Hook:  
Reading Wild Robot/ add to class display

Inference question:
Clue 1: I’m found in your home, but I don’t move.

Clue 2: I often hold things, but I’m not a person.

Clue 3: I can be tall or short, but I always have shelves.

Answer: A bookcase. 

Mini Lesson:

Re-Visit the library to set up book boxes.

-s, -es, -ed, -ing

Review regular suffix spelling rules: doubling final consonants, dropping 'e', adding 'es'. Recognise tense and plurality changes.

Display base words (e.g. hop, like, plan, race, carry)
Ask: What suffixes could we add? What would happen to the base word?
Students turn to a partner and discuss what happens to the spelling when -ed, -ing, or -es is added.

Create anchor chart

1 syllable with, 1 vowel letter followed by 1 consonant letter, (and the consonant letter is not in the black box- letter w, x and y)
Introduce activities for the week.

Rotations:
Teacher group: Amplify tasks

Spelling Investigations: Students hunt through books, class posters, or news articles to find and record examples of -ed, -ing, and -es words. For each one, they write the base word, suffix, and the rule they think was used.

Add them to a shared class “Suffix Wall.” Use table.

Independent Reading: Students read their book club text OR a book from their book box. Students to write a short summary of what they have read in their Reading Books.

Comprehension Task: Students to read ____ Kids News and complete the Quick Quiz- answering the questions in FULL sentences in their Reading books.
5B is using: https://www.kidsnews.com.au/animals/fishing-net-poses-danger-to-whale-and-humans-in-daring-rescue/news-story/cc33c1254a3970313cbcfa8492ac7840

Reflection

List three new words you encountered while reading today- choose students to add theirs to your classroom vocabulary wall. 

Hook:  
Reading Wild Robot/ add to class display

Inference question:
Clue 1: I’m found in your home, but I don’t move.

Clue 2: I often hold things, but I’m not a person.

Clue 3: I can be tall or short, but I always have shelves.

Answer: A bookcase. 

Mini Lesson:

Book Club expectations:

Discuss new procedures (facilitator, summary)

Questions to be answered each week

Revisit spelling Rule.

Rotations:
Teacher group: Amplify tasks

Spelling Investigations: Students hunt through books, class posters, or news articles to find and record examples of -ed, -ing, and -es words. For each one, they write the base word, suffix, and the rule they think was used.

Add them to a shared class “Suffix Wall.” Use table.

Independent Reading: Students read their book club text OR a book from their book box. Students to write a short summary of what they have read in their Reading Books.

Comprehension Task: Students to read ____ Kids News and complete the Quick Quiz- answering the questions in FULL sentences in their Reading books.

Reflection

List three new words you encountered while reading today- choose students to add theirs to your classroom vocabulary wall. 

Hook:  
Reading Wild Robot/ add to class display

Inference question:

Clue 1: I’m hot, dry, and full of sand.

Clue 2: Camels are often seen here.

Clue 3: I cover large parts of Africa.

Answer: The Sahara Desert 

Mini Lesson:

VCOP - Vocabulary
- update V wall with vocab from Wild Robot.

Revisit spelling rule.

Based on what you read in Wild Robot, come up with a comprehension question and write it on the board. Model answering the question in a FULL sentence.

Rotations:
Teacher group: Amplify tasks

Spelling Investigations: Students hunt through books, class posters, or news articles to find and record examples of -ed, -ing, and -es words. For each one, they write the base word, suffix, and the rule they think was used.

Add them to a shared class “Suffix Wall.” Use table.

Independent Reading: Students read their book club text OR a book from their book box. Students to write a short summary of what they have read in their Reading Books.

Comprehension Task: Students to read ____ Kids News and complete the Quick Quiz- answering the questions in FULL sentences in their Reading books.

Reflection

List three new words you encountered while reading today- choose students to add theirs to your classroom vocabulary wall. 

Hook:  
Reading Wild Robot/ add to class display

Inference question:

- who can create their own? 

Mini Lesson:

Topic specific vocab
- Update V wall with any topic specific vocab.

Revisit spelling rule.

Based on what you read in Wild Robot, come up with a comprehension question and write it on the board. Model answering the question in a FULL sentence.

Rotations:
Teacher group: Amplify tasks

Spelling Investigations: Students hunt through books, class posters, or news articles to find and record examples of -ed, -ing, and -es words. For each one, they write the base word, suffix, and the rule they think was used.

Add them to a shared class “Suffix Wall.” Use table.

Independent Reading: Students read their book club text OR a book from their book box. Students to write a short summary of what they have read in their Reading Books.

Comprehension Task: Students to read ____ Kids News and complete the Quick Quiz- answering the questions in FULL sentences in their Reading books.

Reflection

List three new words you encountered while reading today- choose students to add theirs to your classroom vocabulary wall.