Domain Function Form Purpose

G5 Unit: How the World Works Text Structure:

Title informs what is going to be made or done
Content Objectives: A list of materials or equipment
We can explain the process of change that a material goes through in order to u
nderstand the scientific principles behind changes of state. The steps listed in order of sequence
Visual information to clarify
A summary (observations and conclusions)
Language Objective:
accompanies an experiment
We can explain in writing the process of change in a material using technical vocabulary, sequencing words, and cause and effect conjunctions so that we can
understand the scientific principles behind changes of state. Language Features:
Future tense for prediction
- W: We can use technical vocabulary to share our learning about the properties of matter. Present tense for instructions/steps
- W: We can structure and organize our writing to express what we want to say more clearly. Past tense for conclusion
- W: We can write using the correct tense Technical vocabulary
Temporal conjunctions (first, next, then, before, after)
Action verbs (changes, melts, evaporates)
Text Purpose: To instruct
Cause and effect conjunctions (as a result of,
Reading: Nonfiction: text features, how to read non-fiction text. Guided reading/highlight language features therefore)
Writing: Procedural writing Compound/complex sentences
Imperative verbs-add, pour, mix, stir, observe, cut,
place,attach

Academic Language (Bricks) Translanguaging Strategies Linguistic Scaffolds (Mortar) Differentiation

Vocabulary: Translanguaging Guide: Sentence Frames: Process:

TIER 1: (basic vocab) Vocab Multilingual word walls; Content area Predicting and hypothesizing - Some children may need to articulate the steps before
water, ice, sun, hard, soft, bilingual dictionaries I predict/ imagine that .... writing.
Writing Brainstorm in L1, write in English; Given ..., I hypothesize that ... - Drama: mime a procedure
TIER 2: (high frequency, across disciplines, multiple Reading Preview in L1 then read same text in If I use ... then I predict .... will happen. - Key words visible so they can refer to them as prompts.
meanings) English Based on past results, I predict ... - Teacher modelling experiment and articulating associated
Variable, test, experiment, describe, Collaborative Discuss/Share/Reflect in L1 and I anticipate that ... language
share in English. Based on the past results, I predict - Teacher scribing for Phase1/2 or dyslexic children.
TIER 3: (low frequency, discipline specific, conceptual) Research: Build background (preview in L1); - Demonstrations to engage interest and promote questions.
evaporation, molecules, solid, liquid, gas, water vapor, Anticipation guides; Note-take in L1 Sequencing -
condense, particle, steam, expand, contract, melt First,....and second,...following this,... Product:
Thinking Routines: In the first stage/ phase, ... Genres:How To Instructions, Recipe, Science experiment,
ELL Tools: Exposure: See, Think, Wonder Initially ....
Build Background Knowledge: Previously, ____ had decided to .... Content:
Simon says, Science says Practice: What occurred prior to ... was that .... - Content books at various reading levels
Focussed background meaning (pg. 4) Consequently the ___ began to ... - Guided reading-analyse language features
Learning Logs (pg. 5) Mastery: Claim, Support, Reflect After ... the next step is/ was to .... - Videos
While ____ was ..., ____ was simultaneously/
Scaffold Meaning: concurrently ... Learning Environment:
Supported note-taking (pg. 15) Local/Cultural/Multi-lingual links Finally ___ proceeded to ... - Alternative Seating-avoid placing left handed children,
30-30-30 scaffold (pg. 18) during some tasks, in the middle of a group.
Graphic Organisers: - Avoid being seated for too long
Extend Language: - Use outdoors eg building shelter like last year/observing
Know, Do, Write (pg. 24) candles burn
Vocab Cohesion Keys (pg. 32)