Embedded Files
Term 4, Week 1
Term 4, Week 1
READING
WALT make deep level connections to what we read
WALT understand new vocabulary
WALT ask critical questions about something we don't understand from a text
SC I can look for clues to help me find the meaning of unknown words
I can retell the story in my own words
Term 1, Week 7-Term 2, Week 7
Term 1, Week 7-Term 2, Week 7
READING
WALT make deep level connections to what we read
WALT understand new vocabulary
WALT ask critical questions about something we don't understand from a text
SC I can look for clues to help me find the meaning of unknown words
I can retell the story in my own words
Term 1, Week 7-Term 2, Week 3
Term 1, Week 7-Term 2, Week 3
READING
WALT make deep level connections to what we read
WALT understand new vocabulary
WALT ask critical questions about something we don't understand from a text
SC I can look for clues to help me find the meaning of unknown words
I can retell the story in my own words
Week 7 on wards - For reading activities - see Inquiry page.
Term 1, Week 6
Term 1, Week 6
READING
WALT make deep level connections to what we read
WALT understand new vocabulary
WALT ask critical questions about something we don't understand from a text
SC I can look for clues to help me find the meaning of unknown words
I can retell the story in my own words
Reading 'Captain Cook' from School Journal Level 4 May 2016. Shared reading activities.
Term 1 Week 5
Term 1 Week 5
WALT make deep connections within, between and to texts.
SC I can talk about a story I have read in my own words.
READING/INQUIRY
Maui and the kite - Google Drawing #1
Sina and the eel - Google Drawing #2
Term 1 Week 4
Term 1 Week 4
WALT make deep connections within, between and to texts.
SC I can talk about a story I have read in my own words.
School Journal Story Library
Level 4 - Marcus Thomas
Monday - pages 4 and 5
- Who says “What was your first caving experience” and who replies?
- Why are some words bolded?
- What are stalactite formations?
- What was his journey like?
- What do you think speleological might mean?
Create task - Make a list of all the new words you learnt from this page. Write their meanings and/or a sentence.
Tuesday - Pages 6 and 7
- Vocab to discuss - vertical, horizontal, alpine, curiosity, technical skills, discovery
- Why do different kinds of caves exist? What makes them different?
- What might Marcus mean when he says ‘looking at maps for clues’ - what clues might he look for?
- How would you know if you were looking down a tunnel nobody had ever seen before? (hint: maps).
- How would you survive for days underground?
Create task: Research caving in New Zealand - try to find an example of a vertical cave and an alpine cave (pictures to support your description). State their location and when they were discovered. Use a map to pinpoint where they are.
Wednesday - pages 8,9, 10 and 11
- What are all these items used for?
- What is a water table?
- How do caves form?
- What is it like to go caving? Therefore what would you need to take with you in your bag/pack?
- Why wouldn’t personal locator beacons work underground?
- What are the rules and why are they there?
Create task - create your own drawing of a cave system (put in as many tomos, layers, water tables etc as you like) and label them. If possible, add in some cavers as well.
Thursday - pages 12 and 13
- How would this have happened? Go back to page 8/9 and review.
- Why does it say the explored part of the Bulmer cave? (impling there is..)
Create task - research the Bulmer cave and create a fact profile about it.
Friday - pages 14 and 15
- Why is there a picture of a rugby field on page 14?
- What kind of damage could a caver do that ‘could never be undone’?
- ‘Take only photos, leave only footprints’
Create - research the Sarawak Chamber and create a fact profile about it.
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