Mrs A’s Groups
Online Challenges: 16/11/16
Text for the week: T4 W4 - 5
Group | Text | Follow Up |
R Javeylor, Jasmine, AJ, Mia, Reon, Mahdia, Charlize | Godwits (Kuaka) migrate a very long way each year. Is this migration necessary? Teacher reference text
Scaffolding text: Complementary text: Cher Ami - Zahn and San Tat’s blogpost Challenge text: Self selected text: | Questioning
|
E Sa Kae, CJ, Silivia, Sylis, Ana, Mere, Afu, Harry | ||
A Mishaan, Manu, Tiare, Nesi, Fifita, Victoria | ||
D Harlem, Lyndon, Jane, Jessie, Cecillia, Juanita, Latham, |
R
Javeylor, Jasmine, AJ, Mia, Reon, Mahdia, Charlize
A
Mishaan, Manu, Tiare, Nesi, Fifita, Victoria
D
Harlem, Lyndon, Jane, Jessie, Cecillia, Juanita, Latham
E
Sa Kae, CJ, Silivia, Sylis, Ana, Mere, Afu, Harry
Thinking Groups
Pigeons
LI: To develop the comprehension strategies of making connections, identifying the author’s purpose and point of view, identifying main ideas, or evaluating
v
| What? (event) | Where? (situation) | Which? (choice) | Who? (person) | Why? (reason) | How? (means) |
is/are | | | | | | |
did/do/does | | | | | | |
could/can | | | | | | |
will | | | | | | |
would | | | | | | |
might | | | | | | |
should | | | | | | |
LI: To think critically about an image by writing my own questions that will help me find the information in these pictures
Provocation:
Are pigeons helpful or pests?
LI: To establish prior knowledge
Making Connections:
LI: To use our prior knowledge to make stronger connections
(Remember: NO books or Internet searching allowed for this task!)
Today | 30 years ago | 100 years ago |
| | |
Problems | Problems | Problems |
| | |
How people communicated...
Create a montage of images that shows how pigeons are helpful to man
LI: To use comprehension strategies to unpack the text
Listen to the audio together
Author’s purpose and viewpoint:
Making Connections:
Identifying main ideas:
Author’s purpose and viewpoint:
Speedbumps:
Evaluating:
LI: To identify the main ideas in a text
Read the text in pairs
3 Vital Ideas | 4 Very Important Ideas | Important Ideas |
| | |
LI: To summarise a text in our own words
Each person to write 20 important words from the text on the shared paper
Read the text independently
As a group decided which are the 6 most important words
Use those 6 words to sum up the information in a couple of sentences
Create a montage of images that shows how pigeons are pests
LI: To use your smart searching skills to source your own facts to support your thinking
Choose your own information source
Create a sketchnote to reflect your connections and understanding of the main and interesting ideas in the text of your choice.
Take a photo of your sketchnote, add a new slide and upload it to this DLO with the link to your text on the same slide
Pigeons: Special or pests? | Idea #1 | Idea #2 | Idea #3 | Synthesis statement |
Pigeon Post (special) | |
|
| Synthesis of the 3 key ideas developed in Text#1 |
Cher Ami (special) | | | | |
Pigeons are pests (pests) | | | | |
Text #4 | | | | |
Synthesis statement | Synthesis of how idea #1 is developed across 4 texts | | | |
Compare and Contrast Chart
Create
Are pigeons special or pests?
however | differs from |
whereas | in spite of |
in other respects | on the other hand |
on the contrary | nevertheless |
elsewhere | rather |
on the other hand | instead |
in that respect | also |
but | alternatively |
and | as well |
neither | while |
even though | although |
Useful Conjunctions
LI: To use conjunctions to join ideas together
Text for the week: T4 W6
Group | Text | Follow Up |
Questioning
| ||
Kea Javeylor, Sa Kae, CJ, Mishaan, Harlem |
Text for the week: T4 W7-8
Group | Text | Follow Up |
R Javeylor, Jasmine, AJ, Mia, Reon, Mahdia, Charlize | Kuaka: Is migration necessary? Teacher reference text
Scaffolding text: Complementary text: Flight of the Kuaka - the longest non-stop flight ever recorded Challenge text: Self selected text: | Questioning
|
E Sa Kae, CJ, Silivia, Sylis, Ana, Mere, Afu, Harry | ||
A Mishaan, Manu, Tiare, Nesi, Fifita, Victoria | ||
D Harlem, Lyndon, Jane, Jessie, Cecillia, Juanita, Latham, |
Kuaka
LI: To develop the comprehension strategies of making connections, identifying the author’s purpose and point of view, identifying main ideas, or evaluating
| What? (event) | Where? (situation) | Which? (choice) | Who? (person) | Why? (reason) | How? (means) |
is/are | | | | | | |
did/do/does | | | | | | |
could/can | | | | | | |
will | | | | | | |
would | | | | | | |
might | | | | | | |
should | | | | | | |
LI: To think critically about an image by writing my own questions that will help me find the information in these pictures
Provocation:
Godwits (Kuaka) migrate a very long way each year. Is this migration necessary?
LI: To establish prior knowledge
Making Connections:
LI: To use our prior knowledge to make stronger connections
(Remember: NO books or Internet searching allowed for this task!)
Today | 30 years ago | 100 years ago |
| | |
Problems | Problems | Problems |
| | |
How people travelled overseas ...
Create a montage of images that shows what the godwit looks like before migration
LI: To use comprehension strategies to unpack the text
Reciprocal reading of text
Author’s purpose and viewpoint:
Making Connections:
Identifying main ideas:
Author’s purpose and viewpoint:
Speedbumps:
Evaluating:
LI: To identify the main ideas in a text
Flight of the Kuaka - the longest non-stop flight ever recorded
Read the text in pairs
3 Vital Ideas | 4 Very Important Ideas | Important Ideas |
| | |
LI: To summarise a text in our own words
Each person to write 20 important words from the text on the shared paper
Read the text independently
As a group decided which are the 6 most important words
Use those 6 words to sum up the information in a couple of sentences
Create a montage of images that show what godwits look like after migration
LI: To use your smart searching skills to source your own facts to support your thinking
Choose your own information source
Create a sketchnote to reflect your connections and understanding of the main and interesting ideas in the text of your choice.
Take a photo of your sketchnote, add a new slide and upload it to this DLO with the link to your text on the same slide
Godwits (Kuaka) migrate a very long way each year. Is this migration necessary? | Idea #1 | Idea #2 | Idea #3 | Synthesis statement |
Kuaka: The marathon bird | |
|
| Synthesis of the 3 key ideas developed in Text#1 |
Flight of the kuaka | | | | |
Bird Migration - Hazards | | | | |
Text #4 | | | | |
Synthesis statement | Synthesis of how idea #1 is developed across 4 texts | | | |
Compare and Contrast Chart
Create
Godwits (Kuaka) migrate a very long way each year. Is this migration necessary?
however | differs from |
whereas | in spite of |
in other respects | on the other hand |
on the contrary | nevertheless |
elsewhere | rather |
on the other hand | instead |
in that respect | also |
but | alternatively |
and | as well |
neither | while |
even though | although |
Useful Conjunctions
LI: To use conjunctions to join ideas together
Text for the week: T4 W3
Group | Text | Follow Up |
Kea Javeylor, Sa Kae, CJ, Mishaan, Harlem | ||
Mrs A testing reading at this time
Text for the week: T4 W2
Group | Text | Follow Up |
Comprehension Strategy Revision
| ||
Kea Javeylor, Sa Kae, CJ, Mishaan, Harlem | ||
Mrs A testing reading at this time
Text for the week: T4 W1
Group | Text | Follow Up |
Guided Focus (whole group Monday):
| ||
Kea Javeylor, Sa Kae, CJ, Mishaan, Harlem | ||
Tuesday
Term 4
Text for the week: T3 W8/9
Group | Text | Follow Up |
Kea Javeylor, Sa Kae, CJ, Mishaan, Harlem | ||
Mrs A testing reading at this time
Text for the week: T3 W7
Group | Text | Follow Up |
The Sons of Ma’afu Guided focus to identify language features of a myth (links to writing/Tongan Language Week) Monday (All groups) Complete the Follow Up with a critical friend | ||
Kea Javeylor, Sa Kae, CJ, Mishaan, Harlem | ||
Tuesday
Wednesday
Text for the week: T3 W6
Group | Text | Follow Up |
Create a DLO that describes Poros’ character - In the blurb explain how inferring helped you do this. | ||
Finding Information - Click here to find the facts chart task | ||
Resource: Into the Book
| Create a DLO with screenshots that explain what evaluating is and how it helped you with this task | |
Kea Javeylor, Sa Kae, CJ, Mishaan, Harlem |
Text for the week: T3 W5
Group | Text | Follow Up |
Create a DLO that describes Poros’ character - In the blurb explain how inferring helped you do this. | ||
1:2:11 | Finding Information - Click here to find the facts chart task | |
Finding Information - Click here to find the facts chart task | ||
Kea Javeylor, Sa Kae, CJ, Mishaan, Harlem | Complete the DLO and publish on blogs with a blurb that reflects understanding of the Olympic values |
Text for the week: T3 W4
Group | Text | Follow Up |
LI: To explore a wide range of poems looking closely at the poetic language features (PLF) used by the poet to create pictures in the mind of the reader
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Kea Javeylor, Sa Kae, CJ, Mishaan, Harlem | ||
Text for the week: T3 W3
Group | Text | Follow Up |
Establish Prior Knowledge:
Read the article and listen to the other links. Establishing Points of View/perspective:
| Current Events LI: To identify the different perspectives in an article Post your completed DLO on your blog. In your blurb say what the author’s purpose was for writing this article. You will also need to include a sentence that explains how you feel about this article and why you feel that way. Monday RA to model guided reading strategies for GN: Violet Walrond - Guided Text (inference) / Y Chart | |
Kea Javeylor, Sa Kae, CJ, Mishaan, Harlem |
Text for the week: T3 W2
Group | Text | Follow Up |
Whole Group: Monday LI: To understand inferring is using clues to figure out what something really means Making Meaning: search for clues within the text; read between the lines to understand the hidden meaning not directly stated in the text; connect prior knowledge to help make meaning by sifting complex layers of meaning to make an inference or judgement; interpret figurative language e.g. metaphor, analogy, connotative language) and understand the effect it has on the text Resource: Into the Book
LI: To make inferences about different elements of a text.
WF Obs Lesson - Jessie, Latham, Charlize, Mahdia, Reon, Cecillia, Mia, Nesi, Harry, Afu (same group as Obs #1) | ||
Kea Javeylor, Sa Kae, CJ, Mishaan, Harlem | ||
Text for the week: T3 W1 (Whole Class)
Group | Text | Follow Up |
LI: To maintain positive attitudes to reading and understanding of what we read by:
Monday: RA to read: ‘Meerkat Manor’ Tuesday: GN to read: ‘Rainbow Fish’ Wednesday: Buddy read: Maori Myths and Legends Mon - Fri: Read 20 - read and respond at own pace and level | ||
Kea Javeylor, Sa Kae, CJ, Mishaan, Harlem | ||
Reading Tumble T3 W1
Group | Monday | Tuesday | Wednesday | |||
Kiwi | Monday: RA to read: ‘Meerkat Manor’ Bus stop Rotation:
| Tuesday: GN to read: ‘Rainbow Fish’
| Wednesday: Buddy Reading
Examples of a great book:
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Tui | ||||||
Pukeko | ||||||
Term 3
Text for the week: T2 W10
Group | Text | Follow Up |
Comprehension Challenges (Kea) Comprehension Challenges (Kiwi, Tui, Pukeko) LI: To practise using and applying comprehension skills in a practical situation LI: To create a blogpost that shares the strategies you have been practising
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Kea Javeylor, Sa Kae, CJ, Mishaan, Harlem | ||
Text for the week: T2 W9
Group | Text | Follow Up |
Establish Prior Knowledge:
Read the article and listen to the other links. Establishing Points of View/perspective:
| Current Events LI: To identify the different perspectives in an article Post your completed DLO on your blog. In your blurb say what the author’s purpose was for writing this article. You will also need to include a sentence that explains how you feel about this article and why you feel that way. | |
Kea Javeylor, Sa Kae, CJ, Mishaan, Harlem |
Text for the week: T2 W8
Group | Text | Follow Up |
Establish Prior Knowledge:
Read the article and listen to the other links. Establishing Points of View/perspective:
| Current Events LI: To identify the different perspectives in an article Post your completed DLO on your blog. In your blurb say what the author’s purpose was for writing this article. You will also need to include a sentence that explains how you feel about this article and why you feel that way. | |
Kea Javeylor, Sa Kae, CJ, Mishaan, Harlem |
Text for the week: T2 W5/6
Group | Text | Follow Up |
Show image of pollution in China Establish PK
Making Connections
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Reading Tumble T2 W5/6
Group | Wednesday | |
Kiwi | Show image of pollution in China Establish PK
Making Connections
| |
Tui | ||
Pukeko | ||
Making Connections
Text – Self:
Text – Text:
Text – World:
Connection Stems
LI: To encourage reflection during reading; to provide a structure to make connections while reading.
Text for the week: T2 W4
Group | Text | Follow Up |
1:1:09 |
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2:3:04 |
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3:3:06 |
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Reading Tumble T2 W4
Group | Monday | Wednesday | ||
Kiwi | Complete ‘Millions and Millions’ DLO and post it on your blog | 1:1:09 | Follow Up | |
Tui | 2:3:04 | Follow Up | Complete ‘Millions and Millions’ DLO and post it on your blog | |
Pukeko | Complete ‘Millions and Millions’ DLO and post it on your blog | 3:3:06 | Follow Up | |
Text for the week: T2 W3
Group | Text | Follow Up |
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Reading Tumble T2 W3
Group | Tuesday | Wednesday | ||
Kiwi | LI: identify the author’s purpose. LI: To combine ideas from several stories into a single message that fits all the stories. (put the pieces together to see them in a new way). LI: to find the main idea Shared Reading Million and Millions of People 4:3:99 | |||
Tui | ||||
Pukeko | ||||
Reading Tumble T2 W2
Group | Monday | Tuesday | Wednesday | |||
Kiwi | Author Visit:
| LI: To understand what the synthesising looks like (put the pieces together to see them in a new way) Resource: Into the Book
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Tui | LI: To record how our changes in thinking as we read the text. Shared Reading: Endangered Species - Gorillas (text) Endangered Species - Gorillas (wrapper) | |||||
Pukeko | ||||||
Text for the week: T2 W1
Group | Text | Follow Up |
LI: To understand what the synthesising looks like (put the pieces together to see them in a new way) Making Meaning: use context to confirm or self-correct word recognition and understanding, rereading as necessary. Resource: Into the Book
Synthesising is:
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Reading Tumble T2 W1
Group | Monday | Tuesday | Wednesday | |||
Kiwi | LI: To understand what the synthesising looks like (put the pieces together to see them in a new way) Resource: Into the Book
| LI: To understand what the synthesising looks like (put the pieces together to see them in a new way) Resource: Into the Book
| ||||
Tui | ||||||
Pukeko | ||||||
Term 2
Text for the week: T1 W10
Group | Text | Follow Up |
Kiwi Jasmine, AJ, Mia, Tiare, Silivia, Jane, Manu, Tai, Charlize | Current Events LI: To find the big idea/author’s purpose
| |
Tui Reon, Mahdia, Ana, Nesi, Mere, Jessie | ||
Pukeko Pote, Gozan, Juanita, Afu, Latham, Courtney, Victoria, Shannon, Micaiah, Harry, Cecillia | ||
Reading Tumble T1W10
Group | Monday | Tuesday | Wednesday | |||
Kiwi | Current Events with Miss D | |||||
Tui | ||||||
Pukeko | ||||||
Text for the week: T1 W8
Group | Text | Follow Up |
Kiwi Jasmine, AJ, Mia, Tiare, Silivia, Jane, Manu, Tai, Charlize | Create a DLO that explains the process of making Rewena bread. Post on your blog with a blurb that explains your DLO and the author’s purpose behind the text we read. | |
Tui Halaiano, Reon, Mahdia, Ana, Nesi, Mere, Jessie | Super Sleuth Sal 3:3:01 p14 (play) Punctuation Focus through oral language
| Create a movie/stop motion with a soundtrack. Focus on using expression and observing punctuation |
Pukeko Pote, Gozan, Juanita, Afu, Latham, Courtney, Victoria, Shannon, Micaiah, Harry, Cecillia | The Twits Roald Dahl |
Reading Tumble T1W8
Group | Monday | Tuesday | Wednesday | |||
Kiwi | Big Books Buddy Reading | | Working with Ms K | |||
Tui | T Super Sleuth Sal 3:3:01 p14 (play) Read through of play with focus on obs punctuation | Follow Up Create a movie/stop motion with a soundtrack. Focus on using expression and observing punctuation | ||||
Pukeko | Reciprocal Reading of Novel Chapter 4-5 | |||||
Text for the week: T1 W7
Group | Text | Follow Up |
Kiwi Jasmine, AJ, Mia, Tiare, Silivia, Jane, Manu, Tai, Charlize | Create a DLO that explains the process of making Rewena bread. Post on your blog with a blurb that explains your DLO and the author’s purpose behind the text we read. | |
Tui Halaiano, Reon, Mahdia, Ana, Nesi, Mere, Jessie | Super Sleuth Sal 3:3:01 p14 (play) Punctuation Focus through oral language
| Create a movie/stop motion with a soundtrack. Focus on using expression and observing punctuation |
Pukeko Pote, Gozan, Juanita, Afu, Latham, Courtney, Victoria, Shannon, Micaiah, Harry, Cecillia | The Twits Roald Dahl |
Reading Tumble T1W7
Group | Monday | Tuesday | Wednesday | |||
Kiwi | Can Do | | Can Do | |||
Tui | Follow Up | T | Follow Up | |||
Pukeko | Follow Up Can Do | |||||
Text for the week: T1 W6
Group | Text | Follow Up |
Kiwi Jasmine, AJ, Mia, Tiare, Silivia, Jane, Manu, Tai, Charlize | Key Into Evaluation
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Tui Halaiano, Reon, Mahdia, Ana, Nesi, Mere, Jessie | Key Into Evaluation
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Pukeko Pote, Gozan, Juanita, Afu, Latham, Courtney, Victoria, Shannon, Micaiah, Harry, Cecillia | Key Into Evaluation
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Reading Tumble T1W6
Group | Monday | Tuesday | Wednesday | |||
Kiwi | (find examples from the text to support your thinking) | Buddy Reading | Teacher: Review Novel Study responses and evaluate text | Can Do | ||
Tui | Can Do | Teacher: Key into Evaluation T1 | Teacher | Can Do | ||
Pukeko | Teacher: Key into Evaluation T1 | Can Do | Teacher | |||
Text for the week: T1 W5
Group | Text | Follow Up |
Kiwi Jasmine, AJ, Mia, Tiare, Silivia, Jane, Manu, Tai, Charlize | Fantastic Mr Fox Roald Dahl | |
Tui Halaiano, Reon, Mahdia, Ana, Nesi, Mere, Jessie | Create a DLO that explains the process of making Rewena bread. Post on your blog with a blurb that explains your DLO and the author’s purpose behind the text we read. | |
Pukeko Pote, Gozan, Juanita, Afu, Latham, Courtney, Victoria, Shannon, Micaiah, Harry, Cecillia | Create a DLO that tells others how to cook terotero (write a recipe). Post on your blog with a blurb that explains your DLO and the author’s purpose behind the text we read. |
Reading Tumble T1W5
Group | Monday | Tuesday | Wednesday | |||
Kiwi | (find examples from the text to support your thinking) | Can Do | Follow Up | |||
Tui | Can Do | Follow Up | ||||
Pukeko | Follow Up | Follow Up | Can Do | |||
Text for the week: T1 W4
Group | Text | Follow Up |
Kiwi Jasmine, AJ, Mia, Tiare, Silivia, Jane, Manu, Tai, Charlize | Fantastic Mr Fox Roald Dahl | |
Tui Halaiano, Reon, Mahdia, Ana, Nesi, Mere, Jessie | Think about your learning this year. What would you put in each kete? Create a DLO that reflects your 2016 kete. Post on your blog with a blurb that explains your DLO and the author’s purpose behind the text we read. | |
Pukeko Pote, Gozan, Juanita, Afu, Latham, Courtney, Victoria, Shannon, Micaiah, Harry, Cecillia | Create an information slide that shows how gathering and cooking puha has changed over time. Post on your blog with a blurb that explains your DLO and the author’s purpose behind the text we read. |
Reading Tumble T1W4
Group | Monday | Tuesday | Wednesday | |||
Kiwi | Follow Up | Can Do | | Can Do | Can Do | |
Tui | Can Do | Follow Up | Can Do | Can Do | ||
Pukeko | Can Do | Can Do | Follow Up | Can Do | ||
Term 1