Lesson video

Hi there.

My name is Mr. Charlesworth, and in today's reading lesson we are using the text: "Crazy About Cats." I'm really looking forward to exploring this nonfiction text with you.

Let's get started.

The lesson outcome is I can use features of nonfiction texts to build understanding of new vocabulary.

The key words are, my turn, your turn: features, visual aid, caption, subject-specific vocabulary, label.

Let's try those once more: features, visual aid, caption, subject-specific vocabulary, label.

Well done.

The features of a text refer to distinctive characteristics that belong to it.

Visual aids are graphs, charts, images or diagrams which enhance understanding in nonfiction texts.

A caption is a brief description accompanying an image, providing context in nonfiction texts.

Subject-specific vocabulary are words related to a specific topic in nonfiction texts.

And finally, a label annotates a particular element in a visual aid.

Don't worry if you're unsure about any of the keywords.

We'll be exploring them throughout the lesson.

In this lesson, we're going to be analysing the use of language in "Crazy About Cats." We're going to begin by looking at subject-specific vocabulary and understanding how we can work out what specific words mean.

And in the second part of the lesson, we'll be exploring this further using different extracts on the text.

Let's start by looking at subject-specific vocabulary.

Here's a quick recap about what we know so far.

Cats are a group of mammals known scientifically as felids.

Cats can live in a range of different habitats, from the rainforest to the tundra: that's near the Arctic Circle.

Cats are obligate carnivals.

They eat meat in order to survive.

And it's believed that cats started to live with humans between 9,000 and 10,000 years ago.

When looking at nonfiction text that goes into a particular topic or subject in detail, we might encounter subject-specific vocabulary.

Subject-specific vocabulary refers to the special words and phrases that experts in different fields use to talk about their work.

Well done for noticing it's one of our keywords.

It's like having a unique language for each area of study.

For example, scientists studying living things might use terms such as biology or ecosystem, whilst those exploring space might use words like astronomy or galaxy.

In "Crazy About Cats," there are several features and elements that support understanding of subject-specific vocabulary.

These can include providing clear definitions or explanations, adding contextual clues, looking at the context the word or phrase is used in: we sometimes call this reading around the text.

Finally, "Crazy About Cats" uses visual aids, accompanying visuals that help to illustrate and explain the vocabulary used.

I wonder if we can remember these when we're exploring new language throughout the lesson.

Here's our first check for understanding.

Subject-specific vocabulary can be understood by: A: checking the context of the sentence the vocabulary is located in; B: avoiding reference materials such as glossaries; C: overlooking the structure of the word, including roots, prefixes, and suffixes; or D: looking for visual aids which are linked to the vocabulary.

There may be more than one.

Pause the video now whilst you decide.

Well done.

It's A and D.

We can understand subject-specific vocabulary by checking the context of the sentence as well as looking for visual aids which are linked to the vocabulary.

We shouldn't really be avoiding reference materials such as glossaries.

They're there to support us and to understand new words.

Also, we shouldn't overlook the structure of the word, the etymology, that's looking at the roots, the prefixes and the suffixes, can help us understand new or unfamiliar vocabulary.

Let's have a look at how the text supports us in understanding subject-specific vocabulary.

I'd like you to read pages 10 and 11 titled: Eat, Pray, Hunt.

Pause the video now whilst you read.

Well done.

I'd now I'd like you to discuss the following question: Which features can you see that help support understanding of subject-specific vocabulary? I wonder if you can remember some of the features we looked at earlier.

Have a discussion with your talk partner.

Pause the video now whilst you do so.

Well done.

Let's have a look at an example.

The text uses captions to describe each part of the Asiatic golden cat.

Visual aids are used to explain specific processes in more detail.

You can see on the page that there are lots of different captions explaining the different features of the cat in more detail.

We'll continue to explore this.

Explanations of subject-specific vocabulary within nonfiction texts can also connect explanations to a reader's existing knowledge or experiences.

Let's have a look at an example in "Crazy About Cats." It's on the bottom right-hand side of page 11 and it's labelled Tongue.

Let's read it together.

"Covered in small curved spikes called filiform papillae, which are made of the same substance as our fingernails, cats' tongues work like a comb when they lick their fur." We have the subject-specific vocabulary of filiform papillae.

A clear explanation is followed.

We are told that they're small curved spikes which are made out the same substance as our fingernails.

Owen Davey connects to our own understanding by referring to our fingernails, as well as it working like a comb when they lick their fur; so just like brushing hair, a cat's tongue does a similar job.

Both references link to a reader's existing knowledge.

This can be a great way to contextualise and better understand subject-specific vocabulary.

Another way to develop our understanding of subject-specific vocabulary is through visual aids.

Visual aids help provide a visual representation of information.

They can provide additional context, support engagement with the text, and make the subject-specific vocabulary more accessible.

Captions can clarify details and extend understanding.

Let's have a look at an example.

At the bottom left of page 10, the section is titled Claws.

It says, "Cats' claws can be hidden in their paws, which help to keep them sharp." The caption helps to deepen our understanding of how's cats' claws are extended.

It says they extend their claws by tightening muscles and tendons.

A visual aid is used to illustrate how the muscles and tendons tighten.

Here's our next check for understanding.

Can you match the three key words to their definitions? On the left-hand side, you've got subject-specific vocabulary, visual aid, and caption.

Have a read at the definitions and then match them together.

Pause the video now whilst you do so.

well done.

Let's have a look if you're correct.

Subject-specific vocabulary are words that are related to a specific topic in nonfiction texts.

Visual aids are graphs, charts, images or diagrams which enhance understanding in nonfiction texts, and therefore a caption is a brief description accompanying an image providing context in nonfiction texts.

Well done if you've got them all correct.

In this first task, I'd like you to use the visual aids and captions available to you on pages 10 and 11 and describe the following subject-specific vocabulary to your partner.

The terms are vibrissae, tapetum lucidum, and vomeronasal organ.

They're a bit of a tongue twister.

Let's try those together.

My turn, your turn.

Vibrissae.

Tapetum lucidum.

Vomeronasal organ.

Well done.

You might like to link to existing knowledge or experience.

For example, you might have seen these safety devices used in road markings.

They light up when drivers have their headlights on.

These are called cat's eyes.

I wonder if you can connect them to one of the subject-specific vocabulary terms. Have a discussion with your talk partner using the text to support you.

Pause the video now whilst you complete the task.

Well done.

Let's have a look at a few examples.

Vibrissae are known as whiskers.

Cats use them to map their surroundings.

Lucas says, "Tapetum lucidum is the layer in a cat's eye.

It reflects light, allowing them to see well at night.

Cats' eyes on the road reflect light too!" And finally, Andeep says, "The vomeronasal organ detects scents from other cats.

It's located in the roof of the cat's mouth." That's right at the very top.

Let's have a look at exploring language in a little bit more detail using another section of the text.

We'll identify a few more features too.

Another feature that is usually found in nonfiction texts are labels.

Labels help identify and name specific elements in visuals such as diagrams, charts, or illustrations.

This is particularly useful for pointing out key information.

Labels also contribute to the layout and organisation of information, helping readers understand the relationship between the different parts of a visual aid.

Well remembered.

They make reading more accessible too.

And I'd like you to read pages 12 and 13, which are titled Hide and Seek.

Perhaps you've noticed the labels already.

Pause the video now whilst you read with your partner.

Well read.

Now I'd like you to discuss the following question: How do labels support identifying the camouflaged cats? Have a discussion with your talk partner.

Pause the video now whilst you do so.

Well done.

Let's have a look at a possible example.

You might have said that we were encouraged to find the cats within the habitats rather than just read the information.

The labels helped organise the page and described the different ways that cats can blend in with their surroundings.

It reminded me a little of "Where's Wally" trying to locate the different cats.

The labels certainly helped, as the cats are in a variety of different habitats and are grouped in a different order.

Here's our next check for understanding.

True or false? Label support readers by guiding them to specific features or details.

Is that true or false? Pause the video now whilst you decide.

Well done.

It's true.

Now I'd like you to justify your answer.

Is it because A, labels make it more likely that information in visual aids are remembered by a reader? Or B, labels can highlight important information and ensure it's easier to locate information on a page.

Have a think back to the original statement.

Which justification best fits? Pause the video now whilst you decide.

Well done.

Were you correct? It's B.

labels can highlight important information and ensure it's easier to locate on a page.

Labels can make information more accessible, which can help with understanding and retention.

However, this statement is looking at labels being used to guide readers to specific features or details.

We're now going to look at another example within the text.

By engaging with a range of nonfiction features, readers can build understanding and comprehension of language.

Let's explore the term rosette together.

It's located in three places on pages 12 and 13.

Here, here, and here.

let's look at them in a little more detail.

Named because these markings look like roses, rosettes appear on several species.

You can tell the difference between jaguars and leopards by looking for little black spots.

These are only found inside the rosettes of a jaguar.

In the middle illustration of visual aid, you've got the jaguar rosette on the left and leopard rosettes on the right.

And finally, if you look at the label on number four, it's asking you to look closely at this black leopard.

You can still see the dark rosette markings in its fur.

I missed this when I first read the text.

I wonder if you did too.

Through exploring visual aids, labels and captions, we can understand the term rosette to be markings on several species of cat.

We can also distinguish between different rosettes and notice markings on a cat's fur.

We can use this understanding to answer questions related to the text.

I'd like you to refer to pages 12 and 13 and discuss with your partner how do cats camouflage themselves? Pause the video now whilst you discuss.

Well done.

Let's have a look at two examples.

Izzy says, "Rosettes help cats blend into their surroundings.

Their patterns vary depending on their species." and Alex says, "Black panthers have melanism, which makes their fur very dark.

This allows them to hunt well in habitats where there's very little light." I wonder if your points were similar.

Here's our final check of understanding.

Which of the following features of nonfiction texts can help build understanding? Is it A, overuse of text boxes? B, visual aids? C, captions? Or D, labels? We're looking for features that can help build understanding.

There may be more than one.

Pause the video now whilst you decide.

Did you find them all? The answers are B, C, and D.

Visual aids, captions, and labels are all features of nonfiction text that help build understanding.

Overusing text boxes can sometimes mean that there's too much information on a page, which doesn't make it very accessible and can be difficult to understand.

In our final task, I'd like you to look at pages 12 and 13.

Describe how each of the cats camouflage themselves within their habitats.

There's four cats I'd like you to focus on.

The first is the marbled cat.

Next is the tiger.

Then the Pampas cat.

And finally, the cheetah.

You are specifically looking for information about how the cats camouflage themselves.

It would be great if you could use some subject-specific vocabulary too.

You can of course refer to the text in your answer.

Pause the video now whilst you complete the task.

Well done.

Let's have a look at some examples.

The marbled cat has cloud-like shapes with dark edges to copy the shapes of the sunlight that come through the trees.

The tiger has vertical stripes all over their bodies to disguise them when walking through long grass.

The Pampas cat has plain-colored fur, and flattens its body to the ground, staying very still.

And the cheetah has flecks to break up its outline, making it harder to detect in the Savannah: that's its natural habitat.

I hope you've enjoyed learning about these cats and helping develop your subject-specific vocabulary too.

In today's lesson, we've been analysing the use of language in "Crazy About Cats." We know that subject-specific language refers to the special words and phrases that experts in different fields use to talk about their work.

We've learned that visual aids are accompanying visuals that help to illustrate and explain subject-specific vocabulary.

Explanations of subject-specific vocabulary within nonfiction texts can also connect explanations to a reader's existing knowledge or experiences.

Finally, the features of labels and captions can help draw a reader's attention to key information and support understanding, making the text more accessible.

I really enjoyed working with you today.

Well done for all the hard work.

I'm looking forward to working with you again soon.