Room 9 Reading: Manawatu

Teacher Notes

Term 2 2017

Week 1

Wal: how texts are created for different purposes and audiences

1. Focus on expectations for group norms and appropriate behaviours after the holiday.
2. Hook learners into reading about new inquiry for Term 2 through group discussion following writing, making connections to learners’ own prior knowledge and stories.
3. Students to read texts independently and within guided reading.
4. Group to discuss texts with teacher to make connections between the texts and what learnt as a result of reading the texts. Clarify any unfamiliar vocabulary. Unpack follow-up task. Students to complete written task independently.
5. Students to share back written ideas with group and via individual blogs.

Week 2

Walt: ask questions to gain information from a text.

1. Continue to focus on expectations for group norms and appropriate behaviours to promote learning in a positive environment.
2. Hook learners into reading through group discussion by making connections to learners’ own prior knowledge about communication.
3. Students to read texts independently and within guided reading.
4. Group to discuss texts with teacher to make connections between the texts and what learnt as a result of reading the texts. Clarify any unfamiliar vocabulary. Unpack follow-up task. Students to complete written task independently and with teacher support as appropriate.
5. Students to share questions and information from text with group and via individual blogs.

Week 3

Wal about the features of narrative writing.

• Reinforce expectations for what independent learning looks like and sounds like: prepared for guided reading; focus on follow-up learning tasks until published to individual blogs.
• Hook learners into reading through group discussion by making connections to learners’ own prior knowledge about traditional Māori communication and traditional Māori myths and legends.
• Students to read texts independently and within guided reading: focus - structure and language features. Group to discuss texts with teacher to make connections between the texts and narrative writing. Clarify any unfamiliar vocabulary. Unpack follow-up task. Students to complete written task independently and with teacher support as appropriate. Share to blog.

Weeks 4 and 5

Walt find the main ideas of a text.

• Reinforce expectations for what independent learning looks like and sounds like: prepared for guided reading; focus on follow-up learning tasks until published to individual blogs.
• Hook learners into reading through group discussion by making connections to learners’ own prior knowledge about transport, particularly kayak and boating experiences.
• Students to read texts independently and within guided reading: focus - structure of paragraphs and topic sentences to support meaning. Group to discuss texts with teacher to make connections between the texts and prior knowledge. Clarify any unfamiliar vocabulary.
• Discuss and agree on a follow-up task. Students to complete task independently or with a buddy (as agreed) and with teacher support as appropriate. Share to blog.

Weeks 6 and 7

Walt build our vocabulary knowledge.

• Hook learners into reading by watching Tamaki College’s film about flying from the 2016 Manaiakalani Film Festival. Have students flown in plane? What is different about this plane?
• Students to read texts independently and within guided reading: focus - vocabulary. Clarify any unfamiliar vocabulary. Explore synonyms, eg “What is another word that means the same as … ?” Word endings: how do these change the meaning (of verbs)?
• Students to complete follow-up task independently and/or with teacher support as appropriate. Share to blog.

Weeks 8, 9 and 10

Walt build our vocabulary knowledge.

• Hook learners into reading through story of Matariki and link to inquiry.
• Students to read texts independently and within guided reading: focus - vocabulary. Clarify any unfamiliar vocabulary. Explore synonyms, eg “What is another word that means the same as … ?” Word endings: how do these change the meaning (of verbs)?
• Students to complete follow-up task independently and/or with teacher support as appropriate. Share to blog.
• In addition, learners to be buddied up with a learner from another reading group for whole class compass-making activity and using directions to find one’s way around school.
• Week 10: finishing off outstanding DLOs for sharing on individual blogs.