives: Although each activity undertaken within the English programme has its ownspecific objective, it is important to be aware of the overarching objectives of thescheme and what we, as teachers, are aiming towards with the children.

The first overarching objective for the programme is to use the four skills listening, speaking, reading and writing to become more familiar with te!t typesand to respond to them.

The second overarching objective is to e!tend the children"s confidence, abilityand stamina in reading, writing, speaking and listening. #This objective comeswith the awareness that each child"s individual starting point in these areas in$ear % will differ and so we are working to e!tend them at their own level, hencethe necessity for differentiated tasks&.

The purpose'objective of each of the specific activities of the lesson is shownbelow within the e!planation and description of each activity.

UNIT OVERVIEW


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WEE THEME( ) 3 *ammals + un bear, *ouse deer, -roboscis mon#e&, -&gm& elephant4 ) / 0eptiles +"rocodiles, na#es, $urtles, 1i ards

5 6A 7ee#s 8Amphibians +9rogs: "onservations

(; !nit 0evision of text t&pes and genres

!AI"Y OVERVIEW!AY ACTIVITIE# TIMIN$( ) 4 ustained ilent 0eading (; mins

arrative >arrative3 1etter 1etter4 Description Description= >arrative >arrative/ -rocedural -rocedural

Description Description5 >arrative >arrative: -rocedural -rocedural

(; *ixed *ixed

E%&lanation and des'ri&tion o( t)e a'tivitiesVo'a*+lar, -ra'ti'e

Words s&e'i(i' to t)e .ee/0s .or/:


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$hese can be practised for homewor#, be used to ma#e a picture dictionar&, be displa&ed inthe classroom with picture prompts and should be the focus of = minutes of each lesson inplace of speed& sounds and speed& words for those children who can access them.$eachers can use ideas from the lower primar& programmes, or their own ideas, for gamesand activities which will support the children in becoming familiar with these words and their

meanings. 1or t)ose needing to 'ontin+e 'onsolidating so+nds and sim&ler versions o(t)e .ords2 &lease ena*le t)em to do soVo'a*+lar, -ra'ti'e *lending 5(or ')ildren .)o still need t)is &ra'ti'e6-+r&ose ? to practise blendingMaterials ? list of words to blend +these should come from the da&'s shared reading text orfocus word list-ro'ed+re:(. 7rite a word on the board e.g. important2. As# the children to get their lips read& to start blending the word. $he& should not ma#e

the sound itself. @1ips at the read& '3. -ut &our finger underneath the first letter of the word on the board and as &ou move &our

finger under the word the children should blend it.4. 0epeat 2 times with different words.Vo'a*+lar, -ra'ti'e (inger s&elling-+r&ose ? to practise segmentationMaterials ? list of words to spell +these should come from the da&'s shared reading text orfocus word list-ro'ed+re:(. a& the word @parade'.2. As# the children to sa& it.3. a& the word @parade' again.4. Bold up left fist.=. egment sounds raising and touching the thumb and each finger for each sound./. a& the word @parade' running index finger across the fingers +the word @parade' left to

right.. a& the grapheme @p' and write it on the thumb.5. a& the next grapheme @ar' and write it on the first finger.:. a& the next grapheme @a)e +@a split e' and write it on the next finger.(;. a& the last grapheme @d' and write it on the last finger and sa& the whole word @parade'((.0epeat 2 times with different words.

#)ared readinghared 0eading ta#es place on da&s ()4. $he text for the hared 0eading is included in theprogramme.-+r&ose: to read a text together as a class in order to discuss the content of the text and tomodel and practise reading s#ills including decoding, comprehension, retelling etc.Materials ? a large cop& of the hared 0eading text and smaller texts, where necessar&, forthe children to loo# at independentl& or with a partner.>6. Dependent on the average abilit& of &our class, &ou ma& wish to differentiate the givenshared text so that it meets the needs of the ma%orit& of &our readers.

-ro'ed+re ?


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(. $he shared reading time is preceded b& a spea#ing and listening tas# to introduce it or toenable the children to reflect on the previous da&'s shared reading.

2. Displa& the large shared reading text. f &ou have a ver& large class, &ou ma& want to givethe children the text in front of them so that the& can see it clearl&.

3. Cive the children time to read either all of the shared text in their heads or an element of it+e.g. 2)3 sentences .

4. upport less able readers in this tas# b& having them close to &ou and wor#ing with themto read a small element of the text.=. >ext as# the children to read while &ou point to the words./. Expect the children to read the ver& common words without blending.. Encourage children to blend swiftl& where necessar&.5. 9or multi)s&llabic words it ma& be necessar& to help the children to brea# the word into

s&llables before reading.:. $he children will need extra help with some words. Encourage the children to use phonics

as much as possible. $ell the children parts of the words that the& are not able to wor# outfor themselves.

(;. n Year 4 encourage the children to lead the reading rather than the teacher voice being

dominant.((.7hen &ou've read the text through once, as# the children to read the text again. You mightas# half of the children to read and then swap over.

(2.$he spea#ing and listening tas# which follows the shared reading will enable the childrento reflect on what the& have read and provides opportunit& for comprehension uestioningetc.

#+stained #ilent Reading 0 provides opportunities to develop positive reading habits so that children will choose to

read for pleasure, learning and en%o&ment, both in and out of school.(.6egin with a short period of =)(; minutes at the beginning of the period.2."hildren select their own reading material from what is provided in class, or ma& bring from

home.3.Bave a wide variet& of reading materials available i.e., fiction and non)fiction, poetr&,

maga ines, newspapers, comics, reference boo#s, dictionaries etc.4. ilent means > tal#ing. "hildren should not disturb each other for an& reason. $he&

should choose enough reading material for the entire (; minutes so that the& don't haveto wal# around.

=.Emphasis is on en%o&ment of reading./.As# children to record what the& have read, perhaps with a short comment about whether

the& en%o&ed the text and wh&Fwh& not.Inde&endent reading

ndependent reading ta#es place during da&s ()4 in ustained ilent 0eading, when thechildren are preparing to read the shared text as a whole class and on da& = in the 1ibrar&-rogramme. Additional independent reading should ta#e place within homewor# tas#s. $heenrichment text +differentiated as necessar& can be used for homewor#, as part of &ourlibrar& time or as an extension for the more able children in the class.-+r&ose: to read a text +differentiated to meet the child's level of reading abilit&independentl& to practise blending, recognition of sight words and comprehension of a textMaterials ? differentiated texts to suit abilit& levels of children in &our class"reate an atmosphere of uiet in order to allow the children to read independentl& withoutdistraction.


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Writing tas/s9our different t&pes of writing tas#s are suggested? *odelled writing "lass dictated writing Croup writing

ndependent writing

As the wee# progresses, the children wor# from best practice writing modelled b& theirteacher towards independent writing tas#s.Modelled .riting-+r&ose: to demonstrate to the children the wa& in which to construct sentences including

writing s#ills such as editing and correction.Materials: Cenerall&, the teacher will model the writing on a white board.-rocedure?(. $he spea#ing and listening tas# prior to the modelled writing tas# often acts as an

introduction to the writing.2. $he teacher can write alone or with the use of a puppet. 7here a puppet is used, the

teacher and puppet can share the roles of writer and criti ue.3. ntroduce the purpose of &our writing to the children e.g. am going to write a diar& as

though were As&raf.4. pea# aloud &our thought process as &ou write, modelling to the class the wa& in which

&ou are structuring the text as a whole and also at the sentence level.E.g. o, need to start with the date for the diar&. 1et's sa&, @$hursda& 4 th *arch'. >ow,because 'm writing a diar& need to write about things which have alread& happened.hall sa& @$oda& swim' or @$oda& swam'G

=. As# the class for help in this wa& as &ou write in order to maintain their full engagement./. pelling or punctuation errors could be made and the children in the class can help to

correct these.. 7hen the modelled tas# is complete, read through it encouraging the children to listen.

-erhaps stop at times and as# the children to help &ou to ma#e the writing better e.g. H6igis uite a good word but is there a better word could useG *a&be could sa& @enormous'instead.I

Class di'tated .riting-+r&ose: to involve the children in a shared and guided writing experience, demonstratingvalue for the ideas the& have and supporting them in constructing sentences accuratel&Materials: Cenerall&, the teacher will write the class dictated writing onto a white board.(. $he spea#ing and listening tas# prior to the class dictated writing tas# often acts as an

introduction to the writing.2. As# children to contribute their ideas for the writing as#ing prompting uestions toencourage their ideas e.g. 7e're going to wor# together to write ideas about an interestingplace to visit in abah. Bow do start an information reportG

3. f the ideas are not contributed in a grammatical sentence, suggest a suitable wording forthe sentence.

4. Encourage the children to be involved in recognising where punctuation is needed.=. As# the children to help spell onl& one or two words in each sentence. +$he ob%ect of this

activit& is creating a written composition, not learning to spell.$ro+& .riting


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-+r&ose: to enable the children to wor# alongside peers to construct sentencesMaterials: $he children in each group will need a piece of paper +sometimes with apictureFpictures on it to write their ideas onto.(. $he spea#ing and listening tas# prior to the group writing tas# often acts as an introduction

to the writing.2. -ut children into groups of 3 or 4 children and as# one child to be the group leader.

3. "hildren should ta#e turns to write ideas down on the paper.4. Encourage collaborative thin#ing, support for the writer in terms of spelling andparticipation from all children.

=. -raise good group wor# and use good groups as a model to rest of the class.Inde&endent .riting-+r&ose: to enable the children to demonstrate their independent writing abilit& and to thin#for themselves about the content of their writing and the structures and vocabular& the& wishto incorporateMaterials: $he children should generall& write in their exercise boo# although someindependent tas#s might re uire the use of paper in different formats e.g. a leaflet.(. $he spea#ing and listening tas# prior to the independent writing tas# often acts as an

introduction to the writing.2. "hildren should sit comfortabl& at their des#s for independent writing and an atmosphere

of uiet wor#ing should be encouraged to allow the children to thin# independentl&.3. ndependent writing tas#s should be differentiated so that each child can experience

success.4. $his is a great opportunit& to use self and peer assessment as the children chec# and edit

their own and each other's wor#.

!i((erentiation might ta#e the form of? Differentiation b& outcome 8 in some tas#s the content and amount of writing achieved b&

the children will be the differentiating factor Differentiation b& support 8 some children ma& wor# independentl& whilst others are

supported b& the teacher Differentiation b& resource 8 some children ma& need cue cards, sentence starters to

complete or pictures to prompt their ideas

-RO$RAMME

Wee/ 7Reading genre des'ri&tive 8 Writing genre des'ri&tive


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1o'+s .ords 5and meanings6 t)is .ee/:$hese can be practised for homewor#, be used to ma#e a picture dictionar&, be displa&ed inthe classroom with picture prompts and could be the focus of the first = minutes of eachlesson along with games and activities which help consolidate understanding of thevocabular& . 1or t)ose needing to 'ontin+e 'onsolidating so+nds and sim&ler versionso( t)e .ords2 &lease ena*le t)em to do so

Word:(. endangered2. fur3. chest4. paws=. claws/. stomach. webbed5. trun#

Meaning:(. not man& of these animals left2. hair3. upper bod&4. feet and hands=. nails/. tumm&. %oined together b& s#in

5. an elephant's nose

(ote: There is an A) si*ed picture of the rainforest animals +runei ainforest. This relates

to the animals covered in week -, the narrative in week , and the problem of deforestationcovered in week ). Teachers use this picture to generate discussion and idea sharing beforeand after shared reading, and to prompt ideas for writing tasks. /lease use this picture in away which best supports the learning for students in your classes.!a , Elements Content

( ustainedilent0eading


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sun. $his is wh& she is called un bear.

un bear is a small bear. he has blac# fur and small ears. he eatsbugs and hone&. he has a ver& long tongue. he can get bugs andhone& from holes in the trees with her long tongue. he has big pawsand long claws. Ber long claws help her climb trees.

hhhhhh....un bear is ver& sh& and uite.Com&re)ension 9+estions

(. 7hat colour is un bearG2. 7h& is she called un bearG3. 7hat is her tongue li#eG4. 7hat helps un bear climb treesG=. 7hat does un bear eatG

0istening and speaking #response&$eacher writes the sub%ect of @ un 6ear' on a large piece of paper

+she and her can also be included . Displa& the picture of sun bear.0efer to the shared reading and identif& the verbs, ad%ectives andnouns in the text. $eacher records on the paper under headings@verbs', @ad%ectives' and @nouns'.9or example?

$eacher models simple sentences using the @verbs', @ad%ectives' and@nouns' eg @ un bear is a small blac# bear.' -la& a partner game orcircle game with the aim of having students create their own simplesentences beginning with H un bearF he F BerI.1odelled'2lass dictated writing!sing #e& words +verbsFad%ectivesFnouns and a picture of un bearmodel writing descriptive sentences about her.orDispla& a picture of another animal and a word ban# of #e& words.

*odel writing descriptive sentences about the animal. You will needto give the animal a name and decide whether it is male or female.2 ustained

ilent0eading


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+intro tosharedread

haredreading

1istening

andspea#ing+responseto sharedread

7riting tas#Da& 2 8group

what the& thin# toda&'s reading might be about. Encourage fullsentences beginning with H thin# L because LI f children do notguess the topic for toda&, as# them H7hat other endangered animalslive in the rainforestGIMo+se deer 5version '67elcome bac# to the rainforest. $oda& &ou will meet *ouse deer.

*ouse deer has a face and a mouth li#e a mouse. Be has a tail andlegs li#e a deer. $his is wh& he is called *ouse deer.

*ouse deer has brown fur. Bis bod& is about the si e of a cat. Behas a small head and small ears. Be has large blac# e&es and ablac# nose. *ouse deer has thin legs li#e pencils. Be eats berriesand fruit.

hhhhh....Be is ver& sh& and uiet.

Com&re)ension 9+estions(. 7h& is he called mouse deerG2. 7hat shape is his bod&G3. 7hat colour is mouse deerG4. 7hat are his legs li#eG=. 7hat does he eatG

0istening and 3peaking #response&$eacher writes the sub%ect of @*ouse deer' on a large piece of paper+Be and his can also be included . Displa& the picture of *ouse deer.0efer to the shared reading and identif& the verbs, ad%ectives and

nouns in the text. $eacher records on the paper under headings@verbs', @ad%ectives' and @nouns'.

$eacher models simple sentences using the @verbs', @ad%ectives' and@nouns' eg @*ouse deer has a small head.' -la& a partner game orcircle game with the aim of having students create their own simplesentences.4roup 5riting!sing #e& words and a picture of *ouse deer, students writedescriptive sentences in groups about him.or

Cive the groups different animal pictures with word ban#s. Bave thegroups write descriptive sentences about their picture. Croups willneed to decide if their animal is a male or female and what its nameis.

3 ustainedilent0eading


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andspea#ing+intro tosharedread

hared

reading 1istening


7riting tas#Da& 3 8independent

writing

0istening and 3peaking #introduction&As# children to predict what toda&'s reading might be about. Displa&a map of 6orneo and give clues to children that the endangeredanimal the& are going to loo# at toda& is found onl& on the island of6orneo. As# them to name animals that onl& live on the island of6orneo. *a#e a list on the white board.

-ro*os'is mon/e, 5version '67elcome bac# to the rainforest. $oda& &ou will meet -roboscismon#e&. -roboscis mon#e& has brown fur. Be has a pin# face. Be has a ver&big stomach. Bis nose is ver& large and hangs down over his mouth.Be eats fruit and leaves found in the rainforest. Be sleeps in thetrees near the river. Be can swim ver& well. Bis toes are webbed tohelp him swim.

Be is loud and li#es to ma#e man& different noises.

Com&re)ension 9+estions(. 7hat is -roboscis mon#e&'s stomach li#eG2. 7hat does his nose doG3. 7hat colour is his faceG4. 7here does he sleepG=. 7h & are his toes webbedG

0istening and 3peaking #response&$eacher writes the sub%ect of @-roboscis mon#e&' on a large piece ofpaper +Be and his can also be included . Displa& the picture of-roboscis mon#e&. 0efer to the shared reading and identif& the

verbs, ad%ectives and nouns in the text. $eacher records on thepaper under headings @verbs', @ad%ectives' and @nouns'.

$eacher models simple sentences using the @verbs', @ad%ectives' and@nouns' e.g. @Be has brown fur.' -la& a partner game or circle game

with the aim of having students create their own simple sentences.6ndependent 5riting!sing #e& words and a picture of -roboscis mon#e&, studentsindependentl& write descriptive sentences about him.orCive the students a pictures +or pictures to choose from with a word

ban# of #e& words of an animal. tudents independentl& writedescriptive sentences about their animal. $he& will need to give theiranimal a name and decide whether it is male or female.



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hared

reading 1istening



writing

0istening and 3peaking #introduction&0emind children about their learning over the past wee#. Explain tochildren that some animals are more endangered than others +the&are #illed to allow more spaces for humans and their habitats aredestro&ed .-,gm, ele&)ant 5version '6

7elcome bac# to the rainforest. $oda& &ou will meet -&gm& elephant. -&gm& elephant is a small elephant. he has a long thin tail. Ber tail

%ust about touches the ground. Ber s#in is gre&. he has a long trun#.Ber ears and feet are large. he eats grass, leaves and fruit. hecan swim ver& well.

he is a ver& friendl& little elephant.Com&re)ension 9+estions

(. 7hat #ind of elephant is sheG2. 7hat is her tail li#eG

3. 7hat colour is her s#inG4. 7hat does she eatG=. 7ould &ou li#e to meet -&gm& elephantG 7h&FnotG

0istening and 3peaking #response&$eacher writes the sub%ect of @-&gm& elephant' on a large piece ofpaper + he and her can also be included . Displa& the picture of-&gm& elephant. 0efer to the shared reading and identif& the verbs,ad%ectives and nouns in the text. $eacher records on the paper underheadings @verbs', @ad%ectives' and @nouns'.

$eacher models simple sentences using the @verbs', @ad%ectives' and

@nouns' eg @ he eats leaves.' -la& a partner game or circle game withthe aim of having students create their own simple sentences.6ndependent 5riting!sing #e& words and a picture of -&gm& elephant, studentsindependentl& write descriptive sentences about her.orCive the students a picture +or pictures to choose from with a wordban# of #e& words of an animal. tudents independentl& writedescriptive sentences about their animal. $he& will need to give theiranimal a name and decide whether it is male or female.

= ustained

ilent0eading ndependen

t tud& tas# ssuing of

boo#s

0emind the children about the routines for 0 and expect all

children to be silentl& reading during this time. *onitor boo#F textchoices and advise where needed. 0emember to model goodreading behaviour.!se boo#s and the nternet to find more pictures and informationabout the endangered animals of 6orneo. *a#e a pictorial chartshowing where the animals are from +e.g. 6runei, abah, etc ."hildren can as# famil& members andFor do research to find names ofanimals that are endangered or extinct."hildren select boo#s to borrow and complete the process once stud&tas# has been completed.


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!i((erentiated Versions ; #)ared Reading-lease read the different versions of the text and decide what version best suits &our class

+use a version that at least =;M of the class can decode and comprehend .VER#ION A

#+n *ear7elcome to the rainforest

$he 6orneo rainforest is a habitat for man& special and endangered animals. $oda& &ou willmeet a rainforest animal called un bear.

un bear has a small golden piece of fur on her chest that loo#s li#e the sun rising. $his is wh& she is called un bear.

he is a small blac# bear with smooth short fur. Ber ears are round and small. un bear hasan extremel& long tongue. he uses her long tongue to get insects and hone& out of holes inthe trees to eat. he has ver& big paws. Ber claws are long and pointed so that she can climbtrees easil&.

un bear is ver& sh& and uite. he li#es to live b& herself high up in the rainforest trees.

Mo+se deer7elcome bac# to the rainforest. 1et me introduce &ou to another animal who lives here. Bisname is *ouse deer.

*ouse deer has a face and a mouth li#e a mouse and a tail and legs li#e a deer. $his is wh&he is called *ouse deer.

*ouse deer has short brown fur. Bis bod& is about the si e of a cat. Bis nec# is uite shortand he has a narrow head with small ears. Be has large blac# e&es and a pointed blac#nose. *ouse deer has thin legs li#e pencils. Be feeds on berries and fruit found in therainforest.

Be is extremel& sh& and uiet. Be is usuall& silent unless he gets a fright and then he will letout a loud cr&ing noise.

-ro*os'is mon/e,t's nice to see &ou bac# in the rainforest again. "ome and meet -roboscis mon#e&. Be is anendangered animal.

-roboscis mon#e& has reddish brown fur over his bod& and a pin#ish face. Be has a bigbulging stomach. Bis nose is ver& large and hangs down over his mouth. Be feeds on fruitand leaves found in the rainforest. Be li#es to sleep in the trees near the river and is anexcellent swimmer, even in deep water. Bis toes are webbed to help him swim.

f he gets a fright, he will %ump into the river Be is loud and li#es to ma#e man& noisesincluding hon#s, roars and snarls.

-,gm, ele&)antt's great to see &ou again. $here is one more rainforest animal for &ou to meet toda&. Bername is -&gm& elephant. he is one of the most endangered animals on the sland of6orneo.


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-&gm& elephant is ver& small for an elephant. Ber s#in is thic# and gre&. he has a long thintail, which almost reaches the ground. he has a long trun# and a small rounded head. Berears and feet are large. he feeds on the grasses, leaves and fruit found in the rainforest.he is a ver& good swimmer.

-&gm& elephant is a ver& friendl& and a gentle little elephant.VER#ION o food for animals >o fresh air to breathe Animals have to move to other places *an& animals might die therefore

animals become extinct +explain extinct-0 61E* Animals have no suitable habitat to live

in

iv. $eacher tells some of the roles of the ministr& to conserve Fprotect the forestO ma#ing sure that people are not burning theforest, no cutting down trees without permission from theministr&.

6f time is short teachers may select parts of this activity tobrainstorm, and others to e!plain, eg brainstorm causes andeffects and e!plain problem and 1inistry role.1odelled'2lass dictated writingTell the class that writing a letter is a good way to share and or to ask!or in!ormation" #$plain that this week they will write letters to sharein!ormation about what is happening to the rain!orest and Sun bear"%e!erring back to the shared reading, discuss the !eatures o! a letter"
http://www.toonpool.com/cartoons/Govt%20Policy%20for%20Deforestation_80208


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*odel writing a letter to the *inistr& of ndustr& and -rimar& 0esourcesabout what happened to un bear and the rainforest.



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=. 7h& is rec&cling and reusing paper good for the rainforestG

0istening and 3peaking #response&i. Explain how paper is rec&cled b& showing the pictures

attached&! available, teachers may wish to show a short video on

paper recycling !rom 'ouTube"ii. As# the pupils to list the steps on how to rec&cle paper.0ecord this in a diagram on the whiteboard.

e.g. collect paper P put them in the correct rec&cle bin P a truc# willpic# up the paper P send to the factor& for the rec&cling process

(( Recycling means that the paper, glass, aluminum, steel, or plastic that you separate for recycling isre-processed, cleaned and purified and then comes back in its original form as new paper, glass,aluminum, steel or plastic.Reusing is when you use something over and over again until it cannot be used any more. For exampleI might use a plastic spork over and over again instead of throwing it away. Or I might take a plasticmargarine container and use it for growing tomato seedlings. Or I might take my old newspapers anduse them as a mulch or compost for the garden.

4roup 5ritingn groups, have the students write a letter to share information aboutreusing and rec&cling paper. $he letter 'o+ld be to another classencouraging them to reuse and rec&cle paper, explaining wh& it isimportant and the different wa&s to reuse paper.



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+replace , save the trees, use less products that are made from trees+e.g paper, wooden spoon, wooden chairs tables .#3hared reading ;ersion 2&

Dear Alif,$han# &ou for telling me about reusing and rec&cling paper. am

using m& paper again. *& friends are also using their paper again.

*& friends and are going to plant new trees in the rainforest. 7e want to put bac# ever& tree that was cut down. thin# we will need toplant about (;; trees Na li is growing the tree seedlings for us toplant.

7ill &ou come to the village and see the new treesG

Yours sincerel&,A#mal

Com&re)ension 9+estions(. 7hat are A#mal and his friends from the village doingG2. 7h& are A#mal and his friends planting new treesG3. Bow man& trees do the& want to plantG4. 7hat is Na li doingG=. 7here did A#mal as# Alif to goG 7h&G

0istening and 3peaking #response&9rom the letter, highlight the idea of planting the tree seedlings.magine that &our school is as#ed to plant more trees. 7hat is the firstthing &ou must doG 7hat next, then, finall&G Bave the pupils begintheir spo#en sentences with these words. 9irst we must L >ext weL. etc

6u& or prepare tree seedlings P see# advice from the officer in the*inistr& of ndustr& and -rimar& 0esources P Decide the areaFplacesto plant the trees P et a da& and date to plant the seedlings P$eachers, villa gers and pupils wor# together to plant the seedling.6ndependent 5ritingtudents independentl& write a letter about planting new trees. $heletter 'o+ld be to the C.6 of the school to as# permission and explain

wh& the students want to plant more trees from the C.6 of the school.r, the letter 'o+ld be to parents as#ing for help to plant the trees.



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sharedread

haredreading

1isteningand

spea#ing+responseto sharedread


writing

effect of deforestation. 9rom the list as# individual pupils to choose which one is more important to them Ftheir main concern. Q$here is noright or wrong answer 8 this will give the pupils chances to voice theirown opinionsR#3hared reading ;ersion 2&

Dear A#mal,t is ver& good to plant new trees. (;; trees is a lot to plant. t is good that&our friends are helping &ou.

Did &ou #now that in (;; &ears all of the rainforests might be goneG *an&animals live in the rainforests. f there are no rainforests, the animals willhave nowhere to live.

$rees also give us clean air to breathe. f there were no trees, we wouldhave no clean air to breathe

$han# &ou for as#ing me to come to &our village. would li#e to come andsee the trees.

Yours incerel&,Alif

Com&re)ension 9+estions(. Bow long might it ta#e for all the rainforest to be goneG2. 7h& might the rainforest be goneG3. 7h& do the animals need the rainforestG4. 7h& do people need treesG=. Does Alif want to visit A#mal's villageG

0istening and 3peaking #response&!se the A3 picture provided to stimulate visual understanding on howthe trees are important to humans and animals. nclude #nowledgefrom science sub%ect. $eacher draws arrows on the picture +ma#esure the A3 picture is laminated F or use a visuali er to explain therelationship between the animals and the trees. As# uestions suchas?

) 7hat does the sun bear need the trees forG +same can beas#ed for the other animals in the picture .

) 7hat are the other reasons for preservingFprotecting theforestG +expected responses from the pupilsO #eep theenvironment cooler, nice view, provide shade, gives outox&gen for human and animals

$he teacher writes pupils' responses on the board.6ndependent 5ritingtudents independentl& write a letter about the importance of trees.$he letter 'o+ld be to the peopleFcompan& who were responsible fordestro&ing un bears nest, telling them to stop deforestation and thereasons wh &.

= ustainedilent0eading

0emind the children about the routines for 0 and expect allchildren to be silentl& reading during this time. *onitor boo#F textchoices and advise where needed. 0emember to model goodreading behaviour.


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ndependent tud& tas#

ssuing ofboo#s

Assign the pupils to find or search the internet for more information onendangered animals and preserving the forest."hildren select boo#s to borrow and complete the process once stud&tas# has been completed.


+use a version that at least =;M of the class can decode and comprehend .Version A

9ay - )kmal, a local villager, heard about what had happened to Sun *ear+s nest" e wrote a letter to his!riend )li! who works in the Ministry o! &ndustry and -rimary %esources"

Dear Alif,

1ast wee#, un 6ear's nest was destro&ed. All the trees where she lived were cut down Don't worr&,un 6ear was not hurt and she built another nest on the other side of the rainforest.

$he people who cut down the trees are going to use the trees to ma#e paper. $he& are going to usethe land for farming animals and growing crops. -&gm& Elephant and -roboscis *on#e&'s homesmight be destro&ed next 7hat can do to help protect their habitatG

Yours sincerel&,A#mal

9ay Dear A#mal,

$han# &ou for &our letter. thin# what happened to un 6ear's nest is terrible. 'm glad she was not hurt. You can help protect the rainforest b& reusing and rec&cling paper.

7hen &ou have finished with a piece of paper, don't throw it awa&. !se the other side of thepaper. $his is reusing the paper. After reusing the paper, don't throw it awa&. 0ec&cle thepaper. 0ec&cling paper is ma#ing new paper out of old paper.

f people reuse and rec&cle their paper, so man& trees will not have to be cut down. hopethis information about reusing and rec&cling paper helps &ou.Yours sincerel&,Alif

9ay )Dear Alif,$han# &ou for the information about reusing and rec&cling paper. am reusing and rec&clingall of m& paper. have told all of m& friends in the village to do the same thing.

*& friends, from m& village, and are also going to plant new trees in the rainforest. 7e wantto replace ever& tree that was cut down. thin# we will need to plant about (;; trees *&friend, Na li, is growing the tree seedlings for us to plant.

7hen we have finished planting all of the trees, &ou must come to our village and see them.

Yours sincerel&,


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A#mal

9ay %Dear A#mal, thin# planting new trees is an excellent idea. 'm glad that &our friends are helping &ou. t isa lot of wor# to plant (;; trees.

Did &ou #now that in (;; &ears all of the rainforests might be goneG $he trees in the rainforest are important because the& are homes for so man& animals, li#e un bear and herfriends.$rees also give us fresh air to breathe. magine if there were no trees, we would have noclean air to breathe

$han# &ou for &our invitation. would ver& much li#e to come to &our village and see all thetrees &ou and friends have planted.

Yours incerel&,Alif

Version abil thought that $uesda&'s lesson was the most interesting. Be learned about sna#es. $here areabout 3;;; #inds of sna#es. na#es have smooth, dr& scales. As the& grow, sna#es shed their s#ins.$he& have long bodies but no legs. $he& move b& wriggling along the ground. na#es are able touse the muscles in their bodies to climb and to swim. ome sna#es #ill their pre& using venom, whileother sna#es s uee e their pre& tightl&. All sna#es are carnivores but the& don't have teeth. $he&swallow their food whole ome sna#es can grow over 5 metres long.>abil's teacher said not to touch sna#es, even if the& loo# small and harmless.

Wednesda,

>ext, >abil learned about turtles. *an& #inds of turtle are endangered. $urtles move ver& slowl& onland but the& can swim uic#l& in the sea. $heir strong flippers help them swim. $he& have a hardshell where the& hide if the& are in danger. $heir shells are brown, gre&, and green. ea turtles la&eggs in the sand. 7hen the babies hatch, the& race to the sea on their tin& flippers. *an& bab&turtles die before the& get to the sea because the& get too hot or predators eat them.>abil's teacher said turtles are special animals and we must all wor# together to protect them.

T)+rsda,9inall&, >abil learned about monitor li ards. *onitor li ards live in the %ungle and near water. $he&have smooth scales and can be brown, green and gre&. $heir favourite food is small animals li#e rats,mice, but the& also eat fish and fruit. *onitor li ards can move ver& uic#l& on their strong legs. $he&


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have ver& sharp claws. $he& can grow up to 3 metres long. $he& la& their eggs in holes in the ground.*an& babies die before the& grow up. >abil's teacher said that sadl&, monitor li ards are in danger ofbecoming extinct too.

VER#ION abil is learning about reptiles. Do &ou #now what a reptile isG0eptiles are animals with scales or a hard shell. $he scales and shells #eep them safe. *ost reptilesla& eggs. $he& breathe air, but the& are cold)blooded. "rocodiles, turtles, li ards and sna#es are allreptiles.9irst, >abil learned about crocodiles. "rocodiles have sharp teeth and long tails. $he& have feet withlong, sharp claws. *ost crocodiles live in fresh water, li#e rivers and swamps. ome live in salt water."rocodiles eat fish, birds and other animals.>abil's teacher said there are crocodiles in the rivers and in the sea in 6runei. -lease be careful whenswimming or fishing.

T+esda,>abil thought that $uesda&'s lesson was the most interesting. Be learned about sna#es. $here areabout 3;;; #inds of sna#es. na#es have smooth scales. na#es shed their s#ins. $he& have longbodies but no legs. $he& move along the ground. na#es are able to use the muscles in their bodiesto climb and to swim. ome sna#es #ill their pre& using venom. ther sna#es s uee e their pre&. Allsna#es are carnivores but the& do not have teeth. $he& swallow their food whole ome sna#es cangrow over 5 metres long.>abil's teacher said not to touch sna#es, even if the& loo# harmless.

Wednesda,>ext, >abil learned about turtles. *an& #inds of turtle are endangered. $urtles move slowl& on landbut the& can swim uic#l& in the sea. $heir flippers help them swim. $he& have a hard shell wherethe& hide if the& are in danger. $heir shells are brown, gre&, and green. ea turtles la& eggs in thesand. 7hen the babies hatch, the& race to the sea on their flippers. *an& bab& turtles die before the&get to the sea because the& get too hot or other animals eat them.>abil's teacher said turtles are special and we must all wor# together to protect them.

T)+rsda,

9inall&, >abil learned about monitor li ards. *onitor li ards live in the %ungle and near water. $he&have scales and can be brown, green and gre&. $heir favourite food is rats and mice, but the& alsoeat fish and fruit. *onitor li ards can move uic#l& on their strong legs. $he& have sharp claws. $he&can grow up to 3 metres long. $he& la& their eggs in holes in the ground. *an& babies die before the&grow up. >abil's teacher said monitor li ards are in danger of becoming extinct too.

VER#ION C 5as +sed in t)e #OW a*ove6Monda,>abil is learning about reptiles. Do &ou #now what a reptile isG0eptiles are animals with scales or a shell. $he scales and shells #eep them safe. 0eptiles la& eggs.$he& breathe air, but the& are cold)blooded. "rocodiles, turtles, li ards and sna#es are all reptiles.


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get to the sea.>abil's teacher said turtles are special.

T)+rsda,*onitor li ards live in the %ungle. $he& have scales. $he& can be brown, green and gre&. $he& li#e toeat rats and mice. *onitor li ards can move uic#l&. $he& have sharp claws. $he& can grow up to 3

metres long. $he& la& their eggs in holes. *an& babies die before the& grow up. >abil's teacher saidmonitor li ards are in danger of becoming extinct.

Wee/ @Reading genre narrative 8 Writing genre narrative

1o'+s .ords 5and meanings6 t)is .ee/:$hese can be practised for homewor#, be used to ma#e a picture dictionar&, be displa&ed inthe classroom with picture prompts and could be the focus of the first = minutes of eachlesson along with games and activities which help consolidate understanding of thevocabular& . 1or t)ose needing to 'ontin+e 'onsolidating so+nds and sim&ler versionso( t)e .ords2 &lease ena*le t)em to do soWord:

(. replied2. bamboo3. habitat4. respect=. flipper/. flic#ing. claws

Meaning:(. spo#e bac# to2. a ver& tall grass plant with thic# hard

stems3. animal home4. care for another personF animalF thing=. a wide, flat foot used for swimming/. moving uic#l&. sharp nails on the end of toes

!a , Elements Content



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+intro tosharedread

haredreading

1istening


7riting tas#Da& ( 8modelledFclassdictated

usuall& fishG 7ho do the& goFfish withG 7hat #ind of fish do the&catchG 7hat other animals live in the waterG Expect them to answer@crocodiles' as part of this discussion. $hen introduce the sharedreading text.1is)ing .it) Cro'odilesOne day (abil was fishing with his father. abil's father told him to sit down and beuiet. Discuss with the children what food crocodiles eat. 7ho elseeats the same foodG As# the children to thin# what would happen ifthe people ta#e the crocodile's foodG -rompt with @7ill there beenough food to be sharedG

1odelled'2lass dictated writing0evisit the features of a narrative +characters, setting, problemFsolution from 7ee# 2. Also, ta#e the opportunit& if desired to teachstudents about punctuation for direct speech i.e. speech mar#s,commas.0etell the stor&7rite #e& words from the shared read on the board and modelretelling the stor&.or"hange the stor&As a class brainstorm ideasF#e& words for a similar introductionchanging aspects of the stor&, e.g. different charactersFsetting. *odel

writing an introduction using the #e& words. $his will set the scene forthe rest of wee#s writing.E.g., ne da& Atul was coo#ing with her sister....


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or"hange the stor&!sing the modelled writing from da& ( write ideasF#e&words for acontinuation of the class stor& +e.g. what did Atul do the next da&G ngroups, the students continue writing the stor& +the modelled writingcould be photocopied and given to groups .

3

ustainedilent0eading


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. 5ho wanted to race with (abil=

). 5hy did (abil tell a*i8 to stop running=

%. 5hat was wrong with the turtle=

C.


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Da& 4 8independent

writing

baby chicks.B (abil said, 1y father said that when people live in ananimal"s habitat, the animal must look for food in other places. 1aybethe monitor li*ard is hungry.B

Com&re)ension >+estions:

7 W)ere .as Na*il going?

= W)at did Na*il )ear?

3 W)at did Na*il see?

4 Ho. long did Na*il t)in/ t)e li ard .as?

@ W)at did #,a(ee t)in/ t)e li ard )ad *een doing?

B W), did Na*il t)in/ t)e li ard )ad /illed t)e ')i'/s?

0istening and 3peaking #response&

As# the children wh& the monitor li ard might be eating the bab& chic#s.$hen get them to thin# of wa&s that the& could stop the monitor li ard fromeating the bab& chic#s. 7rite their ideas on the board.

6ndependent 5ritingDiscuss the idea that a good stor& has a problem and a solution.6rainstorm a solution to &afee's problem from the shared read e.g.&afee could #eep his chic#s in a cageO &afee could leave food forthe monitor li ard etc.0etell the stor&7rite #e& words from the shared read on the board. tudentsindependentl& write the fourth part of the stor&.or"hange the stor&0evisit some of the problems the students came up with on da& 3.7rite ideasF#e&words for solutions to the problems. tudentsinde pendentl& continue the classFgroup writing including a solution.

= ustainedilent0eading


ssuing ofboo#s

0emind the students about the routines for 0 and expect allstudents to be silentl& reading during this time. *onitor boo#F textchoices and advise where needed. 0emember to model goodreading behaviour.!se boo#s and the nternet to find more pictures and informationabout the endangered animals of 6orneo. *a#e a pictorial chartshowing where the animals are from +e.g. 6runei, abah, etc .tudents can as# famil& members andFor do research to find namesof animals that are endangered or extinct.tudents select boo#s to borrow and complete the process once

stud& tas# has been completed.


+use a version that at least =;M of the class can decode and comprehend .


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VER#ION A1is)ing .it) Cro'odiles

ne da& >abil was fishing with his father when he saw something long and brown floating in the water.>abil called to his father and pointed. Be thought it was a long log from a fallen tree. >abil's fatherloo#ed up from his fishing net and said, H>abil it down and be ver& uiet I >abil sat down and said,H9ather, what is wrongGI Bis father whispered, H$hat is not a log. $hat is an enormous crocodile I

H7h& is the crocodile here 9atherG t is ver& close to our home,I said >abil. Bis father replied, H7h&do we fish in the riverGI >abil said, H o that we have food for our famil&.I HYes,I his father replied,Hand that is what the crocodile is loo#ing for too. "rocodiles eat fish and small animals. 7hen peopleshare the crocodile's food, the crocodile must loo# for food in other places.I

At )ome .it) a sna/e

$he next da& >abil went with his father into the %ungle to cut long bamboo poles. t was ver& hot andhumid, and >abil felt sleep&. Be sat down on a log next to the path to rest his tired legs. Bis fathercalled out, H>abil 6e careful where &ou sit I >abil %umped up and loo#ed around. 6ehind the log wasa large, green and brown sna#e. t slithered slowl& awa& from >abil and into the thic# ferns next to thelog. >abil as#ed his father, H7h& was that huge sna#e there next to the pathG 7h& wasn't it in the

%ungle awa& from meGI Bis father replied, H$he %ungle is the sna#e's home. $hat sna#e is a p&thon. tlives in the tall trees and thic# bushes. 7hen we come into the %ungle we are visiting the sna#e'shabitat, and we must show respect. $hat is wh& we are onl& going to cut the bamboo that we needand we will leave the rest of the %ungle alone.I

T+rtle Tro+*le

n 7ednesda& afternoon, >abil went to the beach with his famil&. $he beach was ver& uiet andthe& were the onl& people there. >abil and his older brother 0a i went for a wal# along the sand toloo# for shells. 0a i raced ahead of >abil, shouting, HBurr& up, >abil $r& to catch me I >abil sawsomething moving slowl& on the sand in front of 0a i . H top I he &elled. H1oo# in front of &ou I0a i stopped and loo#ed at the ob%ect on the sand. >abil ran to catch up. $here on the sand was asea turtle. ts front flipper was bleeding and torn. >abil as#ed 0a i what had happened to the turtle.

0a i replied, H ometimes turtles get hurt when boats hit them while the& are swimming, or whenthere is bro#en glass in the sand. -eople must be ver& careful when the& use the same habitat asturtles. $he& should not drop their rubbish on the beach or in the water.I

A monitor in t)e garden

n $hursda&, >abil was wal#ing home from school. Be decided to visit his friend &afee. As he wal#ed up the path to &afee's house, he heard something moving in the bushes next to the path.>abil stopped and loo#ed into the long grass. Biding under a small bush was a monitor li ard. ts longtongue was flic#ing in and out. ts s#in was gre& and green. t had strip& patterns down the sides.>abil estimated it was ( metre long. Be could see its long sharp claws. Be crept slowl& awa& andcalled &afee to come and loo# at the li ard. &afee said, H thin# that li ard has been eating our bab&

chic#s.I >abil said, H*& father told me that when people live in an animal's habitat, the animal mustloo# for food in other places. *a&be the monitor li ard is hungr&.I

VER#ION abil it down and be ver& uiet I >abil sat down and said,H9ather, what is wrongGI Bis father said uietl&, H$hat is not a log. $hat is an enormous crocodile IH7h& is the crocodile here 9atherG t is ver& close to our home,I said >abil. Bis father replied, H7h&do we fish in the riverGI >abil said, H o that we have food for our famil&.I HYes,I his father replied,Hand that is what the crocodile is loo#ing for too. "rocodiles eat fish and small animals. 7hen people


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share the crocodile's food, the crocodile must loo# for food in other places.I


$he next da& >abil went with his father into the %ungle to cut bamboo poles. t was ver& hot andhumid, and >abil felt sleep&. Be sat down on a log next to the path to rest his tired legs. Bis fathercalled out, H>abil 6e careful where &ou sit I >abil %umped up and loo#ed around. 6ehind the log wasa large, green and brown sna#e. t slipped slowl& awa& from >abil and into the ferns next to the log.>abil as#ed his father, H7h& was that sna#e there next to the pathG 7h& wasn't it in the %ungle awa&from meGI Bis father replied, H$he %ungle is the sna#e's home. $hat sna#e is a p&thon. t lives in thetall trees and thic# bushes. 7hen we come into the %ungle, we are visiting the sna#e's habitat. 7emust show respect. $hat is wh& we onl& cut the bamboo that we need and we leave the rest of the

%ungle alone.I

T+rtle Tro+*le

n 7ednesda& afternoon, >abil went to the beach with his famil&. $he beach was uiet and the& were the onl& people there. >abil and his older brother 0a i went for a wal# along the sand to loo#

for shells. 0a i raced ahead of >abil, shouting, HBurr& up, >abil $r& to catch me I >abil sawsomething moving slowl& on the sand. H top I he &elled. H1oo# in front of &ou I 0a i stopped andloo#ed at the ob%ect on the sand. >abil ran to catch up. $here on the sand was a sea turtle. ts frontflipper was bleeding. >abil as#ed 0a i what had happened to the turtle. 0a i replied, H ometimesturtles get hurt when boats hit them in the sea, or when there is bro#en glass in the sand. -eoplemust be ver& careful when the& use the same habitat as turtles. $he& should not drop their rubbish onthe beach or in the water.I


n $hursda&, >abil was wal#ing home from school. Be went to visit his friend &afee. As he wal#ed

up the path to &afee's house, he heard something moving in the bushes next to the path. >abilstopped and loo#ed into the long grass. Biding under a bush was a monitor li ard. ts long tongue was flic#ing in and out. ts s#in was gre& and green. t had strip& patterns down the sides. >abilthought it was ( metre long. Be could see its long sharp claws. Be crept slowl& awa& and called&afee to come and loo# at the li ard. &afee said, H thin# that li ard has been eating our bab&chic#s.I >abil said, H*& father told me that when people live in an animal's habitat, the animal mustloo# for food in other places. *a&be the monitor li ard is hungr&.I

VER#ION C 5as +sed in t)e #OW a*ove61is)ing .it) Cro'odiles

ne da& >abil was fishing with his father. Be saw something long in the water. >abil called his father.

Be thought it was a log from a tree. >abil's father loo#ed up and said, H>abil it down and be uiet I>abil sat down. Bis father said, H$hat is not a log. $hat is a big crocodile I H7h& is the crocodilehereG t is close to our home,I said >abil. Bis father replied, H7h& do we fish in the riverGI >abil said,H o that we have food for our famil&.I HYes,I his father replied, Hand the crocodile is loo#ing for foodtoo. "rocodiles eat fish and small animals. 7hen people share the crocodile's food, the crocodilemust loo# for food in other places.I


$he next da& >abil and his father went into the %ungle to cut bamboo. t was ver& hot and >abil feltsleep&. Be sat down on a log next to the path. Bis father called, H>abil 6e careful where &ou sit I>abil %umped up and loo#ed. 6ehind the log was a long, green and brown sna#e. t slipped awa&


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from >abil into the ferns. >abil as#ed his father, H7h& was that sna#e thereG H Bis father said, H$he %ungle is the sna#e's home. $hat sna#e is a p&thon. t lives in the tall trees and thic# bushes. 7hen we come into the %ungle, we are in the sna#e's habitat. 7e must show respect. $hat is wh& we onl&cut the bamboo that we need and we leave the rest of the %ungle alone.I

T+rtle Tro+*le

n 7ednesda& afternoon, >abil went to the beach with his famil&. $he beach was uiet. >abil andhis brother 0a i went for a wal# on the sand. 0a i raced ahead of >abil, shouting, HBurr& up, >abil$r& to catch me I >abil saw something moving on the sand. H top I he &elled. H1oo# in front of &ou I0a i stopped and loo#ed at the sand. >abil ran to catch up. $here was a sea turtle. ts front flipper

was bleeding. >abil as#ed 0a i what had happened to the turtle. 0a i replied, H ometimes turtlesget hurt when boats hit them, or when there is bro#en glass in the sand. -eople must be careful whenthe& use the same habitat as turtles. $he& should not drop their rubbish on the beach or in the water.I


n $hursda&, >abil was wal#ing home. Be went to see his friend &afee. As he wal#ed to &afee's

house, he heard something moving in the bushes. >abil stopped and loo#ed into the grass. !nder abush was a monitor li ard. ts tongue was flic#ing in and out. ts s#in was gre& and green. t hadpatterns on its sides. >abil thought it was ( metre long. Be could see its claws. Be called &afee tocome and loo# at the li ard. &afee said, H thin# that li ard has been eating our bab& chic#s.I >abilsaid, H*& father said that when people live in an animal's habitat, the animal must loo# for food in otherplaces. *a&be the monitor li ard is hungr&.I

VER#ION !1is)ing .it) Cro'odiles

ne da& >abil was fishing with his father. Be saw something long in the water. >abil called his father.Be thought it was a log. >abil's father loo#ed and said, H>abil it down I >abil sat down. Bis father

said, H$hat is not a log. $hat is a big crocodile I H7h& is the crocodile hereG t is close to our home,Isaid >abil. Bis father said, H7h& do we fish in the riverGI >abil said, H o that we have food.I HYes,Ihis father replied, Hand the crocodile is loo#ing for food too. "rocodiles eat fish. 7hen people sharethe crocodile's food, the crocodile must loo# for food in other places.I


$he next da& >abil and his father went into the %ungle to cut bamboo. t was hot and >abil felt sleep&.Be sat down on a log. Bis father called, H>abil 6e careful I >abil %umped up and loo#ed. 6ehind thelog was a long sna#e. t slipped awa& into the ferns. >abil as#ed his father, H7h& was that sna#ethereGI Bis father said, H$he %ungle is the sna#e's home. $hat sna#e is a p&thon. t lives in the treesand bushes. 7hen we come into the %ungle, we are in the sna#e's habitat. $hat is wh& we cut the

bamboo that we need and we leave the rest of the %ungle.I

T+rtle Tro+*le

n 7ednesda& afternoon, >abil went to the beach with his famil&. $he beach was uiet. >abil andhis brother 0a i went for a wal#. 0a i ran ahead shouting, HBurr& up, >abil $r& to catch me I>abil saw something on the sand. H top I he &elled. H1oo# in front of &ou I 0a i stopped andloo#ed. >abil ran to catch up. t was a sea turtle. ts front flipper was bleeding. >abil as#ed 0a i

what had happened to the turtle. 0a i said, H ometimes turtles get hurt when boats hit them, or when there is bro#en glass in the sand. 7e must be careful when we use the same habitat as turtles.7e should not drop rubbish on the beach or in the water.I


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n $hursda&, >abil was wal#ing home. Be went to see his friend &afee. As he wal#ed to &afee'shouse, he heard something in the bushes. >abil stopped and loo#ed into the grass. t was a monitorli ard. ts tongue was going in and out. ts s#in was gre& and green. >abil thought it was ( metrelong. Be could see its claws. Be called &afee to come and loo#. &afee said, H thin# that li ard has

been eating our chic#s.I >abil said, H*& father said that when people live in an animal's habitat, theanimal must loo# for food in other places. *a&be the monitor li ard is hungr&.I

Wee/ BReading genre &ro'ed+ral8 Writing genre &ro'ed+ral Ho. to D0 &oster

1o'+s .ords 5and meanings6 t)is .ee/:$hese can be practised for homewor#, be used to ma#e a picture dictionar&, be displa&ed inthe classroom with picture prompts and could be the focus of the first = minutes of eachlesson along with games and activities which help consolidate understanding of thevocabular& . 1or t)ose needing to 'ontin+e 'onsolidating so+nds and sim&ler versionso( t)e .ords2 &lease ena*le t)em to do so

Word:(. peace2. caught3. dangerous4. undergrowth=. litter/. damaging. lea#s5. propeller

Meaning:(. calm and uiet2. trapped, stuc#3. not safe4. long grass and bushes under the trees=. rubbish/. brea#ing. holes in pipes

5. part of boat motor which goes in the water to push itforward



abil should include in the poster.-rovide prompts if needed such as?


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read hared

reading 1istening

andspea#ing

+responseto sharedread

7riting tas#Da& ( 8modelledFclassdictated

) for animals the world can be a dangerous place) man& animals are being threatened b& humans) animals are now more dependent on people for their safet& and well)

beingntroduce the shared reading textHo. to &rote't 'ro'odiles:

"rocodiles need a safe place to live.

(. $r& to sta& awa& from areas where crocodiles live. $he& li#e the peace

and uiet and might hurt &ou if &ou get too near.

2. Don't ta#e more fish than &ou need when &ou are fishing. 1eave some

for the crocodiles to eat.

3. 7hen &ou have finished fishing, ta#e &our fishing net or line home with

&ou. Don't throw it in the river. "rocodiles can be caught in the lines or nets

and die. $a#e &our rubbish home with &ou and throw it in the bin too.

4. Don't hunt crocodiles. ome people #ill crocodiles for their s#ins."rocodile s#in loo#s best on a crocodile.

2omprehension 8uestions:

-. 5hy should you stay away from places where crocodiles live=

. 5hy should you only take the fish you need=

). 5hat should you take home when you finish fishing=

%. 5here should you put your rubbish=

C. 5hat do people hunt crocodiles for=

0istening and speaking #response&$ell the children that crocodiles are protected in man& parts of the

world. As# them to thin# about what the& would do if the& sawcrocodiles in 6runei. Do the& see man& dead crocodilesG Bow oftendo the& see crocodiles aliveG 7here do the& see crocodiles mostoftenG

>abil wants to tell other people how to protect the reptiles he haslearned about. Belp him to ma#e a poster.1odelled'2lass dictated writingExplain some of the features of procedural writing +factual, titleexplains the goal e.g. @Bow to L', time)based lin#ing words such as!irst, then, when , present tense, chronological, numbered or listedinformation . Also, ta#e the opportunit& if desired to teach studentsabout punctuation for listing i.e. bullet points, numbering. $ell thechildren that the& will be ma#ing a poster over the wee# that usesthese features.0etell the information7rite #e& words from the shared read on the board, including an&


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time)based words e.g. @when' and model listing the #e& points fromthe shared read as a list on the poster template. $his ma& beenlarged to A3 for the purpose of demonstration andFor for studentsto wor# on also. *a#e sure &ou simplif& the #e& points e.g. @ ta&awa& from areas where crocodiles live. tudents ma& add pictures ofthe reptiles later.

or"hange the informationAs a class brainstorm #e& words for a similar poster e.g. Bow to loo#after the environment. *odel writing a list for the first box on theposter. $his will set the scene for the rest of wee#s writing.E.g., Bow to protect m& SampongThe modelled writing may either be copied onto individual

poster templates by the students, or copied and given to thestudents to paste onto their posters.

2 ustainedilent

0eading


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. 5here should you stay=

). 5here do snakes live=

%. 5hat should you leave behind in the jungle=

C. 5hat should you (OT do in the jungle= 5hy=


0ecall how to protect the forest. 7hat should we do to avoiddisturbing the sna#es and their habitat. +0efer to the shared reading

where necessar& . 7ho is in danger when we disturb sna#esG 7h&GExtra info? Discuss with the children some of the wa&s sna#es can beuseful to us and our environment. +A sna#e's venom can be used asmedicineO sna#es rid man& areas of unwanted pestsO sna#es are afood source for other animals.4roup 5riting

0etell the information7rite #e& words from the shared read on the board. -rovide eachgroup with the box from the template labelled @ na#es'. n groups,students identif& the #e& points from the shared read and write theseinto the box as a numbered list. $his ma& then be copied b& theteacher and given to group members to paste onto their individualpostersor"hange the informationAs a class brainstorm #e& words for the next box on the poster e.g.Bow to loo# after the environment. *odel writing a list for the first box

on the poster. $his will set the scene for the rest of wee#s writing.E.g., Bow to protect forests3 ustained

ilent0eading


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writing

-. Always look after your boat well. 1ake sure there are no oil orfuel leaks in the motor. Oil and fuel can make the sea unsafefor the turtle.

. 1ake sure you know where the sea turtles live or swim, anddrive your boat slowly in these areas. The propeller on yourboat motor can hurt sea turtles.

). Geep all of your rubbish in your boat, or in a bag to throw into arubbish bin. 9o not drop your rubbish in the sea or on thebeach.

%. 3tay away from sea turtle nests. 9o not take the sea turtle eggsor the baby turtles. 3ea turtles will die if you don"t protectthem.

2omprehension uestions:-. 5hat should you always do to your boat=

. 5hat can make the sea unsafe for turtles=

). 5hy should you drive your boat slowly around sea turtles=

%. 5here should you put your rubbish=

C. 5hat should you stay away from=

0istening and 3peaking #response&As# the children if the& have ever been on a boat. 7hat were the&doingG 7here did the& goG 7ho was with themG 7hat did the&

seeG Bave the& ever seen sea turtlesG 7hereG Extract informationfrom the shared read to support the discussion.6ndependent 5riting0emind the students that in order to write a numbered list the& needto identif& the #e& points of the text onl&.0etell the information7rite #e& words from the shared read on the board. ndependentl&the students write the numbered list for the third shared read in thebox labelled @ ea $urtles'.or"hange the information

0e)read the modelled and group writing from da& ( and 2. 7rite #e& words for the next box on the poster. tudents independentl&continue the poster E g 2 Bow to protect the air



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hared

reading 1istening



writing

0istening and 3peaking #introduction&

1oo# at the posters from Da& ( to Da& 3. 0evise the similarities anddifferences in the wa&s to save the reptiles and their habitats. 1istsimilarities and differences on the board under these headings. $ellthe children that toda& the& are going to have a loo# at how to protect

a reptile that might be living close to their own homes. 7hich reptiledo the& thin# it isG

Ho. to &rote't monitor li ards:

1onitor li*ards are dangerous if you get close. They can run fast and

bite.

-. 6f you see a monitor li*ard, leave it alone. 9on"t throw things atit.

. 6f you find a monitor li*ardHs hole, don"t poke sticks into it.This might hurt the monitor li*ard, or it might break its home.

). 9on"t throw your rubbish on the ground. 1onitor li*ards mighttry to eat the rubbish and get sick.

%. +e careful if you are driving. 1onitor li*ards like to lay on thewarm road. 6f you don"t look, you might run them over.

Com&re)ension >+estions:

7 W)at s)o+ld ,o+ do i( ,o+ see a monitor li ard?

= #)o+ld ,o+ &o/e sti'/s in a monitor li ard0s )ole? W),?

3 W)at mig)t )a&&en i( a monitor li ard eats r+**is)?

4 W)ere do monitor li ards li/e to la,?

@ W)at mig)t )a&&en i( ,o+ don0t loo/ .)ile ,o+ are driving?


As# the children f the& have ever seen a monitor li ard near theirhome, at the par#, at schoolG 7hat did the& doG -la& 0oll the 6all to

practice naming wa&s to protect monitor li ards using simplesentences e.g. HDon't throw &our rubbish on the ground.I HDon't po#estic#s in their homes.I Extend children b& as#ing them to come up

with different wa&s to sa& the structures, e.g. H1eave their homesalone.I6ndependent 5riting0emind the students again that in order to write a numbered list the&need to identif& the #e& points of the text onl&.

0etell the information7rite #e& words from the shared read on the board. tudents


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independentl& write the fourth numbered list in the box labelled@*onitor 1i ards'.or"hange the informationhare some of the writing from Da& 3 produced b& students.. 7rite#e& words for the next box on the poster. tudents independentl&

continue the poster E g 2 Bow to protect the waterwa&s= ustainedilent0eading


ssuing ofboo#s

0emind the students about the routines for 0 and expect allstudents to be silentl& reading during this time. *onitor boo#F textchoices and advise where needed. 0emember to model goodreading behaviour.!se boo#s and the nternet to find more pictures and informationabout the endangered animals of 6orneo +if possible find out aboutthe different #inds of each animal, for e.g. the most endangered of thesea turtles ) green sea turtles . *a#e a pictorial chart showing wherethe animals are from +e.g. 6runei, abah, etc . tudents can as#famil& members andFor do research to find names of animals that are

endangered or extinct.tudents select boo#s to borrow and complete the process oncestud& tas# has been completed.


+use a version that at least =;M of the class can decode and comprehend .VER#ION A

1is)ing .it) Cro'odiles

ne da& >abil was fishing with his father when he saw something long and brown floating in the water.>abil called to his father and pointed. Be thought it was a long log from a fallen tree. >abil's fatherloo#ed up from his fishing net and said, H>abil it down and be ver& uiet I >abil sat down and said,H9ather, what is wrongGI Bis father whispered, H$hat is not a log. $hat is an enormous crocodile IH7h& is the crocodile here 9atherG t is ver& close to our home,I said >abil. Bis father replied, H7h&do we fish in the riverGI >abil said, H o that we have food for our famil&.I HYes,I his father replied,Hand that is what the crocodile is loo#ing for too. "rocodiles eat fish and small animals. 7hen peopleshare the crocodile's food, the crocodile must loo# for food in other places.I


$he next da& >abil went with his father into the %ungle to cut long bamboo poles. t was ver& hot andhumid, and >abil felt sleep&. Be sat down on a log next to the path to rest his tired legs. Bis fathercalled out, H>abil 6e careful where &ou sit I >abil %umped up and loo#ed around. 6ehind the log wasa large, green and brown sna#e. t slithered slowl& awa& from >abil and into the thic# ferns next to the

log. >abil as#ed his father, H7h& was that huge sna#e there next to the pathG 7h& wasn't it in the %ungle awa& from meGI Bis father replied, H$he %ungle is the sna#e's home. $hat sna#e is a p&thon. tlives in the tall trees and thic# bushes. 7hen we come into the %ungle we are visiting the sna#e'shabitat, and we must show respect. $hat is wh& we are onl& going to cut the bamboo that we needand we will leave the rest of the %ungle alone.I

T+rtle Tro+*le

n 7ednesda& afternoon, >abil went to the beach with his famil&. $he beach was ver& uiet andthe& were the onl& people there. >abil and his older brother 0a i went for a wal# along the sand toloo# for shells. 0a i raced ahead of >abil, shouting, HBurr& up, >abil $r& to catch me I >abil sawsomething moving slowl& on the sand in front of 0a i . H top I he &elled. H1oo# in front of &ou I0a i stopped and loo#ed at the ob%ect on the sand. >abil ran to catch up. $here on the sand was a


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sea turtle. ts front flipper was bleeding and torn. >abil as#ed 0a i what had happened to the turtle.0a i replied, H ometimes turtles get hurt when boats hit them while the& are swimming, or whenthere is bro#en glass in the sand. -eople must be ver& careful when the& use the same habitat asturtles. $he& should not drop their rubbish on the beach or in the water.I


n $hursda&, >abil was wal#ing home from school. Be decided to visit his friend &afee. As he wal#ed up the path to &afee's house, he heard something moving in the bushes next to the path.>abil stopped and loo#ed into the long grass. Biding under a small bush was a monitor li ard. ts longtongue was flic#ing in and out. ts s#in was gre& and green. t had strip& patterns down the sides.>abil estimated it was ( metre long. Be could see its long sharp claws. Be crept slowl& awa& andcalled &afee to come and loo# at the li ard. &afee said, H thin# that li ard has been eating our bab&chic#s.I >abil said, H*& father told me that when people live in an animal's habitat, the animal mustloo# for food in other places. *a&be the monitor li ard is hungr&.I

VER#ION abil it down and be ver& uiet I >abil sat down and said,H9ather, what is wrongGI Bis father said uietl&, H$hat is not a log. $hat is an enormous crocodile IH7h& is the crocodile here 9atherG t is ver& close to our home,I said >abil. Bis father replied, H7h&do we fish in the riverGI >abil said, H o that we have food for our famil&.I HYes,I his father replied,Hand that is what the crocodile is loo#ing for too. "rocodiles eat fish and small animals. 7hen peopleshare the crocodile's food, the crocodile must loo# for food in other places.I


$he next da& >abil went with his father into the %ungle to cut bamboo poles. t was ver& hot and

humid, and >abil felt sleep&. Be sat down on a log next to the path to rest his tired legs. Bis fathercalled out, H>abil 6e careful where &ou sit I >abil %umped up and loo#ed around. 6ehind the log wasa large, green and brown sna#e. t slipped slowl& awa& from >abil and into the ferns next to the log.>abil as#ed his father, H7h& was that sna#e there next to the pathG 7h& wasn't it in the %ungle awa&from meGI Bis father replied, H$he %ungle is the sna#e's home. $hat sna#e is a p&thon. t lives in thetall trees and thic# bushes. 7hen we come into the %ungle, we are visiting the sna#e's habitat. 7emust show respect. $hat is wh& we onl& cut the bamboo that we need and we leave the rest of the

%ungle alone.I

T+rtle Tro+*le

n 7ednesda& afternoon, >abil went to the beach with his famil&. $he beach was uiet and the& were the onl& people there. >abil and his older brother 0a i went for a wal# along the sand to loo#for shells. 0a i raced ahead of >abil, shouting, HBurr& up, >abil $r& to catch me I >abil sawsomething moving slowl& on the sand. H top I he &elled. H1oo# in front of &ou I 0a i stopped andloo#ed at the ob%ect on the sand. >abil ran to catch up. $here on the sand was a sea turtle. ts frontflipper was bleeding. >abil as#ed 0a i what had happened to the turtle. 0a i replied, H ometimesturtles get hurt when boats hit them in the sea, or when there is bro#en glass in the sand. -eoplemust be ver& careful when the& use the same habitat as turtles. $he& should not drop their rubbish onthe beach or in the water.I



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n $hursda&, >abil was wal#ing home from school. Be went to visit his friend &afee. As he wal#edup the path to &afee's house, he heard something moving in the bushes next to the path. >abilstopped and loo#ed into the long grass. Biding under a bush was a monitor li ard. ts long tongue

was flic#ing in and out. ts s#in was gre& and green. t had strip& patterns down the sides. >abilthought it was ( metre long. Be could see its long sharp claws. Be crept slowl& awa& and called&afee to come and loo# at the li ard. &afee said, H thin# that li ard has been eating our bab&chic#s.I >abil said, H*& father told me that when people live in an animal's habitat, the animal mustloo# for food in other places. *a&be the monitor li ard is hungr&.I

VER#ION C 5as +sed in t)e #OW a*ove61is)ing .it) Cro'odiles

ne da& >abil was fishing with his father. Be saw something long in the water. >abil called his father.Be thought it was a log from a tree. >abil's father loo#ed up and said, H>abil it down and be uiet I>abil sat down. Bis father said, H$hat is not a log. $hat is a big crocodile I H7h& is the crocodilehereG t is close to our home,I said >abil. Bis father replied, H7h& do we fish in the riverGI >abil said,H o that we have food for our famil&.I HYes,I his father replied, Hand the crocodile is loo#ing for foodtoo. "rocodiles eat fish and small animals. 7hen people share the crocodile's food, the crocodile

must loo# for food in other places.I


$he next da& >abil and his father went into the %ungle to cut bamboo. t was ver& hot and >abil feltsleep&. Be sat down on a log next to the path. Bis father called, H>abil 6e careful where &ou sit I>abil %umped up and loo#ed. 6ehind the log was a long, green and brown sna#e. t slipped awa&from >abil into the ferns. >abil as#ed his father, H7h& was that sna#e thereG H Bis father said, H$he

%ungle is the sna#e's home. $hat sna#e is a p&thon. t lives in the tall trees and thic# bushes. 7hen we come into the %ungle, we are in the sna#e's habitat. 7e must show respect. $hat is wh& we onl&cut the bamboo that we need and we leave the rest of the %ungle alone.I

T+rtle Tro+*le

n 7ednesda& afternoon, >abil went to the beach with his famil&. $he beach was uiet. >abil andhis brother 0a i went for a wal# on the sand. 0a i raced ahead of >abil, shouting, HBurr& up, >abil$r& to catch me I >abil saw something moving on the sand. H top I he &elled. H1oo# in front of &ou I0a i stopped and loo#ed at the sand. >abil ran to catch up. $here was a sea turtle. ts front flipper

was bleeding. >abil as#ed 0a i what had happened to the turtle. 0a i replied, H ometimes turtlesget hurt when boats hit them, or when there is bro#en glass in the sand. -eople must be careful whenthe& use the same habitat as turtles. $he& should not drop their rubbish on the beach or in the water.I


n $hursda&, >abil was wal#ing home. Be went to see his friend &afee. As he wal#ed to &afee'shouse, he heard something moving in the bushes. >abil stopped and loo#ed into the grass. !nder abush was a monitor li ard. ts tongue was flic#ing in and out. ts s#in was gre& and green. t hadpatterns on its sides. >abil thought it was ( metre long. Be could see its claws. Be called &afee tocome and loo# at the li ard. &afee said, H thin# that li ard has been eating our bab& chic#s.I >abilsaid, H*& father said that when people live in an animal's habitat, the animal must loo# for food in otherplaces. *a&be the monitor li ard is hungr&.I

VER#ION !1is)ing .it) Cro'odiles

ne da& >abil was fishing with his father. Be saw something long in the water. >abil called his father.


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Be thought it was a log. >abil's father loo#ed and said, H>abil it down I >abil sat down. Bis fathersaid, H$hat is not a log. $hat is a big crocodile I H7h& is the crocodile hereG t is close to our home,Isaid >abil. Bis father said, H7h& do we fish in the riverGI >abil said, H o that we have food.I HYes,Ihis father replied, Hand the crocodile is loo#ing for food too. "rocodiles eat fish. 7hen people sharethe crocodile's food, the crocodile must loo# for food in other places.I


$he next da& >abil and his father went into the %ungle to cut bamboo. t was hot and >abil felt sleep&.Be sat down on a log. Bis father called, H>abil 6e careful I >abil %umped up and loo#ed. 6ehind thelog was a long sna#e. t slipped awa& into the ferns. >abil as#ed his father, H7h& was that sna#ethereGI Bis father said, H$he %ungle is the sna#e's home. $hat sna#e is a p&thon. t lives in the treesand bushes. 7hen we come into the %ungle, we are in the sna#e's habitat. $hat is wh& we cut thebamboo that we need and we leave the rest of the %ungle.I

T+rtle Tro+*le

n 7ednesda& afternoon, >abil went to the beach with his famil&. $he beach was uiet. >abil andhis brother 0a i went for a wal#. 0a i ran ahead shouting, HBurr& up, >abil $r& to catch me I>abil saw something on the sand. H top I he &elled. H1oo# in front of &ou I 0a i stopped andloo#ed. >abil ran to catch up. t was a sea turtle. ts front flipper was bleeding. >abil as#ed 0a i

what had happened to the turtle. 0a i said, H ometimes turtles get hurt when boats hit them, or when there is bro#en glass in the sand. 7e must be careful when we use the same habitat as turtles.7e should not drop rubbish on the beach or in the water.I


n $hursda&, >abil was wal#ing home. Be went to see his friend &afee. As he wal#ed to &afee'shouse, he heard something in the bushes. >abil stopped and loo#ed into the grass. t was a monitorli ard. ts tongue was going in and out. ts s#in was gre& and green. >abil thought it was ( metre

long. Be could see its claws. Be called &afee to come and loo#. &afee said, H thin# that li ard hasbeen eating our chic#s.I >abil said, H*& father said that when people live in an animal's habitat, theanimal must loo# for food in other places. *a&be the monitor li ard is hungr&.I


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Wee/ 1rogs6A +1istening 0eading "omprehension

Reading genre !es'ri&tive 8 Writing genre !es'ri&tive1o'+s .ords 5and meanings6 t)is .ee/:

$hese can be practised for homewor#, be used to ma#e a picture dictionar&, be displa&ed inthe classroom with picture prompts and could be the focus of the first = minutes of each

lesson along with games and activities which help consolidate understanding of thevocabular&. 1or t)ose needing to 'ontin+e 'onsolidating so+nds and sim&ler versions

o( t)e .ords2 &lease ena*le t)em to do so

Word:(. male2. female3. webbed4. camouflage=. water pollution/. communicates. habitat

5. glide:. loss

Meaning:(. bo&2. girl3. %oined b& s#in4. hide=. water that is dirt& from rubbish/. tal#s. home5. fl&:. something that is lost




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reading Reading

Assessment

7riting tas#Da& ( 8modelledF

classdictated

under each heading +accept all answers .

#)ared Reading 5version *6Cisa went to library during her #nglish lesson" She !ound a book that was all about!rogs in *orneo" These were the !rogs that she liked reading about the most""esser Ro'/ 1rog-),si'al C)ara'teristi's: $he lesser roc# frog is a small frog.*ales can grow up 3;mm long. 9emales can grow up to ==mm long.$his frog breathes through its s#in. t has long legs with webbed feet.t is green and brown, which helps it camouflage with roc#s.Ha*itat ? $his frog lives in streams and waterfalls.!iet ? t eats insects li#e cric#ets.

year 4 unit 3 sow programme 2013 - endangered animals and conservations

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