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Text: New Zealand Dinosaurs, November 2017 (Level 2)		Date: Week 1, Term 1	Text Level: Year 4
Purpose: Walt:	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.”	Group Level: 8-9 years some of the vocabulary in this text might be hard will need unpacking.	Curriculum Level: Level 2
Resources needed:	Copy of the journal each Padlet - this week we will just have a basic look to unpack each page to get learners used to using this as a discussion place. Map - to show where the dinosaurs lived.
Introduction of text:	Start with expectations for how we come to the table Chromebooks closed Arms folded No talking	Introduction to Stegosaurus what kind of dinosaur is this one? Has anyone heard of a Stegosaurus before? 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 the topic of dinosaurs: Who knows what dinosaurs are? Do we still have dinosaurs that are alive? What does it mean when something is extinct? Why do you think the title of the article is called New Zealand Dinosaurs? What do you think we might find out when we are reading this? Read the first page as a group to get some background information. What have we found out already? Can we now see what this article might be about? What are some of our predictions? Encourage questioning and discussion prompts, however ‘over-manage’ and scaffold it so students aren’t talking over each other or sitting quietly. Let learners continue to read this text on their own at the table. Key vocabulary to look at: Reptiles, extinct, scientists, muscles, fossil,	Introduce fact sheet: Where can we get our information from? Look at the second reading provided just about the Stegosaurus. How can we use these facts to re-write and create one ourselves? Discuss how we can use the information from the book and the fact sheet and how we can write these in our own words to inform people about what we have learnt. What does it mean to make our work original? Why can’t we just copy and paste the information? Reading again on my own: Explain to the learners that they can read this again by themselves to get more information. How can we sound things out by ourselves?

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Text: Home School Journal Story Library & Family Treasures P1, N3, 2007		Date: Week 2, Term 1	Text Level: Year 4
Purpose: Walt:	To be able to use prior knowledge of a topic to help with ne vocabulary and understanding an unseen text. � “use my prior knowledge to help me understand a new text.”	Group Level: Reading ages 8-9 years.	Curriculum Level: Level 2
Resources needed:	Copy of the journal for each of the learners Map to look at the locations of some of the people in the article. Discussion Board
Introduction of text:	Home People come from all around the place and have different cultures and backgrounds. We have lots of different cultures in our class and reading group. Share cultures and backgrounds.
Discussion - prompts and questions:	This article is going to look at the backgrounds from 4 different students in an Auckland classroom. How does this link to us? Are we all from the same place? Why are we so different? What makes us unique? Read page one: Why do you think this teacher wants to know about each of her students backgrounds? Even though they are all from different backgrounds what do we think are going to be some similarities? Even though it doesn’t tell us in the article how the students felt what are some key describing words that we can look out for? Key vocabulary to unpack: Refugees Enormous	Map discussion: Talk about where some of these places are. If they are unsure of where these places are we will have a discussion about where this place is and what it might be like to live in one of these countries. Moving: Have any of the students had to move around? Know anyone who has? How might these kids feel? What would you do if someone had moved from a new country or place and come to your class? Why is individuality and culture important?

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Text: Mele’s Money Dance		Date: Week 3, Term 1	Text Level: Year 4
Purpose: Walt:	To be able to use prior knowledge of a topic to help with ne vocabulary and understanding an unseen text. � “Use things I already know to help me understand a new reading”	Group Level: Reading ages 8-9 years	Curriculum Level: Level 2
Resources needed:	Copy of each of the journals for the students Images of cultural dances
Introduction of text:	What do we know about Tongan culture? What are some of the cultural things we know about their dances? What are some other cultures dances? Why are they important and unique?
Discussion - prompts and questions:	Page 2: Why do you think Mele closed her eyes? How was she feeling? How do we know that is how she was feeling? How can we relate to how she is feeling? - think to fiafia and you performing your own cultural dance how did you feel? Why? What is shame? Why do you think she was scared of bringing shame? Page 3: How do we pronounce the name of tha dance? If we don’t know how to say a word how can we sound it out? How can we chunk the word so that we can figure it out? How can we read it into a sentence and see if it makes sense? Does anyone know what this dance looks like? Why do we think they chose this dance for the wedding?	Page 5: Why did Mele have money put on her during her dance? How does this relate so some of the cultures we know about? What does the money symbolise? Why do you think they have oil on their skin to start with? How did Mele know she wasn’t shaming anyone? How do you think this made her feel while she was dancing? Page 6: Why do you think Mele’s uncle joined in with her dance? Without looking at the next page what does Malo mean? How do we know what is means? Prior knowldge how does this help us understand things better? How does our prior knowldge help us to undersand new words?

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Testing in week 4

Children had PAT and e-AsTTle tests during this week.

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Camp in week 5

Children were at camp from Wednesday to Friday. On Monday and Tuesday, they were being taken in and out of class for camp preparations. Camp questions after camp for context.

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Text: Camping Down the Line (P2, N1, 2004)		Date: Week 6, Term 1	Text Level: Year 4
Purpose: Walt:	Cross-checking and confirming – checking to ensure that the reading makes sense and fits with all the information already read Make sure what I am reading makes sense and fits with what I have already read.	Group Level: Reading ages 8-9 years	Curriculum Level: Level 2
Resources needed:	Journal for each of the students. Reading from camp at the right level
Introduction of text:	Last week we had camp what are some of the things that we remember from camp? This week we are going to be doing a reading from camp from someone else's perspective. We will see if there are any similarities and differences from their experiences and our own experiences. We will make connections with the text and see if we can connect these to our own experiences.
Discussion - prompts and questions:	Page 2: Why can’t they sleep where they are? It was dark what does this mean in the context. Why are they just going to camp on the side of the road? Do you think they planned their trip well? Was this like our experience? Why was it so dark where they are? Was it this dark at our school camp? Why/why not? Page 3: Bumped things Big Jacks - what are these? What is the big bright light? Where do you think they have pitched their tent? Was this a safe space for them to pitch their tent? Do you think they would have put there tent here if they could have been able to see what was around?	Page 4: I guess it saved our lives - what does this mean? Luckily they didn’t place it on the train tracks what would have happened if they had of pitched the tent on the train track? Why did Dad suggest sleeping in the car? How do you think they were all feeling? Why did they go and sleep on the car? Do you think if you were in this situation would you sleep in the car? Based on our camp experience how was this camping situation different to the one that we had a school camp. What might of happened if you had put up your own tent? Do you think it would have stayed up all night?

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Text: The School Fair (P1, N2, 1991)		Date: Week 7, Term 1	Text Level: Year 4
Purpose: Walt:	Cross-checking and confirming – checking to ensure that the reading makes sense and fits with all the information already read Make sure what I am reading makes sense and fits with what I have already read.	Group Level: Reading ages 8-9 years	Curriculum Level: Level 2
Resources needed:	Journal for each learner.
Introduction of text:	Background on school fairs, links to the garage sale at school. Explain what we are learning to do and how we are going to do this in lessons. Explain the walt to the learners.
Discussion - prompts and questions:	Re-establishing group norms: When someone is reading we all need to listen to the other person no telling them what the new word is they need to figure it out themselves. Read the word into the sentence and make sure it makes sense. This week we are focusing on vocabulary and rereading the sentence to figure out what the word means so this week I will be looking at words that might need to be looked at: Page 2: Plastic Scarf Tapa Page 3 That’ll Floppy Silky	Page 4 Sewed Pantyhose Booties Page 5 Bought We will focus on reading these unfamiliar or unknown words into the sentences to make sure that it makes sense. Also reinforce what we do if we come across a word that we aren’t sure what they mean or how to say them.

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Text: Pet Day (Level 2, August, 2013)		Date: Week 8, Term 1	Text Level: Year 4
Purpose: Walt:	Cross-checking and confirming – checking to ensure that the reading makes sense and fits with all the information already read Make sure what I am reading makes sense and fits with what I have already read.	Group Level: Reading ages 8-9 years	Curriculum Level: Level 2
Resources needed:	Journal for each student
Introduction of text:	Looking at the title what do we think this is going to be about? What do we think a pet day would look like? Do you think that you would be able to bring every kind of pet that someone has to school?
Discussion - prompts and questions:	Page 28: Pleded Empathetically (What does this word mean? What does this emoticon look like?) Reread this sentence to see what this word might mean in context to what is going on in the story. Page 29: Whine Amoeba - how do we pronounce this word? What kind of pet do we think this might be? Would it be a good pet to take to school? Suggested Imaginary Microscope Discussion about microscopes and how they are used and what they are used for.	Page 30: How do you think Olivia taking it to school will go? Page 31: What do all of these look like in the context of the story? How would they be saying these things? Puzzled Muttered Peering Do you think the amoeba is going to fit into the category that the teacher placed it in? Why did the teacher look at it and smile? Page 32: What is an unusual pet? What is an axolotl? “Olivia grinned. It’s very small. You can only see it with a microscope” What does this mean? What does this link to?

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Text: Lost in the Bush (L2 Nov 2016)		Date: Week 9, Term 1	Text Level: Year 4
Purpose: Walt:	Cross-checking and confirming – checking to ensure that the reading makes sense and fits with all the information already read Make sure what I am reading makes sense and fits with what I have already read.	Group Level: Reading ages 8-9 years	Curriculum Level: Level 2
Resources needed:
Introduction of text:	Do we know what a comic is? Have a discussion about what a comic is and why they are used. Discuss how to talk with speech and enthusiasm. What does it mean to be lost?
Discussion - prompts and questions:	Page 2 Before we start reading we need to talk about how we can read a comic and what is the right way to do it. Why did they use all of those greetings at the beginning? Page 3 What is conservation? Department of conservation. Page 4 Sheesh, what type of word is this? Reflections Figure of speech “no sweat” what does this mean in this context? Page 5 Reflect on what is happening in the story at this point in time. What have we learnt so far, what is going to happen? Page 6 Comfortable Shush	Page 7 Rangiora leaf Why do you think they wrote a message? What is a bank? Waterproof Page 8 What are tusks? Snuffle Sniff Pant Grunt Page 9 Realised We’ll Discussion What happened in the story? Think, pair, share (2mins) Then share with the rest of the group.

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Text: The Eruption (L2 Oct 2013)		Date: Week 10, Term 1	Text Level: Year 4
Purpose: Walt:	Cross-checking and confirming – checking to ensure that the reading makes sense and fits with all the information already read Make sure what I am reading makes sense and fits with what I have already read.	Group Level: Reading ages 8-9 years	Curriculum Level: Level 2
Resources needed:	Journal for each student
Introduction of text:	What is an eruption? When do eruptions happen? Have we had any in New Zealand. What are some of the things that can cause or lead to an eruption. This week we are going to be reading about eruptions. We need to make sure that we are reading the entire sentence and the words in properly so that we can figure out what the words mean.
Discussion - prompts and questions:	Page 2: What does being cheerful mean? Groaned Reminded “I didn’t get much sleep either” Dad grumbled. What does this sound like? Page 3: What does Dad mean when he says they wouldn’t know if they were having an eruption? What is a dormant volcano? Page 4: They’d They had Overboard Shuddered Squealed Stared	Page 4 continued: What does the word quivering mean? Bellowed What is coming out of the ground in this part of the ground? Page 7: Apologise Tunnel out at this end Relief What is a volcanic eruption? How did Jerry get lost?