Kowhai
Term4Week8
WALT Show our understanding of finding meaning from written text.
WALT Use General Strategies for Reading Comprehension such as:
- Using Prior Knowledge/Previewing
- Predicting
- Identifying the Main Idea and Summarisation
- Questioning
- Making Inferences
- Visualising
Click the link and choose a story to listen to: Listening post colour wheel
Task: Follow the Instructions.
Watch the videos.
Make a copy of the presentation.
Click on the link to access reading activities.
Complete all tasks.
Check and edit your work.
Share it with Mrs. Grady.
Blog your work.
Term3Week10
WALT Show our understanding of text structures.
WALT Make Connections based on our everyday life.
Click the link below...
Task: Follow the Instructions.
Make a copy of the presentation.
Look at the Front Cover of the Book and make Predictions.
Read the story and identify the main ideas.
Work on Vocabulary and Synonyms
Complete all tasks.
Check and edit your work.
Share it with Mrs. Grady.
Blog your work by Friday.
Click the link for...Extra Reading
Click the link and choose a story to listen to: Listening post colour wheel
Term3Week9
WALT Show our understanding of text structures.
Task: Follow the Instructions.
Make a copy of the presentation.
Look at the Front Cover of the Book and make Predictions.
Read the story and identify the main ideas.
Work on Vocabulary and Meaning.
Read the story by pages and answer the questions.
Complete all tasks.
Check and edit your work.
Share it with Mrs. Grady.
Blog your work at the end of the week.
Click the link below for...
Click the link and choose a story to listen to: Listening post colour wheel
Term3Week8
WALT Identify and Summarise the main ideas of the story.
Task: Follow the instructions
Make a copy of the presentation
Read the story
Do all tasks
Check and edit your work
Share it with Mrs. Grady
Blog your work
Click the link/title below...
Term3Week7
WALT Retell the main events of the story to show our understanding.
Click the link and choose a story to listen to: Listening post colour wheel
Term3Week6
WALT Retell Information in the order of the story.
Task: Follow the Instructions
Make a copy of the presentation
Read the story
Complete all tasks
Check and edit your work
Share it with Mrs. Grady
Blog your work
First personal to receive a life sentence without parole in NZ: Brenton Tarrant
Click the link to read Poi by Tira Johnson
Useful reading: Novel Coronavirus
Presentation and Follow up Activities
Term3Week5
WALT Identify and summarise main ideas of a text.
Task: Follow up Activities
Watch the video and read the text
Make a copy of the presentation
. Work on each slide
Check and edit your work
Share it with Mrs Grady
Task: Follow up Activities
Watch the video and read the text
Make a copy of the presentation
. Work on each slide
Check and edit your work
Share it with Mrs Grady
Useful Reading Information about Novel Coronavirus
Term 1 Week 10 and holidays
Click on Story line to listen to a number of stories of your choice.
Choose a story.
Listen to it.
Who are the main characters in the story? What are they like?
Retell the story in your own words.
Summarise the story.
Do you think you could end the story differently?
Click on the Pinna button and listen to a story of your choice.
Term 1 Week 9
Term 1 Week 8
SC- We can look for information in the text to answer our questions.
Read the text and find out why Wasps are pests?
Term 1 Week 7 - 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
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.
Term 1 Week 6 - WALT make connections to our prior knowledge
Learning Intention
WALT make connections to our prior knowledge.
Ask questions about aspects that we are unsure of or want to know more about and attempt to find answers in the text.
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?
Term 1 Week 4 and 5 - WALT make connections to our prior knowledge and between the text and the visual features to identify (summarise) the components of a pepeha.
Ask questions about aspects that we are unsure of or want to know more about and attempt to find answers in the text.
SC - I can share instances about my experience and can identify the main components of a Pepeha.
Vocabulary
Possibly unfamiliar te reo Māori words and phrases, including: “Ko ... tōku ingoa”, “pepeha”, “waka”, “tūpuna”, “maunga”, “awa”, “roto”, “moana”, “iwi”, “marae”, “hapū”, “hui”, “kaumātua”, “mātua”, “Nō whea koe?”
• The use of macrons to denote long vowels in te reo Māori
• Other words and phrases that may be unfamiliar: “formal occasion”, “local environment”, “value”, “natural world”, “ancestors”, “family history”, “landmarks”, “waterways”, “traditional gathering place”, “relationships”, “community”
Follow up Task
Use the framework provided in the above text to form your own Pepeha.
Think of the local rivers, mountains, and marae that are special to you. Make sure you have included these in your Pepeha.
Term 1 Week 3 - WALT look at different text features and their impact on the reader
Listen to the text independently. you will have to download the audio version of the text.
Learning intention
WALT look at different text features and their impact on the reader
SC - I can identify the different text features used in the story.
Vocabulary
Possibly unfamiliar words and phrases, including “bungy jump”, “viewing platform”, “peering”, “floor-to-ceiling windows”, “weight restriction”, “krumping”, “press-ups”, “a round of applause”, “photographer”, “viewing deck”, “trick photos”, “glossy”, “framed” ■ Colloquial language: “you guys”, “wanna”, “heaps”, “man of steel”, “Tough luck”, “Yeah, right”, “wanna” ■ The simile-based joke (“thick as the concrete floor”/ “Like you, Matiu”).
Text Features
Infer what characters are thinking from their actions: “‘Kia kaha,’ he whispered”, “with a wink”, “couldn’t hide the smile”
■ The contrast between what Matiu says and what he is feeling
■ Plot development that includes an unexpected turn of events
■ Use of ellipses to imply an unfinished thought
■ Similes: “stomach felt like jelly”, “like a town for ants”, “as if they were walking on air”, “like a starfish”
■ Metaphors: “The city dropping away below them”, “hard as steel”.
Discuss the use of colloquial language. Share any examples if you know. If any terms are not familiar to students, encourage them to share similar expressions in a language they know.
Expressing feelings can be difficult for some students.
Can we build up our knowledge of words to express different feelings?
Use the structure below to express your feelings.
“I am feeling … because …”,
“When you do … I feel …”.
Term 1 Week 2 - WALT make connections between the text and the visual language features
Try and answer the given questions as you read with your buddy.
Is it OK for the children to take the juice? Why did Jack take the juice?
Show the parts that tell you how Jack is feeling after taking the juice. Why does he feel that way?
What does Jack do after taking the juice?
What could he do next?
The other children are having a lot of fun with the juice. What is Jack doing?
What do the illustrations tell you about how Jack is feeling?
Can you remember a time when you have felt like that?
How is Jack feeling about the juice when he says “So much for free juice”?
Vocabulary
Possible unfamiliar words, such as “stomach”, “squirmy”, “meant”, “snatched”, “slurping”, “giggling”, “nervous”, “pounding”, “sweaty”, “mumbled”, “crouched”, “worried”, “nervously”, “glanced”, “racing”, “reddened”, “honest”, “sternly”
You read the above text with the T
Learning outcomes
The students make connections between the text and the visual language features in order to identify what the Go Green team needed to do.
• Ask questions about aspects they are not sure of or want to know more about and attempt to find answers.
• Look for and identify information about how the Go Green team made the garden sustainable.
• Monitor their reading and take action (for example, rereading a sentence or looking for clues close to the word) to clarify the meaning of unfamiliar words.
Vocabulary
Subject-specific words and phrases that may be unfamiliar to the students: “Enviroschool”, “sustainable”, “Go Green”, “waterwheel”, “generate”, “pumice”, “cement”, “compost”, “inter-island ferry”
Follow up Task - The Gifted Garden
The students could work in pairs to plan a small garden or design a new and sustainable feature for an existing garden, adding labels and explanations, then presenting their ideas to the class.
Independent task
Who can enter the Ellerslie Flower Show?
What is compost?
Are there rules about entering or can you just enter?
What makes the scraps into compost?
