Text: Torty, the Lucky Tortoise (JJ 48)

Date: Week 1, Term 2

Text Level: Year 3

Purpose:

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Walt:

Finding the meanings of unknown words by using strategies such as: looking for definitions in the text

“Use the sentences I am reading to help me understand the meaning of new words.”

Group Level: 7.5-8 years.

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Curriculum Level: Level 3

Resources needed:

Copy of each journal for the learners

Map and example of a glossary

Introduction of text:

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What is a true story? What does it mean when they introduce it as a true story? What do we know about the army? What happened during the war?

We will have a discussion around what the difference between a made up story and a true story is. We will also talk about what that war was, when it happened and what happened as a result of the way.

Discussion - prompts and questions:

Reading the sentence and the word in it to make sure the new word makes sense. If they can’t figure this out from the first sentence that it appears in, look back and look forward. Working on reading for meaning.

Page 10

• “During the First World War, a young man named Stewart was a stretcher-bearer in the New Zealand Army.”
• “He moved sick and wounded soldiers from the battlefields to places that were safe”
• Greece - where is this? (Link to inquiry) where in the world is this, can we find it on the map.

Page 12

• “As he watched, he was horrified to see the tortoise run over by a gun carriage”
• “The tortoise had to deep grooves in its shell and had lost some toes and a small piece of its shell, but it was still alive.

Page 13

• “When Stewart was about to return to New Zealand, Torty went into hibernation.”

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Page 14

• “Torty woke up and scuttled out to safety.”
• “The people who stole Torty sold her to a circus”

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Page 15

• “A reptile expert who lives nearby owns a male tortoise called Boomerang.”
• “They talk to her and give her dandelion flowers and leaves to eat”

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Page 16

• “Although winter in Greece is from November to January, Torty quickly adapted to the New Zealand seasons and began hibernating during our winter”

Text: Shark Attack (Junior Journal 43)

Date: Week 2, Term 2

Text Level: Year 3

Purpose:

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Walt:

knowing the meanings of some common prefixes (e.g., un-, re-, in-, dis-) and suffixes (e.g., -s, -es, -ed, -ing, -ly, -er, -less, -ful) and understanding how they affect the meanings of words;

Read in the endings of words.

Group Level: 7.5-8 years.

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Curriculum Level: Level 3

Resources needed:

Journal for each learner

This story doesn’t tell us where in the world it is set so we will need to pick a school in Auckland to base it on for our map activity.

Introduction of text:

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The title is called shark attack - what do we think this story is going to be about? Do you think Harry is going to get bitten by a shark? How can we make predictions?

This week we will be focusing on word endings so we will need to make sure that we read each ending properly and see how it makes the story make sense.

Discussion - prompts and questions:

Page 2:

• We’ll never forget the day that the shark bit Harry
• It was raining again,
• “Mat time” she called
• Harry was fiddling with a large plastic bag.
• Miss Sharp eyeballed Harry, and so did we.

Page 3:

• Harry started to pick up the plastic bag.
• Harry climbed over his chair.
• Melissa glared at him.

Page 4:

• “Now who has some interesting news to share?” She asked.
• Jon loved telling is news.
• It was always about going fishing.
• Miss Sharp was watching Harry.
• “But Miss.” said Harry, I’ve got some news.

Page 5:

• We all looked up, surprised.
• Harry climbed back around Tama and Archie.
• Then he walked slowly and carefully round the class.
• I’ve got a shark’s jawbone, he said proudly.

Page 6:

• We stared at the rows of needle-sharp teeth.
• Everyone was really excited. We all wanted a hold.
• Harry was excited too. He kept jumping up and down.
• Harry was telling us about how he found his jawbone.
• We had lots of questions.
• We all started talking at once.

Page 7:

• Miss Sharp clapped her hands.
• Thank-you for your interesting news, Harry.
• For a whole week, Harry didn’t have to sit down - because he couldn’t.

Text: Rumpelstiltskin (Junior Journal 56)

Date: Week 3, Term 2

Text Level: Year 3

Purpose:

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Walt:

knowing the meanings of some common prefixes (e.g., un-, re-, in-, dis-) and suffixes (e.g., -s, -es, -ed, -ing, -ly, -er, -less, -ful) and understanding how they affect the meanings of words;

Read in the endings of words.

Group Level: 7.5-8 years.

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Curriculum Level: Level 3

Resources needed:

Journal for each learner

Germany - origin of the story

Introduction of text:

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Have a discussion around fairy tales and how they start. Have you heard of the story of rumpelstiltskin before? What do we think it is going to be about? This week we are still looking at word endings so we will need to make sure that we are reading the whole word into the sentence so that it makes sense.

Discussion - prompts and questions:

Teacher

Page 14:

• Everyday Maddie helped her father with the sheep,and every evening she sat at her spinning wheel and spun their fleeces into wool.
• What kind of trouble did her father get her into?

Page 15:

• The door slammed shut.
• She looked at the bars on the window and the locks on the thick metal door.
• What’s happened to Maddie?
• Was she going to be able to spin it into gold?
• How do you think she was feeling be locked in this place?
• Why do you think Maddie was locked in here? (Predictions before turning the page.)
• What connections can we make to the story we have heard before?

Page 16:

• “This is all Dad’s fault”, she muttered.
• It had all started a few weeks before, when Maddie’s father had been talking with some other farmers.
• “My daughter is the most beautiful in the land,” boasted one farmer. What does the word boasted mean? Read it into the context of the sentence.
• “Well, my daughter can … spin,” said Maddie’s father. The other farmers stared at him.
• Her dad couldn’t stop himself – he had to exaggerate.
• The other farmers gasped with surprise.
• “I’ll throw you into my deepest dungeon,” replied the King.

Page 17:

• “What can I do?” she cried.
• Maddie jumped. A strange, ugly little goblin was standing in front of her.
• “How can you help me?” she asked.
• “What will you give me?” he repeated with a sly smile

Text: Rātā me te Rākau - Rātā and the Tree (Junior Journal 57)

Date: Week , Term 2

Text Level: Year 3

Purpose:

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Walt:

Finding the meanings of unknown words by using strategies such as:looking for definitions in the text.

Find the meaning of unfamiliar words by rereading the story/article

Group Level: 7.5-8 years.

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Curriculum Level: Level 3

Resources needed:

Journal for each student

Map of Samoa - In Polynesian mythology, Hawaiki (Society Islands), "Savai'i", (Samoa), "Havai’i" (Reo Tahiti)) is the original home of the Polynesians, before dispersal across Polynesia.[1] It also features as the underworld in many Māori stories.

Introduction of text:

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Do we know what a myth/legend is? Where do we think that the Polynesians originated from in these stories? I have decided to use Samoa as the island to focus on for our map activity as it is one that they are more familiar with. We will look at other stories and discuss origins throughout this term.

Discussion - prompts and questions:

Page 18 & 19

• Key words: Rātā, rākau, waka, Tāwhirimātea, Tangaroa

Page 20

• Rātā searched, growing more and more weary
• Thwack - what kind of word is this? What does it make us think of?
• Wētā, Kārearea, Tāne-mahuta
• They were horrified to see what he was doing. Why?

Page 21

• The sound of Rātā striking the tree was heard by every creature in the forest.
• Rātā couldn’t hear the creatures over the noise of his chopping.
• The tree fell at last with a thunderous crash.

Page 22

• He looked around in wonder, but the forest was silent.
• He shook his head and looked at the blisters on his hands.

Page 23

• Rātā pretended to leave but instead crept back and hid in a nearby fern.
• Thousands of creatures came out from the bushes and treetops and undergrowth.
• Rātā looked on in amazement as they began to put the tree back together.
• They stood back and cheered at their good work.

Page 24

• Rātā jumped out of from the fern. He was furious.
• You have ruined all my hard work.
• He had been so desperate to save his people that he had forgotten to show respect.
• He looked up to see a strange sight.
• It was being carried by thousands of insects and birds.

Page 25:

• Rātā felt as if his heart would explode with joy.

Text: Marcus and the wind (Junior Journal 47)

Date: Week 5, Term 2

Text Level: Year 3

Purpose:

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Walt:

To be able to independently find information from the text and find the main characters and the problem and solution in the story.

Find the key information in a story

Group Level: 7.5-8 years.

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Curriculum Level: Level 3

Resources needed:

Journal for each student

Introduction of text:

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This week as a class we will be looking at the key things that we can find in a story. Who are the main characters? What is the problem? What is the solution? We will look at the setting and how to find this and will talk about how to complete the character map.

Discussion - prompts and questions:

The Magic Porridge Pot

As a class we will read this story. Once we have finished reading it we will go through how to fill out the story web.

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Once we have done this as a class they will need to go and find their reading book and complete this activity as well as reading the story.

Main Characters:

• Hannah
• Woman
• Greedy Boy

Talk about how we need to describe each of these characters and not just write them in.

Setting:

• House
• Outdoors

Talk about how we need to describe the settings and not just put these down as the setting.

Plot:

• Problem: boy stealing the pot
• Feelings: how was Hannah feeling? How was the boy feeling?
• Action: Hannah telling the pot to stop
• Outcome: Hannah got her pot back and the boy never stole anything again.

Talk about how to describe this and not just list it down in the story.

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Text: Zapped! Chapter 1: The Project (Junior Journal 52)

Date: Week 6, Term 2

Text Level: Year 3

Purpose:

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Walt:

Finding the meanings of unknown words by using strategies such as:looking for definitions in the text.

Find the meaning of unfamiliar words by rereading the story/article

Group Level: 7.5-8 years.

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Curriculum Level: Level 3

Resources needed:

Journal for each student

School Map

Introduction of text:

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This week we are going to be reading about students who are building a school project. When we are reading this week we need to make sure that we are focusing on the words that we are reading. As well as reading backwards and forwards to make sense of new words and figuring out what they mean in the context of the story/sentence.

Discussion - prompts and questions:

Page 26:

• It sounded funny and a teeny bit rude.
• Because it’s going to do all our tidying up for us, explained Tai.

Page 27:

• They had made it from an old toaster, a broken hairdryer, a pair of roller skates and bits of other household junk they had found in the garage.
• Ana and Tai sighed, at exactly the same time.
• They went inside, leaving the small, silent robot on the porch.

Page 28:

• Tai and Ana could sleep through anything, so when the lightning flashed and the thunder boomed, they just dreamt of fireworks and volcanoes.
• Bleep, bloop
• It unlocked the back door with one of it handy gadgets and rolled into the house.

Page 28 cont:

• We left the robot outside. It might go rusty.
• Caterpillars said Ana.
• Ana sat up yawning.

Page 29:

• When they opened the back door, they both gasped.
• Just then the twins heard something - a
• bleeping noise, or maybe a blooping noise.
• Toast? Asked the robot, or cereal.

Page 30:

• It rolled to the pantry and took two slices of bread from the packet and slotted them into its toaster head.
• Rice delights exploded all over the kitchen.

Page 31:

• The robot scooped out some peanut butter and blobbed it onto Ana’s hand,
• He rolled the robot out of the kitchen and into the laundry.

To be continued: What does this mean? What do you think is going to happen next? Looking into predicting outcomes.

Text:

Date: Week , Term 2

Text Level: Year 3

Purpose:

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Walt:

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Group Level: 7.5-8 years.

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Curriculum Level: Level 3

Resources needed:

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Introduction of text:

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Discussion - prompts and questions:

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