Reading and Viewing Information Texts with Visuals

Grade

5

Subject

English First Additional Language (FAL)

Topic

Reading and Viewing: Information Texts with Visuals

Duration

60 minutes

CAPS Reference

Refer to the CAPS document for Grade 5 English FAL, specifically the section on Reading and Viewing, and Language Structures and Conventions. Ensure alignment with Term 4 content as per the provided image.

Learning Outcomes & Assessment Standards

By the end of this lesson, learners will be able to:

• Learning Outcome 1: Predict the content of an information text using the title, headings, and pictures.
  • Assessment Standard: Learners accurately predict the main topics of the text based on pre-reading activities.
• Learning Outcome 2: Use skimming and scanning strategies to identify main ideas and supporting details in a text.
  • Assessment Standard: Learners correctly answer comprehension questions that require identifying main ideas and supporting details.
• Learning Outcome 3: Infer the meaning of unfamiliar words and images in context.
  • Assessment Standard: Learners provide reasonable definitions of unfamiliar words and explain the purpose of images in the text.
• Learning Outcome 4: Share ideas and opinions about the text, using speculation and hypothesis.
  • Assessment Standard: Learners participate in discussions, offering reasoned opinions and asking critical questions about the text.
• Learning Outcome 5: Use a mind map or notes to summarise information from the text.
  • Assessment Standard: Learners create a concise and accurate summary of the text using a visual aid.

Prior Knowledge

Learners should:

• Be familiar with basic reading strategies.
• Have some experience with identifying main ideas in simple texts.
• Know how to use a dictionary.

Resources

• Information text with visuals (e.g., pictures, diagrams, maps) – could be about a South African landmark, animal, or historical event.
• Dictionaries (one per learner or pair).
• Paper and pencils/pens.
• Whiteboard or flip chart.
• Markers.

Lesson Activities

1. Introduction (10 minutes)

   • Pre-reading Activity: Show learners the information text with visuals. Ask them to look at the title, headings, and pictures.
   • Prediction: "Guys, what do you think this text is going to be about? Let's make some predictions based on what we see." Write down their predictions on the whiteboard.

2. Reading for Meaning (25 minutes)

   • Skimming: "Right, quickly skim through the text. What's the main idea of each paragraph?" Discuss the main ideas as a class.
   • Scanning: "Now, scan the text to find specific details. For example, what is the height of Table Mountain?" (Adjust the question to fit the text).
   • Vocabulary: "As we read, if you find any tricky words, let's use our dictionaries to figure them out. Remember to use the context as well!" Encourage learners to use dictionaries to find the meaning of unfamiliar words.
   • Reading Methodology: Choose one of the following:
     • Read Aloud: Read the text aloud to the class, pausing to ask questions.
     • Group Guided Reading: Divide learners into small groups and guide them through the text.
     • Shared Reading: Read the text together as a class, with learners taking turns reading sections.

3. Comprehension Strategies (15 minutes)

   • Discussion: "Okay, now let's talk about what we've read. What's the central idea of the whole text? What are some interesting details you remember?"
   • Opinion Sharing: "What do you think about [the topic of the text]? Can you give reasons for your opinion?" Encourage learners to express their opinions and justify them with reasons.
   • Critical Questions: "Let's ask some critical questions. For example, what would happen if [a key element in the text] was different?"

4. Summarising (10 minutes)

   • Mind Map/Notes: "Let's make a mind map or take notes to summarise the information. What are the key points we need to remember?" Help learners create a mind map or structured notes on the whiteboard.

Assessment

• Formative Assessment: Observe learners' participation in discussions and their ability to use reading strategies.
• Written Assessment: Collect the mind maps/notes for assessment. Check for accuracy, clarity, and completeness.
• Questioning: Ask targeted questions throughout the lesson to gauge understanding.

Inclusivity

• Differentiation:
  • For learners who need more support: Provide simplified texts or pre-teach key vocabulary. Offer one-on-one assistance during reading and summarising activities.
  • For learners who are excelling: Encourage them to research additional information about the topic and present it to the class. Ask them to create more detailed mind maps.
• Accessibility: Ensure the text and visuals are accessible to all learners, including those with visual impairments. Provide audio versions of the text if necessary.

Remember to make the lesson fun and engaging, using examples that are relevant to the learners' lives and experiences in South Africa! Good luck, Teacher!