T02w08 flipchart-reading

Author Study: Margaret Wild
Learning intention:
To make predictions about a text
using evidence.
Success criteria:
1. I must make a prediction about a text by
using the information on the front cover.
2. I should be able to justify my prediction
with reasons.
3. I might be able to revise my prediction after
learning more information about the text.

Turn-and-talk!
What information do we use when
making a prediction before
reading?
LI: To make predictions about a text using
evidence.

The text that we are going to look
at this week is called…
Tanglewood
Turn-and-talk!
What do you think the text will
be about based on the title
alone?
evidence.

Now let’s look at the front cover.
There is some new evidence that we
can now use:
• The pictures on the cover;
• Our background knowledge of the
author.
Turn-and-talk!
Now what do you think the story might be about?
If you have read the story before, how might you explain what
the story will be about to somebody without ‘spoiling’ it for
them?
evidence.

Your task today!
In your Reading Journals, write your
prediction! Make sure you explain the
evidence that you are using to justify
your prediction. After that, begin
independent reading.
Alternative task:
Have you read the story before? Draw a new front
cover for Tanglewood. A front cover should entice and
draw the reader in. Begin independent reading once
complete.
evidence.

Let’s reflect!
Share the prediction that you made and the
evidence you used to make the prediction or
the front cover that you made into today’s
lesson.
evidence.

Learning intention:
To use clues about a character to know what they
are like and what they might do next.
Success criteria:
1. I must identify the main
ideas and characters in a
text.
2. I should be able to
recognise text and picture
clues.
3. I might use text and picture
clues to learn more
information about a
character.

LI: To use clues about a character to know
what they are like and what they might do
next.
Let’s read the story of Tanglewood now,
paying close attention to the characters in
the story. We will look at the characters in
closer detail after reading!

Now that we have read the story…
Turn-and-talk!
Who were the characters in the story? What were
your first impressions of them?
next.

The main characters in the story were:
Tanglewood Seagull
next.

Let’s make some inferences about the characters’
actions:
“Tanglewood wanted to say, ‘Please don’t go.’ Instead, it wished the bird a safe journey.”
“And one of them – Seagull – flew right into the heart of Tanglewood.
‘We bring you family,’ she said.”
T&T: Why did Tanglewood stop itself from saying what it
wanted to say?
T&T: Why did Seagull return with her
flock?
next.

Your task today!
Read your Just Right Book. Notice the actions of the
characters and question the characters’ motivations for
acting in the ways that they do. You may wish to write
down your wonderings on a sticky note.
next.

Let’s reflect!
Turn-and-talk: What did you notice about the
characters’ actions in your text? What
inferences can you make about their motives?
next.

Learning intention:
To explore how visual features add meaning to a
text.
Success criteria:
1. I must be able to identify different visual
features of a text.
2. I might be able to explain how different
visual features work together to create
meaning.
3. I should be able to explain how the visual
features support the written meaning of a
text.

LI: To explore how visual features add meaning to a
text.
We are going to look at the visual
features of this text – like we did
last week with
The Dream of the Thylacine.
Turn-and-talk!
Flick through Tanglewood. Which illustration is your
favourite? What information does it provide about the story
and/or characters?

We are going to look at just one visual feature today,
called:
text.
framing
‘Framing’ can mean a lot of
things, but in this case we mean
to close a part of a picture off
(in this case, images!).
Turn-and-talk!
Above is an example of three images of Seagull that have
been framed. Why did the illustrator choose to show Seagull
like this?

text.
framing
There are many reasons why
an illustrator might use
framing:
• To show memories;
• To show the passing of
time;
• To draw attention to
something. Many frames showing how time
passes

Your task today!
Read independently, paying
close attention to the visual
features of the text that you
are reading. Write down
anything interesting that you
have noticed about the visual
features onto a sticky note to
share later.
text.

Let’s reflect!
Bring your sticky note to the floor. What
have you noticed about the visual features
in your book? Why do you think the
illustrator has made those choices? Share
your wonderings with a partner.
text.

Learning intention:
To make text-to-text connections to improve our
understanding of a text.
Success criteria:
1. I must be able to identify
important information, ideas and
events in two texts.
2. I should be able to compare
important information, ideas and
events between two texts.
3. I might be able to explain the
similarities and differences
between two texts.

LI: To make text-to-text connections to improve our
Stop and listen!
Let’s read a story by another author,
The Red Tree by Shaun Tan. We will
compare the themes through the words
and pictures in The Red Tree with
Tanglewood. How are they similar, and
how are they different?

Let’s begin
making a Venn
diagram together
as a class to
discuss the
similarities and
differences
between these two
texts.

Your task today!
Using the Venn diagram sheet
provided, think of your own
similarities and differences
between Tanglewood and The Red
Tree.
Begin independent reading once
you have enough ideas on your
Venn diagram.

Let’s reflect!
Draw a coloured circle on your Venn
diagram page to show how well you
can make text-to-text connections
between Tanglewood and The Red Tree.
Be honest!

T02w08 flipchart-reading

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