Manukau
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 Find information that are in the story to answer the questions.
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.
Complete all tasks.
Check and edit your work.
Share it with Mrs. Grady.
Blog your work by Friday.
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.
Complete all tasks.
Check and edit your work.
Share it with Mrs. Grady.
Blog your work by Friday.
Term3Week9
WALT Show our understanding of text structures.
Click the link below for...
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.
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.
Click the link - Story: Poi by Tira Johnson
Click the link - Story: Poi by Tira Johnson
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
Useful Reading about the Novel Coronavirus
Extra Reading: Covid-19 Article about Computers
Presentation and Follow up Activities
First personal to receive a life sentence without parole in NZ: Brenton Tarrant
Term3Week5
WALT Identify and summarise main ideas of a text.
What is a virus?
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
What is a virus?
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
Term 1 Week 10 and holidays
Have read of the Kiwi kids news everyday.
Choose the book and listen to it.
You could also encourage your younger siblings to listen to stories.
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 button Story online and listen to stories of your choice.
Term 1 Week 9
Term1 Week 8 - 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?
T1 W7 -WALT make connections to own knowledge and experiences to form and test hypotheses about what will happen
T1 W7
Learning Intention
• 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.
Term1 Week 6 - 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?
Term1 Week 4 and 5 - WALT make connections and say our Pepeha confidently.
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.
T1W2 and 3.
We will continue to read this text as we could not finish reading the second part of the text last week.
Prior to meeting the teacher
Hard copies of the text are provided in your reading box. Down load the audio for the text and listen to it twice.
What about playing a simple song on Ukelele
How can we learn to do this?
Explore using your chrome books. Practice playing a simple chord.
Click here to download the text
WALT notice and understand what composite words and suffixes are.
SC - I can look for words with different suffixes.
I can give examples of some composite words.
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
