Embedded Files
T4W5
T4W5
T4W4
T4W4
LOST TREASURE
LOST TREASURE
WALT: Ideas: Show some understanding of ideas within, across, and beyond texts.
Read with Miss L
identify the main events in the story in order.
T3W10
T3W10
T3W9
T3W9
Rongoā Māori
Rongoā Māori
WALT: confidently use a range of processing and comprehension strategies to make meaning from and think critically about.
Choose 5 new words that you would find useful to learn how to spell.
Summarise the story and explain what we can learn about maori cultural traditions by reading this story.
T3W7
T3W7
My Name is Davy Lowston
My Name is Davy Lowston
WALT: Ideas: Show some understanding of ideas within, across, and beyond texts.
Read with Miss L
identify the main events in the story in order.
Writing: Select, form, and express ideas on a range of topics.
WALT write a recount on Davy Lowstons story.
T3W2
T3W2
Bugbix for Breakfast
Bugbix for Breakfast
WALT: Structure: Show some understanding of text structures.
Read Bugbix for Breakfast and answer the following questions about the text.
create a procedural piece of writing
Use command/ action verbs
Sc: I can write an instruction to show people how to make a recipe using bugs.
I can use command language in my instructions.
Follow up task:
Follow up task:
T3W1
T3W1
Pōhutukawa
Pōhutukawa
WALT: Show some understanding of ideas within, across, and beyond texts.
Structure: Show some understanding of text structures.
Specific knowledge:
•Familiarity with New Zealand trees, including pōhutukawa • Some scientific understanding of what trees require to grow, the parts of a tree, and how they are used by birds and insects • Some understanding of the ways people may use trees, such as for timber, carving, shelter, or decoration • Some knowledge of Māori culture and early history in relation to pōhutukawa • Some knowledge of early Europea
WALT: Infer and make predictions before/during reading
WALT: Infer and make predictions before/during reading
Read the text and make inferences
Sc: I can read between the lines
I can predict what the story might be about using clues or evidence from the text.
I can use the clues from the story and my prior knowledge to form an opinion of what might be happening in the text.
1. Make a copy of the slide
2. watch the video
3. Read the passages and make your inferences.
4. use clues and evidence from the text to answer the questions that follow.
5. share with Miss L.
T2W12
T2W12
Where's Toki?
Where's Toki?
WALT: infer and make predictions about the text
SC: read the text and predict how it will end.
Read the text together with Miss L up to page 31.
Brainstorm how the story might end?
TPS- choose a partner and tell them your prediction.
Write about this in your book.
regroup and share predictions.
read the final page to discover what really happens at the end.
Just in Case
Just in Case
WALT: infer and make predictions about the text
SC: read the text and predict how it will end.
Read the text together with Miss L up to page 31.
Brainstorm how the story might end?
TPS- choose a partner and tell them your prediction.
Write about this in your book.
regroup and share predictions.
read the final page to discover what really happens at the end.
T2W11
T2W11
Tū
Tū
WALT to read the text for understanding and form opinions.
Read the text
Develop understanding of unknown words by looking for clues in the text and using a dictionary.
Read with Miss L
Make a copy of the slide- think about the text do you agree or disagree with the statements.
Share with Miss L
Follow up task:
Follow up task:
Ngāti Kurī Proud
Ngāti Kurī Proud
WALT Ideas: Show some understanding of ideas within, across, and beyond texts.
-Think about personal opinions and view points.
Read the text
Develop understanding of unknown words by looking for clues in the text and using a dictionary.
Read with Miss L
Make a copy of the slide- think about the text do you agree or disagree with the statements.
Share with Miss L
Follow up task:
Follow up task:
T2W10
T2W10
T2W9
T2W9
Living the Dream
Living the Dream
WALT read for meaning and understanding.
Response to question with evidence from the text.
Develop understanding of unknown words by looking for clues in the text and using a dictionary.
read the text
Make a copy of the slideshow
Share with Miss L
Follow up task:
Follow up task:
T1W9
T1W9
WALT: make connections to own knowledge and experiences to form and test hypotheses about what will happen next in the story.
Search for key words and ideas to help them visualise and keep track of events in the story.
• Make inferences about the feelings of the characters and why they behave as they do.
• Identify and discuss the author’s purpose.
• Monitor their reading, and when something is unclear, they take action to solve the problem, for example, by rereading a sentence or looking for clues close by.
Follow up Task
Follow up Task
Down load audio text and listen to it. Then read it using expression.
Make a list of characters and talk about their feelings as the story proceeds.
T1W8
T1W8
SC- We can look for information in the text to answer our questions.
Read the text and find out why Wasps are pests?
T1W7
T1W7
WALT:
WALT:
show some understanding of ideas within, across, and beyond texts.
LO:
LO:
we will draw a labelled diagram of a wētā
we will answer the comprehension questions to show our understanding.
Follow up task:
What are the 5 different types of weta?
Why are wetas endangered?
What does nocturnal mean?
Why do wētā look like they’re wearing tiny suits of armour?
what is different about a cave weta from other types of weta?
How many years have weta lived on planet Earth?
Draw a weta and label the different parts of its body
T1W5
T1W5
WALT: we are learning to use processing and comprehension strategies to make meaning from and think critically about the text Llamas.
WALT: we are learning to use processing and comprehension strategies to make meaning from and think critically about the text Llamas.
LO- To show processing and comprehension strategies we will answer questions about information in the text and write a summary on the main points.
LO- To show processing and comprehension strategies we will answer questions about information in the text and write a summary on the main points.
Answer the following questions about the text :
Answer the following questions about the text :
what is so special about a Llamas hair? explain why it is useful for humans.
where do Llamas come from and what are they used for?
describe how a llamas foot looks. why is it so special?
what do llamas eat?
Write a summary about the text Llamas:
Include the important points.
In this information text, Fiona and her children visit a llama farm and go on a llama trek. Fiona shares what they learnt about llamas, including where they come from and why they are farmed in New Zealand.
T1W3- Class Reading
T1W3- Class Reading
WALT:
Read the report and identify the main ideas. Think about the structure of this text then write your own report.
As we read think about the following:
Who, what, where, when, why, and how artists have been helping raise spirits in Christchurch
The theme of working together to enhance the well-being of a community
What is art?” and “What makes a community healthy?”
After the earthquakes in Christchurch, many public facilities were suddenly not available. The article, “Painting the Town” describes how artists have provided people with other ways of experiencing the city by using the walls and streets as their “gallery”. In doing this, they have given people experiences that can help them cope with the difficulties of living in a ruined city.
School Journal Level 3, November 2014 Year 5
Follow up task:
Follow up task:
write a factual report with subheadings
Include an introduction, sections about specific art works, an explanation, and a summary
Include mostly short, clear sentences.
T1W2
T1W2
WALT:
WALT:
Read the text to identify the main points and identify how the orphanage cares for the elephants
Learning outcomes:
Learning outcomes:
summarise how the orphanage cares for the elephants
make connections between information in the text in order to identify the underlying ideas and/or infer the author’s purpose
use word-solving strategies (for example, using grapho-phonic information, knowledge of word structure, and context or looking for definitions and explanations) to decode and/or work out the meaning of unfamiliar words and phrases
clarify the meaning of the more formal language of the report.
As we read think about the following:
As we read think about the following:
the information about the care of the elephants
the information in the text and photographs about the closeness of the relationship between the keepers and the elephants
the comparisons between elephants and humans, especially on page 20
the idea that the elephants are being “trained to return to the bush” (page 22), not turned into pets.
Follow up task:
Follow up task:
Think about the relationship between keeper and elephant – the focus of the final page.
write about-
How might the keepers feel about saying goodbye to the elephants? Why?
The following week, on the 6th of Feb is a very important day in the history of New Zealand.
The following week, on the 6th of Feb is a very important day in the history of New Zealand.
Why is it so important?
Why is it so important?
Brainstorm what you know about 6th Feb.
Brainstorm what you know about 6th Feb.
Task: All students have post it notes and write what they know and paste them on the board.
Task: All students have post it notes and write what they know and paste them on the board.
Over Arching focus
WAL about Waitangi day. How do treaties work.
SC : I can recall facts about why Waitangi is an important event in history of New Zealand.
Explain how I need to contribute to a team.
WAL to use specific vocabulary to explain about Waitangi day.
SC: I can use specific words that relate to Waitagi Day to explain it's significance.
Follow up Activities
describes the events leading up to and following 6 February 1840.
Draw a timeline of events leading to Waitangi day.
Provides reasons for and against the original signing by Māori chiefs
Make a table comparing the articles of the Treaty in English with te reo Māori versions
Independent Tasks
Make a Poster to share your awareness about Waitangi with your Whanau
T3W8
T3W8
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