| Monday | Tuesday | Wednesday | Thursday | Friday - Oral, Written, and Visual Language |
| Read whole book, then Discuss... - who were the characters? - What was the problem? - How do we know…? - What do you think…? Get the children asking the questions. Have some pretend to be a character and have other children ask them questions. | Re-read the story. Focus on repetitive text and have children join in with the repetition.
Vocabulary - Choose words from the text and match them to the Te Reo Maori word. Draw a picture to match. | Look at PUNCTUATION Capitals, full stops, sentences, question mark, comma, speech marks, exclamation marks,bold font, picture font, etc. Point these out and ask – what’s this? When you see this, what do you do?
Read the entire text and change voice where appropriate. | Re-read entire text together with expression.
After the reading take one spread. Use this to reinforce letter names/sounds/word families/phonemes/rhyming words | Use the text as a springboard for: retelling the story using drama, creative clusters (put children in groups and get them to retell the story in own words – make up new problems/solutions etc. Use a ‘clap’ or sound to stop one child talking and let the next one start. Use the story to stimulate a written and visual response. Collate the response to either a book or wall display. |
LI: Identify how authors use language features in books. Focus on the text as we are doing this story for our school production. Concentrating on the message in the story as a key point. | |||||
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| Books Share EE to blog. | ||||
The Little Kiwi’s Matariki by Nikki Slade Robinson
| Monday | Tuesday | Wednesday | Thursday | Friday - Oral, Written, and Visual Language |
| Read whole book, then Discuss... - who were the characters? - What was the problem? - How do we know…? - What do you think…? Get the children asking the questions. Have some pretend to be a character and have other children ask them questions. | Re-read the story. Focus on repetitive text and have children join in with the repetition.
Vocabulary - Choose words from the text and match them to the Te Reo Maori word. Draw a picture to match. | Look at PUNCTUATION Capitals, full stops, sentences, question mark, comma, speech marks, exclamation marks,bold font, picture font, etc. Point these out and ask – what’s this? When you see this, what do you do?
Read the entire text and change voice where appropriate. | Re-read entire text together with expression.
After the reading take one spread. Use this to reinforce letter names/sounds/word families/phonemes/rhyming words | Use the text as a springboard for: retelling the story using drama, creative clusters (put children in groups and get them to retell the story in own words – make up new problems/solutions etc. Use a ‘clap’ or sound to stop one child talking and let the next one start. Use the story to stimulate a written and visual response. Collate the response to either a book or wall display. |
LI: Identify how authors use language features in books. Focus on the text as we are doing this story for our school production. Concentrating on the message in the story as a key point. | |||||
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| Books Share EE to blog. | ||||
A Splish-Splash Day
| Monday | Tuesday | Wednesday | Thursday | Friday - Oral, Written, and Visual Language |
| Read whole book, then Discuss... - who were the characters? - What was the problem? - How do we know…? - What do you think…? Get the children asking the questions. Have some pretend to be a character and have other children ask them questions. | Re-read the story. Focus on repetitive text and have children join in with the repetition.
Vocabulary - Choose words from the text and match them to the Te Reo Maori word. Draw a picture to match. | Look at PUNCTUATION Capitals, full stops, sentences, question mark, comma, speech marks, exclamation marks,bold font, picture font, etc. Point these out and ask – what’s this? When you see this, what do you do?
Read the entire text and change voice where appropriate. | Re-read entire text together with expression.
After the reading take one spread. Use this to reinforce letter names/sounds/word families/phonemes/rhyming words | Use the text as a springboard for: retelling the story using drama, creative clusters (put children in groups and get them to retell the story in own words – make up new problems/solutions etc. Use a ‘clap’ or sound to stop one child talking and let the next one start. Use the story to stimulate a written and visual response. Collate the response to either a book or wall display. |
LI: Identify how authors use language features in books. Focus on the text as we are doing this story for our school production. Concentrating on the message in the story as a key point. | |||||
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| Books Share EE to blog. | ||||
A Splish-Splash Day
| Monday | Tuesday | Wednesday | Thursday | Friday - Oral, Written, and Visual Language |
| Read whole book, then Discuss... - who were the characters? - What was the problem? - How do we know…? - What do you think…? Get the children asking the questions. Have some pretend to be a character and have other children ask them questions. | Re-read the story. Focus on repetitive text and have children join in with the repetition.
Vocabulary - Choose words from the text and match them to the Te Reo Maori word. Draw a picture to match. | Look at PUNCTUATION Capitals, full stops, sentences, question mark, comma, speech marks, exclamation marks,bold font, picture font, etc. Point these out and ask – what’s this? When you see this, what do you do?
Read the entire text and change voice where appropriate. | Re-read entire text together with expression.
After the reading take one spread. Use this to reinforce letter names/sounds/word families/phonemes/rhyming words | Use the text as a springboard for: retelling the story using drama, creative clusters (put children in groups and get them to retell the story in own words – make up new problems/solutions etc. Use a ‘clap’ or sound to stop one child talking and let the next one start. Use the story to stimulate a written and visual response. Collate the response to either a book or wall display. |
LI: Identify how authors use language features in books. Focus on the text as we are doing this story for our school production. Concentrating on the message in the story as a key point. | |||||
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| Books Share EE to blog. | ||||
A Splish-Splash Day
| Monday | Tuesday | Wednesday | Thursday | Friday - Oral, Written, and Visual Language |
| Read whole book, then Discuss... - who were the characters? - What was the problem? - How do we know…? - What do you think…? Get the children asking the questions. Have some pretend to be a character and have other children ask them questions. | Re-read the story. Focus on repetitive text and have children join in with the repetition.
Vocabulary - Choose words from the text and match them to the Te Reo Maori word. Draw a picture to match. | Look at PUNCTUATION Capitals, full stops, sentences, question mark, comma, speech marks, exclamation marks,bold font, picture font, etc. Point these out and ask – what’s this? When you see this, what do you do?
Read the entire text and change voice where appropriate. | Re-read entire text together with expression.
After the reading take one spread. Use this to reinforce letter names/sounds/word families/phonemes/rhyming words | Use the text as a springboard for: retelling the story using drama, creative clusters (put children in groups and get them to retell the story in own words – make up new problems/solutions etc. Use a ‘clap’ or sound to stop one child talking and let the next one start. Use the story to stimulate a written and visual response. Collate the response to either a book or wall display. |
LI: Identify how authors use language features in books. Focus on the text as we are doing this story for our school production. Concentrating on the message in the story as a key point. | |||||
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| Books Share EE to blog. | ||||
How Maui found his Father and the Magic Jawbone
| Monday | Tuesday | Wednesday | Thursday | Friday - Oral, Written, and Visual Language |
| Read whole book, then Discuss... - who were the characters? - What was the problem? - How do we know…? - What do you think…? Get the children asking the questions. Have some pretend to be a character and have other children ask them questions. | Re-read the story. Focus on repetitive text and have children join in with the repetition.
Vocabulary - Choose words from the text and match them to the Te Reo Maori word. Draw a picture to match. | Look at PUNCTUATION Capitals, full stops, sentences, question mark, comma, speech marks, exclamation marks,bold font, picture font, etc. Point these out and ask – what’s this? When you see this, what do you do?
Read the entire text and change voice where appropriate. | Re-read entire text together with expression.
After the reading take one spread. Use this to reinforce letter names/sounds/word families/phonemes/rhyming words | Use the text as a springboard for: retelling the story using drama, creative clusters (put children in groups and get them to retell the story in own words – make up new problems/solutions etc. Use a ‘clap’ or sound to stop one child talking and let the next one start. Use the story to stimulate a written and visual response. Collate the response to either a book or wall display. |
LI: Identify how authors use language features in books. Focus on the text as we are doing this story for our school production. Concentrating on the message in the story as a key point. | |||||
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| Books Share EE to blog. | ||||
Autumn Leaves - Shared Poem
| Monday | Tuesday | Wednesday | Thursday | Friday - Oral, Written, and Visual Language |
| Read whole book, then Discuss... - who were the characters? - What was the problem? - How do we know…? - What do you think…? Get the children asking the questions. Have some pretend to be a character and have other children ask them questions. | Re-read the story. Focus on repetitive text and have children join in with the repetition.
Vocabulary - Choose words from the text and match them to the Te Reo Maori word. Draw a picture to match. | Look at PUNCTUATION Capitals, full stops, sentences, question mark, comma, speech marks, exclamation marks,bold font, picture font, etc. Point these out and ask – what’s this? When you see this, what do you do?
Read the entire text and change voice where appropriate. | Re-read entire text together with expression.
After the reading take one spread. Use this to reinforce letter names/sounds/word families/phonemes/rhyming words | Use the text as a springboard for: retelling the story using drama, creative clusters (put children in groups and get them to retell the story in own words – make up new problems/solutions etc. Use a ‘clap’ or sound to stop one child talking and let the next one start. Use the story to stimulate a written and visual response. Collate the response to either a book or wall display. |
LI: Identify how authors use language features in books. Focus on the text as we are doing this story for our school production. Concentrating on the message in the story as a key point. | |||||
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| Books Share EE to blog. | ||||
The Fish of Maui By Peter Gossage
| Monday | Tuesday | Wednesday | Thursday | Friday - Oral, Written, and Visual Language |
| Read whole book, then Discuss... - who were the characters? - What was the problem? - How do we know…? - What do you think…? Get the children asking the questions. Have some pretend to be a character and have other children ask them questions. | Re-read the story. Focus on repetitive text and have children join in with the repetition.
Vocabulary - Choose words from the text and match them to the Te Reo Maori word. Draw a picture to match. | Look at PUNCTUATION Capitals, full stops, sentences, question mark, comma, speech marks, exclamation marks,bold font, picture font, etc. Point these out and ask – what’s this? When you see this, what do you do?
Read the entire text and change voice where appropriate. | Re-read entire text together with expression.
After the reading take one spread. Use this to reinforce letter names/sounds/word families/phonemes/rhyming words | Use the text as a springboard for: retelling the story using drama, creative clusters (put children in groups and get them to retell the story in own words – make up new problems/solutions etc. Use a ‘clap’ or sound to stop one child talking and let the next one start. Use the story to stimulate a written and visual response. Collate the response to either a book or wall display. |
LI: Identify how authors use language features in books. Focus on the text as we are doing this story for our school production. Concentrating on the message in the story as a key point. | |||||
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| Books Share EE to blog. | ||||
How Maui Slowed the Sun By Peter Gossage
| Monday | Tuesday | Wednesday | Thursday | Friday - Oral, Written, and Visual Language |
| Read whole book, then Discuss... - who were the characters? - What was the problem? - How do we know…? - What do you think…? Get the children asking the questions. Have some pretend to be a character and have other children ask them questions. | Re-read the story. Focus on repetitive text and have children join in with the repetition.
Vocabulary - Choose words from the text and match them to the Te Reo Maori word. Draw a picture to match. | Look at PUNCTUATION Capitals, full stops, sentences, question mark, comma, speech marks, exclamation marks,bold font, picture font, etc. Point these out and ask – what’s this? When you see this, what do you do?
Read the entire text and change voice where appropriate. | Re-read entire text together with expression.
After the reading take one spread. Use this to reinforce letter names/sounds/word families/phonemes/rhyming words | Use the text as a springboard for: retelling the story using drama, creative clusters (put children in groups and get them to retell the story in own words – make up new problems/solutions etc. Use a ‘clap’ or sound to stop one child talking and let the next one start. Use the story to stimulate a written and visual response. Collate the response to either a book or wall display. |
LI: Identify how authors use language features in books. Focus on the text as we are doing this story for our school production. Concentrating on the message in the story as a key point. | |||||
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| Books Share EE to blog. | ||||
Nanny - a poem by Heiwari Johnson