How I Learned to Snowboard Lower Middle Upper Text Type 1500–1800 words 1900–2400 words 2500–3000 words RA 8.8–9.2 RA 9.3–9.7 RA 9.8–10.2 So You Want to Be Procedure Build Your Own Easel Making a Cheesecake a Cartoonist? Recount (Explanation) Ten Milestones in Space Rail Accidents Three Terrible Hurricanes Information Report (Description) Mythical Creatures The World of Caves Top Towers Information Report (Explanation) A Weather Counting Book Two Polar Regions Seven Ancient Wonders Fact Interview Food Science FAQs Hobbies Fireflies and Glow-worms Mother Teresa: Biography Ned Kelly Saint of the Gutters Edmund Hillary How Forensic Scientists How Musical Explanation Work Instruments Work How Solar Energy Works How I Learned to How I Trained for the How I Learned to Procedural Recount Be a Nipper Junior Triathlon Snowboard Realistic Fiction (Out of School) Junkyard Treasure Outback Betty’s Harry’s Dream Realistic Fiction (In School) On the Case The Real-Life School Project Ms McMahon Historical Fiction The Wooden Horse Trick Cheung Saves the Day The Slave Fantasy The Cloud Washerwoman Sammy Stevens Sings Finbar and the Long Trek Science Fiction A New Source of Power The Intergalactic Race Eighth Moon Fiction Catty Bimbar and the Humour The Upstairs Dragon My Rhyming Grandpa New-Age Pirates The Mystery of The Mystery of the Mystery Mystery Under the Big Top Autoplane 500 Missing Food The Wicked Witch of the Folktales Singing Sands Gulnara Momotaro, Little Peachling We have designed these lesson plans so that you can have the plan in front of you as you teach, along with a copy of the book. Suggestions for teaching have been divided into questions and discussion that you may have with students before, during, and after they read. You may prefer to explore the meaning and the language in more detail before students read. Your decisions will depend on the gap between students’ current knowledge and the content, vocabulary, and language of the book they are about to read. The more information students have up front, the easier it will be for them to read the text. What could be difficult about snowboarding? What do you think would be fun about snowboarding? Which groups of people do you think would be most interested in snowboarding? Why? COVER Before Reading HOW I LEARNED TO Read the title and examine the cover photograph. Discuss what the book may be SNOWBOARD about. Who might this person be? Think about the title and explain what type of book this Upper level fact is. Guide students to observe that this is a Text type: Procedural Recount procedural text. What do you expect to see in a Reading age 9.8 book like this? Guide students to identify that Word count 2,999 they might see steps or instructions. Read the blurb. What additional information does this give you? What do you expect to find Before Reading inside this book? Guide the discussion to build Activate prior knowledge by asking students if understandings that Joseph is recounting how they know what snowboarding is. Encourage he learned to snowboard. discussion and guide understandings so that the students build knowledge that Who is Joseph? How old do you think he is? snowboarding: What kind of person do you expect Joseph may • is a recreational activity and a sport be? • is a bit like skateboarding or surfing What topics would you expect Joseph to recount in this book? • uses a board called a snowboard What kinds of skills and procedures do you • is done on snow expect to learn? • requires skills and balance What kind of skills do you need for snowboarding? How do you learn to snowboard? 2 CONTENTS PAGE what snowboarding is, and find out who is recounting this book. How I Learned to Snowboard Open the book. Tell me what you know about this page. Discuss features of the contents After Reading page. Where would I go to read about Making Who is recounting the steps to this a Turn? Students should quickly respond with procedure? the page number. Repeat for other pages. How old do you think Joseph is? Encourage quick responses. Discuss the ways a nonfiction text differs from a narrative. Does he look like he likes snowboarding? What else might be in an information book? What is snowboarding? Does it sound like Discuss the terms glossary and index. Ask fun? Who might enjoy snowboarding? students to explain what each term means. Which group of people might find Visit each of these pages to clarify that the snowboarding easier than others? Why? Direct glossary provides meanings for new or tricky students to check page 4 for clues to help words about the topic, and the index provides them answer. the page numbers to help the reader locate particular things in the book. Do you think snowboarding looks easy? Explain. Discuss the term introduction. What does this mean? Guide students to understand that Snowboarding would be easier for people with an introduction provides general information good balance. Why is this? about the topic, which can build readers’ What do you think a specially constructed pipe knowledge. Do you think this might be a is? useful place to start? What equipment do you need to snowboard? INTRODUCTION HIRING EQUIPMENT During Reading During Reading What do you notice first about this page? What do the illustrations tell us on pages 6 Guide students to information contained in and 7? Discuss the illustrations and read the the illustrations. Read the captions. What do information in the captions. Could everyone you notice about the people in the photos? use the same size snowboard? Why not? Why Students should notice the indoor slope. What do you think the two groups of snowboarders is interesting about an indoor slope? What are called regular-footed or goofy-footed? would be the advantages of an indoor slope? Which do you think is most common? Why? What do you notice about the words on Walk through the photographs on pages 8 to page 4? Students should notice the bold text 13. Discuss each one. on fibreglass, and suggest that this word is located in the glossary. Direct students to Students should notice the bold text on the glossary and ask students to read the thermals, on page 9 and body heat on page definition aloud. What else might be made out 10. Direct students to the glossary and ask of fibreglass? them to read the definitions aloud. Discuss. Read the introduction and be ready to explain Read about hiring equipment for 3 snowboarding. Take note of the questions different from these? How do you think these Joseph was asked when hiring equipment. lifts work? Find out how you can stay warm and dry when What do you notice about the words on the you are snowboarding and also what type of page? Students should notice the bold text clothing will offer you protection. Jot down all on ski resorts, and suggest that this word is the equipment you need to get going. located in the glossary. Ask students if they know what ski resorts are. Direct students Note: You may choose to read this part of the to the glossary and ask students to read the book in smaller sections. definition aloud. Read pages 16 to 19 and be ready to discuss After Reading the different types of lifts. Jot down the names Which questions was Joseph was asked when of the lifts and a few notes to help you know hiring equipment? Why do you think these are the differences between them. important questions? Was Joseph wise to tell Be ready to share Belinda’s tips for riding the the shop assistant that he was a first-timer? chairlift. Why? Discuss the type of snowboard Joseph hired and why. Direct students to page 7 to check if After Reading needed. What are the different types of lift? Write them up on the board. What is a goofy-footed snowboarder? Is Joseph goofy or regular? How do you use the travelator? Invite students to explain. Direct them to the text to clarify or What sort of protective gear do snowboarders elaborate as needed. need? Discuss how each piece of gear protects the body. Why is it important to quickly get clear of the landing zone? What kind of clothes will keep you warm and dry? What part of the pants is the seat? Why is What is a platter lift? Invite students to explain. it called the seat? Why do the pants need to be Direct them to the text to clarify or elaborate as fairly baggy? needed. What is the purpose of goggles or sunglasses? What are some other types of lift? Direct Why do you need sunscreen under your chin students to page 18 to check if needed. and under the tip of your nose? What is an airborne lift? What is an example What could happen if you didn’t have your boots of an airborne lift? What are Belinda’s tips for tight enough? getting off the chairlift? Why do you think beginning snowboarders often GETTING ON AND OFF THE LIFTS carry their snowboards on and off the chairlift? During Reading GETTING ON THE SNOWBOARD Describe what you notice about these photographs. Read the captions. Do these During Reading look like the lifts you know? What are the lifts Look at the photographs on pages 20 and 21. that you know called? In what ways are they 4 Do you think it is important to be facing in is interesting about the photo? Students the direction Joseph is facing? How do you should observe that the three slides are How I Learned to Snowboard know? Students should note the arrows on framed vertically.