4 — Patterns in illustrations
Sequence focus points
- Literature: focus texts – For All Creatures by Glenda Millard and Rebecca Cool and Animal Colours by Beth Fielding; class library suggestions – imaginative and informative texts with the theme of insects and all types of animals.
- Patterns: patterns in text types – informative texts are written to give information and imaginative texts are written to entertain; patterns in sentence punctuation; patterns in words and onset and rime.
- Reading: modelled reading – predicting; recalling facts from the informative text; classifying informative and imaginative texts using visual cues.
- Writing: modelled writing – sentence writing using onset and rime as a spelling strategy; joint construction and independent writing using sentence punctuation.
Introduction and modelled reading
Revisit For All Creatures; then conduct a modelled reading of Animal Colours using the front cover, name of book and illustrations to predict the content of the book and whether it will be imaginative or informative, referring to the work done in Sequence 2 and confirming or rejecting predictions as the reading progresses. Make explicit the fact that readers attend to full stops by pausing when they read. As you read, students can make a stop signal with their hands as you pause at the full stops. ACELA1430, ACELY1648, ACELY1650, ACELA1786
Responding to literature
Allow time for the students to respond to the book on a personal level. Highlight any connections made to books previously read in this unit of work. Ask the students to recall interesting animals or facts from the book and add any information about the animals from their own knowledge. ACELT1575, ACELT1783, ACELT1578, ACELY1646
Activity 1: Modelled and jointly constructed writing
Compare Animal Colours with For All Creatures. Write some sentences comparing the illustrations and intent of each book, firstly modelled by you then constructed jointly with the students. Display these next to or under the associated book. For example, ‘This book has photographs’, ‘The pictures in For All Creatures are drawn’ and ‘This book tells us information about some animals’. ACELA1435, ACELY1648, ACELY1651, ACELA1786
Focus on the pattern of capital letters at the start of sentences and full stops at the end. Re-read the sentences provided by the students and discuss this pattern. Ask the students to highlight or underline the capital letter in each sentence written by you or the class. Explain that this is a pattern in sentences. Each sentence starts with a capital letter. Reinforce this concept by referring to the books. ACELA1432, ACELA1440
Activity 2: Scaffolded writing
On an interactive whiteboard or large sheets of paper, display some sentences without capital letters. As a whole class or in small groups ask the students to add capital letters to the beginning of sentences, reinforcing placement of capitals and correct letter formation. They may refer to the capital and lower case letter cards for support, if necessary. ACELA1432, ACELA1440, ACELY1653
Activity 3: Independent writing
Provide the students with some sentences without capital letters. Ask them to write capital letters at the beginning of each sentence, referring to the work done during scaffolded writing as support. This activity can be completed in small mixed ability groups so that students requiring additional support can be assisted. ACELA1432, ACELA1440, ACELY1653
During modelled and guided reading sessions, observe the students’ interaction with the text and the strategies they use to attempt unfamiliar words, and record these using a class list. Take note of the following:
- use of onset and rime/initial sounds
- use of accompanying pictures
- use of what has come before in the text or sentence
- re-reading to ascertain meaning
- attention to full stops in sentences.