Reading
Each term the class will read aloud a shared novel.
Each week activities and comprehension questions will be posted to support our class shared novel.
Each week a new theme based on current events, will be posted with activities and questions to answer.
Each week the Weekly Current Events will be posted. As a reading activity students will have an opportunity to research the answers to the questions. On Friday they will make up groups to answer the Kahoot quiz about the weekly current events questions.
Read the text and then follow the instructions for a comprehension activity.
Our classcode is: uds1967
Books and activities will be set for you on this website.
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Our Classroom Reading programme for 2019 by Term
These reading activities will support our Unit of Inquiry Work.
You will find the reading resources we are using under which Unit of Inquiry we are focussing on each term, click on the picture below:
Year 5 and 6 Reading - Level 3 NZ Curriculum
Key characteristics of texts that students read at level 3:
The texts that students use to meet the reading demands of the curriculum at this level will often include:
• abstract ideas, in greater numbers than in texts at earlier levels, accompanied by concrete examples in the text that help support the students’ understanding;
• some ideas and information that are conveyed indirectly and require students to infer by drawing on several related pieces of information in the text;
• some information that is irrelevant to the identified purpose for reading (that is, some competing information), which students need to identify and reject as they integrate pieces of information in order to answer questions;
• mixed text types (for example, a complex explanation may be included as part of a report);
• sentences that vary in length and in structure (for example, sentences that begin in different ways and different kinds of complex sentences with a number of subordinate clauses);
• a significant amount of vocabulary that is unfamiliar to the students (including academic and content-specific words and phrases), which is generally explained in the text by words or illustrations;
• figurative and/or ambiguous language that the context helps students to understand;
• illustrations, photographs, text boxes, diagrams, maps, charts, and graphs that clarify or extend the text and may require some interpretation.
Such texts will include both fiction and non-fiction in electronic and print media. They may be published individually, for example, as junior novels or information texts, or they may appear in collections, such as the School Journal or other journals and magazines for this age group. Such collections often include poems, plays, stories, and procedural texts.
Reading Comprehension Skills
The students in Room 2 are grouped flexibly for Reading. They could be grouped dependent on which Reading Comprehension skill they need to focus on for their reading learning needs, or at times they may be grouped according to their reading age level.
The Reading Comprehension skills we cover are:
