PHOTOCOPIABLE...PHOTOCOPIABLE 38 Multimodal Texts † Year 4 Ordering information Cut out these...
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www.scholastic.co.uk PHOTOCOPIABLE Multimodal Texts • Year 4 38 Ordering information Cut out these illustrations and re-order them to show the correct sequence for the honey-making process. Add extra information (diagrams, labels or text) to help explain the process. Date Name ANIMATION ANIMATION Illustrations © Andy Keylock/Beehive Illustration Animation © Andy Keylock/Beehive Illustration A NIMATION A NIMATION Multimodal Texts • Year 4 www.scholastic.co.uk 15 Photocopiable Photocopiable ● See page 38 or CD-ROM. of explanation texts and draw up a list for reference. (For example: sequential information, connectives of cause/effect and of time, diagrams, labels.) ● Replay the animation with the audio. Ask the children to identify any of the typical language features and make a note of them. (For example: present tense verbs – gathers, takes, flies, is, dry, cover, thickens, live; time-based connectives – when, then, at first; technical subject-related terms – hive, nectar, honeycomb, cell; causal connective – by.) Writing activities Writing activities ● Provide the children with copies of photocopiable page 38 ‘Ordering information’. Ask them to cut out the six illustrations and rearrange them in different orders to decide what the best or correct sequence is. They should glue the illustrations onto a larger sheet of paper in the correct sequence and write a paragraph for each picture using their own words to explain the process. Encourage them to add any extra information (diagrams, text or labels) to the illustration that they feel is needed. Remind them to use time-related and/or cause and effect connectives. Assessment Assessment ● Check that children use present-tense verbs and connectives to sequence their explanations. ● Ask the children to swap with a partner and annotate each other’s explanation to identify the typical features of an explanation text from the list drawn up in class discussion. Ask them to describe how any extra information, be it text, diagram or illustration, has improved the explanation. Reference to Reference to 100 Literacy Framework 100 Literacy Framework Lessons Lessons ● Non-fiction Unit 3 Explanation texts pages 133–148
Transcript of PHOTOCOPIABLE...PHOTOCOPIABLE 38 Multimodal Texts † Year 4 Ordering information Cut out these...
www.scholastic .co.ukPHOTOCOPIABLEMultimodal Texts • Year 438
Ordering information Cut out these illustrations and re-order them to show the correct sequence for
the honey-making process. Add extra information (diagrams, labels or text) to help explain the process.
Date Name
AN IMAT IONANIMAT ION
Illus
trat
ions
© A
ndy
Key
lock
/Bee
hive
Illu
stra
tion
Ani
mat
ion
© A
ndy
Key
lock
/Bee
hive
Illu
stra
tion
AN
IMA
TIO
NA
NIM
AT
ION
Multimodal Texts • Year 4www.scholastic .co.uk
15
PhotocopiablePhotocopiable
● See page 38 or CD-ROM.
of explanation texts and draw up a list for reference. (For example: sequential information, connectives of cause/effect and of time, diagrams, labels.)● Replay the animation with the audio. Ask the children to identify any of the typical language features and make a note of them. (For example: present tense verbs – gathers, takes, flies, is, dry, cover, thickens, live; time-based connectives – when, then, at first; technical subject-related terms – hive, nectar, honeycomb, cell; causal connective – by.)
Writing activitiesWriting activities● Provide the children with copies of photocopiable page 38 ‘Ordering information’. Ask them to cut out the six illustrations and rearrange them in different orders to decide what the best or correct sequence is. They should glue the illustrations onto a larger sheet of paper in the correct sequence and write a paragraph for each picture using their own words to explain the process. Encourage them to add any extra information (diagrams, text or labels) to the illustration that they feel is needed. Remind them to use time-related and/or cause and effect connectives.
AssessmentAssessment
● Check that children use present-tense verbs and connectives to sequence their explanations.● Ask the children to swap with a partner and annotate each other’s explanation to identify the typical features of an explanation text from the list drawn up in class discussion. Ask them to describe how any extra information, be it text, diagram or illustration, has improved the explanation.
Reference to Reference to 100 Literacy Framework 100 Literacy Framework LessonsLessons
● Non-fi ction Unit 3 Explanation texts pages 133–148
MM-y4-TN's_Pages06-33.indd 15MM-y4-TN's_Pages06-33.indd 15 05/02/2008 10:06:1505/02/2008 10:06:15
