Teacher Edition

CoastlinesWritten by Marilyn WoolleyPhotography by Jason Edwards

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Text highlights• Contents page is provided

• Headings in different colour

• Technical language

Vocabularycoastlines, bays, sheltered, mudflats, lagoons,

marshes, cliffs, rocky shelves, dunes

How to use this bookBefore reading: TalkthroughTalk through the book with the children. Encouragethem to predict the text from the cover and thepictures, and to think about the information theyprovide. Direct the children’s attention to aspects ofthe text that may challenge them. Support the childrento deal with these challenges by asking theTalkthrough questions on each page.

During reading: Observe and supportObserve the children as they read. Encourage them tomonitor their own reading as they comprehend thetext. As needed, support children by assisting them todiscover and use reading strategies and cues to solveproblems and respond to reading challenges that arisein the text. Interruptions to the child’s reading shouldbe minimal and focused on a specified learning need.

After reading: Comprehension, returning tothe text, responding and writing linksTo further develop children’s understanding of thetext, select from activities found on page 12 and theinside back cover. These whole text, sentence and wordlevel activities reinforce the teaching focus of thisbook. Assessment ideas are provided to assist withplanning for further teaching.

Horwitz EducationA Division of HorwitzPublications Pty Ltd55 Chandos StreetSt Leonards NSW 2065Australia

Horwitz Gardner EducationUnit 53, CressexEnterprise ParkLincoln RoadHigh Wycombe, Bucks, HP12 3RL,United Kingdom

Published edition © Eleanor Curtain Publishing 2003

First published 2003

Apart from any fair dealing forthe purposes of study, research,criticism or review, aspermitted under the CopyrightAct of Australia, no part of thisbook may be reproduced byany process, or transmitted inany form, without permissionof the copyright owner. Wherecopies of part or the whole ofthis book are made under PartVB of the Copyright Act, thelaw requires that records ofsuch copying be kept and thecopyright owner is entitled toclaim payment.

Developed by Eleanor Curtain PublishingText: Jenny FeelyConsultant: Susan HillDesigned by Alexander StittProduction by Publishing Solutions

Printed in Hong Kong

ISBN 0 7253 2836 3Pack ISBN 0 7253 2785 5(6 Student Books + 1 TeacherEdition)

1 2 3 4 5 6 7 8 903 04 05

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Setting the contextDraw up a chart prior to thelesson. Ask the children totell you what they knowabout coastlines. Recordthese ideas in the firstcolumn. Ask children toraise questions aboutcoastlines. Record these inthe second column. Leavethe last column blank.

Background informationCoastlines are usuallyshaped by the action of windand water (waves, rain) onthe land. The type of rock acoastline is made from alsoaffects its shape. Sandstoneis soft and breaks off underthe action of wind andwater, forming cliffs. Otherrock is harder and wearsaway to make rock shelves.

Introducing the bookAsk: What is this book called?‘Coastlines’ tells us aboutdifferent types of coastlines.What photographs do youthink we will see in thisbook? What information willthe book tell us?

Front coverWhat is this a photograph of? How wouldyou describe this coastline?Draw out that the coastline has rocks andsand.

Title pageWhat is this coastline like? How is it differentto the coastline shown on the cover?

CoastlinesWritten by Marilyn WoolleyPhotography by Jason Edwards

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Coastlines

Written by Marilyn Woolley

Photography by Jason Edwards

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What we know aboutcoastlines

What we want toknow aboutcoastlines

What we have learnedabout coastlines

2

Coastlines Pages 2–3

TalkthroughLook at the photographs of different coastlines.What are these coastlines like? How are they the same?How are they different?Discuss the contents page.How is a contents page organised? What is it for? What willwe find on page 10?Read through the headings.Point out that a contents page helps you to choose whereto start reading a book, and that you don’t have to readfrom the front to the back.

Observe and supportCan the child explain the purpose of a table of contents?What is this page called? What is it for? Can you tell mewhere I would find the text about rocky shelves?

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3

Contents

Introduction 4

Long sandy beaches 6

Sheltered bays 8

Mudflats 10

Lagoons and marshes 11

Tall cliffs and rocks 12

Rocky shelves 14

Conclusion 16

4

Coastlines Pages 4–5

TalkthroughDiscuss the coastlines shown.What is the same about all of the coastlines we have seenso far?Draw out that coastlines are where the land meets the sea.This is the introduction. What do you think it will tell us?

Observe and supportDoes the child understand the technical language used inthe book?What is a coastline? How did you work that out? How willyou remember what it means?

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5

54

Introduction

Most of the world is covered with sea water. The rest of the world is covered with land.

Coastlines are where the sea meets the land.

6

Coastlines Pages 6–9

TalkthroughLook at the photographs on pages 6–7.What is this coastline like?Point out the big wave and sand dunes.How do you think this coastline has been formed?Draw out that the wind and waves move the sand around.Contrast this with the sheltered bays on pages 8 and 9.What are these coastlines like? They are called bays. Theyare sheltered from the waves and wind.

Observe and supportDoes the child check a range of information on the pageto assist with problem solving?I noticed that you looked at the photograph as you wereworking that out. What did you notice that helped to workout that sentence?

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76

Long sandy beaches

Some coastlines have long sandy beacheswith big waves crashing onto them.

The waves push sand and small piecesof rock onto these beaches. The windblows the sand into high sand dunes.

98

Sheltered bays

Some parts of the coastline have a roundshape. They are called bays.

Bays are sheltered from the ocean and the winds. The waves and the sanddunes are smaller.

8

Coastlines Pages 10–13

TalkthroughLook at page 10.What does the land look like in this photograph? Thiscoastline is called a mudflat. How do you think the mud gotto this part of the coast?Point out the lagoon on page 11 and read the text.How do lagoons and marshes form?Look at the cliffs and rocks on pages 12 and 13.How do you think these coastlines were formed? What wouldthe weather be like there? Can you see where the waveshave made shapes in the rocks?

Observe and supportCan the child use phonic understanding to work out newwords such as ‘lagoon’?Can you break up the word? What might that part say? Whatsound do you think the word will start with/finish with?

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10 11

Mudflats

Some coastlines are covered with mud.Rivers bring this mud to the coastline.

Lagoons and marshes

Some coastlines have lagoons or marshes. Lagoons or marshes happenwhen sandbanks stop rivers from flowinginto the sea.

12 13

Tall cliffs and rocks

Some coastlines have tall cliffs and rocks. These coastlines have big waves and strong winds.Waves crash against the cliffs and can make shapes in the rock.

10

Coastlines Pages 14–16

TalkthroughPoint out the rocky shelves shown in the photographs onpages 14–15.What are these coastlines like? These rocky shelves aremade when the rock is very hard. It is not easily worn awayby the wind and the waves.Turn to the conclusion on page 16.What are the two main reasons why coastlines changeshape?

Observe and supportCan the child interpret the text?What would you expect to see if you went to see acoastline?

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1514

Rocky shelves

Some coastlines have low rocky shelves.

These rocky shelves are made from veryhard rock.

16

Conclusion

Coastlines have different shapes.Waves and wind change the shapeof coastlines.

12

Coastlines

Being a meaning makerEncourage the children to supporttheir answers with evidence from thebook as they discuss these questions:What is a coastline?What different types of coastlines arethere?Why are coastlines different in differentplaces?Do coastlines stay the same orchange? What makes them change?

Being a code breakerChildren may like to explore thefollowing language feature:• Spelling options for the long /o/sound as in ‘coast’: flowing, blows,ocean.

Being a text userRefer to the chart made in the‘Setting the context’ section onpage 1. Complete the last column ofthe chart. Consider the first twocolumns. Challenge any informationon the chart that conflicts with theinformation in the book.We said….The book said…. Which isright? How can we find out?Consider any questions that have notbeen addressed in the book.How can we find answers to thesequestions? Did this book tell useverything we wanted to know?

Being a text criticWhat did the author need to knowabout to write this book? How mightshe have found out the information sheused?Why do you think the author wrote abook about coastlines for children?Would all children like to read such abook?

Responding to textChildren could work in smallgroups to make a collage of an

island that has all of the differentcoastlines mentioned in the book.Provide a large sheet of paper, glue,sand, cardboard, dirt, leaves andtwigs, coloured paper and othercollage materials.

Children could make anillustrated geography dictionary

in which a range of landforms aredefined and illustrated e.g., ‘Acoastline is…. A mudflat is…. Amountain is….’. Or children couldfind pictures of different landforms inmagazines and travel brochures tomake charts showing a range ofcoastlines and other landforms.

Children could list allcompound words from the book

on a chart. This list could beextended as the children find othercompound words in familiar texts.

Writing linksShared writingBrainstorm and list a range of wordsthat describe coastlines with thechildren. Using some of the words,model how to write an introductionfor a report about coastlines.

Independent writingHave the children write a simplereport about a coastline they havevisited. Alternatively provide picturesof coastlines for children to writereports.

AssessmentCan the child:• Use photographs to explain the meaning of the technical words used in thebook?• Explain what a coastline is and how it is formed?

whole text activity sentence activity word activity

CoastlinesWritten by Marilyn WoolleyPhotography by Jason Edwards

alphakidsTeacherEdition

Topic: Physical phenomenaCurriculum link: ScienceText type: ReportReading level: 15Word count: 175Vocabulary: coastlines, bays, sheltered,mudflats, lagoons, marshes, cliffs, rocky shelves,dunes

Possible literacy focusUsing photographs to understand technicallanguage.Understanding the text at a literal and inferentiallevel to explain what coastlines are and how theyare formed.

SummaryThis book is a report that focuses on the featuresof a range of coastlines.

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