GUIDED READING

READING WALT MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Dragon flies
(Blue)
WALT: Make predictions
about what we are reading.
SC: Can recognise and
identify the main ideas
within the text
BOOK: The Wobbly
Tooth
Teacher A
Poem
Bingo
BOOK: A Lump in my Bed
Library corner
Teacher A
Fold out books

No Reading BOOK: The Hissing Bush
Group Box
Big books
Teacher A

BOOK: Miniboy in
Danger
Teacher A
Comprehension cards
Boggle
Bears (Green) WALT: Make predictions
about what we are reading.
SC: Can recognise and
identify the main ideas
within the text
BOOK: How do Seeds
Travel.
Listening posts
Teacher A
Big Books
BOOK: Whats Inside?
Boggle
Comprehension cards
Teacher A
No Reading BOOK: The Clown in the
Well
Teacher A
Bingo
Library corner
BOOK: What do these
Stores Sell?
Fold out Books
Teacher A
Poem
Dolphins
(Turquoise)
WALT: Retell the main
events in order of text.
SC: Can sequence the main
events in the story.

BOOK: The Golden Goose
Library corner
Boggle
Teacher A
BOOK: Why the Bears
Tail is short?
Teacher A
Bingo
Group box
No Reading BOOK: Eggs from the
Chicken to you.
Fold out books
Teacher A
Poems
BOOK: A Day at the
Trout Farm
Big Books
Listening posts
Teacher A
Toucans
(Purple)
WALT: Retell the main
events in order of text.
SC: Can sequence the main
events in the story.
BOOK: Junior Journal 15
Lost Property
Teacher
Group box
Fold out books
BOOK: On the Farm
Encyclopaedia
Teacher
Listening posts
No Reading BOOK: Maui and the Sun
Boggle
Comprehension cards
Teacher

BOOK: Going to the
Doctor
Teacher
Bingo
Poem
Frogs(Gold) WALT: Identify information
in the text by asking
questions
SC: Talk about story and
answer questions
BOOK: Junior Journal
Disease Detectives
Looking for Clues
Bingo
Teacher
Comprehension cards
BOOK: Junior Journal
Detective Tools
Boggle
Group box
Teacher

No Reading BOOK: Junior Journal
X-Rays : How Exciting
Teacher
Poem
Fold out books
BOOK: Junior Journal
Say Cheese
Library corner
Teacher
Listening posts

Woodpeckers WALT: Identify information
in the text by asking
questions
SC: Talk about story and
answer questions
BOOK: School Journal
Polynesian Dance
Festival
Group box
Listening posts
Teacher
BOOK: School Journal
Polynesian Dance
Festival
Teacher
Poems
Comprehension cards
No Reading BOOK: School Journal
What is Weather?
Library corner
Teacher
Boggle
BOOK: School Journal
What is Weather?
Encyclopaedia
Fold out books
Teacher

SHARED READING
SHARED READING Learning Intention:
We Are Learning To
(WALT)

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY
With all students

AO:
Processes and strategies:
Think critically about text
with confidence

Purpose and Audience:
Show some understanding
of how texts are shaped for
different purposes.

Ideas:
Use their personal
experiences and makes
meaning of increasingly
complex text by identifying
main ideas

Language features:
Shows an increasing
knowledge of the text
conventions, uses large
bank of high frequency
words.

Structure:
Understands the order and
organisation of sentences,
paragraphs and images
contribute to text meaning
- Understand what we
are reading.
- Focus on consonant
blends, rhyming
words, look at suffixes
and word families.
- Learning what are
ellipses.
- Change of Text style,
font, illustrative text
Success Criteria: We
will be successful
when we can answer
questions about the
story.
WILF: Use a strategy
and explain how it is
used to solve a
problem.
Big Book- The Amazing
Machine
Introduce book: Title,
author, illustrator,
WOW words chart.
Prediction: Use front
cover to predict what
story may be about.
Look through book, at
pictures and read text.
Modelling correct
reading behaviour.
What was the book
about?
Big Book- The Amazing
Machine
Exploring Language::
Terminology: Title,
Cover.
Vocabulary/ Interest
words: inventor,
stupendous, amazing,
fantastic, twirl, whirl,
twist, glug, splutter,
clack, clang, twiddle,
twang, gurgle.
Print Conventions:
Exclamation marks,
question marks,
quotation marks,
commas, ellipses,
possessive apostrophe
Poem- Washing
Hands
WALT:
Demonstrate an
increasing
responsibility for
self-care,
maintaining
hygiene,
identifying risk
and use safe
practices in a
range of context.


Big Book- The
Amazing Machine
Phonological
Patterns: Focus on
syllables(
stupendous, splutter,
fantastic)
Look at suffix: ed
(e.g. popped,
banged).
Discuss the base
words.

Big Book- The Amazing
Machine
Discuss the plot. Talk about
the problem and solution.

Build up a vocabulary to
describe the character,
behaviour, appearance of
the Characters Fenella
Figgins and Theodore
Thackerty

FU: Students to design a
machine of their own, write
a description of it and
explain how it works.






Maths -Tumble
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY EVALUATION

CLASS

Whole class warm up

Whole class warm up

Whole class warm up

Whole class warm up

Whole class warm up


GROUP 1 - CUBES
WALT: Find by
practical means
halves and quarters
of shapes and sets
Time (T1) (BK 7,p.11)

Peg Boards
Time (T1) (BK 7,p. 11)

Peg Boards
Fraction Fair Shares(T2)
(6ths , 8ths, 10ths, 16ths)
Worksheet(Symbols)

Lego.
Mass and weight(T)
Develop an
understanding of the size
of the standard unit
Estimate and measure
using the unit

GROUP 2 - CONES
WALT: Find halves
and quarters of
shapes and objects
Books about Maths

Time (T2) (BK 7,p.11)

Worksheet(Symbols)

Lego
Fraction Fair Shares (T1)
(BK 7,p.11)
(6ths , 8ths, 10ths, 16ths)

Fraction Fair Shares (T1)
(BK 7,p.11)
(6ths , 8ths, 10ths, 16ths)

Mass and weight(T)
Develop an
understanding of the size
of the standard unit

Estimate and measure
using the unit

GROUP 3 -
CYLINDERS
WALT: Find halves
and quarters of
shapes and objects to
20 by equal sharing
Worksheet(Symbols)

Lego
Fraction Fair Shares (T1)
(BK 7,p.11)

Peg Boards
Fraction Fair Shares (T1)
(BK 7,p.11)

Peg Boards
Fraction Fair Shares (T2)
(BK 7,p.11)
(6ths , 8ths, 10ths, 16ths)

Mass and weight(T)
Develop an
understanding of the size
of the standard unit

Estimate and measure
using the unit

SPHERES
WALT: Find a unit
fraction of set using
addition facts,
particularly doubles
and quarters.
Giant Board

Game book

Multi Dice 2s and 5s
game
Animals (T2)
(BK 7,p.18)
Worksheet(Symbols)

Lego
Hungry Birds(T1)
(Book 7, p.22)

Follow up : Number
properties(p.24)
Mass and weight(T)
Develop an
understanding of the size
of the standard unit

Estimate and measure
using the unit





Te Reo Weather (lesson)
AO : Communicate about weather
WALT: Students can describe the weather, using simple words or phrases.
SC: At the end of this lesson, students can:

Whakaatu presenting: Produce visual texts to present information and/or ideas
Krero speaking: Initiate simple conversations in te reo Mori
Pnui reading: Recognise and understand simple, familiar written words, phrases, and sentences.

Lesson sequence
Ask the students about the weather on a daily basis. Eg: Kei te phea te hua o te rangi, tamariki m? ==== > What is the weather like today children?
The students may respond in English. If they do, introduce the Mori term to describe the weather, e.g. Ua is the Mori word for rain. In Mori we say, Kei te
ua, its raining.
Have the students draw illustrations of rain to be placed in the weather space.
Further Learning: Discuss the role of Twhirimtea, the god of winds, in determining the weather
Language to use
Maori English Maori English
Paki Fine mk wet
Wera Hot Tau te kohu foggy
Makariri Cold Pupuhi te hau Windy(the wind is blowing
Hukapapa Snowy Kei te phea te hua te rangi? Whats the weather like today?
Ua Rainy Kei te pupuhi te hau. Its windy (the wind is blowing).
Marangai Stormy Kei te mahana Its warm
Tips
Create a simple cloze on the weather wall. Ask the students to take turns placing the weather term in a sentence on the weather wall, for example:
Question: Kei te phea te hua o te rangi? Hows the weather?
Answer: Kei te paki. Its fine.



Social Studies
WALT Monday Wednesday
Understand that there are the people called The
government.
Local government: Mayors, City Council.
Local school governing board: Principal, Deputy and
Associate Principals.
Do you know who form the local government?
What could the city council do for our community?
Planning, improving parks, safety and transport.(Put
on your Black and Green thinking hats)
Do you know who forms the governing board of our
school?
What do you think our school board can help us with?
Eg: health and safety, dangers around the school
campus, improvements and repairs, suggestions.
WALT: Understand that there are people called The
Government.
-Do you know who forms the governing board of our
school?
-What do you think our school board can help us with?

Activity: Enact the roles of the school governing
board, making groups of 3 and each student in that
group takes up the role of each of the Principals. Each
group will be given a minute to talk about their role.
Activity: Enact the function of the members of the
local government and parliament, each child taking up
roles of the different cabinet ministers and prime
minister.