Tangaroa
Learning Intentions :
Students will continue working on a range of comprehension strategies during whole class and small targets teaching groups.
Comprehension strategies: predicting, asking critical questions, making connections to text, self to text and text to world, critiquing and inferring.
Focus on maintaining expression, fluency and reading with the correct punctuation.
Since we didn't complete all the activities from the last week we need to carry on with it in week 4.
Term 4 Week 5
Term 4 Week 3/4
T4 Wk 1 :
Students will continue working on a range of comprehension strategies during whole class and small targets teaching groups.
Comprehension strategies: predicting, asking critical questions, making connections to text, self to text and text to world, critiquing and inferring.
Focus on maintaining expression, fluency and reading with the correct punctuation.
T3 Wk 7/8 :
Students will continue working on a range of comprehension strategies during whole class and small targets teaching groups.
Comprehension strategies: predicting, asking critical questions, making connections to text, self to text and text to world, critiquing and inferring.
Focus on maintaining expression, fluency and reading with the correct punctuation.
T3 Wk 4 :
WALT ask and answer questions literal, inferred and applied questions.
- Explore different types of open questions.
Sc: I can sort questions strips into 3 groups.
I can use the clues from the story and my prior knowledge to form up an idea or form an inference
T3Wk 3:
WALT Infer and make predictions before/during reading
- Response to question with evidence from the text.
- Develop understanding of unknown words by looking for clues in the text and using a dictionary.
Sc: I can read between the lines
I can predict what the story might be about using clues or evident from a text
I can use the clues from the story and my prior knowledge to form up an idea or form an inference
T3Wk1 & 2:
WALT Infer and make predictions before/during reading
- Response to question with evidence from the text.
- Develop understanding of unknown words by looking for clues in the text and using a dictionary.
Sc: I can read between the lines
I can predict what the story might be about using clues or evident from a text
I can use the clues from the story and my prior knowledge to form up an idea or form an inference
T2Wk11:
WALT Infer and make predictions before/during reading
- Response to question with evidence from the text.
- Develop understanding of unknown words by looking for clues in the text and using a dictionary.
Sc: I can read between the lines
I can predict what the story might be about using clues or evident from a text
I can use the clues from the story and my prior knowledge to form up an idea or form an inference
T2Wk10:
WALT Infer and make predictions before/during reading
- Response to question with evidence from the text.
- Develop understanding of unknown words by looking for clues in the text and using a dictionary.
Sc: I can read between the lines
I can predict what the story might be about using clues or evident from a text
I can use the clues from the story and my prior knowledge to form up an idea or form an inference
T2Wk9:
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
Play this song, listen carefully to the lyrics and think about your own dream.
You can create a poster/comic or any other form of presenting the message that you have learnt from the song. Describe how you feel when you listen to the song.
T2Wk8:
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
Play this song, listen carefully to the lyrics and think about your own dream.
Early finishers can choose as many activities that would like from the grid.
Reading goals:
Goals
Make connections between texts, own experience and outside world.
Identifying the author's purpose and view.
Inferring - (use text content as well as background knowledge to come to conclusions that are not stated explicitly in the text.)
Ask critical questions about the text.
Develop deep understanding about new information or context.
Develop understanding of unknown words by looking for clues
Retell a story using their own words.
Summarise the story using your own words.
Reading goals:
Goals
Make connections between texts, own experience and outside world.
Identifying the author's purpose and view.
Inferring - (use text content as well as background knowledge to come to conclusions that are not stated explicitly in the text.)
Ask critical questions about the text.
Develop deep understanding about new information or context.
Develop understanding of unknown words by looking for clues
Retell a story using their own words.
Summarise the story using your own words.
Week 8:
WALT summarise non-fiction text using a graphic organiser.
- Develop understanding of unknown words by looking for clues in the text and using a dictionary.
Week 7: WALT summarise non-fiction text using a graphic organiser.
T1W3/4
WALT: Ask critical questions about the text.
- Develop deep understanding about new information or context.
- Develop understanding of unknown words by looking for clues
- Retell the story using your own words.
- Summarise the story using their own words.
Prior to seeing the teacher
Use the context to find the meaning of these words then used the dictionary to check the meaning.
Early finishers
Answer these questions using a story that you read or you can choose any other story in the same school journals.
How does the story begin?
What happen at the end of the story?
Who is telling the story?
Which part of the story do you like the best? Explain why?
Which part of the story describe the setting?
What is the problem faced with the character?
Have you ever had an experience like this?
If you were do write your own opening, what ideas would you borrow from this story?
How has the author used descriptions to show that the character is happy/angry/afraid?
Why did the author choose these setting? Do you agree with the author's opinion?
List down the key words, identify the meaning using clues from the text then look it up in the dictionary.
As a group they will read the text then come up with an idea of what they are going to make.
Brainstorm their ideas on an A3 paper
Write down their plan step by step
What are do going to make?
How are they going to make it?
What sort of materials are they going to use?
Divide the jobs so everyone will have a part to complete.
As a group they need to find a way to complete their project.
The bullet
Summarise the story using their own words.
Create a booklet using these instructions below.
Grab an A3 white paper, fold it into three folds.
Outside at the cover page you can draw the title and identify the author of the story.
Inside the booklet you can include these story elements. You can draw pictures and write few words to describe it.
Setting : Where and when the story does the story take place?
Characters: Who are the main characters and what are they like?
Plot: What are the sequence of events?
Conflict: What is the conflict. How do you know that?
How does the conflict get resolved?
If you were the author would you change the ending of the story? Explain your reasoning.
T1Wk2
Prior to seeing the teacher
Student will choose their buddy and together they need to complete the prediction activity sheet.
After reading
Respond to the questions using information and your understanding of the text.
What is the story about? How do you know?
Why did the author write this story? Why do you think that?
What were the main idea of what you read? What were the supporting details that told you more about the main idea?
What did you find interesting as you were reading today?
Did you find any interesting word while you were reading? What was it? Use a dictionary to find out it meaning and write a sentence of your own using the interesting word you found?
Complete the inferring reading activity.