Kiwifruit

Reading Planning

Term 3, 2015

Link to site

The Port (Junior Journal 47, Lvl 2)

Reflection

Learning Notes

WALT:

• Find and summarise the main ideas.

Instructions / Questions:

Page 24-25

• Have the students read the title. Have them share their knowledge of ports and create a word map together
• Have the students look at all of the photographs and the map, then have them share any questions about ports. Write these questions down for students to refer back to during the reading.
• Tell the students that as they read, you want them to identify the main ideas from each page. Draw these ideas into a chart.
• Prompt the students to look for keywords to help them identify the main ideas.
• Remind students that the main idea of the paragraph is usually in the first sentence and it will be followed by supporting information. Model an example from page 24. For example, The first sentence tells me that ships from all over the world visit the Port of Tauranga. This is the main idea of the paragraph. The other sentences give me more information about the ships.
• Have students read to the end of page 25 and look at the map and photograph along with the captions. Fill in the graphic organiser for page 25.
• What is cargo? What helped you find this out?
• What cargo might we send to other countries? Have students think, pair, and share their ideas.

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Vocabulary:

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Link to Website

Mon27th - Wed 30th July

The Port (Junior Journal 47, Lvl 2)

Reflection

Learning Notes

Instructions / Questions:

Page 26

• Explain that often, if we change a heading into a question, it helps us to focus on the main ideas. How can we change this heading into a question? (For example, What are imports and exports? )
• Tell them that in a report the first paragraph of a section gives the topic and the following paragraphs give more details.
• Have the students read the first paragraph and identify the definitions of exports and imports. Confirm that defining imports and exports is the main idea. Add this to the main idea chart
• If this is the main idea, what information will follow in the other paragraphs?
• Have the students read the following paragraphs and find the supporting information. Remind them to justify their ideas by using words from the text.
• Have students share back to the whole group. Add the supporting information to the ideas chart.
• The text says that kiwifruit is grown nearby, which is why it is exported from Tauranga. So, thinking about that, why might logs be “one of the main exports” from Tauranga? Why might fertiliser and dry food be imported into New Zealand? Briefly discuss why a country might import and export items.
• You may need to draw out the idea that some countries don’t have all the things they need so they buy them from other countries. Have the students share any further questions.

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Vocabulary:

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Link to Website

Mon27th - Wed 30th July

The Port (Junior Journal 47, Lvl 2)

Reflection

Learning Notes

Instructions / Questions:

Page 27

• How can we change the heading into a question? Prompt the students to use the heading and the first paragraph to identify the main idea. Add to the graphic organiser and ask the students to predict what the following paragraphs will be about.
• Draw out the idea that different types of cargo need to be carried in different kinds of ships. Thinking back to what we have just read about the types of things that might be on each ship, I wonder why the ships would need to be different. The photos on pages 26 and 27 may give us some clues.
• What are the two kinds of ships mentioned on this page? Have students share with a partner an example of what type of cargo each ship carries. Then have them share back with the group. How can we summarise this?
• What other kinds of ships might visit a port?

Page 28

• Have students read the page and look at the photo. Briefly, have the students review the four types of ships on pages 27 and 28 and complete the graphic organiser. Confirm that page 28 is part of the same section as page 27 and has the same main idea.

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Vocabulary:

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Link to Website

Mon27th - Wed 30th July

The Port (Junior Journal 47, Lvl 2)

Reflection

Learning Notes

Instructions / Questions:

Page 29

• We have read about the types of ships that carry cargo, including people, so now I’m wondering what these “special boats” will be and what they do.
• What could our question for the heading be? Before they read the page, have students look at the photo and share their ideas about what types of boats might be described.
• What are the two types of small boats? Why are they needed?
• Have students think, pair, and share, then record the main idea and supporting information on the chart
• Question why would these ships need a tugboat and pilot boat.

Page 30

• Question students on the main idea using the heading. The port is a dangerous place, so could be“Staying safe at the port”. Record the main idea on the chart.
• Why is the port a dangerous place? Have students share their ideas about “heavy machinery” and why it is dangerous.
• How does Brady’s dad stay safe? Why do you think he needs a flashing light on his truck? Add the details about dangers and safety measures to the chart.

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Vocabulary:

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Link to Website

Mon27th - Wed 30th July

The Port (Junior Journal 47, Lvl 2)

Reflection

Learning Notes

Instructions / Questions:

Page 31

• Prompt the students to notice that there are two headings on this page, so there will be two main ideas.
• Have the students read the second paragraph. Some students may be familiar with the Rena accident, so you could have them share their experiences.
• Do you think that ships are a safe way to move cargo? Why/why not?
• What is the main idea in the second paragraph? Add it to the chart
• Review the chart to focus on some of the main ideas that help the reader to understand what happens at ports.

End Questions

• How did asking questions help you to understand what a port is and the different activities at the port?
• How did you identify a main idea? Did the chart help you to identify the main ideas? How?
• How did summarising the main ideas help you to understand the text?

Vocabulary:

• “Tauranga”, “stored”, “cargo”, “export”, “import”, “brought in from overseas”, “fertiliser”,
• “bulk carriers”, “liquid”, “carrying”, “Cruise”, “tourists”, “pilot launch”, “guide”, “heavy machinery”, “vehicles”, “reflector”, “ocean”.

Adapted From: Tki

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Link to Website

Mon27th - Wed 30th July

Reflection

Learning Notes

WALT:

• Find and summarise information by identifying keywords and main ideas.
• Work out the meaning of unknown words by using nearby words to help us.

Instructions / Questions:

• Direct students read the title and the opening paragraph and share their ideas about the author’s question, “Have you ever wondered how roads are made?”
• Q: Who has been past a road being built? What did you notice? As the students discuss what they know, and any questions they have.
• Direct students to open KWL Padlet chart and fill out what they can.

Pg 17.

• What is this page going to be about? How do you know?
• Why would the planners need to think about how many lanes the road needs to have? Why wouldn’t they just make all the roads with lots of lanes?
• What is the main idea of this page? What tells you this?

Pg 18.

• Why would local people have a problem with the planned roads sometimes?
• How would new roads affect people?

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Link to Website

Mon 10th - Wed 12th July

Making a Road (Junior Journal 50, Lvl 2)

Reflection

Learning Notes

WALT:

• Find and summarise information by identifying keywords and main ideas.
• Work out the meaning of unknown words by using nearby words to help us.

Instructions / Questions:

Pg 18.

• What is the main idea of this page? What the steps so far for making a road?
• Get students to reread around the word brochure to work out their meanings

Pg 19.

• Why would roads have to zigzag up hills?
• Why can roads not be too sharp, bumpy or steep?
• What is the main idea of this page?
• Get students to reread around the words bulldozer and excavator to work out their meanings.

Pg 20.

• What is gravel? How could we figure out what it is?
• How would rolling the gravel make the ground stronger?
• What is the main process involved here?
• Get students to summarise the steps to making a road so far.

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Link to Website

Mon 10th - Wed 12th July

Making a Road (Junior Journal 50, Lvl 2)

Reflection

Learning Notes

WALT:

• Find and summarise information by identifying keywords and main ideas.
• Work out the meaning of unknown words by using nearby words to help us.

Instructions / Questions:

Pg 21.

• Why would they put down gravel first the crushed stone? What clues in the text help you answer?
• Why do they need to curve the road? Why do they not want puddles on the road?

Pg 22.

• Why would they not leave the road as just as gravel? How is chip seal better?
• Tell me how do they put the chip seal down?

Pg 23.

• How is hot mix different from chip seal? What clues in the text tells us?
• Why would it cost more?
• Get students to summarise the steps to making a road so far.

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Link to Website

Mon 10th - Wed 12th July

Making a Road (Junior Journal 50, Lvl 2)

Reflection

Learning Notes

WALT:

• Find and summarise information by identifying keywords and main ideas.
• Work out the meaning of unknown words by using nearby words to help us.

Instructions / Questions:

Pg 24.

• What would the rumble strip do? Why do they put these on roads now?
• What would happen if the road didn’t have road studs?

Pg 25.

• How would they know where to put the road markings?
• How are road markings different on different roads?
• Get students to go back through each page and share the main idea. Then to summarise the steps to make a road.
• Get students to fill out the rest of the KWL chart, by writing down all the things they learned.

Vocabulary:

• Possibly unfamiliar words: “overcrowded”, “unsafe”, “vehicles”, “developed”, “planners”, “investigate”,
• “likely”, “brochures”, “engineers”, “design”, “expected”, “zigzag”, “nearby”, “layers”, “damaged”, “temporary”,
• “alert”, “headlights”
• Subject-specific words: “bulldozers”, “excavators”, “dump trucks”, “graders”, “rollers”, “gravel”, “chip seal”, “bitumen”, “hot mix”, “rumble strip”, “road stud”.

Adapted From: Tki

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Link to Website

Mon 10th - Wed 12th July

Making a Road (Junior Journal 50, Lvl 2)

Reflection

Learning Notes

WALT:

• Find and summarise main ideas
• Work out the meaning of unknown words by using nearby words & pictures to help us.

Instructions / Questions:

• Direct students to read the title and share their ideas about what this story is about.
• Prompt the students to use the images to comment where this story might be set and why they think so.
• Q: Where do you think this story is going to tell us about? What did you notice that makes you think that? As the students discuss what prompts them get them to connect that we can use things we already know to help us figure out new things.
• Share vocab WALT with students: “Work out the meaning of unknown words by using nearby words to help us.”�Discuss with students that we can use words that we already know to help us work out new words by reading them again and thinking about what they mean.
• Direct students to have the Vocab Padlet open to write down words they don’t know.

Pg 17.

• Share with students our WALT: “Find and summarise main ideas” �Discuss how we need to look for the main idea the story is talking about so we can retell what we have read.
• Stop at the word: “pea pods” How can we work out what this word sounds like? How can we work out what this word means? Prompt students to look at the title and pictures and think about what it could mean.
• What will the children do with the peas?

Link to Website

Mon 17th - Wed 19th July

Picking Peas (School Journal, Part 1, N4, 2010)

Reflection

Learning Notes

WALT:

• Find and summarise main ideas
• Work out the meaning of unknown words by using nearby words to help us.

Instructions / Questions:

Pg 18.

• Why do the girls live in India rather than in New Zealand? Why would their parents work there rather than in NZ?
• Tell the students the names of places such as Lahaul, Himachal Pradesh, Himalayas and discuss how we can’t find out what these words mean because they are names but we can just sound them out and google search them.
• Find Lahaul, Himachal Pradesh, Himalayas and Delhi on a map.

Pg 19.

• Why do the twins complete school by correspondence?
• Stop students at the word harvesting and work it out together by looking at other words and thinking about what the story is about.
• Why did the girls get involved in harvesting the peas?

Link to Website

Mon 17th - Wed 19th July

Picking Peas (School Journal, Part 1, N4, 2010)

Reflection

Learning Notes

WALT:

• Find and summarise main ideas
• Work out the meaning of unknown words by using nearby words to help us.

Instructions / Questions:

Pg 20.

• What is the main idea that we are told about on this page?
• Get students to explain in their own words how the peas are harvested.
• Look at word “plump” and discuss it’s meaning.

Pg 23.

• Stop at the word “bodi” and discuss how to work it out and figure out it’s meaning.
• Discuss what this pages tells us about the process of harvesting the peas.
• How do Shanti and Shar feel when they finish picking peas?

Pg 24.

• Look at word “wander” and discuss.
• Get students to share the main idea of how peas are weighted and recorded.
• Explain the process from picking the peas to them being sold in Lahaul.

Link to Website

Mon 17th - Wed 19th July

Picking Peas (School Journal, Part 1, N4, 2010)

Reflection

Learning Notes

WALT:

• Find and summarise main ideas
• Work out the meaning of unknown words by using nearby words to help us.

Instructions / Questions:

Pg 25/26

• What do you think “good money” means? Why do you think that?
• What’s special about these peas?
• We now know that it’s “a long and dangerous journey” to get the peas to the city. What does this tell you about the area
• and its transport system?
• Why do you think the people of Lahaul bother going so far to sell their peas?
• Get students to share the main ideas about travelling to market.
• Discuss what happens at the market and how the people will want these peas.
• Discuss the word customers and what it means.
• Direct students to share the main ideas of each of the steps: Picking, Weighing, Travelling, Selling.
• Discuss with students how we have found the main idea of each page and how it helps us when we read.
• Direct students to write the definitions of the words we studied on the Padlet

Vocab: bulging, pea pods, plump, harvesting, customers,

Adapted From: Tki

Link to Website

Mon 17th - Wed 19th July

Picking Peas (School Journal, Part 1, N4, 2010)

Reflection

Learning Notes

WALT:

• Find proof in the text.
• Work out the meaning of unknown words by using nearby words & pictures to help us.

Instructions / Questions:

• Direct students to read the title and share their ideas about what this story is about.
• Prompt the students to use the images to comment where this story might be set and why they think so.
• Ask the students to share their experiences of pet ownership. Create a chart together about the good and bad aspects of owning a pet. (Making connections; evaluating)
• Share vocab WALT with students: “Work out the meaning of unknown words by using nearby words to help us.”�Discuss with students that we can use words that we already know to help us work out new words by reading them again and thinking about what they mean.
• Direct students to have the Vocab Padlet open to write down words they don’t know.

Pg 22.

• Share with students our WALT: “Find proof in the text.” �Discuss how we need to look proof of ideas we have in our head to make sure they are correct and to give us the evidence we need.
• From this page what do we know about what kind of pets these mice are? What is some proof in the text that the mice are friendly? Why would the story not just say, they are friendly?

Link to Website

Thurs 26th - Mon 31st Aug

Mice for Sale (School Journal, Part 1, N1, 2007)

Reflection

Learning Notes

WALT:

• Find proof in the text.
• Work out the meaning of unknown words by using nearby words & pictures to help us.

Instructions / Questions:

Pg 22/23

• Stop at the word “scuttled” and discuss how by looking at the sentence around it that we can work out what it means. Also discuss trying to add in other words which would make sense.
• Repeat above process for words: “pellets” “cat litter”
• Discuss the information so far about having the mice as pets. What are they like? (Summarising; evaluating)
• Discuss each piece of information about pets and what is some proof in the text to tell us this.
• “I noticed right at the start that the narrator uses the word ‘had’. That makes me think that they don’t have those mice any more …” Encourage the students to use what they’ve found out from pages 22 and 23 to predict what might have happened to the mice. (Forming hypotheses)

Pg 24/25

• How might Davy and his sister know how to look after mice?
• Why is it important for them to share this information with others? What proof in the text tells you this?
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Link to Website

Thurs 26th - Mon 31st Aug

Mice for Sale (School Journal, Part 1, N1, 2007)

Reflection

Learning Notes

WALT:

• Find proof in the text.
• Work out the meaning of unknown words by using nearby words & pictures to help us.

Instructions / Questions:

Pg 26/27

• Ask the students to read page 26. “Why do you think people aren’t buying the mice?” (Inferring)
• Get students to cover or not look at page 27. Then discuss “What information do you think the children should put on the poster?” For each piece of information get students to show the proof of the idea in the text.
• Uncover the chart and get the students compare the children’s ideas with their own ideas.
• Refer to the chart and discuss what points they think would be effective for persuading people to buy the mice.
• What do you think of the way they are trying to solve the problem?” “Will it work?” Why/why not?
• Discuss vocab of “marked our price down” What does it mean? How much?

Pg 28/29

• Stop at word “peeked” Discuss how we can work this word out.
• Davy increased the price from $2 to $3. Do you think this is a wise idea? Why would he do this when last time he tried to sell them he could even sell them for $1 each.
• Discuss the concept of advertisement and how people will pay for something if they know more about the product.
• Discuss how this concept can help them in their enterprise groups.
• Is it sensible for the family to buy two mice?

Link to Website

Thurs 26th - Mon 31st Aug

Mice for Sale (School Journal, Part 1, N1, 2007)

Reflection

Learning Notes

WALT:

• Find proof in the text.
• Work out the meaning of unknown words by using nearby words & pictures to help us.

Instructions / Questions:

Pg 28/29

• What is the proof in the text that these mice a fun?

Pg 30/31

• Why do they name the mice pinky and kit?
• How did Davy manage to sell the mice? What proof in the story makes you think that? Draw out the idea that he answered questions and demonstrated things to the customers as well as displaying the poster — and that he thought it was “hard work”. (Inferring; analysing and synthesising)
• Discuss “I wonder if they’re right about Pinky and Kit both being girls. They were wrong about that before …” (Forming hypotheses)
• Refer to the chart about pets. “Are there any ideas you want to add now that you’ve read the text?” Ask the students to consider whether or not they think mice would make good pets and to justify their opinions.
• What have you learned about selling things to other people?

Vocab: scuttled, pellets, cat litter, marked down our price, peeked,

Adapted From: TKI

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Link to Website

Thurs 26th - Mon 31st Aug

Mice for Sale (School Journal, Part 1, N1, 2007)

Reflection

Learning Notes

WALT:

• use our inferening skills to find meaning in the text.

Instructions / Questions:

• Introduce the walt. Why are we learning this? What does inference mean?
• Show students videos: The hapless hamster Ormie the Pig
• Introduce the task.
• Model the first 5 missing words and how you could work out the missing words.
• How could you test to see if you are right?
• Look at strategies around making meaning: Reading up to the word, reading past the word to the end of the sentence, testing the word to see if it makes sense.
• Are there any better words that you could use?
• Students to work on pairs
• Students to share their work/ ideas with the group.
• Review 1 2
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Link to Website

Wed 9th - Thurs 10th Sept

Reading Detectives (Arbs online text)

Reflection

Learning Notes

WALT:

• find specific evidence in the text.

Instructions / Questions:

• Introduce WALT: find specific evidence in the text.
• Review how as we read we need to think what could a new word mean, what might make sense in the context and do we know the meaning of a similar word.
• Discuss any prior knowledge or researched knowledge that we now have about Dragon Fruit.
• Talk about Vietnam and make any connections using prior knowledge or the pictures.

Pg. 8&9- Vocab: cacti, stems, shoots

• What do we know about the weather in Vietnam? What is some evidence?
• Why does Van’s dad use concrete posts? Evidence?
• Why do many children in Vietnam go to afternoon school?

Pg. 10- Vocab: pollinate

• What is the point of tricking the dragon fruit?

Link to Website

Wed 16th - Thurs 17th Sept

Dragon Fruit (School Journal Part 2, N2, 2008)

Reflection

Learning Notes

WALT:

• find specific evidence in the text.

Instructions / Questions:

Pg. 11- Vocab: flesh

• Describe the thang long/dragon fruit to a partner.
• What is some information which tells us about when they should be picked?

Pg. 12-

• How do Van and her father know the crop is ready to pick?
• Why does the best fruit get sent overseas?

Link to Website

Wed 16th - Thurs 17th Sept

Dragon Fruit (School Journal Part 2, N2, 2008)