Text: The Treaty of Waitangi

Date: Term 1 Week 1

Text Level: Teacher Written

Achievement Objective:

�WALT:

To set, and be clear about the expectations and routines for reading time. Practice and learn these now as the focus for the whole lesson.

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“know what the expectations and routines are for reading time.”

Curriculum Level: 3

Resources needed:

Copy of the text for each learner

Introduction of text:

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Start with expectations for how we come to the table

• Chromebooks closed
• Arms folded"

What do we know about the Treaty of Waitangi?

Discuss that it means more than just a public holiday

Talk about how to find key information from the text as we read"

Discussion - prompts and questions:

Expectations for reading:

• When your reading group is called you will need to come to the teacher table without your chromebooks unless asked to bring it with you. If you are asked to bring a chromebook make sure that you leave it closed on the table.
• We will be reading the journal as a group.
• You don’t have to raise your hand to ask answer a questions talk about conversation turn taking.
• Discuss how reading could go:
• You could be asked to all read aloud at the same time.
• One person could be reading aloud but I could ask you to stop at any time and then ask the next person to read. This mean that you will need to read along so that you know where we are up to and what is going on.
• You could be asked to read a section silently while sitting at the table. "

"Talk about where the information has been sourced from and why it is important to add this rather than just take the information from the text.

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Key questions to talk about while reading:

1. Who was the Treaty of Waitangi signed between?

2. What is the treaty named after?

3. What are the principles of the treaty?

4. What was the date that the Treaty of Waitangi was signed?

5. Who was the first Māori chief to sig Te Tiriti o Waitangi?

6. Who was the first British representative to sign the Treaty of Waitangi?

7. What are the names of the two different versions of treaties?

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Key Vocabulary:

representatives, Māori Iwi, British Crown, treaty, translated, settlements, participation, protection, partnership, recognise, acknowledge

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Text: Lost Treasure (Level 3 May 2017)

Date: Term 1, Week 2

Text Level: Year 5

Achievement Objective:

�WALT:

To set, and be clear about the expectations and routines for reading time. Practice and learn these now as the focus for the whole lesson.

​

“know what the expectations and routines are for reading time.”

Curriculum Level: 3

Resources needed:

One journal for each student

Introduction of text:

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Start with expectations for how we come to the table

• Chromebooks closed
• Arms folded"

This is a story about a boy who liked to play tricks on his cousin. Have you ever had a cousin play tricks on you? How did it make you feel? Have you played tricks on someone? How does it feel?

Discussion - prompts and questions:

Expectations for reading:

• When your reading group is called you will need to come to the teacher table without your chromebooks unless asked to bring it with you. If you are asked to bring a chromebook make sure that you leave it closed on the table.
• We will be reading the journal as a group.
• You don’t have to raise your hand to ask answer a questions talk about conversation turn taking.

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Discuss how reading could go:

• You could be asked to all read aloud at the same time.
• One person could be reading aloud but I could ask you to stop at any time and then ask the next person to read. This mean that you will need to read along so that you know where we are up to and what is going on.
• You could be asked to read a section silently while sitting at the table. "

For today’s session we will practice how a reading group will work and keep on top of the expectations. Will talk through how one person will read at a time but the others need to be focused on what is being read as they could be the next one to read. This is to give me an idea of reading level and the focus for each of my learners.

Page 36:

• Paralysed: what does this mean?
• Comeuppance: what does this mean?

Page 37:

• Discuss the locations and connect to where in NZ they are.
• Why did Wai ask if there was not tricks before he offered to go along with it?
• Describe what an orchard is.

Page 38:

• What is a verandah?
• Why do you think mum keeps making sure that Wai is doing things? How do you think Wai is feeling about this? How do we know what he wants to do?

Have the students finish reading the book reading in their head then discuss the key points of the story at the end.

Text: Cancel the Invasion (Level 3 November 2016)

Date: Term 1, Week 2

Text Level: Year 6

Achievement Objective:

�WALT:

"Starts to make connections by thinking about underlying ideas in and between texts

Recognises and understands the connections between oral, written, and visual language"

make connections to what I am reading.

Curriculum Level: 3

Resources needed:

One journal for each learner

Introduction of text:

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When we are reading we need to look out for the author's purpose for writing this story and what they key ideas are. We are going to be making connections to things we already know as we read to help understand new vocabulary and key ideas.

"Key Questions

What is an imagination?

When do you use your imagination?

Is there a limit to what you can imagine?

What does it feel like when a cousin or sibling annoys you?"

Discussion - prompts and questions:

Page 42:

• Connecting to what we already know about unicorns: What do we know about unicorns? How do we know this? What can we infer about the unicorn in this story?

Page 43:

• How is Atutahi feeling when she responds to her sister? How do we know this? "What? came a voice from inside”
• What can we tell about Atutahi when Mum asks her to stop reading a book? We can infer that she is always reading.
• Where do you think Atutahi has gone?

Page 44:

• Why did Mum want the girls to get more active? Connect to how much time we spend looking at screens and home and not getting outside

Page 45:

• What do you think will happen to Sparkles now that Atutahi has a spacewaka?
• What do you think about Atutahi doing lots of different things and not sticking to them?
• Do you think that Atutahi will continue with the spacewaka activity? Use clues from the text and connect to it to help support your answer.

Page 46:

• Why did Mum and Puanga not think that Atutahi would finish the race?
• What do you think that Sparkles is going to do? (Predicting)

Page 47:

• Who do you think is going to win? Why? (Predicting)

Page 48:

• What does just a glimmer ahead mean?
• Why was Atutahi a little distracted at the end of the race?

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Achievement Objective:

�WALT:

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Resources needed:

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Introduction of text:

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Discussion - prompts and questions:

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