Walt: Make connections between ideas in the text and prior knowledge to make inferences

Evidence of learning

1. Read the article 'Mmm, That's Tasty!'. Make note of any words that are new for you or you are unsure about.

2. Complete the presentation as evidence of your learning.

Extension:

3. Complete your DLO for term 4 - design your animal.

Extra Resources: Adaptations

Good Spotting!

Evidence of your learning

Evidence of learning

1. Read the article 'Wild Orphan'. Make note of any words that are new for you or you are unsure about.

2. Complete the presentation as evidence of your learning.

Extension:

3. Begin your first DLO for term 4 - design your animal.

Extra Resources: Adaptations

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'. Connected 1, 2007.

2. Complete the presentation as evidence of your learning.

3. Begin your first DLO for term 4 - design your animal.

Extra Resources: Adaptations

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. Boy on a bike by Bronwen Wall

Travel through the presentation to learn more about a. how words and phrases link to hook in the audience b. understand why people become passionate about something c. how you can become driven to achieve a goal d. how your perseverance can benefit others - 'Share' your money.

Reading strategies to help me read to learn

WALT: Analysing: I understand that words and phrases can have figurative as well as literal meanings.

1. Using earphones, listen to audio of article 'Nasty Nits' by Sylvia Thomas. (Audio linked in slides and book on our bookshelf)

2. Complete the slides to show your learning from this article. You will learn: a. If some old ideas of head lice are in fact true? b. Facts that explain how head lice live in the habitat of the human scalp and hair c. Why people may be embarrassed about having head lice

Your learning evidence:

Extra link: Video: Dr Itchy

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)

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.

2. Read on to find out more information about the keywords and making a road.

3. Go here for your Making a Road Quiz! All the best!

Text: Making a Road

Extra link: Video: Manawatu Gorge Road Repair 2011

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.

2. 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

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:

One Minute Tip - How to Make a Cypher Wheel from Apartment Therapy Media on Vimeo.

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:

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

Extra Links:

1. Share an idea - If kids were in charge of rebuilding the city....

Walt: Identify and discuss language features - the choice of words to project meaning and imagery to an audience.

Instructions:

1. Create a new presentation titled 'Anzac Poetry'

2. Read poems titled 'Anzac' and 'We will remember'

3. Explain what you think the authors of these poems are wanting their audience to understand. Think: what is their main message?

5. Attempt a simple poem yourself now.

Decide:

a. What part of ANZAC will you focus on?

b. What is your main message?

c. What images do you want the reader to have?

c. Who is your audience?

Use these to guide your writing.

6. Once completed post on your blog with a matching illustration made in online art site.

Text: Anzac and We will remember.

Extra Links:

1. Poetry with an Anzac Theme.

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.

Text: The First World War Mascots

Extra Links:

1. The animals of WW1

2. Companions in the trenches - WW1

Walt: Connecting to what I read - I use evidence in the text to support and make an inference. Reading between the lines.

Instructions:

1. Read your story carefully

2. Your thinking on display. Copy this and post on your blog once you have completed it. Stop at slide 6.

3. Watch this movie. Find text on page 3 that matches what you hear

Text: The Anzac Button by Judy Raymond

Extra Links:

1. Podcast 'The Anzac Button' be sure to leave a comment for these past PES students

2. Why do people remember ANZAC day?