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Mauao, or Mount Maunganui, commonly known by locals as just The Mount,[1] is an extinct volcanic cone at the end of a peninsula and the town of Mount Maunganui, by the eastern entrance to theTauranga Harbour in New Zealand. It is considered very important and tapu (sacred) by the local Māoriiwi, featuring extensively in local mythology.
Members: Moses, Aidan, Raewyn-Eve, Melaia, Trinity
Week 4 - 5
Living in a Colourful World
Week 1
The Secret Underground
Week 2
Takapu
Week 3
Coyote and turtle
Team 5
Good Spotting!
Walt:
a. Analyse ideas and information to reflect critically on the meaning of the text.
Extra Resources: Adaptations
Extra Resources: Adaptations
1. Kiwi Kids News in the house!
This week you get to choose which articles you want to read and share about.
All you need to do is be able to show and tell us what your responses are to the 4 questions!
Evidence of Learning:
Evidence of Learning:
Create your own presentation titled Kiwi News.
a. First slide is to show images from articles you cover
b. Slides following will show your response to these questions/statements:
1. What is the title of your article? What's another title you could use?
2. Why did you pick this article to read?
3. What are 3 interesting facts you've discovered?
4. Why would another Pt England Student find this a useful or interesting read?
Week 4 - 5
Living in a Colourful World
Week 1
The Secret Underground
Week 2
Takapu
Week 3
Coyote and turtle
Team 5
Good Spotting!
Walt: Make connections between ideas in the text and prior knowledge to make inferences
Evidence of learning
1. Read the article 'Living in a colourful world'. List any new words you come across on our shared word wall, you will discuss these with Miss Misela
2. Complete the presentation as evidence of your learning.
Extension
3. Complete your DLO for term 4 - design your animal.
Evidence of your learning
Evidence of your learning
Extra Resources: Adaptations
Extra Resources: Adaptations
Week 3
Coyote and Turtle
Week 1
The Secret Underground
Week 2
Takapu
Team 5
Good Spotting!
Walt:
a. identify features of narrative texts
- character, setting, problem, response, outcome and theme
b. justify our thoughts using ideas from within the text or by inferencing
c. that commas separate words that offer further explanations of an idea
Extra Resources: Turtles
Extra Resources: Turtles
Evidence of learning (use a copy of this presentation)
1.Before you read, look at pages 2 and 3 and discuss with a partner what the story might be about. Tell them why you think that.
2.Read the story to yourself, then answer the questions on the presentation below.
Week 1
The Secret Underground
Week 2
Takapu
Week 3
Week 4
Team 5
Good Spotting!
Walt: Make connections between ideas in the text and prior knowledge to make inferences
Evidence of learning
1. Read the article 'Takapu'. List any new words you come across on our shared word wall, you will discuss these with Miss Misela
2. Complete the presentation as evidence of your learning.
Extension
3. Begin your first DLO for term 4 - design your animal.
Evidence of your learning
Evidence of your learning
Extra Resources: Adaptations
Extra Resources: Adaptations
Week 1
The Secret Underground
Week 2
Week 3
Week 4
Team 5
Good Spotting!
Walt:
a. describe the specific conditions that characterise a cave environment
b. describe how the physical adaptations observed in cave-dwelling animals help them to survive in a challenging underground habitat
c. compare the anatomy of a cave-adapted animal with the anatomy of a closely related species that lives about the ground
Evidence of learning (use a copy of this presentation)
1. Read the articles 'A trip to Nikau Cave' and 'The Secret Underground'.
2. Complete the presentation as evidence of your learning.
3. Begin your first DLO for term 4 - design your animal.
Evidence of your learning
Evidence of your learning
Extra Resources: Adaptations
Extra Resources: Adaptations
Week 9 - 10
Connections
Week 1 - 3
Making a road
Week 4 - 5
Week 6
Keywords and Inferences
Week 7 - 8
Connections
Keywords and Inferences
Good Spotting!
Reading strategies to help me read to learn WALT: Connecting: I find the answers in different places in the text and join the information together to make connections. Backyard Chooks by Susan Paris
Learning evidence:
Travel through the presentation to learn more about a. find out more about backyard chooks. b. understand how you could have your own backyard chooks. c. how the information links to tell us a message about how you can save money and be healthier trying out what this family have.
Extra Link: Backyard Chickens
Week 7 - 8
Connections
Week 1 - 3
Making a road
Week 4 - 5
Week 6
Keywords and Inferences
Term 3
Keywords and Inferences
Good Spotting!
Reading strategies to help me read to learnWALT: Connecting: I find the answers in different places in the text and join the information together to make connections. SKUNKS, Elizabeth Russell-Arnot (on our bookshelf)
Learning evidence:
Extra Link: Video of Skunk kittens
Week 6
Keywords and Inferences
Week 1 - 3
Making a road
Week 4 - 5
Term 3
Keywords and Inferences
Good Spotting!
Reading strategies to help me read to learn
WALT: We are learning to identify the keywords and use inference skills to gain information from the text. 1. With a partner read over the first poem 'Spider'.
2. Take turns reading it once again to each other 3. Complete the questions related to this poem. 4. Follow steps 1 - 3 with the poems that follow.
Texts: Links in the following presentation
Extra link: Video: Bigger than Alexandra (Inference video)
Week 4 - 5
Keywords and Inferences
Week 1 - 3
Making a road
Term 3
Good Spotting!
Reading strategies to help me read to learn
WALT: We are learning to identify the keywords and inference skills to gain information from the text. 1. With a partner read over the first poem 'Hide and go seek'.
2. Take turns reading it once again to each other 3. Complete the questions related to this poem. 4. Follow steps 1 - 3 with the poems that follow.
Texts: Links in the following presentation
Extra link: Video: Bigger than Alexandra (Inference video)
Week 1 - 2
Making a road
Term 3
Good Spotting!
Reading strategies to help me read to learn
WALT: We are learning to identify the keywords and strategies to help me learn from the text 1. Read 2 pages at a time and complete the following:
after 2 pages:
a. Identify the keywords and list them in a doc. Share this with Mrs Tele'a
b. What do these keywords mean? Use the sentences around the keywords to help you understand.
3. Read on to find out more information about the keywords and making a road.
Text: Making a Road
Extra link: Video: Manawatu Gorge Road Repair 2011
Week 10 -11
Cipher Wheel
Week 8 - 9
Breakdown
Week 6 - 7
Week 3 - 5
Mascots: Animals@War
Week 1 & 2
Anzac
Idea City
Good Spotting!
Paraphrasing - instructions
WALT: We are learning to identify the keywords and paraphrase 1. Read story carefully with a partner and then on your own.
2. Identify the keywords - create a copy of this to list your keywords.
3. Continue through slides to help you collect evidence of your learning.
4. Post this presentation on your blog.
5. Comment on the presentation of 3 others in your group.
This is where the evidence of your learning will be shared with your peers, teachers and global audience.
Text: Making a cipher wheel
Extra Links:
Week 9 - 10
Breakdown
Week 6 - 7
Week 3 - 5
Mascots: Animals@War
Week 1 & 2
Anzac
Idea City
Good Spotting!
Breakdown
WALT: We are learning to identify the problem and solution using the text and my understanding. 1. Read story carefully independently then with a partner.
2. Unpack the story, identify what problems arose and how they were solved
**Copy the presentation and complete
3. Post this presentation on your blog.
4. Comment on the presentation of 3 others in your group.
This is where the evidence of your learning will be shared with your peers, teachers and global audience.
Text: Breakdown
Extra Links:
Week 6 - 7
Idea City
Week 3 - 5
Mascots: Animals@War
Week 1 & 2
Anzac
Good Spotting!
Idea City
WALT: I can identify the keywords in the article to help me understand how Christchurch communities used their ideas to help overcome problems after the earthquake. Idea City Article: After the quakes that destroyed much of Christchurch, many people
TAKING CARE OF EACH OTHER came up with ideas to help bring the city back to life.
Instructions:
1. Read story carefully independently then with a partner.
2. Your thinking on display. This will include discussion, thinking and connecting of ideas between the story and your experiences.
**Copy this presentation and complete.
3. Post this presentation on your blog.
4. Comment on the presentation of 3 others in your group.
This is where the evidence of your learning will be shared with your peers, teachers and global audience.
Text: Idea City
Week 3 - 5
Mascots: Animals@War
Week 1 & 2
Anzac
Good Spotting!
WW1 Mascot
Walt: Connecting to what I read - I use evidence in the text to support and make an inference. Reading between the lines. I can also find answers in the text.
Instructions:
1. Read story carefully independently then with a partner. Record yourselves and share with Mrs Tele'a.
2. Your thinking on display. This will include discussion, thinking and connecting of ideas between the story and your experiences.
**Copy this presentation and post on your blog once you have completed it.
This is where the evidence of your learning will be shared with your peers, teachers and global audience.
Good Spotting!
ANZAC
Walt: Connecting to what I read - I can make connections between what I read and know about Anzac Day and the people involved.
Instructions:
1. Write down 5 things you know about Anzac Day here.
2. Read your story carefully
3. Watch and listen to this podcast
4. With a partner talk about 3 new things you know about Anzac Day from the story. (Use the same doc as you used for no.1)
5. Record yourselves using an iPad. Use the example of the podcast to follow. One person asks the question, the other answers using your doc as your script.
6. Post this movie on your blog, post beneath your list of old and new things you now know about Anzac Day (copy and paste from your Anzac doc)
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