Term+2+Reading

Texts to Inform- intergrated unit Reading, Writing, Talking & Listening


 * **Term/Week** || **Super 6 Strategy** ||
 * T2 Wk 1 & 2 || Predicting ||
 * T2 Wk 3 & 5 || Making Connections ||
 * T2 Wk 6 & 7 || Visualising ||
 * T2 Wk 8 & 9 || Questioning ||
 * T2 Wk 10 & T3 Wk 1 || Monitoring ||
 * T3 Wk 2 & 3 || Summarising ||


 * __Week 1__ : Making connections**

__**Week 2 :**__ **Making connections**

__**Monday**__ Look at words - Usher - ask children to list what they link when they hear that word - explain that students and teachers link in different ways because of their background knowledge. Give children "Countdown" (the school magazine) - brainstorm connections to this word. (again relate an older person's connection - ie to the show) As a group - make connections to the Poem on Page 8 (Feb issue) prior to reading, just given the title and the picture. Read the poem - ask the children to add to their connections Re-Read the first 4 lines - ask students have they ever felt this way? When was this? Explain that they are making connections. Re-read the whole poem as a class, using expression and pausing. Ask students whether they understood more about the poem before reading, after reading once, or after reading it multiple times. Explain that it is important to re-read to gain meaning.

__**Wednesday**__ Give the students the article title "Let's light 96 candles ... for the School Magazine" Ask them what they think about when they hear that title. Explain that in doing so they are making connections. Teacher to read the article. Ask students what connections they make now that they have heard the article. Students to read the article in a circle (ensure clarification of unknown words) Ask students to "Draw a Connection" they made with the article whilst reading, they also write a sentence or two about why they made that connection. Students share work with rest of class.

__**Friday:**__ Discuss the strategy of Coding to students (for making connections) Students to read and code, "How the sun was made- an aboriginal legend" Students to come back to the floor. Teacher to read the article out loud and discuss the coding students made. Discuss how doing this has clarified meaning for some things, is it easier to read for understanding now? Students to read the article to a partner.

__** Week 3: **__ Decoding words - reading the Big book on space - discussing strategies to decode unfamiliar words. ie. break them up into sounds, look for small words, is there any other word that looks like this one, substituting "pineapple" - what would make sense.
 * __Monday:__**

//(Hannah, Taleah, Taylah-Lee, Aaliyah, Miriam, Jeremy)// //Reading Reading with Mr H// (Sarah, Nikita, Waal, Mohammad, Nicholas G, Ethan) //Reading with Mrs M// (Regan, Brandon, Ameen, Cody, Sam, Christian) //Reading with Mrs R// (Salma, Tarryn, Meagan, Youssef, Nicholas W) //Independently reading in small group//
 * Week 5 Reading:**
 * //Tuesday//**
 * Special Groups:** Mrs Cowan (Lejla, Elizabeth, Lupe, Mikhaela, Lazarus)
 * Special Groups**: Mrs Pullen (Talon)
 * __GRAVITY__**
 * Group 1:**
 * Group 2:**
 * Group 3:**
 * Group 4:**

Writing to entertain [|Story spinner]

Week 7/8/9 Reading: Visualisation

Listen to Octopus garden - think pair share - what might you see - draw it

Listen to Purple people eater - think pair share - what might you see - draw it

Listen to "[|Triantiwantigongolope]" by CJ Dennis - think pair share - stretch and sketch