Rata
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 Find details and Summarise the main ideas of a story.
Click the link below for...
Click the link and choose a story to listen to: Listening post colour wheel
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.
Click the link below...
Term3Week9
WALT Show our understanding of text structures.
Click the link below for...
Click the link and choose a story to listen to: Listening post colour wheel
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.
Click the link to read: STAYING AFLOAT
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 to read the story...
Term3Week7
WALT Retell and summarise 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
Presentation and Follow up Activities
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
Extra Reading about Novel Coronavirus Information
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
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
Extra Reading about Novel Coronavirus Information
T2W12
Click on the book of your choice and listen to the stories.
Task: Give a brief summary of the entire story we have read, using main ideas in the order it was told.
T1W10 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 Pinna and you can find lots of listening activities.
Explore and try out the ones you like.
Term 1 Week 9
TERM1, WEEK 8- WALT: answer questions about the text.
SC- We can look for information in the text to answer our questions.
Read the text and find out why Wasps are pests?
TERM1, WEEK 7- WALT: answer questions about the text.
Predict what the text might be about.
Develop deep understanding about new information or context.
Develop understanding of unknown words by looking for clues
Summarise the story using their own words
Skim through the reading and choose the new vocabulary then complete the vocabulary slides.
The teina is going to choose a tuakana to work with.
Each group will choose a piece of reading to focus on.
Read the passage then summarise the main idea of the text using vivid and the calendar.
You are going to report back to the class.
Task 1
Answer these questions After reading the text.
Who introduced the possum to Aotearoa?
Why is this a problem?
When did the possum become a problem?
Why did New Zealand hunters bring possums with them?
Can you defend the action of the people that introduced the possum to New Zealand?
Use the map in the story to describe how fast do these pest grow and spread out across New Zealand and why?
How could we solve this problem?
Identify the several ways that has been identified in the text on how to get rid of this pest.
Task 2
Create a fact sheet about possum using the information that you have learnt.
TERM1, WEEK 5 and 6 - WAL: how metaphors and similes can create affect in writing.
Sc: I can identify the metaphors and similes in text.
I can explain how metaphors and similes help create a picture in the reader's mind.
Possibly unfamiliar words or terms
“water cultivators”, “drought season”, “transporter”, “Quench”, “broke”, “hydraulic arm”, “valve”, “night-stick”, “apologetic”, “unguarded”, “hollow shell”, “parched”, “boiler suits”, “mini-console”
■ interesting verbs: “hauled”, “growled”, “grumbled”, “gawping”, “gurgling”, “retracted”, “rasped”, “jammed”, “babbling”, “twitched”, “slumped”, “rumbled”, “scattering”, “perched”, “quenching”
Language Features
■ personification: “the afternoon sun doing its best to beat him back”, “the transporter came to life”
■ similes: “like a jumble of strange fruit”, “like sunburnt skin”
■ colloquial expressions: “too broke to fix”, “in a bit”
■ metaphor: “the guilt already flowing”, “a torrent of words”, “catch my breath”
■ words and expressions that have a double meaning and/or connection with the idea of water and drought: “the guilt already flowing”, “a torrent of words”; the ambiguous use of “broke” to imply poverty as well as in need of repair.
TERM1, WEEK 4- WALT: make connections to our prior knowledge and between the text and the visual features to identify (summarise) the 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”
T1 W4
Learning Intention
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.
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.
TERM1, WEEK 3- WALT: make connections between the text and the visual language features
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?
TERM1, WEEK 2- WALT: use information in the text and illustrations to make connections to their prior knowledge and visualise what is happening in the text.
T1W2
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.
Find a buddy from ratas's group and read to a buddy.
Possible unfamiliar words, such as “stomach”, “squirmy”, “meant”, “snatched”, “slurping”, “giggling”, “nervous”, “pounding”, “sweaty”, “mumbled”, “crouched”, “worried”, “nervously”, “glanced”, “racing”, “reddened”, “honest”, “sternly”
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”?
Learning Intention
WALT use information in the text and illustrations to make connections to their prior knowledge and visualise Jack’s feelings.
SC - I can track feelings of characters as I read the text.
As we read
Track feelings of the characters
Page Character/s How they are feeling How I know
Independent task
Down load the audio version of the text and listen to it.
Read the text Te Tiriti o Waitangi for fluency and phrasing.
