Tui Reading Group
T4W5
Happy New Year
WALT write a recount of the text Happy New Year.
Read the text
Read with Miss L
Think about the main events in the story and put them into a timeline.
Unscramble the pictures and put them into the correct sequence.
Recount what is happening in each part of the story.
Use full sentences and include detail
Follow up task
T4W4
T3W7
Ngatu: Keeping the Tradition Alive
WALT: explore how a traditional practice is kept alive and how to make Ngatu.
T3W7
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.
T3W3
The Best Tropical Beach Resort.
WALT: follow the steps Andy takes to set up his beach resort.
Write instructions to show how he set up the resort.
Read the text with Miss L
Examine the steps Andy has taken to set up his fancy beach resort.
How has he prepared his business for customers?
write these steps in your book using procedural/ instructional structure.
T3W2
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:
T3W1
Night Light
WALT Ideas: Show some understanding of ideas within, across, and beyond texts; Structure: Show some understanding of text structures..
Instructional writing- we will make a pamphlet that will contain scientific information and instructions.
Read the text
Develop understanding of unknown words by looking for clues in the text and using a dictionary.
Read with Miss L
Read with a partner and identify the main points in the text.
Create an informational pamphlet
Share with Miss L
T2W12
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
T2W11
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:
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:
T2W10
POI
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 doc
write instruction for how to make poi and answer the questions.
Share with Miss L
Follow up task:
T2W9
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:
T1W9
WALT:
Show some understanding of text structures.
Follow up task:
answer the following questions, write full paragraphs using the burger model to explain your answer.
What are the main issues for the soldiers?
What would make you feel better when you are far from home? - Use your knowledge of having a mascot or a special toy to help you to understand the role of a mascot for the soldiers.
T1W8
WALT:
make connections to own knowledge and experiences to form and test hypotheses about what will happen.
SC- We can look for information in the text to answer our questions.
Read the text and find out why Wasps are pests?
T1W7
WALT:
make connections to our prior knowledge.
LO:
Ask questions about aspects that we are unsure of or want to know more about and attempt to find answers in the text.
Examine the text for new information.
Follow up Task
Make a list of all the difficult words. Use them in sentences of your own and post them on your blog.
Read the text at least three times for fluency and phrasing.
Is there any word that you do not understand?
Find new facts that you learnt about possums in NZ
T1W6
WALT: Show some understanding of text structures; Ideas: Show some understanding of ideas within, across, and beyond texts.
LO:
To read the narrative and identify the main events that take place within the Tongan myth.
To answer the questions below in detail writing full sentences to explain your understanding.
Follow up task:
Listen to the narrative and answer the following comprehension questions:
Why were the people annoyed with the boys?
Why did the people want the boys to be punished?
How did Maʻafu feel about this?
Why did he have to agree?
Was the outcome a good one for the brothers? For their father? For the community? Why?
What does the story tell you about the values of the community?
What do the star constellations have to do with the brothers?
This narrative:
recounts a Tongan traditional story about the creation of important constellations
provides opportunities to make connections to support inferences
includes a number of lea faka-Tonga (Tongan) names and words
has themes of respect and atoning for bad behaviour.
T1W2
WALT:
we are learning to : Confidently use a range of processing and comprehension strategies to make meaning from and think critically about the text.
SC:
Read and understand the text to answer the comprehension questions with a buddy
Prior to meeting the teacher:
1. find a hard copy of the text in the your reading box- take a look at the pictures and title to predict what you think it will be about.
2. Read the story to yourself
3. Think about the main ideas within the text
4. Think about all the things you already know about ukeleles and share with a partner from the Tui group
5. Download the audio version of the text and listen to it twice.
As we read with the teacher:
Think about and identify the main points in the story
Group discussion
Answer the questions below as you read with a buddy:
Who are the kiwileles?
What world record did the Kiwileles break?
Who is Bill Sevesi?
How do the students learn to play the ukelele?
How do the students from East Tamaki Primary feel about learning to play the ukelele?
Language features
: • the composite word “Kiwileles”
• the suffixes in “skilful” and “joyful”
• the adverbs “perfectly”, “quickly”, “simply”, “slowly”, “quickly”
• the root word “music” in “musician” • words with letters or letter combinations that can have more than one sound (for example, “concert”, “confidence”; “musician”; “orchestra”, “chord”)
Follow up task
Make a list of composite words you know.
Find 20 words that have a 'ful' as a suffix
T1W1
The following week, on the 6th of February is a very important day in the history of New Zealand.
Why is it so important?
Brainstorm what you know about 6th February.
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