National Parks in NSWNational Parks in NSW

HISE and English –a Stage 2 integrated unit to show examples of how to HISE and English –a Stage 2 integrated unit to show examples of how to plan for the specific learning needs of student with language based plan for the specific learning needs of student with language based learning difficulties.learning difficulties.

Language focus areas students Language focus areas students commonly have difficulty withcommonly have difficulty with

► Receptive languageReceptive language Understanding new concepts or wordsUnderstanding new concepts or words Following lengthy or complicated instructionsFollowing lengthy or complicated instructions Reading comprehensionReading comprehension Listening skills- appears easily distracted/inattentiveListening skills- appears easily distracted/inattentive Answering abstract or non contextual questionsAnswering abstract or non contextual questions

► Expressive languageExpressive language Describing actions, characteristics, objects wellDescribing actions, characteristics, objects well Sequencing and retelling events or stories or information in Sequencing and retelling events or stories or information in

order or coherentlyorder or coherently Writing Writing

► PragmaticsPragmatics Staying on topicStaying on topic Responding appropriately to others commentsResponding appropriately to others comments Working in groupsWorking in groups Taking anotherTaking another’’s perspectives perspective

Strand: Why do we have Strand: Why do we have National Parks in Australia?National Parks in Australia?

HSIE Content Overview- Subject matter HSIE Content Overview- Subject matter (for this strand of the unit) (for this strand of the unit)

Students in Stage 2 will learn aboutStudents in Stage 2 will learn about► The location of major National parks in NSW The location of major National parks in NSW

and Australiaand Australia► Environmental changesEnvironmental changes► Management and care of features, sites, Management and care of features, sites,

places and environments places and environments ► Changes to people and places in NSW as a Changes to people and places in NSW as a

result of colonisationresult of colonisation

HSIE OutcomesHSIE Outcomes

ENS2.6 ENS2.6 ► Describes peoples interactions with Describes peoples interactions with

environments and identifies ways of environments and identifies ways of interacting with environmentsinteracting with environments

ENS2.5ENS2.5► Describes places in the local area and other Describes places in the local area and other

parts of Australia and explains their parts of Australia and explains their significancesignificance

CCS2.1 Describes events and actions related to CCS2.1 Describes events and actions related to British colonisation of Australia and assesses British colonisation of Australia and assesses changes and consequenceschanges and consequences

Indicators for HSIEIndicators for HSIE

The students will: The students will: ► recognise and explain the significance of National Parksrecognise and explain the significance of National Parks► recognise and explain the impact people can have on recognise and explain the impact people can have on

environmentsenvironments► discuss reasons why we have national parksdiscuss reasons why we have national parks► identify the purpose of national parks is to conserve native identify the purpose of national parks is to conserve native

plants and animals plants and animals ► identify some of the impacts on native animals since identify some of the impacts on native animals since

colonisationcolonisation► identify National Parks as places in which people manage identify National Parks as places in which people manage

threatened species to ensure their survivalthreatened species to ensure their survival► demonstrate an understanding of the need to protect demonstrate an understanding of the need to protect

threatened speciesthreatened species►

Content overview for EnglishContent overview for English

English K-6 Outcomes students will English K-6 Outcomes students will be working towardsbe working towards

TS2.1 TS2.1 ► Communicates in informal and formal classroom activities in school Communicates in informal and formal classroom activities in school

and social situations for an increasing range of and social situations for an increasing range of purposes purposes on a on a variety of topics across the curriculumvariety of topics across the curriculum

TS2.2 TS2.2 ► Interacts effectively in groups and pairs, adopting a range of roles, Interacts effectively in groups and pairs, adopting a range of roles,

using a variety of media and uses various using a variety of media and uses various listening listening strategies for different situationsstrategies for different situations

RS2.5RS2.5 ► Reads independently a wide range of texts on increasingly Reads independently a wide range of texts on increasingly

challenging topics and justifies own interpretation of Ichallenging topics and justifies own interpretation of I deas, deas, information information and events. and events.

RS2.6 RS2.6 ► Uses efficiently an integrated range of skills and strategies when Uses efficiently an integrated range of skills and strategies when

reading and interpreting written texts. reading and interpreting written texts. WS2.9 WS2.9 ► Drafts, revises, proofreads and publishes well structured texts that Drafts, revises, proofreads and publishes well structured texts that

are more demanding in terms of topic, audience, are more demanding in terms of topic, audience, and written language and written language features. features.

Indicators for English:Indicators for English:

► Factual description, information reportFactual description, information report► Talking and listeningTalking and listening►

►

► Reading Reading ► (Visual literacy- low order book (Visual literacy- low order book

orientation) orientation) ►

►

► Writing Writing (Reports, descriptions) (Reports, descriptions)

Key focus questions covered Key focus questions covered in this strand are:in this strand are:

►What is a National Park?What is a National Park?►Why do we have National Parks?Why do we have National Parks?►What are the threats to native plants What are the threats to native plants

and animals?and animals?►Why is biodiversity important?Why is biodiversity important?

Lesson focus Lesson focus Building field knowledgeBuilding field knowledge► Lesson 1 – Poster talk and structured Lesson 1 – Poster talk and structured

brainstormbrainstorm

► Lesson 2 and 3: Mind Map for BiodiversityLesson 2 and 3: Mind Map for Biodiversity

The teacher will lead students through the The teacher will lead students through the development of a joint pictorial mind map in development of a joint pictorial mind map in response to information delivered by a video response to information delivered by a video on National Parks to develop a concept of on National Parks to develop a concept of Biodiversity Biodiversity and that National Parks conserve and that National Parks conserve biodiversitybiodiversity

Language focusLanguage focus

►VocabularyVocabularyBiodiversity, Survival, Web of life, Unique, Biodiversity, Survival, Web of life, Unique,

Protect, Conserve, Habitat destructionProtect, Conserve, Habitat destruction►Teacher Talk-expressive and Teacher Talk-expressive and

receptivereceptiveExample language structures teacher will Example language structures teacher will

model ‘We need National parks to protect model ‘We need National parks to protect our environment.’ “We need National our environment.’ “We need National parks to maintain our biodiversity” parks to maintain our biodiversity” “Australia has a unique biodiversity”“Australia has a unique biodiversity”

Developing a mind map using Developing a mind map using visualising- e.g. Biodiversityvisualising- e.g. Biodiversity

Montague Island- a web of lifeWeb of life- draw some of the animals you saw that live on and around Montague Island

Tell us something about how special Australia is.

SurvivalWhat do we need to survive?

EnvironmentsDraw 4 unique environments found in Australia

Protect our natural environmentWhat are 3 activities people do that threaten our web of life?

Habitat destructionWhat would be the effect on our native animals?

Our unique Country

Lesson 4 Lesson 4 A changing A changing landscapelandscape

► The students will be led to understand that the The students will be led to understand that the Australian environment has changed over the last Australian environment has changed over the last 200 years since Europeans arrived. Many native 200 years since Europeans arrived. Many native plants and animals are under threat from this plants and animals are under threat from this changing environment. These changes are from changing environment. These changes are from introduced species such as cane toads, rabbits, introduced species such as cane toads, rabbits, prickly pear. prickly pear.

Activity/StrategyActivity/Strategy► Low order text orientationLow order text orientation► Visual literacy- clues from the pictures about Visual literacy- clues from the pictures about

extintction and introduced speciesextintction and introduced species► Draw conclusions- answer inferential questions (oral)Draw conclusions- answer inferential questions (oral)

Text-Introduction and extinction Text-Introduction and extinction from Rigby Education- from Rigby Education- part of the Our Voices series. Pages 2 and 3part of the Our Voices series. Pages 2 and 3 A A Changing Landscape.Changing Landscape.

Teacher will:Teacher will:

► Lead students through the text to understand Lead students through the text to understand the changes that have happened to the the changes that have happened to the Australian environment in the last 200 years Australian environment in the last 200 years and the fact this has been devastating on and the fact this has been devastating on native animals in some instances* native animals in some instances*

► Assist the students to identify the author’s Assist the students to identify the author’s intent- - and to draw a conclusion that we intent- - and to draw a conclusion that we need to do something about it – such as have need to do something about it – such as have National Parks to preserve the environment.National Parks to preserve the environment.

► Involve the students in sorting native and Involve the students in sorting native and introduced speciesintroduced species

Students will: Students will:

EnglishEnglish► discuss word meanings and match discuss word meanings and match

meanings and pictures meanings and pictures ► respond in sentences to voice opinions and respond in sentences to voice opinions and

ideas about native and introduced species in ideas about native and introduced species in AustraliaAustralia

HSIEHSIEStudents will:Students will:► identify at least three reasons animals were identify at least three reasons animals were

introduced into Australia and the possible introduced into Australia and the possible effect this had on the environmenteffect this had on the environment

Lesson 4 part 2-sorting, Lesson 4 part 2-sorting, grouping describing, classifyinggrouping describing, classifying

►The students will work in pairs to sort The students will work in pairs to sort and categorise animals into native and and categorise animals into native and introduced species to build field introduced species to build field knowledgeknowledge

►Guided and independent pair and Guided and independent pair and small group worksmall group work

Lesson focus –practicing Lesson focus –practicing vocabularyvocabulary

Lesson 5: Student will practice using the Lesson 5: Student will practice using the vocab. words heard in previous lesson. vocab. words heard in previous lesson.

VocabularyVocabulary

Landscape, environment, native, Landscape, environment, native, introduced,impact devastating, extinct, introduced,impact devastating, extinct, thousands, biodiversity, protected, thousands, biodiversity, protected, conservation conservation unique,endangered,feral,marsupial,unique,endangered,feral,marsupial,

Carnivore, predator, species, habitat, Carnivore, predator, species, habitat, pest,preciouspest,precious

Syllables- use the syllables to Syllables- use the syllables to build topic words from the text. build topic words from the text. landland scapescape

enen vivi ronron mentment

thouthou sandssands

nana tivetive

inin trotro ducedduced

imim pactpact

anan imim alsals

dede vava statstat inging

exex tincttinct

dede coco rara tiontion

Use the domino cards practice using the context to find the Use the domino cards practice using the context to find the correct word. correct word.

landscapelandscape The rate of change to the Australian environment The rate of change to the Australian environment has been _________since the first European has been _________since the first European settlers. settlers.

extinctextinct The Australian The Australian ________________________________ has been has been changing for thousands of years.changing for thousands of years.

environmentenvironment When an animal becomes When an animal becomes __________________ it is gone it is gone forever.forever.

introducedintroduced The The __________________________ is the area in which an animal, is the area in which an animal, human or plant lives.human or plant lives.

nativenative Many of the trees and animals you see around Many of the trees and animals you see around you today have been you today have been __________________from other parts from other parts of the world.of the world.

devastatingdevastating Animals that come from a certain country are Animals that come from a certain country are __________________ to that country. to that country.

decorationdecoration Introduced animals and plants have had a Introduced animals and plants have had a ____________________________ impact on Australia impact on Australia’’s native s native plants and animals.plants and animals.

impactimpact Some animals were brought to Australia for Some animals were brought to Australia for ______________________ and some native animals were and some native animals were killed for killed for sport.sport.

rapidrapid To have an To have an ____________________ means to have a strong means to have a strong effect on something- like a strong punch.effect on something- like a strong punch.

Match the definition- Match the definition- Vocabulary BeeVocabulary Beeextinctextinct A species which has died out and no A species which has died out and no

longer existslonger exists

nativenative Plants and animals that are the original Plants and animals that are the original inhabitants of an areainhabitants of an area

National parksNational parks An area of land set aside for the An area of land set aside for the protection and conservation of natural protection and conservation of natural environments and native species and environments and native species and plantsplants

biodiversitybiodiversity The wide variety of all living things on The wide variety of all living things on EarthEarth

protectedprotected To keep from harmTo keep from harm

conservationconservation To preserve the natural environment on To preserve the natural environment on EarthEarth

uniqueunique Having no other quite like it- to be unusualHaving no other quite like it- to be unusual

endangeredendangered At risk of becoming extinctAt risk of becoming extinct

feralferal When something goes wild When something goes wild

marsupialmarsupial A mammal whose babies live and feed in a A mammal whose babies live and feed in a pouch on the mother. pouch on the mother.

carnivorecarnivore A meat eating animalA meat eating animal

Developing topic vocabularyDeveloping topic vocabularyTeaching vocabulary & concepts- Preparation for learning:Teaching vocabulary & concepts- Preparation for learning:► Vocabulary picture match (floor storm) using books and pictures Vocabulary picture match (floor storm) using books and pictures

to match with words- students need to justify choicesto match with words- students need to justify choices

Long sticky tongue

predatorbulging eyes

camouflage

habitat

webbed Suction pads

croak

croak

lungepreycling leaplimbs

Under belly

Developing vocabulary around technical language for a topic

Aquatic

Participant activity-Draw the Participant activity-Draw the definitiondefinition

►Extinct means: Looks like: Extinct means: Looks like: ►Australian native animal means:Looks Australian native animal means:Looks

like:like:►Biodiversity means: Looks like: Biodiversity means: Looks like: ►A natural environment means: Looks A natural environment means: Looks

likelike► Introduced species means: Looks likeIntroduced species means: Looks like►Habitat destruction means: Looks likeHabitat destruction means: Looks like

Session 7: Cued listening for Session 7: Cued listening for the Spotted -Tailed Quollthe Spotted -Tailed Quoll

►This strategy is an effective way of This strategy is an effective way of preparing students for writing as well preparing students for writing as well as providing opportunities to as providing opportunities to practicing listening for detail. The practicing listening for detail. The students listen for specific information students listen for specific information about the Spotted Tailed Quoll about the Spotted Tailed Quoll organised under headings. organised under headings.

►Small group of 8Small group of 8

Where does it live? (Habitat)

Cue cardsCue cardsWhat kind of animal is it? (Classification) Dasyurus maculatus

What does it look like? (Appearance)

Use images to support understandingUse images to support understanding Threats to quollsThreats to quolls

Spotted tailed Quoll posterSpotted tailed Quoll poster

Improving sentence Improving sentence structuresstructures► While the use of simple sentences and phrases is While the use of simple sentences and phrases is

appropriate within some contexts, students can appropriate within some contexts, students can be provided with a scaffold (plan) for practicing be provided with a scaffold (plan) for practicing full sentences. Students may need the full sentences. Students may need the framework of a strategy such as ‘book talk’. framework of a strategy such as ‘book talk’.

► Within this framework, students are required to Within this framework, students are required to practice ‘talking like a book’ where they use more practice ‘talking like a book’ where they use more formal language. formal language.

► For example, when responding to a teacher’s For example, when responding to a teacher’s question “Why does the coastal taipan live near question “Why does the coastal taipan live near the water?” the students answer “ it eats frogs” the water?” the students answer “ it eats frogs” could be modified with a prompt to use book talk. could be modified with a prompt to use book talk. The teacher may need to provide more scaffolds. The teacher may need to provide more scaffolds.

► The student then practices “The coastal taipan The student then practices “The coastal taipan lives near water so that it can eat frogs, a major lives near water so that it can eat frogs, a major source of food.” source of food.”

Establishing Establishing ‘‘book talkbook talk’’

► To establish a ‘book talk’ framework the To establish a ‘book talk’ framework the class teacher demonstrates examples of class teacher demonstrates examples of informal and formal language.informal and formal language.

► explicitly identifies which type of language explicitly identifies which type of language is being used at a particular point in time. is being used at a particular point in time.

► leads the students to identify the different leads the students to identify the different types of language used.types of language used.

► assists students to group the characteristics assists students to group the characteristics of formal and informal language.of formal and informal language.

Establishing Establishing ‘‘book talkbook talk’’

Informal –Informal –► conversation like conversation like short short

sentences and phrasessentences and phrases► use of non-specific words use of non-specific words

like thing, stuff, that one, like thing, stuff, that one, over thereover there

► using general words and using general words and colloquial terms eg. big, colloquial terms eg. big, sad, coolsad, cool

► use of gesturesuse of gestures► use of fillers like use of fillers like ‘‘umum’’

Formal Formal – – ► talking like a booktalking like a book► use of technical language use of technical language

and termsand terms► use of specific vocabularyuse of specific vocabulary► use of longer sentences use of longer sentences

and specific text with and specific text with appropriate connectorsappropriate connectors

► use of an appropriate text use of an appropriate text structure for the purpose structure for the purpose eg. A eg. A retelling structureretelling structure includes an orientation, includes an orientation, sequence of events and sequence of events and comment.comment.

Describe me- Describe me-

Use scaffolds such as:

ColourSizeSpecial Parts Where Found

Vocabulary learning needs to be seen as Vocabulary learning needs to be seen as contextual ‑like building a picture over contextual ‑like building a picture over

timetimeThere can often be a number of levels when learning a new word There can often be a number of levels when learning a new word

or concept.or concept.► a) labeling – naming an item or concepta) labeling – naming an item or concept► b) appearance – what does it look like, feel like?b) appearance – what does it look like, feel like?► c) categorising or classifying – grouping a word or concept into c) categorising or classifying – grouping a word or concept into

a class i.e horse is a farm animala class i.e horse is a farm animal► d) function – what is it for , what does it do?d) function – what is it for , what does it do?► e) associations – what goes with it i.e horse = saddle, bridle, e) associations – what goes with it i.e horse = saddle, bridle,

racingracing► f) similarities and differences – what is the same about a horse f) similarities and differences – what is the same about a horse

and a sheep, what is different?and a sheep, what is different?► g) figurative connotations – ‘ he eats like a horse’g) figurative connotations – ‘ he eats like a horse’

The understanding and use of new vocabulary does not happen The understanding and use of new vocabulary does not happen quickly. Multiple exposure to new words and concepts needs to quickly. Multiple exposure to new words and concepts needs to occur in a variety of contexts before generalisation will occuroccur in a variety of contexts before generalisation will occur..

labeling – naming an item or concept

Angry

appearance – what does it look like, feel like?

Someone frowning, shouting, body tense, hands clenched, mouth thin

categorising or classifying – grouping a word or concept into a class

A feeling you get when you are really upset, when things aren’t going right

function – what is it for , what does it do?

It’s a way of telling people you feel upset, annoyed. It can make people afraid of you, it feels scary

associations – Goes with bad tempered, when things go wrong, it can make you naughty, people don’t usually like it when you are angry

similarities and differences It’s the opposite to feeling happy- its still something you feel but its when you feel really bad not good.

figurative connotations – Angry sky, angry sea’ Lester- “they made him see red” “seething with rage”

ANGRY!!

Visual are soooo important e.g Visual are soooo important e.g ANGRY!!ANGRY!!

Engage students in dealing Engage students in dealing with word meanings every daywith word meanings every day

► Word associations- which word goes with …Word associations- which word goes with …► Have you ever.. Describe a time when you Have you ever.. Describe a time when you

might might urgeurge someone someone► Word a day/word a week/ Bring me a word….Word a day/word a week/ Bring me a word….► Applause, applause-how much would you like to Applause, applause-how much would you like to

be described as.. Impish, vain,…be described as.. Impish, vain,…► Suggesting ways to apply words- exhaustedSuggesting ways to apply words- exhausted► Idea completions, Idea completions, ‘‘the audience asked the the audience asked the

virtuosovirtuoso to play another piece of music to play another piece of music because….because…. When might you, how might you, why might When might you, how might you, why might

you…you… Appendix A: Bringing words to LifeAppendix A: Bringing words to Life