“Jennings”
Reading Planning
Term 1 2019
Text: Spaghetti Pig Out - Story Description | Date: Week 1, Term 1 | Text Level: 8-9 Years | |
Purpose: | 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: | Print Outs | ||
Introduction of text: | Start with expectations for how we come to the table
| Introduce Paul Jennings - Why did I pick him (Favourite authors) Has anyone heard of him, Discuss some books 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 Text
Discuss “Video Player”
Discuss why the “enemy” would use it to win the contest?
Discuss what you think the end would be? | Introduce wanted poster activity Discuss how we will re-write our descriptions on the “wanted poster” and draw the character using the description on Sumo Paint. How do we do it on our own? Work sitting by ourselves or in a group, but must focus on our own chromebook. Discuss work with a buddy for ideas, but not copying each other. - Why? Discuss Extra Reading Read it on your own. Try your best to understand. How do we do it on our own? Read sitting by ourselves, talk about the reading after with a buddy. | |
Text: Tutai - School Level 3 Journal May 2015 | Date: Week 2, Term 1 | Text Level: Year 6 | |
Purpose: | Making connections between prior knowledge and the text. “make connections to the text and our own experiences.” | Curriculum Level: 3 | |
Resources needed: | | ||
Introduction of text: | Introduce Story - About a Samoan boy who’s friends can’t pronounce his name. Discuss hard to pronounce names, and how it makes us feel funny if people get it wrong | Introduce WALT - While reading try to make connections with stuff that you already know - Discuss the connections you have made | |
Discussion - prompts and questions: | Page 44 - Discuss nicknames. Who has a nickname? - Discuss going to the islands for the holidays, who’s been before. Which ones has the group been to? - Going over for 60th birthday and representing the family Page 45 - Who’s dad/uncle/ brother likes cars? - What kind of planes does Air NZ use? - Discuss ‘lift’ - force from last year in science - Who has been on a plane? How many times - How did you feel when you were going the first time? Page 46 - Travelling without an adult. Whos done this?�- Discuss parts of the ariport 2nd Session Page 47 | - Discuss Samoan tattoos. Who else has Samoan tattoos (Mrs Tele’a) - Make links to Manaiakalani - Children of the navigators - Moana - Discuss “Sole, listen out for me” Page 28 - Discuss connections with own first trip on a plane - What does the pilot normally say over the intercom - Discuss connections with our own classroom intercom Explain instructions and expectations for follow up tasks | |
Text: Plenty of room - School Level 3 Journal June 2018 | Date: Week 3, Term 1 | Text Level: Year 6 | |
Purpose: | Making connections between prior knowledge and the text. “make connections with what we already know as we read the text.” | Curriculum Level: 3 | |
Resources needed: | | ||
Introduction of text: | Introduce Story - Story about having lots of people stay in the house. Some are family, some aren’t but are like family. Talk about my own experience flatting | Introduce WALT - While reading try to make connections between your own life. Do you have extra people stay at your house? - Do you have a full house? People that are like family but aren’t etc ***Tread carefully for obvious reasons. | |
Discussion - prompts and questions: | Page 45 -Discuss baby - What’s wonderful about babies, what’s not so wonderful about babies - share stories. -Briefly gloss over the different example of the types of people living in the house - Do you have people like this in your house (share stories) - What are the made up words - Anagrams (quick discussion for why - because definition of sibling doesn’t cover step-siblings + extras) Page 46 - Discuss what the main character is feeling - jealousy? Why is she jealous? When do you get jealous of your siblings? Session 2 | Page 47 - Visiting baby in hospital - Has anyone done this before? Share stories - How do people act around sleeping babies Page 48 - How did her feelings change? - Smelling babies? Is this real? | |
Text: Testing | Date: Week 4, Term 1 | Text Level: | |
Purpose: | | Curriculum Level: | |
Resources needed: | | ||
Introduction of text: | | | |
Discussion - prompts and questions: | | | |
Text: Camp | Date: Week 5, Term 1 | Text Level: | |
Purpose: | | Curriculum Level: | |
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Text: Camp according to the kids | Date: Week 6, Term 1 | Text Level: 6-11yrs | |
Purpose: | Make comparisons and connections to their own camp experience. “Make connections to our own experience” | Curriculum Level: 1-3 | |
Resources needed: | | ||
Introduction of text: | Discuss camp: Highlights, memories, fun. What group were you in, who was your teacher/ leader | Introduce text. Highlights and experiences written by Pt Englanders over the last few years. Introduce WALT. Explain why making connections can help you understand a text. Why these texts would be harder for non Pt Englanders to understand. | |
Discussion - prompts and questions: | Introduce years of texts - Do we have any older siblings that were in these camps (might need some discussion around ages/ years/ teachers) Choose text relative to groups ability. Read a small section of text each time then discuss. Aim to make connections with our camp we have just completed. You might need to model this first with some obvious ones (i.e. if its the 27th annual camp compare to our 29th annual camp). Look at differences; group names etc What do the group names have in common do you think? | Introduce connections activity Try encourage to make as many comparisons as possible, then add as many differences as possible as well. Discuss Advice blog Complete the front side as you desire. Can either run a cybersmart lesson with it about self-advertising or just complete it as fun. The letter should be encouraged to be completed as proper and encouraging as possible. Real promotion of the camp. Explore Reading Encourage them to read the rest of the stories. Or look on blog for more. | |
Text: Turbulence - School Level 3 Journal June 2018 | Date: Week 7, Term 1 | Text Level: Year 5 | |
Purpose: | Use prior knowledge to infer information or understanding as we read the text. “Use stuff we already know to infer from the story.” | Curriculum Level: 3 | |
Resources needed: | | ||
Introduction of text: | Introduce Story - Story about a boy experiencing turbulence on a plane. -Who’s been on a plane before? - Who can describe what turbulence is? | Introduce WALT - While reading try to make connections between your own life or our experiences. This is called Prior-Knowledge - Prior knowledge helps us to infer / understand from the text | |
Discussion - prompts and questions: | Page 10 Students to read aloud, switching reader irregularly Ask Yes/ No questions but have people justify them. Have you heard of… before when? Page 11 What does your whanau buy you as a ‘treat’ - what makes something a treat? Is a treat the same for everybody? Page 12 Share stories about being on a plane? For those that haven’t ask them to think about what its like trying to eat when the car is bumpy. Being scared? - connect to camping in tents on school camp | Session 2 Re-read sections of the text around the relationship between the dad and mum Are we able to infer what happened in their relationship? Follow up Task Complete all pages of the follow-up task Story review Template | |
Text: Kahawhai - School Level 3 Journal June 2018 | Date: Week 7, Term 1 | Text Level: Year 5 | |
Purpose: | Use prior knowledge to infer information or understanding as we read the text. “Use stuff we already know to infer from the story.” | Curriculum Level: 3 | |
Resources needed: | | ||
Introduction of text: | Introduce Story What do you think this story is about? Expect Boats, fishing, pollution | Introduce WALT - While reading try to make connections between your own life or our experiences. This is called Prior-Knowledge - Prior knowledge helps us to infer / understand from the text | |
Discussion - prompts and questions: | What do you think this story is about? Expect Boats, fishing, pollution (Discuss) ~ Who do you think the characters are ~ Where do you think this? ~ When do you think this is? (Discuss, but also point out that there was a clue as part of the site title - this is not cheating its being smart) - Follow the same questions on the discussion doc ~ Allow learners to lead the discussion on tangents, however guide the discussion when need be to primarily focus on Pollution and a potential for a polluted future (and preventions). Link to discussion doc | Session 2 Re-read sections of the text around the relationship between the dad and mum Are we able to infer what happened in their relationship? Follow up Task Complete all pages of the follow-up task Story review Template | |