Reading
During these two years, students continue to develop their accuracy and fluency as readers of a
variety of texts. They increase their level of control and independence in selecting strategies for
using texts to support their learning. By the end of year 6, students are required to read longer
texts more quickly and to select appropriate strategies for different reading purposes more
effectively.
Week 3
Monday - LI: using their knowledge of grapheme–phoneme relationships to identify both consonant sounds Spelling rule 1 recap. Rule #2 the silent E. AlliterationTuesday - LI Identify how the author uses language to convey meaning and influence the reader Shared poem- The homeless dog by Jill Eggleton. Comprehension questionsWednesday -Football Field day
Thursday - LI: using their knowledge of grapheme–phoneme relationships to identify both consonant sounds
Spelling rule #2 - recap. adding suffix -ing
Friday- Spelling test
Butterflies - QUESTIONS
Week 2
Monday - LI: using their knowledge of grapheme–phoneme relationships to identify both consonant sounds Spelling rule 1 recap. Rule #2 the silent E. AlliterationTuesday - LI Identify how the author uses language to convey meaning and influence the reader Shared poem- The homeless dog by Jill Eggleton. Comprehension questionsWednesday -Football Field day
Thursday - LI: using their knowledge of grapheme–phoneme relationships to identify both consonant sounds
Spelling rule #2 - recap. adding suffix -ing
Friday- Spelling test
Week 1
Monday - SPELLING RULE #1 CVC words with short vowel + suffix(ing) gets a double consonant. Tuesday - Margaret Mahy- Tingleberries, tuckertubs and telephones - finish story and do Book review as a whole class. JJ 65 Moving your body - New words discussed. Followup activity - Moving puppet makingWednesday - Discovery reading
Writing: Acrostic poem reviewed. Demonstrated. Attempted with the word Spiritual in keeping to the theme.
Thursday - Edit the text: practise correcting punctuation and spelling
Friday- Spelling/ Discovery reading