Tānemāhuta
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.
T3Wk 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.
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.
Week 6
WALT: Ask critical 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
Integrated Reading and inquiry activity
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.
Answer these questions using the text being read.
Who introduced the possum to Aotearoa?
Why is this a problem?
When did the possum become a problem?
Why did they bring it here in the first place?
When did the possum arrive in New Zealand?
Can you defend the action of the people that introduced the possum to New Zealand?
How fast does it grow?
Use the map in the story to describe how fast do these pest grow and spread out across New Zealand and why?
How could this be so harmful?
How could we solve this problem?
Identify the several ways that has been identified in the text of how to get rid of this pest.
Week 5
WALT: Ask critical 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
Prior to seeing the teacher
Presenting poems with partners
Choose a partner to work with.
Answer the questions using the text provided.
What is the author's purpose for writing this text?
Name five facts from the text and justify how you know they are facts?
Name the main idea of the text and three supporting details.
Describe the word kaitiaki using your own understanding.
What was the author's viewpoint in this text?
Why is the stream important?
What 's happen to the stream?
In this text, how do you think the stream became so unhealthy? What clues did you use?
• What could be done to fix it?
What connections can you make between this text and other texts you have read or your own experience?
What comparisons can you make between the text and where you get food/water?
T1W3/4
Prior to working with the teacher.
Work with a partner. Brainstorm your ideas about communication.
Use the A3 paper, google drawings or a shared google slide to show your work.
Discuss the answers with your buddy before writing it down.
Answer the questions about communication.
How do we communicate with other people? List as many ways as you can.
Why do we communicate? Discuss the need.
What do we communicate? Discuss the message.
When do we use speech as a means of communication? For example: talking formally, making a prepared speech ... ?
How many different ways of speaking can you think of? Do you speak to your friends in exactly the same way as you speak to the principal?
When do we use formal language and when do we use informal language?
How many different ways of using your voice can you think of? For example: whisper, squeal ... ?
In which of the following situations would speaking be the best form of communication? Give reasons for your choices.
Asking someone to stay the night at your house
Applying for a job
Making an appointment for a haircut
Thanking your grandmother for a birthday present
Communicating with a penfriend
- 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.
- 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.
- Early finishers can go back and complete their brainstorm activity.
- Complete the reading response activity provided.
After reading
Give your response 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.
Learning intentions
WALT reading for meaning
WALT develop deep understanding about about the text
WALT understand new vocabulary
WALT ask critical questions to get more understanding of the text
I can retell the story using my own words.
Early finishers
Complete the Waitangi day pukapuka mahi.