Ships of Discovery
Story Words
archipelago, bountiful, buoyant, caravels, catamaran, clipper ships, commerce, eliminated, habitable, indigenous, ingenuity, knarrs, scurvy, speculated, streamlined, tiers, triremes
Ships of Discovery is an informational book about the types of boats that explorers built and used when discovering new lands. Ships and conquests of Polynesian, Viking, European, and Chinese explorers are highlighted. The author also describes the people who set out to sea as well as their motivations for going. Illustrations and maps support the text.
archipelago, bountiful, buoyant, caravels, catamaran, clipper ships, commerce, eliminated, habitable, indigenous, ingenuity, knarrs, scurvy, speculated, streamlined, tiers, triremes
Ships of Discovery is an informational book about the types of boats that explorers built and used when discovering new lands. Ships and conquests of Polynesian, Viking, European, and Chinese explorers are highlighted. The author also describes the people who set out to sea as well as their motivations for going. Illustrations and maps support the text.
raz_lt34_shipsofdiscovery_clr.pdf | |
File Size: | 2712 kb |
File Type: |
Summarising
- Introduce the Reading Strategy: Summarise
- Explain to students that one way to understand what they are reading is to stop often during reading to summarize in their mind what they are reading about in the book.
Model how to summarise. - Think-aloud: As I read this book, I am going to pause often to remind myself about the ships I have read about so far. This helps me remember what I’m reading and makes me think about new information. When I finish reading the book, I should be able to tell, in my own words, some of the information about ships that I have read about.
As students read, encourage them to use other reading strategies in addition to the targeted strategy presented in this section.
- Explain to students that one way to understand what they are reading is to stop often during reading to summarize in their mind what they are reading about in the book.
Extend the Reading
Expository Writing Connection
Provide print and Internet sources for students to research one of the following ships: Greek triremes, Viking longships, or Spanish galleons. Have them write an informational report on their chosen ship, including at least three paragraphs and two illustrations. Display their work on a bulletin board titled Ships of Discovery or bind the pages into a class book.
Provide print and Internet sources for students to research one of the following ships: Greek triremes, Viking longships, or Spanish galleons. Have them write an informational report on their chosen ship, including at least three paragraphs and two illustrations. Display their work on a bulletin board titled Ships of Discovery or bind the pages into a class book.
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Language Features
Texts used to describe/inform usually include these language features:
• Nouns and pronouns that refer to generalised participants, e.g. lions, computers, they, it.
• Timeless present tense, e.g. are, have, exists, grows.
• Action verbs (behaviours), e.g. runs, hunts, erupts.
• Adjectives that are factual and precise, e.g. 5.6 megabytes, sandy coloured.
• Technical vocabulary, e.g. marsupials, monotremes, information processing system.
• Formal objective style, i.e. first-person pronouns and the writer’s opinions are not generally appropriate.
• Signal words for classifying, defining, comparing and contrasting, e.g. are called, belong to, are similar to, are more powerful
Texts used to describe/inform usually include these language features:
• Nouns and pronouns that refer to generalised participants, e.g. lions, computers, they, it.
• Timeless present tense, e.g. are, have, exists, grows.
• Action verbs (behaviours), e.g. runs, hunts, erupts.
• Adjectives that are factual and precise, e.g. 5.6 megabytes, sandy coloured.
• Technical vocabulary, e.g. marsupials, monotremes, information processing system.
• Formal objective style, i.e. first-person pronouns and the writer’s opinions are not generally appropriate.
• Signal words for classifying, defining, comparing and contrasting, e.g. are called, belong to, are similar to, are more powerful