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Text: Nian, the New Year Monster? Junior Journal 59		Date: Week 6 - 7 Term 1	Text Level: Year 4
Purpose: 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.”	Group Level: 7.5-8 years. Text will be slightly too high for this group. Will need to be unpacked with teacher.	Curriculum Level: Level 3
Resources needed:	Copy of the journal each Unpacking document TSM
Introduction of text:	Start with expectations for how we come to the table Chromebooks closed Arms folded No talking	Introduction to T-Rex what kind of dinosaur is this one? Has anyone heard of a T-Rex before? Introduce WALT. Explain that it’s important for all of us to get it right for the future going forward
Discussion - prompts and questions:	Introduce the topic of Chinese New Year Festival Who knows about it? Listen to the audio version to get pronunciation correct The students make connections between their prior knowledge and information in the story to make predictions and inferences. • They predict that the “great danger” (page 18) involves Nian and confirm this when they read page 19. • They draw on their knowledge of traditional tales to predict that the old man and his “secret weapons” will solve the problem. • They use the information on page 22 to infer what the children and their grandmother can hear and how they are feeling. They may also infer from the reference in paragraph 3 that Nian is particularly interested in eating children. Encourage questioning and discussion prompts, however ‘over-manage’ and scaffold it so students aren’t talking over each other or sitting quietly. Let learners continue to read this text on their own at the table. What are the key things that happen in this story? Why did the end with the sentence - “Our dinosaur disappeared like all the other dinosaurs?	They ask questions and look for or think about possible answers. • For example, they might wonder about: – how the grandmother knows what Nian looks like – if the old man can be trusted – what the three secret weapons and the old man’s instructions might be (and notice the answers on page 22) – who the old man was, how he knew what to do, and where he went at the end of the story Discuss how we can use the information from the book and the fact sheet and how we can write these in our own words to inform people about what we have learnt. Discuss follow up Activities. What does it mean to make our work original? Why can’t we just copy and paste the information? Reading again on my own: Explain to the learners that they can read this again by themselves to get more information. How can we sound things out by ourselves?

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Lockdown Learning

Visit the classroom website and follow the link to home learning page to see what activities have been provided for the tamariki.

There are specific panui pukapuka slide decks available to complete for each week. There are also a variety of activities to choose from starting at Day 1-15

Pānui Pukapuka #1 Pānui Pukapuka #4

Pānui Pukapuka #2 Pānui Pukapuka #5

Pānui Pukapuka #3

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Text: How Do You Measure a Dinosaur? Junior Journal 11		Date: Week 6 Term 2	Text Level: Year 3
Purpose: 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.”	Group Level: 7.5-8 years. Text will be slightly too high for this group. Will need to be unpacked with teacher.	Curriculum Level: Level 3
Resources needed:	Copy of the journal each Unpacking document Map - to show where the dinosaurs lived.
Introduction of text:	Start with expectations for how we come to the table Chromebooks closed Arms folded No talking	Introduction to T-Rex what kind of dinosaur is this one? Has anyone heard of a T-Rex before? Introduce WALT. Explain that it’s important for all of us to get it right for the future going forward
Discussion - prompts and questions:	Introduce the topic of dinosaurs: Who knows what dinosaurs are? Do we still have dinosaurs that are alive? What does it mean when something is extinct? Pages 2-3 How can we tell just from looking at the pictures what the students are doing? Read the first page together What are some words that were hard to read? Do we know what they all mean? How can we sound out the dinosaurs names? Encourage questioning and discussion prompts, however ‘over-manage’ and scaffold it so students aren’t talking over each other or sitting quietly. Let learners continue to read this text on their own at the table. What are the key things that happen in this story? Why did the end with the sentence - “Our dinosaur disappeared like all the other dinosaurs?	Introduce fact sheet: Where can we get our information from? Look at the second reading provided just about the T-Rex How can we use these facts to re-write and create one ourselves? Discuss how we can use the information from the book and the fact sheet and how we can write these in our own words to inform people about what we have learnt. What does it mean to make our work original? Why can’t we just copy and paste the information? Reading again on my own: Explain to the learners that they can read this again by themselves to get more information. How can we sound things out by ourselves?

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Text: Make way for Dad JJ 26 & Staying afloat JJ 54		Date: Week 7 Term 2	Text Level: Year 3
Purpose: Walt:	To be able to use prior knowledge of a topic to help with ne vocabulary and understanding an unseen text. � “use my prior knowledge to help me understand a new text.”	Group Level: Reading ages 7-8 years.	Curriculum Level: Level 2
Resources needed:	Journal for each student Map of where the lakes are Discussion Board
Introduction of text:	Make Way for Dad What do we already know about swimming? Where can we go swimming? Reading is going to be about swimming in lakes where are some lakes that we know of?	Staying afloat �What is a life jacket? When do we need to wear a life jacket? This reading is looking at boats what do we already know about boats and life jackets?
Discussion - prompts and questions:	What are some things we know about swimming already to help us understand what is happening in the story? Why do we need to use our prior knowledge to help us understand what we are reading? Reading the first page as a group What do we know already from just reading pages 2-3 Do we know how dad is feeling? How do we know how Dad is feeling? Who are the main characters? Where is the story set? What is the problem? What are some predictions we can make about the solutions? Pages 4 -5 Why do you think that Jack and his sister are blowing up balloons?

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Text: The Dog Who Chased Lightning (JJ 32)		Date: Week 8Term 2	Text Level: Year 3
Purpose: Walt:	To be able to use prior knowledge of a topic to help with ne vocabulary and understanding an unseen text. � “use my prior knowledge to help me understand a new text.”	Group Level: Reading ages 7-8 years.	Curriculum Level: Level 2
Resources needed:	Copy of each of the journals for the students
Introduction of text:	What do we already know about dogs? If we come across some new words how do we make sure that we understand what we are reading.
Discussion - prompts and questions:	This week each student will have a chance to read. They will be picked at random so that I can hear each learner and see what the next steps for learning to read are. Prior to reading - Have a brainstorm about what we already know about dogs. Title - what do we think this story is going to be about? How can we tell? Key vocabulary to look out for Rummaged (reread the sentence) Emergencies Excited yap Torch beam Page 2 - What does it mean when she said “I rummaged under my bed for a torch?”	Page 3 What is a light beam? What has happened so far? What do we think will happen next? Page 5 Describing words enormous dark clouds what does this make us think of? What kind of dog do we think Midge is? How can we tell? Page 6 What does it mean we it says “Midge went crazy” Why did Midge go crazy? What did they compare the lightning to? How come? Page 7 Why does it end with He can’t wait for another chance to chase lightning?

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Text: Argumentation Board Should we move to Mars? Date: 9-10 Term 2 Text Level: Year 4-6
Purpose: Walt:	WALT- Take a position on a topic, provide evidence on why you took that position. Main goal is to give students to opportunity to think critically about a topic.
Curriculum Level: Level 3	Processes and strategies Students will: Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas. Purposes and audiences Show a developing understanding of how texts are shaped for different purposes and audiences.
Resources needed:	Copy of the argumentation board via website All text are available on argumentation board. Screencastify, Powtoon, Renderforest
Introduction of argumentation board:	Start with presenting classroom website, pānui pukapuka whole class learning Wiki #9-10 Introduction to Argumentation boards Introduce WALT. form an opinion taking a position based on evidence.
Lesson Sequence LCS

Learn Students are introduced to the lesson. They explore the multimodal text types. ( All students are able to explore as their are videos, low level texts and higher level texts) differentiation. Students ask questions and find answers. Student gather evidence to support their argument.	Create Students gather information about why they choose that position. Insert onto their slide deck They create a screencastify explaining their thinking. ( In pairs, or by themself). Tuakana /Tēina. They create a powtoon or renderforest animation to summarise their thinking.	Share Students share their views on their blogs. Students share their screencastify with peers through class sharing, peer discussions and blog posts.
Explain to them they will have multiple texts types to explore to help them form their opinions.	They need to collect evidence as to why they have taken that position.	Support groups by asking prompting questions

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Text: Argumentation Board Should Pets be Allowed on Public Transport? Date: 11-12 Term 2 Text Level: Year 4-6
Purpose: Walt:	WALT- Take a position on a topic, provide evidence on why you took that position. Main goal is to give students to opportunity to think critically about a topic.
Curriculum Level: Level 3	Processes and strategies Students will: Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas. Purposes and audiences Show a developing understanding of how texts are shaped for different purposes and audiences.
Resources needed:	Copy of the argumentation board via website All text are available on argumentation board. Screencastify, Powtoon, Renderforest
Introduction of argumentation board:	Start with presenting classroom website, pānui pukapuka whole class learning Wiki #9-10 Introduction to Argumentation boards Introduce WALT. form an opinion taking a position based on evidence.
Lesson Sequence LCS

Learn Students are introduced to the lesson. They explore the multimodal text types. ( All students are able to explore as their are videos, low level texts and higher level texts) differentiation. Students ask questions and find answers. Student gather evidence to support their argument.	Create Students gather information about why they choose that position. Insert onto their slide deck They create a screencastify explaining their thinking. ( In pairs, or by themself). Tuakana /Tēina. They create a powtoon or renderforest animation to summarise their thinking.	Share Students share their views on their blogs. Students share their screencastify with peers through class sharing, peer discussions and blog posts.
Explain to them they will have multiple texts types to explore to help them form their opinions.	They need to collect evidence as to why they have taken that position.	Support groups by asking prompting questions

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