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: Breakdown (Junior Journal 48)

Date: Term 1, Week 2

Text Level: 2

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: 2

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"

Looking at the title what do we know about breakdowns? Could this story have something to do with a car being broken down? Or something being broken down? How can we tell that making connections with the word.

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.

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Page 19:

• “It’s an oldie but a goodie” What does this mean? Break the sentence down.

Page 20:

• “Spluttering” what is this word? How can we figure out what it means? Linking to the word before which was coughing.

Page 21:

• What part of the car is the bonnet? Talk about how we can infer by looking at the images in the story but also think about what the first thing someone would look at with the car.
• Winch: discuss all of the tools that could be used with a car.

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

Text: Always Great, Never Late! (Junior Journal 48)

Date: Term 1, Week 7

Text Level: 2

Achievement Objective:

�WALT:

selects and uses sources of information (meaning, structure, visual and graphophonic information) and prior knowledge with growing confidence to make sense of increasingly varied and complex texts.

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“make connections to what I am reading.”

Curriculum Level: 2

Resources needed:

One journal for each student

Introduction of text:

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What happens when you are late for something?

Have you ever been late for school? How does it make you feel when you are late?

As we are reading think about the boy in the story and how he might be feeling when they are always late for something.

Discussion - prompts and questions:

Page 2:

• Why do you think “always great, never late!” is Mums motto?
• What is a motto?
• Connection to uniform: “My mum wears funny clothes to work. They’re a kind of uniform” Discuss what an adult uniform might look like and how this connects to what we wear at school.

Page 3:

• “How mean is that?” How do you feel when someone says they are going to tell you something and then they don't? Connect to how the character is feeling and how this might make them feel.

Page 4:

• List of things that need to be in the bag make connections to what it is like getting reading in the morning at home for students.

Page 6:

• “It’s after time to go” what does this mean? Discuss that we can connect that this means they are running late.
• Who is Ms Wright? How can we infer this.
• Connection to builder: How could we think mum might be a builder? Connect to the bag and hat.

Page 7:

• Connection to courier: why do you think we would think mum is a courier? What do couriers usually drive? Make the connection between the van and a courier driver.

Page 8:

• Why is My ticks , your treats written funny in the book? Connect to the fact that words need to be written differently on the inside so that they are seen clearly and the right way on the outside.

Page 9:

• Connect all of the clues in the book to show what could have made us think mum was a magician.

Text: Free Juice (Junior Journal 46)

Date: Term 1, Week 11

Text Level: 2

Achievement Objective:

�WALT:

Making connections by thinking about underlying ideas in and between texts

Using personal experience and world and literacy knowledge confidently to make meaning from texts

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“make inferences from a text “

Curriculum Level: 2

Resources needed:

One journal for each student

Introduction of text:

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Activating Prior Knowledge

• Looking at the image on pages 2 and 3, what do you think this story might be about?

• What does it feel like ‘on the inside’ if you are embarrassed? If you are nervous? Can you remember a time when you felt upset by something you had done?

Discussion - prompts and questions:

Read page 2 as a group selecting students at random to read. Focus on new and unfamiliar words that might require a discussion or put into context. Practice reading in new words into the sentence for meaning.

Page 2 Why do you think Jack's tummy felt squirmy? Might need to discuss what the word squirmy means first. Then talk about why it might be feeling this way from taking the juice. Jack mentioned that the juice was for the school sports day so we can infer that they shouldn't be drinking it now.

Page 2 Good opportunity to discuss how Jack is feeling and the conflict he is feeling with his choices and how these choices could affect him later on in the story.

Read page 3 as a group selecting students at random to read. Focus on new and unfamiliar words that might require a discussion or put into context. Practice reading in new words into the sentence for meaning.

Page 3: Why did Jack and Luke hide behind the classroom? They were worried that they would get caught if they had the juice right in the open. Infer that they were also ashamed about their actions so were hiding out.

Read pages 4 and 5 as a group selecting students at random to read. Focus on new and unfamiliar words that might require a discussion or put into context. Practice reading in new words into the sentence for meaning.

Page 4: How did the other children feel about taking the juice? How do you know? We can infer that they other children don't care about taking the juice because they are enjoying their lunch like normal. We can see this from the way in which they are playing. They were still playing touch.

Page 4/5: How does Jack feel when he sees and talks to Mr Renata? How do you know? We can infer that Jack was feeling guilty due to his heart pounding, feeling nervous and his stomach feeling worse.

Have the students read the rest of the journal independently Focus on new and unfamiliar words that might require a discussion or put into context. Practice reading in new words into the sentence for meaning.

Page 8: Why does Jack think Luke is brave? Do you agree with him? Why/why not? We can infer that Jack thinks Luke is brave because it doesn't phase him that he has taken the juice and done a bad thing. Ask the students if they agree or disagree with Jack and what they think is brave.

Page 10: Who do you think was the boy Mr Renata was talking about? We can infer that the boy that Mr Renata is talking about is Jack. We know that Jack was feeling bad about taking the juice and it doesn't say in the story that Jack drunk the juice. We can infer that Jack feeling guilty meant he did the right thing and returned it.

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