Reading
Week 8 Term 1
WALT: I can locate and summarise ideas by skimming or scanning, identifying key words, or topic sentences.
Success Criteria
- I can skim through a text e.g. flick through the pages and look at titles and headings
- I can scan to find specific information in a text
- I can explain skimming vs. scanning
- I can locate key words, facts and phrases ●
- I can use contents, glossary and index to help me locate information
Watch the Skimming and Scanning video to learn more about this skill.
Task 1 - use the skimming and scanning techniques to help you answer these questions
Answer these questions in a small group on shared doc.
- What is this article about? What makes Max, Tāne, and Dad think something “fishy” is going on? What do you suppose the three men are doing? Are there clues in the pictures?
- I thought all the articles in Connected were about science. This feels like a story. Doesn’t that mean it isn’t real? Can I trust the information? Is this a good way of teaching people about science?
- What does “mahitahi” mean? What does that suggest about the way the different groups improved the river? What might each of the groups have contributed to the mahi: the community groups, scientists, and local iwi?
Task 2 - use the skimming and scanning techniques to help you answer these questions
Use the information on pages 28 and 29 to answer the following questions. Work with a small group and show your answers on a shared doc.
- What does the infographic on page 28 show? How do you read it?
- What is the most common species found in the York Stream?
- What does the graph on page 29 tell us about the Maitai River? How do you read it?
- Which year was the river in the best condition? What was the water quality like in 2010?
- What do you think might have happened in 2014?
Take the quiz about the text Testing Waters
Don't forget to skim and scan the text to help answer the quiz!
Week 6 and 7 Term 1
WALT: I can use visual language features to help me understand the ideas and information in the texts I read.
Success Criteria
S/C - identify when visual features have been used in a text
- explain how visual features relate to the content of the text
- identify how visual features add more information to a text
Task 1
Identify the purpose of the text that you have read using PIE (Persuade, Inform or Entertain). Take a picture of the first page of the article and add a voice recording on Seesaw explaining the purpose of this text.
Task 2
- Use a venn diagram to explain how stormwater is dealt with in towns and in rural areas.
- Grab an ipad and take a walk around school looking at the drains that we have. Take a photo of each drain. Is their any rubbish in them? Where do you think the rubbish comes from?
Task 3
- In a small group choose either of the following images (the stormwater system on page 3, the LittaTrapTM on page 4, or the collection on page 5).
- Look closely at your chosen image and read the surrounding text.
- Next use Google slides to give an oral presentation to your group in which you :
- explain what their image shows
- explain what they learned from the image, what they learned from the text, and how the text and image worked together to convey information.
- Upload your google slide to Seesaw. Use the voice record option to show your answers to question 3.
Week 5 Term 1
WALT: I can use visual language features to help me understand the ideas and information in the texts I read.
Success Criteria
S/C - identify when visual features have been used in a text
- explain how visual features relate to the content of the text
- identify how visual features add more information to a text
Task 1
Identify the purpose of the text that you have read using PIE (Persuade, Inform or Entertain). Take a picture of the first page of the article and add a voice recording on Seesaw explaining the purpose of this text.
Task 3
Use the wordle to type in the Te Reo words, and their English translations, that are featured in the text.
You can use the Maori Dictionary and your teachers to translate some of the words into English if they are not in the text.
Task 2
Taks a photo or screenshot of the text and add it to Seesaw. Use the draw and/or voice record option to show the visual language features from the text. Explain why they are used and how they help us to better understand the text.
WALT: understand the importance of a rāhui around the collection of kaimoana (seafood).
In Māori culture, a rāhui is a form of tapu restricting access to, or use of, an area or resource by unauthorised persons. With the passing of the 1996 Fisheries Act, a rāhui can also be imposed by the New Zealand Ministry of Fisheries.
What does kaitiakitanga mean?
In your own words explain what a rāhui is.
Read the following news articles
Who can impose a rāhui?
Why is a rāhui important to protecting the ocean?
Find or Draw a map on New Zealand. Identify where the current rāhui are.
In your own words why are rāhui important?
Share your work on Seesaw.
Week 4 Term 1
WALT: retell one part of a Maori myth or legend
- Read the myth and legend below.
- Identify the character traits of the Atua in the myth and create a word cloud. Post your word cloud to Seesaw. Include the WALT in your post.
- Read the other myths on the theme page and choose one to retell using readers theatre.
Māui and the giant fish.pdfMaui and the giant fish
WALT: write a readers theatre to retell a Maori myth or legend
Week 2/3 Term 1
Treaty of Waitangi Journal.pdfWALT to identify the differences between the two versions of the Treaty of Waitangi.
This article explains what the Treaty of Waitangi is, why it was needed, and what it says in both versions. You will need to read the text and complete the two activities attached.
Remember to post these to Seesaw.