To read and answer questions on a text (Part 1)

Key Stage 2

English

Hidden Depths: Exploring the Deep by Chloe Rodes

﻿Hi, everyone, Miss van Vliet here. And I'm excited because it's lesson two of our little reading unit. Our five reading lessons on Exploring the Deep. Today we're going to get stuck in to this book a little bit more. So, when you are ready, let's get learning. So our learning objective today is to read a text and to answer questions. So, our agenda is that we're going to recap the features that we looked at in the previous lesson. We're going to look at some key vocabulary that's going to come up in this lesson. Then we're going to read the text, and we're going to ask some questions, and then there's a final question for you at the end. In this lesson, you'll need exercise book or paper, pen or a pencil and of course, your reading brain. So, pause the video if you need to go and get any of these things and do that now please. Great, so you should have everything in front of you ready to go. Remember, it's always a good thing to be, it's a good thing to be in a quiet calm space. So if you need to, go and make sure that you are in a calm space. Right, let's get going with our lesson. So, what text type are we reading? Remember we are reading our really cool Exploring the Deep. So what text type is it? Oh, remember it's a type of text that has an index page, it has a contents page and it has a glossary. So what does that make it? Is it a fiction or non-fiction text? Can you remember what the difference is between fiction and non-fiction? Yeah, that's it. Fiction is made up and uses lots of imagination. So it's a story, made up. Imagination, characters. Non-fiction has facts and you can't make it up. So it's lots and lots of facts. So which one do you think it is? And, can you give me a reason why? So, this is a, text because, well, can you point to one on the screen. What do you think it is fiction or non-fiction? Point to in three, two, one. Yes, of course, we're reading a non-fiction text. And the reason is that it has a glossary page, an index page. And it has lots and lots of facts and true information. Oh, speaking of those pages, glossary, index and contents page. Do you remember what which one is which? So, have a look and pause the video and try and match. Okay, so I'm going to ask you to pause the video and to read the definitions yourself. So pause the video. Do that now please. Okay, fantastic. So, did you remember from the previous lesson? Could you remember which one is which? It's quite tricky 'cause they're very similar in many ways, aren't they? Let's have a look. So glossary, of course a glossary is a page that defines key words from the text, and it is found in the back of the book. A bit like that definition for that type of text. So that subject specific vocabulary that you might not know, it's not very common, would be in the glossary that would help you understand the rest of the text. Contents pages is this page in the front of the book that tells you where specific information can be found. So the contents page is at the front, and it tells you where the information is. And then you've got the index page, and the index page is a page in the back of the book. And it lists the key words and where it can be found in the book. Well done if you remembered all of those, real tricky. So we're going to read pages six and seven together today. And this is what it looks like. And just before we get actually reading, so let me find it here. Six and seven. So just before we actually start reading, let's have a look at some key vocabulary. So, something that comes up is coral reef. Do you know what coral reef is? You might have heard of it, you might not be entirely sure. Here's a picture of some beautiful coral reef. And coral reef are hundreds of thousands of invertebrate animals with hard external skeletons that don't move. So it's alive, and the coral reef is alive and they're like tiny animals all together, but they don't move. And they make, it's absolutely beautiful. Today again, that's a picture of coral reef, and algae. Here's a picture of algae, not as nice to look at. An algae, is just a, it's like plant-like living things. And you might see it, when you have water thst doesn't move. So still water and then when it gets really hot, sometimes you get algae on top. And that's what that green is there. It's that algae that sat on the still water when it doesn't move. There's lots of algae in the water when we go in the sea or in lakes. And they're really really tiny plant-like living things. So those are two words that come up that you might just need to know before we read our text today. Before we start reading, let's just do a quick recap of how we answer questions. So remember, there are a couple of steps that we need to do. Step number one is, we underlying key information in the question. Now, I know that's a little bit difficult for you, when you have, when you're doing it from the screen, but just remember that process. I suggest that you maybe point to it on with your finger. Then we skim and scan the text for keywords. So you've underlined the keywords in your question, and then you go and look for those keywords in the text. Once you've found the key word, you then read around it to check the context and to see if you can answer the question. So, underline key words in the question. Skim and scan for those keywords in the text. Then when you get to it, you read around it. Okay, so the top of the page six. So let's read The sunlit zone. So what I'd like you to do, is to read along with me. So the sunlit zone, you can use your finger and track along. About 90% of all life in the ocean lives in the shallow, sunlit waters from the surface to roughly 200 metres down. Coral reefs form in waters where the temperatures is not too cold. They become home to huge numbers of fish and sea creatures. We can explore this zone using scuba diving equipment. See page eight. If you would like to, just pause the video now and you can read that again. Okay, so why does the author use numbers and percentages? They're not used for the same thing in this question. Last time I asked, in the previous lesson I asked you about numbers and percentages. But it was to try and share the same thing. This time it's different. But why do you think the author has used numbers and percentages? Remember, this is a non-fiction text. So what are we trying to convey? What is the author, teaching us really? So I'd like you to pause the video and to answer that question now. Great. So, let's have a look. Why are we, is the author using lots of numbers and percentages? Here is my answer. It provides precise facts and exact details, which is a feature of a non-fiction text. So remember, we need precise facts, exact details. And that's part of a feature of a non-fiction text. Let's read the next section. So if you'd like to, you can pause the video and have a read through it yourself first. Or you can read along with me straightaway. So our heading is Parrot fish. And sorry, I had to snapshot them and I had to break up otherwise it wouldn't fit on the screen. So that's why it's in chunks but do you see at the bottom there, in the left hand corner, I've circled what I've zoomed in on? So parrot fish. Habitat. The shallow coral reefs in warm climates. Size, 30 to 120 centimetres long. Diet, algae from inside the coral. Parrot fish, peck at the coral with their beak-like mouths and chew it up to reach the algae living inside. Special skills, at night some parrot fish cover themselves in a clear coating of mucus, which masks their scent and stops predators from sniffing them out. Mucus is the scientific word for what you might call snort. Not very nice but you're snort and so saying cover in snort, which masks their scent. What does mask their scent mean? And it's, if you're not sure right, then it says it stops predators from sniffing them out. So masks their scent. What do you think it does? Does it make it stronger the scent or less strong? Mask their scent means it stops their scent. So that the predators can't smell them. Okay, question for you now. So what does peck suggest about how the parrot fish eats the coral? So there you go. You've got that little bit, from the text that says, "Parrot fish pick up the coral "with their beak-like mouths "and chew it up to reach the algae living inside." So what does peck suggest it does? So I'd like you to pause and to answer that in your book or on your piece of paper. So how would you answer that, if you were doing it in a paper? Right, let's have a look. So my answer was, it suggests that the parrot fish eat something with a beak in small mouthfuls. A bit like how he would give a peck on the cheek, which is a small kiss. So the parrot fish pecks like, I'm thinking of someone like, little bit like a woodpecker peck . And it's in small little mouthfuls, like. And that's what peck suggests that the fish does. So what you can do is give yourself a tick if you got a similar answer or fix your answer, remember, it doesn't matter. It's all about learning and learning is all about making mistakes and learning from those mistakes. Okay, let's read the next bit, a bit. So it's box jellyfish. And oh, and the title is there as well but I haven't put it on, so box jellyfish. And again what you can do, you can pause the video and you can read it yourself or, and then listen to me read it or you can read it with me now. So habitats, sheltered inlets and in warm shallow waters near beaches in Australia and in some parts of the Pacific Ocean. Size, up to three metres long. Diet, fish and shrimp. Special skills. This is one of the world's most venomous creatures. Their stings can kill a human. They have up to 15 long tentacles, with about 5000 stinging cells on each. Okay, question for you. "Their stings can kill a human." Why does the author provide this information? "Their stings can kill a human." Why do you think the author has added that in? So, pause the video and answer that question on your piece of paper. Why do you think the author has provided us with that information? So do that now please. Right, what do you think, "Their stings can kill a human." Why do you think the author has added that in? Well, this is what I came up with. And I said, it helps the reader understand how powerful their venom is. This makes the reader feel fearful. So venomous creatures means that they have are poisonous creatures. And it helps us understand so that when we say their stings can kill a human, that shows how powerful their poisonous is. There are lots of animals around the world that have venom, but they wouldn't kill us. They might sting like a wasp sting would hurt but, unless you were allergic to it, wouldn't kill you. And even then it's not that likely, but it can hurt. And here it's saying, that their stings can kill humans. So that's really incredible, poisonous and venomous. So well done if you got that. Again you can give yourself a tick. Or you might want to rewrite the correct answer. Okay, Brain coral. Again, you can do the same as before. You can pause the video and read it first and then read it with me or you can listen to it and read along with me. Habitat, warm water coral reefs and all the world's oceans. Size, up to two metres across. Diet, small floating sea creatures and minerals from algae. Special skills. Brain coral builds a stony skeleton using the minerals it gets from the seawater. The living parts of the coral are called polyps. They hide in the grooves between the stony ridges to protect themselves. The skeletons of this type of coral join together to form a coral reef. Okay. Why do you think some of the words are in bold text in our writing? Why do you think some of the words, bold text? Think about, what I showed you, what we have inside. Why do you think some words are in bold? So pause the video and answer that question. Why are those words in bold? So I hope you've written down, answer. And of course, unfamiliar and subject-specific vocabulary are in bold. Their definition is given in the glossary and this helps us understand the text. So if you're not sure you can then go to the glossary and find the information. So why are some words in bold? It's because then they are reflected back in the glossary. Which is a bit like that, a dictionary for this specific topic that the book is about. In our case it's about the deep sea, and the deep oceans. Okay, let's read the next bit. Like previously you can pause and read it first. Or you can read along with me and then pause and read it again. You can choose what to do with the video. So always pause it if you need a little bit more time. Right, at Lyme Bay in Dorset there are rare British coral reefs that contain over 3000 species of plants and animals. Remember species is types. These include two endangered species of coral called pink seafan and sunset coral. The reef is under threat because of too much scallop fishing in the area. Scallops are shellfish that lives on the sea bed. To catch them fishermen scrape their nets along the bottom of the sea, which damages the reefs. Campaigners are fighting to get scallop fishing banned in the area to protect the rare coral. And there's a caption. So the reefs at Lyme Bay in Dorset are very popular with scuba divers and snorkellers. And now I saw the word campaigner's in bold. So I'm just going to read you the definition of campaigner is. A campaigner is someone who takes part in planned activities to raise awareness about an issue. So there are lots of people who are raising the awareness and who are campaigning to stop, to get this scallop fishing banned. Great. So here is a diagram that is shown in the book and I've just zoomed in. It says how deep are we? And there you've got the different levels of deepness. So at 200 metres, you're in the sunlight zone. If we go deeper than that, you are now in the twilight zone. And if we go even deeper, we get to the midnight zone. So it's the depths and the levels how deep in the water we're going. You might want to pause the video and just take a little look at the diagram. That's absolutely fine. Right, next question for you. What is the purpose of the, "How deep are we?" diagram? What does it show? So the one that we just looked at. So what is the purpose? And I'll show you on here. What is the purpose of this diagram? Why do you think the author, the book has added that in? So, pause the video and answer that question and do that now please. Okay, so why do you think the author has added the diagram in? What I said, It explains the layers of the sea, which makes it easier to understand than explaining it in words. And so it's easier. So the diagram gives us a, it's much easier to understand to see, oh, I've got the, I can't even remember the zones now. I've got the sunlight zone, the twilight zone, and then the midnight zone. So it's much easier to see that than to try and explain it in words. So sometimes diagrams are used in non-fiction text. And they help us to understand and absorb the information. So, I have a final question for you. And that is, what was your response to the text? How did it make you feel? Were you interested? Were you surprised? Did you want to know more? And what is the most interesting facts that you have learned in today's lesson? I'd like you to answer that. And do it in like an extended, like a little bit of a longer answer. So do three or four sentences. You can say I like, dislike this text because... You may say it made me want to, go to the beach. It might be. And then you might say the most interesting fact that I learnt was... So just take some time. Pause the video and answer that question. Great, so this text, I thought it was really interesting. And the most interesting fact that I learned, was that I didn't realise before I read this, that there were coral reefs in England. I thought it was only in slightly warmer places. And I didn't realise that scallop fishing was damaging those reefs. So that's what I learned and that's what I thought was the most interesting thing about this text today. I wonder what you found the most interesting and what you enjoyed learning about, today. So, that is now the end of our lesson. We have recapped all the features of the text. And we've looked at what a non-fiction text looks like. What the features are. And we've looked at some of the key vocabulary. Then we've read some of the text and you some of those questions. And then you answer that final question. So, that is the end of today's lesson. Well done, and I look forward to seeing you in the next reading lesson. Goodbye.

To read and answer questions on a text (Part 1)

To read and answer questions on a text (Part 1)

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UnitEnglish / Hidden Depths: Exploring the Deep by Chloe Rodes

English