RIC-30038_How_to_make_a_daffodil_Read_and_understand_a_procedure

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How to make a daffodil
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Teacher information
Curriculum links
J
Activity Content description Elaboration
Text • Know some features of text organisation including page and screen layouts, alphabetical • Uses diagrams to support text understanding
order, and different types of diagrams, for example timelines (ACELA1466) O
• Reads a procedure
• Recognises language features of procedural
• Understand that different types of texts have identifiable text structures and language
text
features that help the text serve its purpose (ACB.A1463) O
Comprehension • Understand the use of vocabulary about familiar and new topics and experiment with • Identifies subject-specific vocabulary
and begin to make conscious choices of vocabulary to suit audience and purpose • Comprehends informational text
(ACE1A1470) 0
• Reads step in a procedure
• Read less predictable texts with phrasing and fluency by combining contextual, semantic,
grammatical and phonic knowledge using text processing strategies, for example
monitoring meaning, predicting, re-reading and self-correcting (ACELY1669) 0
• Use comprehension strategies to build literal and inferred meaning and begin to analyse
texts by drawing on growing knowledge of context, language and visual features and print
and multimodal text structures (ACELY1670) O
• Compare opinions about characters, events and settings in and between texts
(ACELT1589) 0
Word knowledge • Orally manipulate more complex sounds in spoken words through knowledge of blending • Adds suffixes
and segmenting sounds, phoneme deletion and substitution in combination with use of • Choose different digraphs to represent the 'I'
letters in reading and writing (ACB.A1474) O
sound
• Identifies command verbs
• Recognise common prefixes and suffixes and how they change a word's meaning
• Syllabifies words
(ACE1A1472) 0
• Understand how to use knowledge of digraphs, long vowels, blends and silent letters to
spell one and two syllable words including some compound words (ACELA1471) O
'-
Additional teacher
information
• Understand that a sound can be represented by various letter combinations
(ACE1A1825) e
Definition of terms
Procedur
Procedures tell how to make or do something. They use clear,
concise language and command verbs. A list of materials required to
complete the procedure is included and the instructions are set out
in easy-to-follow steps.
Text
A book or other written or printed work, regarded in terms of its
content rather than its physical form.
Terminology for students
procedure
instruction
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word
step
syllable
sentence
suffix
base word
Links to other curriculum areas
• The Arts - Visual Arts
- Use and experiment with different materials, techniques,
technologies and processes to make artworks (ACAVAM1011 O
Suggested reading
• From bulb to daffodil (Scholastic News non-fiction readers) by
Ellen Weiss
• Daffodil by Emily Jenkins
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Teaching notes
J
Text
Comprehension
Teacher information
• Information can be relayed in many ways including the use of diagrams.
Introduction
Teacher information
• Students might need a dictionary to complete Question 1.
Introduction
• Teachers should show students a daffodil and explain that this flower is the
national flower of Wales. They should explain that daffodils are traditionally
worn by Welsh people on St David's Day (1 March).
Development
• Read and discuss the procedure with students to gauge their understanding
of what they have listened to or read. Encourage them to use phonic
knowledge and skills, and contextual information while reading. Correct
inaccuracies during reading and question students to ensure they are
making sense of the text. Highlight common exception words so they
become more familiar with them, which will aid fluency. While reading,
observe how students use phonic skills and knowledge to decode words.
Assist those having difficulty.
• During discussion of the procedure, encourage students to employ courteous
listening skills such as turn-taking and listening to the points of view of
others. Students may like to compare the procedure to others they have read
or listened to.
• Discuss the meaning of any new or unfamiliar words and phrases. Some
vocabulary is subject-specific relating to art and craft activities.
• Discuss the layout of the procedure/instructions with students so they can
see how numbered, concise steps make it easier to follow the instructions.
The instructions usually begin with an imperative (command) verb.
Differentiated individual/paired/group work
• Students write a procedure for completing an everyday household chore;
for example, washing up a cup, emptying the bin, dusting and polishing an
ornament.
• Less capable students could work in pairs to write their instructions.
• More capable students need to have at least five steps in their task.
Review
• Students should read their instructions to their group as the students act
them out. How well-written do students think these instructions are?
• Discuss the structure of the instructions. Talk about why
the 'You will need' section is useful, and why these things
need to be collected before making the daffodils. Discuss
why the instructions are written in steps. Why do students
think some of the steps have illustrations? How do these
help?
Development
• Remind students how to use a dictionary efficiently;
i.e. alphabetical order and retrieval by 1st, 2nd and 3rd
letters. Give each student, or pair of students, a dictionary.
Write words from the text onto the board for students to
find.
• If the student's answer to Question 8 on page 104 is
'No', ask them to explain why. Discussion may elicit the
response that a particular piece of information would have
helped make the text easier for that reader to understand.
Discuss in relation to the diagrams. Would the text have
been understood without the diagrams?
• Discuss the comprehension activities on page 104, then
allow students to complete the page independently.
Differentiated individual/paired/group work
• Ask students to illustrate the steps where they were not
provided in the text.
• In pairs, or individually, have students attempt to make the
daffodils by following the instructions.
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Review
• Discuss whether any of the steps were difficult to
illustrate. Why was this?
• When the students were following the instructions to
make the daffodils, were there any that caused confusion?
Which ones? How would they improve the wording of
these confusing instructions?
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Teaching notes
(continued)
Answers
J
Teacher information
Word knowledge
• The activities on page 105 focus on syllables and a range of suffixes.
Introduction
• Re-read the text, but first explain to students that the focus will be on words.
While reading the 'Steps', ask them to underline the first word in each step.
Explain that these are command or imperative verbs giving instructions.
Development
• The 'ii', 'al' and 'le' words in Question 2 should be pronounced clearly so
students can hear the specific phonemes.
• Explain that the /1/ sound at the end of words has several spellings. The 'le'
spelling is the most common; for example, apple, table. The 'el' spelling is
used after 'm', 'n', 'r', 's', 'v', 'w' and sometimes 's'; for example, travel, towel.
Other spellings are 'al' (animal, metal) and 'ii' (pencil, nostril).
• Discuss and list words which end with the suffix '-ing'. Tell students that this
suffix is used to express the action of a verb. Tell them that it is usually added
to the end of base words without any spelling change; e.g. feeding. However,
base words ending in 'e' need to drop the 'e' before adding the suffix; e.g.
having, coming.
• Discuss and list words which end with the suffix '-ly'. Tell students that words
ending in '-ly' usually tell how or how often something is done. Explain that
the suffix is usually added to the end of most base words without any spelling
change; e.g. hourly, sadly. However base words ending in 'y' with a consonant
before it will need a spelling change; e.g. day/daily, happy/happily.
• Discuss the word knowledge activities on page 105, then allow students to
complete the page independently.
Differentiated individual/paired/group work
• In pairs, students should find and list words with an '-ly' suffix.
• More capable students should aim to create a longer list than less capable
students.
Review
1
-ly' suffix 1
-ly' suffix
(Added to end of base word)
carefully
kindly
badly
• Compare students' lists of '-ly' words.
(The 'y' changes to 'i' before
adding '-ly')
happily
merrily
prettily
Comprehension
1. (a) instructions - directions or orders; steps
(b) half - one of two equal parts
(c) petal - coloured segments of a flower
(d) marker - a felt-tip pen with a broad tip
(e) straw - a hollow tube for sucking up liquid
2. the stem
3. Fold the square in half.
4. Roll the petals around the marker over the first sheet
of paper.
5. Display in an empty vase with others.
6. Tissue paper is soft and light (it makes it easy to fold).
7. The water will wet and destroy the paper.
8.-9. Answers will vary.
Wont knowledge
1. (a) tissue, marker, display, flower, paper, scissors,
upright, between, gently
(b) daffodil, similar, national, instructions, rectangle,
carefully
2. (a) daffodil, petal, rectangle
(b) Teacher check
3. (a) making, hanging, holding
(b) e
(c) gently, carefully
(d) e
4. (a) -ing, -er
(b) -ing, -ed, -er
(c) -ing, -ed, -er
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How to make a daffodil - 1
Read the instructions for making a tissue paper daffodil.
Step 3
You will need:
• strong glue • scissors
• yellow tissue paper • green 'bendy' straw
• thick marker or round object of similar width
Steps:
1. Cut tissue paper into square (13 cm x 13 cm).
2. Fold square in half and cut along fold to make two
rectangles.
3. Take one rectangle and roll paper around one end of
marker. (About half of paper should hang over.)
4. Twist paper hanging over end of marker.
5. Take other rectangle, fold in half and then fold in half
again.
6. Holding folded rectangle upright, cut petal shape.
7. Unfold and make a small cut between each petal.
8. Roll petals around marker over first sheet of paper.
Twist ends around marker again.
9. Cut off short end of 'bendy' straw.
10. Drop glue onto inside of straw and gently push in
flower. Allow to dry.
11. Slide marker carefully out.
12. Bend straw down and gently fold out each petal.
13. Display in an empty vase with others.
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Step 4
Step 6
How did you do?
Do you think you could follow the instructions to make
daffodils?
When I read this procedure, I could read:
My learning log
all of it.
most of it.
parts of it.
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How to make a daffodil - 2
Comprehension
1. Match each word to its meaning.
(a) instructions • • coloured segments of a flower
(b) half • • a hollow tube for sucking up liquid
(c) petal • • directions or orders; steps
(d) marker • • one of two equal parts
(e) straw • • a felt-tip pen with a broad tip
2. What part of the daffodil is the 'bendy' straw? ___________
3. What must you do to the tissue paper just before cutting two rectangles?
4. What must you do right after making small cuts between each petal?
5. What is the last step in the procedure?
6. What sort of paper is tissue paper? Is it stiff and hard or soft and light?
7. Why does the vase need to be empty of water?
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8. Are the instructions clear enough that you think you could easily make a
daffodil? L Yes)-------------------
9. What other craft objects have you made using paper?
My learning log
While doing these activities:
I found a __ easy.
I
I found a __ tricky.
I
I found a __ fun.
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How to make a daffodil - 3
Word knowledge
1. (a) Circle the words with two syllables.
(b) Underline the words with three syllables.
daffodil
display
paper
between
tissue
flower
scissors
gently
similar
national
rectangle
carefully
marker
instructions
upright
2. (a) Find and write words in the text with the following endings.
-ii-------- -al ________ -le ________
(b) Write a sentence using two of these words.
3. (a) Find and write three words in the text with the suffix '-ing'.
(b) One of these words dropped a letter before adding '-ing'.
Which letter? ___
(c)
(d)
Find and write two words in the text with the suffix '-ly'.
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One of these words dropped a letter before
adding '-ly'. Which letter? ___
4. Tick the suffixes that can be added to the following base words.
(a) read O-ing O-ed O-er
(b)
twist
O-ing
0-ed
0-er
(c)
fold
O-ing
0-ed
0-er
My learning log
Write Yes or No.
I can count syllables in different words. ________
I can recognise words ending in '-ii', '-al' and '-le'. ________
I can add suffixes to base words. ________
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