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Reading Planning

Term 2 2019

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Text: Harry’s War; Grey Angels SJ L3 June 2014		Date: Week 1 (starting 29/4/19)	Text Level: Y5
Purpose:	WALT: make and support inferences		Curriculum Level: 3
Resources needed:	Texts - SJ L3 June 2014 ebooks Chromebooks
Introduction of text:	This graphic novel tells the story of Harry, who went to war.
Discussion - prompts and questions:	Harry’s War Vocab: Conscientious objectors, shirking, digs, Sentry duty, fellas, fair miserable, tucker, basic training, larking, latrines, rioted What is the meaning of a ‘conscientious objector’? What does Harry see as his role in the war? (page 24). “...my luck ran out.” - what is meant by this? In what way did his luck run out? In what ways did everything change for Harry? How did Harry and the other soldiers have to live? How were the soldiers treated at the camp? Why did the soldiers leave get cancelled? Why was it so strict? Discuss meaning of Armistice Day. What information from the text supports our understanding of this? Why do you think they were stuck in England? Why did they have to carve a kiwi into the hillside?	Grey Angels

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Text: Kōpūwai and the Clever Girl		Date: Week 6 (starting 6/5/19)	Text Level: Y6
Purpose:	WALT: make and support inferences		Curriculum Level: 3
Resources needed:	Texts - SJ L3 May 2017 Chromebooks
Introduction of text:
Discussion - prompts and questions:	Who is Kaiamio? Why were the people warned of Kōpūwai and his dogs? Who was it who went wandering? Do the dogs often bring their master people? How do you know this? Mōkai - infer what the meaning of this word is from the text. What is Kōpūwai’s weakness? Taura - infer what the meaning of this word is from the text. Gourd - discuss what this is. Did Kaiamio do what she was asked all the time? Te reo Māori words - infer the meaning of these words using information in the text. Did Kaiamio want Kōpūwai to know she was building a raft? Why/why not? Was the area down by the river extremely rocky? What information supports this idea? Discuss the importance of the description that the sapling was “as slim as the girl’s ankle” - p5 Did Kōpūwai go down to the river to look for the girl? What information tells us this? How do we know the people were angry at the monster for what he had done? Why was the “route inland” familiar to the hunters? Discuss meaning of ‘north-west wind’ - wind coming from the north-west. Places to look up on google maps: Rapuwai, Clutha River, Otago

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Text: Square Eyes		Date: Week 3	Text Level: Y5
Purpose:	WALT: make and support inferences		Curriculum Level: 3
Resources needed:	Texts - Cracking the Code (Connected L3, 2018) Chromebooks
Introduction of text:	This text is a recount. A boy puts on a virtual reality headset/visor. This story explains his experiences.
Discussion - prompts and questions:	Vocab: trial, technician, sensors, gadget, tracking, enhance What is the trial that the boy is doing? What is the full name of the boy in the text? At what point do we know that the main character is a boy? “Cutting-edge algorithm” - discuss the meaning of this. What word could be used instead of ‘enhance’ ? Find the sentence which explains what is meant by: “...SquareEye will use our cutting-edge algorithm to completely enhance his worldview.” (p19). = [“...it learns about the things you like and gives you more of them.” (p20)] Find the sentence which best goes with the picture on page 20. [“I nod and a dotted outline appears around a puffy white cloud.” (p20)] Is the boy, Siali, enjoying the experience? What information suggests that? Does Siali like the shoes the virtual reality set puts on his feet? How do you know that? How would you describe how Siali’s friend, Lucky, has been recently? What information supports this? Why does Siali feel guitly? - Page 21	12. What does Malia think about the visor? 13. ‘Peak performance’ - discuss what is meant by this. 14. What things makes Siali decide to eat at ‘Mega Eatz’? Why is it concerning that Siali falls for it? 15. Why does Siali decide to return the visor? Uses what you like to give you more of what you like. Stopped Siali being aware of reality. Convinced Siali that things that were not good for you actually were - sponsorship idea.

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Text: A serious game		Date: Week 4	Text Level: Y5
Purpose:	WALT: think critically about texts WALT: make inferences		Curriculum Level: 3
Resources needed:	Texts - SJ L3 October 2013 Chromebooks
Introduction of text:	This is a traditional story about Kae and how he disrespected Tinirau and his family.
Discussion - prompts and questions:	Challenging vocab: Serious business, first-hand, labour, valued service, daring acrobatics, forgot himself, Outcome, villainous, crucial, rejoicing, opportunity, grander, protective, offend, shallow, grounded, helpless, confirmed, outraged, revenge, treacherous, uncertain, unsuspecting, renowned, resist, grimly, wicked, mangled, deceived, slumber, outwitted, dire, avenged, resistence Tohunga - expert/priest/ healer Tono - request Taua - war party Google maps - Motutapu Island, Pacific Ocean, Tihi-o-manono Island What was the connection between Kae and Tinirau (Kae was called upon to perform the ceremony for the birth of Tinirau’s son). Why did Tinirau explain that Kae had to get off the whale before reaching shallow waters? Why did Kae stay on the whale after he was told to get off? Why was Tutunui described as being helpless? Why does it say Tinirau only had 1 chance to get things right? How was Tinirau going to use the knowledge of Kae’s teeth? How was Hine-te-iwaiwa able to be there without being recognised by Kae? How would making people laugh help them to catch Kae? Why was Kae not laughing? [knew they were onto him rather than that he didn’t find it funny - he was trying not to laugh] Follow up - connect the characters in the story	Characters: Kae Tinirau - man Hine-te-iwaiwa (Tinirau’s wife/ goddess of poi) Tangaroa - god of the sea Tutunui - Tinirau’s pet whale Tūhuruhuru - Tinirau and Hine-te-iwaiwa’s baby boy Raukatauri (goddest of flute music) and Raukatamea (goddess of games) - Hine-te-Iwaiwa’s sisters Challenging te reo māori language (page 6): Kōauau Pūtōrino Tōkere Kū Pūkuru These are all musical instruments Pōtaka Pōteketeke Karetao Whai Mouti Tohunga Mōtī Moi haere

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Text: The Bishop, the Boeing, and Billy the Pigeon		Date: Week 5/6	Text Level: Y5
Purpose:	WALT: think critically about texts WALT: make inferences		Curriculum Level: 3
Resources needed:	Texts - SJ P3N1 2003 Chromebooks Follow up Task
Introduction of text:	This text tells the story of George Bolt, Bishop Cleary and a trip in a plane up North.
Discussion - prompts and questions:	Vocab: Float plane, wicker basket, remote, floats, valve rocker arms, temporary, enable, aluminium canister, braze, raucous, Why did the two men go to the churches by plane? [Discuss how it says they were remote. What does remote mean?] Why did they not travel by car? [Infer that overland means by car or horse and that it says it would take too long this way]. What were the roads like back in 1920 do you think? [Discuss how it says “rough and muddy roads in the middle of winter” (p11)].] Is Poutū north or south of Auckland? How do you know this? What was benzine used for? What is the mail that the men are dropping off around the country? Why do you think they are doing this? “...put the plane down on the rough, open sea.” - why would he be able to land the plane on the water? [Discuss how in the first sentence we learn that it is a float plane]. Why did he not land the plane when the banging from the engine started? How was it that George could land the plane once he reached the Hokianga Harbour? [“sheltered bay”] What did they use Billy for? Why did they put a note on Billy’s leg? Where was Billy flying to? [Discuss how we can infer he is flying back to Auckland as he is flying South over the hills.]]	13. Why were the people at Whangapē nervous when they saw the plane? 14. Why did the people in Whangapē chop down the poles holding up the telephone line? 15. Picture house - infer what this is. Discuss how there were not iPads, computers, TVs back then. 16. What was the parcel that they found at the Rāwene post office? Google maps - Kohimārama, Auckland, Hokianga, Whangapē, Kohukohu, Northland, Auckland city, Manakau Heads, Tasman Sea, Poutū, Kaipara Harbour, Wairoa River, Te Kōpuru, Whangapē, Rāwene, Opononi, Follow up Task: Map of NZ - draw his journey onto the map, ensuring to label each of the places mentioned; Google maps - add the place names to your map.

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Text: A Sweet Business		Date: Week 7	Text Level: Y5
Purpose:	WALT: make inferences		Curriculum Level: 3
Resources needed:	Texts - SJL3Nov2016 Chromebooks Follow up Task
Introduction of text:	This school has decided to begin a bee business! What do we know about bees and why they are good?
Discussion - prompts and questions:	Vocab: employs, reduce, start-up costs, significantly, produce, adament Focus Points: “Their workers are the honey bees” - explain what is meant by this statement. “Roundabout way” - what is meant by this phrase? Find a sentence which explains that bees are necessary in a garden. Why did they choose plants with colourful flowers? What were the reasons for having hives at school? How are they going to reduce start-up costs? What are the ongoing costs they will have? How can the bees catch a virus? “Earn their keep” - discuss what this saying means. What was the catch? Why did they talk to an accountant? Why did Tallulah decide that “extra bee-friendly plant seeds” was a want, not a need? Why did they feel so strongly that an adrenalin injector was a ‘need’ ?	14. “Viable business plan” - discuss what is meant by this. Follow up Task: Create a presentation to present to the year 1 classes. They are learning all about bees this term. Think about: What they would want to know? Could you create a game to use with them? How could you involve them to teach them something new?

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Text: \| Asia - continent of contrasts (NLD 16) \| Mapping the Australian Coastline (NLD 14)		Date: Week 8	Text Level: Y5
Purpose:	WALT: make inferences; be critical of the information we read.		Curriculum Level: 3
Resources needed:	Texts - NLD box
Introduction of text:	This text explores the large and varied land of Asia
Discussion - prompts and questions:	Discuss what is meant by a ‘continent.’ What is given as the best reason for touring Asia? Climate - use the globe to explain why the climate is so vast and varied. How are the different lands described in Asia?

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Text: The Big Game		Date: Week 9	Text Level: Y5
Purpose:	WALT: make inferences		Curriculum Level: 3
Resources needed:	Texts - SJ P3N1 2007
Introduction of text:	This text is about a family who go to watch a rugby game in their small town.
Discussion - prompts and questions:	Vocabulary: Focus Points: Does Mum like rugby? What information from the text supports this idea? “Even Mum had heard about it.” (p23) “We knew our mother’s opinion about rugby.” (p23) “...even my mum knows who we’re talking about when we mention all the big names - and that’s saying something.” (p 24) What are the pros and cons about living in a small town (page 24). 2. Soccer talk: “...kicking off and throwing in, dribbling and heading, then arguing … whether our forward really had been offside.” (p23) 3. Rugby talk “...line-outs and scrums, rucks and mauls...tackles…” (p23) 4. “I’m not about to shift from the round ball to the egg-shaped one.” - discuss what this is referring to. 5. What did the children have to do to be able to go to the rugby game?	6. Why did Mum “...wish there was a big game more often.” ? 7. “Rugby fanatics” - discuss what is meant by this. 8. “...the game couldn’t start soon enough.” - How are the children feeling? [Excited] 9. How did they get to the game? [In a car - “We pulled into the carpark...”] 10. Why did they arrive so early? 11. “Our heroes lay on the field like wounded soldiers…” - why did they look like wounded soldiers? 12. Did Mum enjoy the game? How do you know that?