Comprehension – Knowledge and Understanding.

1. Who was Mika?

2. W

hat has a bun got to do with this story?

3. W

hy was Ana sulking on page 4?

4. W

hat was Ana’s mother doing at the start of

the story?

5. Describe the cliff they climbed.

6. How did the bun help Ana?

7. W

hy was Mika excited on page 3?

8. Explain why you think Ana and her family

slept in the plantation that night.

Are the questions/statements

True, False or Both? Justify.

1. No villages were destroyed.

2. Sina was trying to feed

their baby sister.

3. Niko laughed as he

grabbed Ana.

What is wrong with the question/statement below?

This story is about a tsunami followed by an earthquake.

Being brief, yet informative about the text.

Your job is to write no more than 1 or 2 sentences

which has as much information as possible.

Choose 5 Nouns (names) and 5 Verbs

(action/doing) from the text. Then for

each of the Verbs write an Antonym

(opposite) and/or Synonym (similar)

based on the word. Can you do the same for your

Nouns? For example. A verb from the text maybe

‘run’. An antonym may be ‘walk’ and a synonym ‘jog’.

Based on the text you

have read, what is one thing that

either had, or may/could have an

impact on either the environment

(local, national or international), our

community, people, or a

combination? Be specific/justify.

Relating unseen images.

What has this image

got to do with the text?

Using Mathematics in Reading.

1. How many years and months ago from now did

the tsunami strike?

2. W

hat does ‘mass’ mean?

3. How many seconds are there in one minute?

Using words from the text, find as

many words as you can that start with the letter/s...

and / or

These questions relate to NZ things from the text.

Make a list of as many things as you can find

from the text that are related to Aotearoa.

It may refer to something in NZ but may not actually state it.

What do these words

mean? (They may or may

not state it in the text).

The words below are from

the Sāmoan language.

1. fale

2. 'aulele

3. vai

Find the words using the clues below.

1. Consonants: 5,

Vowels: 3,

On Page: 7

Clue: Not alone

2. Consonants: 6,

Vowels: 4,

On Page: 9

Clue: Field or paddock

This section relates more about scenes rather than themes.

Write down as many words as you can which describe

the scene/context (or part of) that the text is set in.

Allowing the student to add into the story/article/play/poem.

Your job is to choose a part of the text, and then write

your own paragraph into it. You may do this at the start,

end, or anywhere in the middle. It must make sense and fit in

to the original text. You are trying to become the author by

adding your own paragraph/ideas into someone else’s text to

make it more factual/interesting by getting your viewpoint.

The Hungry

Wave

The Hungry

Wave

The Hungry

Wave

The Hungry

Wave

( (((Story

Story

Story

Story / A

rticle / Play)

/ Article / Play)

/ Article / Play)

/ Article / Play)

Page: 2

Page: 2

Page: 2

Page: 2

New Zealand School Journal

February 2012 –Years 5 & 6

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National Standards (Reading):

Reading Levels: Year 5

NZCM:

Level: 3

Using the following word/s from the text, can

you make new words using some/all of the letters?

(You write the question to the

answer given below)

1. Red hibiscus bushes

2. 189 people

3. Huge black mountain

Write down 2 words from the text that have 1

syllable, 2 words that have 2 syllables, and 2

words with more than 2 syllables,

E.g, somewhere = some + where, situation = sit + u + a + tion

Choose three words from the text and write

the following for EACH word chosen.

Synonym = a word which has a similar meaning. E.g,

Hot = Boiling. Antonym = another word which is the

opposite of the word chosen. E.g, Hot = Cold. You may

also like to do this as a Pictionary (drawing a picture

of the similar/opposite meaning of the word).

Choose any one of

the characters in

the text and do a

mini profile on them. This

needs to include as much

information about that

character you can find.

Using a sentence from

the text, make up your

own mixed up/jumbled

sentence where someone has to

try to put the sentence in order

so it makes sense. Remember to

include the answer as well.

Find the answers to these questions

using the pictures in the story/article/play.

1. How many picture frames are in the house?

2. W

hat colour is Ana’s school bag?

3. How many items are hanging outside?

4. How many people are in the plantation?

5. W

hat colours are their school uniforms?

Which is the odd one out? Remember to justify

your answer by saying why you think it is the odd

one out.

Write a brief assessment/review about the play/story/article

that you have been reading. It needs to include at least the

following (but it may include more - see your teacher);

1. Your grade/mark (it is up to you how you do this).

2. W

ho would you recommend this to be best

suited for and why?

3. W

hat you liked and disliked about it.

4. W

.A.L.T (We Are Learning To...): W

hat were

you learning to do with this journal item?

(What was the main objective/aim either you or your teacher wanted you to get?)

Write meanings

for these words.

1. Fragments

2. Hauled

3. Reef

4. W

inced

Decide on a theme from the text you are reading.

Then write down as many words from the text

which are related to that theme.

Choose any inanimate object (such as a chair etc-

something that is not alive), and using descriptive

language, try and make it come alive in a way where

others have to try and guess what it is. Remember

to include the answer. You may also like to do a picture of it.

Answer the following questions which are based on the Inside

and Outside Cover and Back pages, and using the Contents page of the

School Journal.

1. What level is this School Journal?

2. W

hat level are the old Part 1 Journals now?

3. W

ho wrote the play?

Try to find 5 words from the text that you can

“Chunk” or split, so one word makes two words.

E.g, Sometimes = some + times and both of these words

can be used separately as well as together.

The Hungry

Wave

The Hungry

Wave

The Hungry

Wave

The Hungry

Wave

( (((Story

Story

Story

Story / A

rticle / Play)

/ Article / Play)

/ Article / Play)

/ Article / Play)

Page: 2

Page: 2

Page: 2

Page: 2

New Zealand School Journal

February 2012 –Years 5 & 6

Mika

Ana

Sina

Niiko

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National Standards (Reading):

Reading Levels: Year 5

NZCM:

Level: 3

Comprehension – Knowledge and Understanding.

1. Which planet punched the air?

2. W

ho was banging on the table?

3. W

hy were the other planets shaking their

heads on page 38?

4. W

hat have nits or fleas got to do with this play?

5. W

hat other item in this School Journal does

this play have similarities with?

6. W

ho had at least 13 moons?

7. W

hy did the sun tell Pluto not to bother

turning up next time?

Are the questions/statements

True, False or Both? Justify

your answer.

1. Venus is the hottest planet.

2. Uranus had fleas on it.

3. Pluto said it had 3 moons.

What is wrong with the question/statement below?

Mercury said it was the roundest planet.

Being brief, yet informative about the text.

Your job is to write no more than 1 or 2 sentences

which has as much information as possible.

Choose 5 Nouns (names) and 5 Verbs

(action/doing) from the text. Then for

each of the Verbs write an Antonym

(opposite) and/or Synonym (similar)

based on the word. Can you do the same for your

Nouns? For example. A verb from the text maybe

‘run’. An antonym may be ‘walk’ and a synonym ‘jog’.

Based on the text you

have read, what is one thing that

either had, or may/could have an

impact on either the environment

(local, national or international), our

community, people, or a

combination? Be specific/justify.

Relating unseen images.

What has this image

got to do with the text?

Using Mathematics in Reading.

1. Make up a tally chart which shows how many

parts/lines each planet had throughout the whole

play. Then show your results on a graph.

Using words from the text, find as

many words as you can that start with the letter/s...

and / or

These questions relate to NZ things from the text.

Make a list of as many things as you can find

from the text that are related to Aotearoa.

It may refer to something in NZ but may not actually state it.

What do these words

mean? (They may or may

not state it in the text).

It may be Māori to English

or English to Māori.

1. Planets

2. e noho

3. Marama

Find the words using the clues below.

1. Consonants: 6,

Vowels: 3,

On Page: 40

Clue: Not clear

2. Consonants: 5,

Vowels: 4,

On Page: 38

Clue: Big hills

This section relates more about scenes rather than themes.

Write down as many words as you can which describe

the scene/context (or part of) that the text is set in.

Allowing the student to add into the story/article/play/poem.

Your job is to choose a part of the text, and then write

your own paragraph into it. You may do this at the start,

end, or anywhere in the middle. It must make sense and fit in

to the original text. You are trying to become the author by

adding your own paragraph/ideas into someone else’s text to

make it more factual/interesting by getting your viewpoint.

Who’s the Best?

Who’s the Best?

Who’s the Best?

Who’s the Best?

( (((Story

Story

Story

Story / A

rticle /

/ Article /

/ Article /

/ Article / Play

Play

Play

Play) )))

Page: 36

Page: 36

Page: 36

Page: 36

New Zealand School Journal

February 2012 –Years 5 & 6

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National Standards (Reading):

Reading Levels: Year 5

NZCM:

Level: 3

Using the following word/s from the text, can

you make new words using some/all of the letters?

(You write the question to the

answer given below)

1. Saturn.

2. The bluest.

3. Smirk at Mars

Write down 2 words from the text that have 1

syllable, 2 words that have 2 syllables, and 2

words with more than 2 syllables,

E.g, somewhere = some + where, situation = sit + u + a + tion

Choose three words from the text and write

the following for EACH word chosen.

Synonym = a word which has a similar meaning. E.g,

Hot = Boiling. Antonym = another word which is the

opposite of the word chosen. E.g, Hot = Cold. You may

also like to do this as a Pictionary (drawing a picture

of the similar/opposite meaning of the word).

Choose any one of

the characters in

the text and do a

mini profile on them. This

needs to include as much

information about that

character you can find.

Using a sentence from

the text, make up your

own mixed up/jumbled

sentence where someone has to

try to put the sentence in order

so it makes sense. Remember to

include the answer as well.

Find the answers to these questions

using the pictures in the story/article/play.

1. Describe Jupiter.

2. How many planet labels are there?

3. W

hat colour is Neptune?

4. W

hich planet had two teeth showing.

5. W

hat page is the ship on?

Which is the odd one out? Remember to justify

your answer by saying why you think it is the odd

one out.

Write a brief assessment/review about the play/story/article

that you have been reading. It needs to include at least the

following (but it may include more - see your teacher);

1. Your grade/mark (it is up to you how you do this).

2. W

ho would you recommend this to be best

suited for and why?

3. W

hat you liked and disliked about it.

4. W

.A.L.T (We Are Learning To...): W

hat were

you learning to do with this journal item?

(What was the main objective/aim either you or your teacher wanted you to get?)

Write meanings

for these words.

1. In unison

2. Smugly

3. Sideline

4. Muttering

Decide on a theme from the text you are reading.

Then write down as many words from the text

which are related to that theme.

Choose any inanimate object (such as a chair etc-

something that is not alive), and using descriptive

language, try and make it come alive in a way where

others have to try and guess what it is. Remember

to include the answer. You may also like to do a picture of it.

Answer the following questions which are based on the Inside

and Outside Cover and Back pages, and using the Contents page of the

School Journal.

1. What reading year levels are the old Part 4

School Journals?

2. How many items is there altogether in this

journal?

Try to find 5 words from the text that you can

“Chunk” or split, so one word makes two words.

E.g, Sometimes = some + times and both of these words

can be used separately as well as together.

Who’s the Best?

Who’s the Best?

Who’s the Best?

Who’s the Best?

( (((Story

Story

Story

Story / A

rticle /

/ Article /

/ Article /

/ Article / Play

Play

Play

Play) )))

Page: 36

Page: 36

Page: 36

Page: 36

New Zealand School Journal

February 2012 –Years 5 & 6

Yelling

Standing

Scene

Leaping

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National Standards (Reading):

Reading Levels: Year 5

NZCM:

Level: 3

Comprehension – Knowledge and Understanding.

1. What happens when the weather is bad?

2. How is how we get food, different to the

way they get food?

3. W

hat kind of fish were released into the pools?

4. W

here is Togori in relation to New Zealand?

5. How long did it take to dig the pools?

6. W

ho had the idea of farming fish?

7. Explain how they catch the fish.

8. W

hat have white ant larvae got to do with

the article?

Are the questions/statements

True, False or Both? Justify.

1. Togori is an inland village.

2. People though Uncle Isaiah

was crazy.

3. New Zealand is closer to

Togori than Australia is.

What is wrong with the question/statement below?

Adam Pryor is the chief of the village.

Being brief, yet informative about the text.

Your job is to write no more than 1 or 2 sentences

which has as much information as possible.

Choose 5 Nouns (names) and 5 Verbs

(action/doing) from the text. Then for

each of the Verbs write an Antonym

(opposite) and/or Synonym (similar)

based on the word. Can you do the same for your

Nouns? For example. A verb from the text maybe

‘run’. An antonym may be ‘walk’ and a synonym ‘jog’.

Based on the text you

have read, what is one thing that

either had, or may/could have an

impact on either the environment

(local, national or international), our

community, people, or a

combination? Be specific/justify.

Relating unseen images.

What has this image

got to do with the text?

Using Mathematics in Reading.

1. How long did it take for the fish to grow?

2. If they started the pools in 2007, when would

the pools have been finished?

Using words from the text, find as

many words as you can that start with the letter/s...

and / or

These questions relate to NZ things from the text.

Make a list of as many things as you can find

from the text that are related to Aotearoa.

It may refer to something in NZ but may not actually state it.

What do these words

mean? (They may or may

not state it in the text).

It may be Māori to English

or English to Māori.

1. Fish

2. W

ai

3. W

aka

Find the words using the clues below.

1. Consonants: 4,

Vowels: 3,

On Page: 46

Clue: Island

2. Consonants: 4,

Vowels: 2,

On Page: 44

Clue: Row

This section relates more about scenes rather than themes.

Write down as many words as you can which describe

the scene/context (or part of) that the text is set in.

Allowing the student to add into the story/article/play/poem.

Your job is to choose a part of the text, and then write

your own paragraph into it. You may do this at the start,

end, or anywhere in the middle. It must make sense and fit in

to the original text. You are trying to become the author by

adding your own paragraph/ideas into someone else’s text to

make it more factual/interesting by getting your viewpoint.

Farm

ing Fish

Farm

ing Fish

Farm

ing Fish

Farm

ing Fish

( (((Story

Story

Story

Story / / / / Article

Article

Article

Article / Play)

/ Play)

/ Play)

/ Play)

Page: 44

Page: 44

Page: 44

Page: 44

New Zealand School Journal

February 2012 –Years 5 & 6

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National Standards (Reading):

Reading Levels: Year 5

NZCM:

Level: 3

Using the following word/s from the text, can

you make new words using some/all of the letters?

(You write the question to the

answer given below)

1. Fish farm.

2. “One Talk”.

3. Makira

Write down 2 words from the text that have 1

syllable, 2 words that have 2 syllables, and 2

words with more than 2 syllables,

E.g, somewhere = some + where, situation = sit + u + a + tion

Choose three words from the text and write

the following for EACH word chosen.

Synonym = a word which has a similar meaning. E.g,

Hot = Boiling. Antonym = another word which is the

opposite of the word chosen. E.g, Hot = Cold. You may

also like to do this as a Pictionary (drawing a picture

of the similar/opposite meaning of the word).

Choose any one of

the characters in

the text and do a

mini profile on them. This

needs to include as much

information about that

character you can find.

Using a sentence from

the text, make up your

own mixed up/jumbled

sentence where someone has to

try to put the sentence in order

so it makes sense. Remember to

include the answer as well.

Find the answers to these questions

using the pictures in the story/article/play.

1. How many people are watching the pools filling

up?

2. How many children are eating?

3. Describe the canoe.

4. W

hat page are the ant larvae on?

Which is the odd one out? Remember to justify

your answer by saying why you think it is the odd

one out.

Write a brief assessment/review about the play/story/article

that you have been reading. It needs to include at least the

following (but it may include more - see your teacher);

1. Your grade/mark (it is up to you how you do this).

2. W

ho would you recommend this to be best

suited for and why?

3. W

hat you liked and disliked about it.

4. W

.A.L.T (We Are Learning To...): W

hat were

you learning to do with this journal item?

(What was the main objective/aim either you or your teacher wanted you to get?)

Write meanings

for these words.

1. Harvest

2. Bigman

3. Mudfish

4. Larvae

Decide on a theme from the text you are reading.

Then write down as many words from the text

which are related to that theme.

Choose any inanimate object (such as a chair etc-

something that is not alive), and using descriptive

language, try and make it come alive in a way where

others have to try and guess what it is. Remember

to include the answer. You may also like to do a picture of it.

Answer the following questions which are based on the Inside

and Outside Cover and Back pages, and using the Contents page of the

School Journal.

1. What is the item about fountains called?

2. W

hat is the reading year level for ‘Rain’?

3. W

hat is the Māori translation for the Ministry

of Education?

Try to find 5 words from the text that you can

“Chunk” or split, so one word makes two words.

E.g, Sometimes = some + times and both of these words

can be used separately as well as together.

Farm

ing Fish

Farm

ing Fish

Farm

ing Fish

Farm

ing Fish

( (((Story

Story

Story

Story / / / / Article

Article

Article

Article / Play)

/ Play)

/ Play)

/ Play)

Page: 44

Page: 44

Page: 44

Page: 44

New Zealand School Journal

February 2012 –Years 5 & 6

River

Pipe

Larvae

Pond

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National Standards (Reading):

Reading Levels: Year 5

NZCM:

Level: 3

Comprehension – Knowledge and Understanding.

1. What happened in 1975?

2. W

hat do the dates within the brackets mean?

3. How long did Hone live at Kākā Point?

4. How is this article related to another item in

this School Journal?

5. Explain what a ‘crib’ is.

6. W

hen was his first collection of poetry

published?

7. W

hat was his first collection of poetry

referring to?

Are the questions/statements

True, False or Both? Justify

your answer.

1. (2008-1922)

2. The Māori Land

March was in 1970

What is wrong with the question/statement below?

Hone didn’t start speaking Māori until he was 9.

Being brief, yet informative about the text.

Your job is to write no more than 1 or 2 sentences

which has as much information as possible.

Choose 5 Nouns (names) and 5 Verbs

(action/doing) from the text. Then for

each of the Verbs write an Antonym

(opposite) and/or Synonym (similar)

based on the word. Can you do the same for your

Nouns? For example. A verb from the text maybe

‘run’. An antonym may be ‘walk’ and a synonym ‘jog’.

Based on the text you

have read, what is one thing that

either had, or may/could have an

impact on either the environment

(local, national or international), our

community, people, or a

combination? Be specific/justify.

Relating unseen images.

What have these images

got to do with the text?

Using Mathematics in Reading.

1. How many years are there between the earliest

and latest dates mentioned in this article?

2. Add up all the dates listed. W

hat is the total?

Using words from the text, find as

many words as you can that start with the letter/s...

and / or

These questions relate to NZ things from the text.

Make a list of as many things as you can find

from the text that are related to Aotearoa.

It may refer to something in NZ but may not actually state it.

What do these words

mean? (They may or may

not state it in the text).

It may be Māori to English

or English to Māori.

1. Iwa

2. Auckland

3. Aotearoa

Find the words using the clues below.

1. Consonants: 5,

Vowels: 3,

On Page: 12

Clue: Cold

2. Consonants: 3,

Vowels: 4,

On Page: 14

Clue: Ocean

This section relates more about scenes rather than themes.

Write down as many words as you can which describe

the scene/context (or part of) that the text is set in.

Allowing the student to add into the story/article/play/poem.

Your job is to choose a part of the text, and then write

your own paragraph into it. You may do this at the start,

end, or anywhere in the middle. It must make sense and fit in

to the original text. You are trying to become the author by

adding your own paragraph/ideas into someone else’s text to

make it more factual/interesting by getting your viewpoint.

Hone Tuwhare (1922

Hone Tuwhare (1922

Hone Tuwhare (1922

Hone Tuwhare (1922- ---2008)

2008)

2008)

2008)

( (((Story

Story

Story

Story / / / / Article

Article

Article

Article / Play)

/ Play)

/ Play)

/ Play)

Page: 12

Page: 12

Page: 12

Page: 12

New Zealand School Journal

February 2012 –Years 5 & 6

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National Standards (Reading):

Reading Levels: Year 6

NZCM:

Level: 3

Using the following word/s from the text, can

you make new words using some/all of the letters?

(You write the question to the

answer given below)

1. South of Dunedin.

2. No ordinary sun.

3. Hundreds of Schools.

Write down 2 words from the text that have 1

syllable, 2 words that have 2 syllables, and 2

words with more than 2 syllables,

E.g, somewhere = some + where, situation = sit + u + a + tion

Choose three words from the text and write

the following for EACH word chosen.

Synonym = a word which has a similar meaning. E.g,

Hot = Boiling. Antonym = another word which is the

opposite of the word chosen. E.g, Hot = Cold. You may

also like to do this as a Pictionary (drawing a picture

of the similar/opposite meaning of the word).

Choose any one of

the characters in

the text and do a

mini profile on them. This

needs to include as much

information about that

character you can find.

Using a sentence from

the text, make up your

own mixed up/jumbled

sentence where someone has to

try to put the sentence in order

so it makes sense. Remember to

include the answer as well.

Find the answers to these questions

using the pictures in the story/article/play.

1. How many children is Hone holding?

2. Describe the pencil.

3. W

hat colour is the house?

4. W

here is the vehicle?

5. W

hat colour are the pipes on the crib?

Which is the odd one out? Remember to justify

your answer by saying why you think it is the odd

one out.

Write a brief assessment/review about the play/story/article

that you have been reading. It needs to include at least the

following (but it may include more - see your teacher);

1. Your grade/mark (it is up to you how you do this).

2. W

ho would you recommend this to be best

suited for and why?

3. W

hat you liked and disliked about it.

4. W

.A.L.T (We Are Learning To...): W

hat were

you learning to do with this journal item?

(What was the main objective/aim either you or your teacher wanted you to get?)

Write meanings

for these words.

1. Protest

2. Apprentice

3. Stationed

4. Doctorate

Decide on a theme from the text you are reading.

Then write down as many words from the text

which are related to that theme.

Choose any inanimate object (such as a chair etc-

something that is not alive), and using descriptive

language, try and make it come alive in a way where

others have to try and guess what it is. Remember

to include the answer. You may also like to do a picture of it.

Answer the following questions which are based on the Inside

and Outside Cover and Back pages, and using the Contents page of the

School Journal.

1. What city was this journal published in?

2. W

ho is the series editor?

3. W

ho write ‘Rain’?

Try to find 5 words from the text that you can

“Chunk” or split, so one word makes two words.

E.g, Sometimes = some + times and both of these words

can be used separately as well as together.

Hone Tuwhare (1922

Hone Tuwhare (1922

Hone Tuwhare (1922

Hone Tuwhare (1922- ---2008)

2008)

2008)

2008)

( (((Story

Story

Story

Story / / / / Article

Article

Article

Article / Play)

/ Play)

/ Play)

/ Play)

Page: 12

Page: 12

Page: 12

Page: 12

New Zealand School Journal

February 2012 –Years 5 & 6

1964

1922

1946

1975

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National Standards (Reading):

Reading Levels: Year 6

NZCM:

Level: 3

Comprehension – Knowledge and Understanding.

1. Who was Abby?

2. W

hy was Meredith flat on her face?

3. W

here was the audition supposed to be held?

4. W

hy did Meredith feel sad?

5. W

here were they really going to on the train?

6. Describe the old man.

7. W

hat does it mean, “I’m on the red carpet”?

8. W

hat was the boy pointing at?

Are the questions/statements

True, False or Both? Justify.

1. This story is about a

girls dream.

2. Real pigeons had nothing

to do with this story.

What is wrong with the question/statement below?

“I notice egg on his shoes”.

Being brief, yet informative about the text.

Your job is to write no more than 1 or 2 sentences

which has as much information as possible.

Choose 5 Nouns (names) and 5 Verbs

(action/doing) from the text. Then for

each of the Verbs write an Antonym

(opposite) and/or Synonym (similar)

based on the word. Can you do the same for your

Nouns? For example. A verb from the text maybe

‘run’. An antonym may be ‘walk’ and a synonym ‘jog’.

Based on the text you

have read, what is one thing that

either had, or may/could have an

impact on either the environment

(local, national or international), our

community, people, or a

combination? Be specific/justify.

Relating unseen images.

What has this image

got to do with the text?

Using Mathematics in Reading.

1. How many seats are on the train in total?

2. Name the different shapes on page 15.

3. W

hat shapes are on Abby’s dress?

Using words from the text, find as

many words as you can that start with the letter/s...

and / or

These questions relate to NZ things from the text.

Make a list of as many things as you can find

from the text that are related to Aotearoa.

It may refer to something in NZ but may not actually state it.

What do these words

mean? (They may or may

not state it in the text).

It may be Māori to English

or English to Māori.

1. Read

2. Māmā

3. W

āhine

Find the words using the clues below.

1. Consonants: 5,

Vowels: 4,

On Page: 19

Clue: Train sections

2. Consonants: 7,

Vowels: 3,

On Page: 18

Clue: The “Beehive”

This section relates more about scenes rather than themes.

Write down as many words as you can which describe

the scene/context (or part of) that the text is set in.

Allowing the student to add into the story/article/play/poem.

Your job is to choose a part of the text, and then write

your own paragraph into it. You may do this at the start,

end, or anywhere in the middle. It must make sense and fit in

to the original text. You are trying to become the author by

adding your own paragraph/ideas into someone else’s text to

make it more factual/interesting by getting your viewpoint.

The Lack of Pigeons

The Lack of Pigeons

The Lack of Pigeons

The Lack of Pigeons

( (((Story

Story

Story

Story / A

rticle / Play)

/ Article / Play)

/ Article / Play)

/ Article / Play)

Page: 15

Page: 15

Page: 15

Page: 15

New Zealand School Journal

February 2012 –Years 5 & 6

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National Standards (Reading):

Reading Levels: Year 6

NZCM:

Level: 3

Using the following word/s from the text, can

you make new words using some/all of the letters?

(You write the question to the

answer given below)

1. Year 8, Greytown

School

2. Railway yards

3. Reading the newspaper

Write down 2 words from the text that have 1

syllable, 2 words that have 2 syllables, and 2

words with more than 2 syllables,

E.g, somewhere = some + where, situation = sit + u + a + tion

Choose three words from the text and write

the following for EACH word chosen.

Synonym = a word which has a similar meaning. E.g,

Hot = Boiling. Antonym = another word which is the

opposite of the word chosen. E.g, Hot = Cold. You may

also like to do this as a Pictionary (drawing a picture

of the similar/opposite meaning of the word).

Choose any one of

the characters in

the text and do a

mini profile on them. This

needs to include as much

information about that

character you can find.

Using a sentence from

the text, make up your

own mixed up/jumbled

sentence where someone has to

try to put the sentence in order

so it makes sense. Remember to

include the answer as well.

Find the answers to these questions

using the pictures in the story/article/play.

1. Describe Meredith’s clothing.

2. How many people were on the train altogether?

3. How many people were walking through the

train station?

4. W

hat colour was the table on the train?

Which is the odd one out? Remember to justify

your answer by saying why you think it is the odd

one out.

Write a brief assessment/review about the play/story/article

that you have been reading. It needs to include at least the

following (but it may include more - see your teacher);

1. Your grade/mark (it is up to you how you do this).

2. W

ho would you recommend this to be best

suited for and why?

3. W

hat you liked and disliked about it.

4. W

.A.L.T (We Are Learning To...): W

hat were

you learning to do with this journal item?

(What was the main objective/aim either you or your teacher wanted you to get?)

Write meanings

for these words.

1. Aisle

2. Blockbuster

3. Detective

4. Rack

Decide on a theme from the text you are reading.

Then write down as many words from the text

which are related to that theme.

Choose any inanimate object (such as a chair etc-

something that is not alive), and using descriptive

language, try and make it come alive in a way where

others have to try and guess what it is. Remember

to include the answer. You may also like to do a picture of it.

Answer the following questions which are based on the Inside

and Outside Cover and Back pages, and using the Contents page of the

School Journal.

1. What month was this journal published?

2. How many planets are on the back cover?

3. W

hat did David Hill write?

Try to find 5 words from the text that you can

“Chunk” or split, so one word makes two words.

E.g, Sometimes = some + times and both of these words

can be used separately as well as together.

The Lack of Pigeons

The Lack of Pigeons

The Lack of Pigeons

The Lack of Pigeons

( (((Story

Story

Story

Story / A

rticle / Play)

/ Article / Play)

/ Article / Play)

/ Article / Play)

Page: 15

Page: 15

Page: 15

Page: 15

New Zealand School Journal

February 2012 –Years 5 & 6

Audition

Pose

Smile

Grin

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National Standards (Reading):

Reading Levels: Year 6

NZCM:

Level: 3

Comprehension – Knowledge and Understanding.

1. Where is Waverley?

2. W

hy was the caretaker angry?

3. W

hat has sewing got to do with this story?

4. W

ho was the reading recovery teacher?

5. How many drinking fountains were there?

6. Explain what a tornado is.

7. W

hat was wrong with the class windows?

8. W

hat happened between the TV channel and

Becky’s dad?

Are the questions/statements

True, False or Both? Justify.

1. Cheryl almost cut her

finger off.

2. Mr McIvor had

painted 54 squares.

What is wrong with the question/statement below?

There was major damage done to the school.

Being brief, yet informative about the text.

Your job is to write no more than 1 or 2 sentences

which has as much information as possible.

Choose 5 Nouns (names) and 5 Verbs

(action/doing) from the text. Then for

each of the Verbs write an Antonym

(opposite) and/or Synonym (similar)

based on the word. Can you do the same for your

Nouns? For example. A verb from the text maybe

‘run’. An antonym may be ‘walk’ and a synonym ‘jog’.

Based on the text you

have read, what is one thing that

either had, or may/could have an

impact on either the environment

(local, national or international), our

community, people, or a

combination? Be specific/justify.

Relating unseen images.

What has this image

got to do with the text?

Using Mathematics in Reading.

1. What are all the numbers shown on the television

screen?

2. W

ould Miss Grants’ watch have been going

clockwise or anti-clockwise?

Using words from the text, find as

many words as you can that start with the letter/s...

and / or

These questions relate to NZ things from the text.

Make a list of as many things as you can find

from the text that are related to Aotearoa.

It may refer to something in NZ but may not actually state it.

What do these words

mean? (They may or may

not state it in the text).

It may be Māori to English

or English to Māori.

1. Kura

2. Ōtepoti

3. Clouds

Find the words using the clues below.

1. Consonants: 2,

Vowels: 2,

On Page: 23

Clue: Bad

2. Consonants: 4,

Vowels: 2,

On Page: 21

Clue: Cut

This section relates more about scenes rather than themes.

Write down as many words as you can which describe

the scene/context (or part of) that the text is set in.

Allowing the student to add into the story/article/play/poem.

Your job is to choose a part of the text, and then write

your own paragraph into it. You may do this at the start,

end, or anywhere in the middle. It must make sense and fit in

to the original text. You are trying to become the author by

adding your own paragraph/ideas into someone else’s text to

make it more factual/interesting by getting your viewpoint.

The Evil D

rinking Fountain

The Evil D

rinking Fountain

The Evil D

rinking Fountain

The Evil D

rinking Fountain

( (((Story

Story

Story

Story / A

rticle / Play)

/ Article / Play)

/ Article / Play)

/ Article / Play)

Page: 20

Page: 20

Page: 20

Page: 20

New Zealand School Journal

February 2012 –Years 5 & 6

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National Standards (Reading):

Reading Levels: Year 6

NZCM:

Level: 3

Using the following word/s from the text, can

you make new words using some/all of the letters?

(You write the question to the

answer given below)

1. Grazed my knee.

2. New camera.

3. W

eek off school.

Write down 2 words from the text that have 1

syllable, 2 words that have 2 syllables, and 2

words with more than 2 syllables,

E.g, somewhere = some + where, situation = sit + u + a + tion

Choose three words from the text and write

the following for EACH word chosen.

Synonym = a word which has a similar meaning. E.g,

Hot = Boiling. Antonym = another word which is the

opposite of the word chosen. E.g, Hot = Cold. You may

also like to do this as a Pictionary (drawing a picture

of the similar/opposite meaning of the word).

Choose any one of

the characters in

the text and do a

mini profile on them. This

needs to include as much

information about that

character you can find.

Using a sentence from

the text, make up your

own mixed up/jumbled

sentence where someone has to

try to put the sentence in order

so it makes sense. Remember to

include the answer as well.

Find the answers to these questions

using the pictures in the story/article/play.

1. How many items are shown on the TV?

2. W

ho was wearing the red tie?

3. How many children are looking out the window?

4. W

hat colour are the scissors?

5. W

hat colour are the paint brushes?

Which is the odd one out? Remember to justify

your answer by saying why you think it is the odd

one out.

Write a brief assessment/review about the play/story/article

that you have been reading. It needs to include at least the

following (but it may include more - see your teacher);

1. Your grade/mark (it is up to you how you do this).

2. W

ho would you recommend this to be best

suited for and why?

3. W

hat you liked and disliked about it.

4. W

.A.L.T (We Are Learning To...): W

hat were

you learning to do with this journal item?

(What was the main objective/aim either you or your teacher wanted you to get?)

Write meanings

for these words.

1. Risk

2. Tarmac

3. Freelance

4. Rumours

Decide on a theme from the text you are reading.

Then write down as many words from the text

which are related to that theme.

Choose any inanimate object (such as a chair etc-

something that is not alive), and using descriptive

language, try and make it come alive in a way where

others have to try and guess what it is. Remember

to include the answer. You may also like to do a picture of it.

Answer the following questions which are based on the Inside

and Outside Cover and Back pages, and using the Contents page of the

School Journal.

1. What is the ISSN number?

2. How many articles are there altogether?

3. W

hat level are Junior Journals now?

Try to find 5 words from the text that you can

“Chunk” or split, so one word makes two words.

E.g, Sometimes = some + times and both of these words

can be used separately as well as together.

The Evil D

rinking Fountain

The Evil D

rinking Fountain

The Evil D

rinking Fountain

The Evil D

rinking Fountain

( (((Story

Story

Story

Story / A

rticle / Play)

/ Article / Play)

/ Article / Play)

/ Article / Play)

Page: 20

Page: 20

Page: 20

Page: 20

New Zealand School Journal

February 2012 –Years 5 & 6

Mrs Butcher

Mr McIvor

Miss Grant

Becky’s’ Dad

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National Standards (Reading):

Reading Levels: Year 6

NZCM:

Level: 3

Comprehension – Knowledge and Understanding.

1. Where was the training camp?

2. W

hat has a lottery got to do with this article?

3. W

hat was the ‘Great War’ referring to?

4. W

here did Silas sail to for more training?

5. W

hat needed to be done, sometimes for

several kilometres?

6. W

here is the memorial located?

7. W

hen was Silas drafted into the army?

8. Explain what the last paragraph meant.

Are the questions/statements

True, False or Both? Justify

your answer.

1. Māori were not

conscripted until 1917.

2. ‘No-man’s land’ was safe.

What is wrong with the question/statement below?

Field kitchens were permanent buildings.

Being brief, yet informative about the text.

Your job is to write no more than 1 or 2 sentences

which has as much information as possible.

Choose 5 Nouns (names) and 5 Verbs

(action/doing) from the text. Then for

each of the Verbs write an Antonym

(opposite) and/or Synonym (similar)

based on the word. Can you do the same for your

Nouns? For example. A verb from the text maybe

‘run’. An antonym may be ‘walk’ and a synonym ‘jog’.

Based on the text you

have read, what is one thing that

either had, or may/could have an

impact on either the environment

(local, national or international), our

community, people, or a

combination? Be specific/justify.

Relating unseen images.

What has this image

got to do with the text?

Using Mathematics in Reading.

1. How old would Silas be toady?

2. How many years was Silas away from NZ?

3. W

hat was our population, less the NZers killed?

Using words from the text, find as

many words as you can that start with the letter/s...

and / or

These questions relate to NZ things from the text.

Make a list of as many things as you can find

from the text that are related to Aotearoa.

It may refer to something in NZ but may not actually state it.

What do these words

mean? (They may or may

not state it in the text).

It may be Māori to English

or English to Māori.

1. Hoa

2. Hospital

3. Kai

Find the words using the clues below.

1. Consonants: 5,

Vowels: 4,

On Page: 28

Clue: Hospital on wheels

2. Consonants: 6,

Vowels: 2,

On Page: 26

Clue: Big holes

This section relates more about scenes rather than themes.

Write down as many words as you can which describe

the scene/context (or part of) that the text is set in.

Allowing the student to add into the story/article/play/poem.

Your job is to choose a part of the text, and then write

your own paragraph into it. You may do this at the start,

end, or anywhere in the middle. It must make sense and fit in

to the original text. You are trying to become the author by

adding your own paragraph/ideas into someone else’s text to

make it more factual/interesting by getting your viewpoint.

Silas the Stretcher

Silas the Stretcher

Silas the Stretcher

Silas the Stretcher- ---bearer

bearer

bearer

bearer

( (((Story

Story

Story

Story / / / / Article

Article

Article

Article / Pla

/ Pla

/ Pla

/ Play)

y)

y)

y)

Page: 25

Page: 25

Page: 25

Page: 25

New Zealand School Journal

February 2012 –Years 5 & 6

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National Standards (Reading):

Reading Levels: Year 6

NZCM:

Level: 3

Using the following word/s from the text, can

you make new words using some/all of the letters?

(You write the question to the

answer given below)

1. Conscription.

2. 23 years old.

3. Bapaume.

Write down 2 words from the text that have 1

syllable, 2 words that have 2 syllables, and 2

words with more than 2 syllables,

E.g, somewhere = some + where, situation = sit + u + a + tion

Choose three words from the text and write

the following for EACH word chosen.

Synonym = a word which has a similar meaning. E.g,

Hot = Boiling. Antonym = another word which is the

opposite of the word chosen. E.g, Hot = Cold. You may

also like to do this as a Pictionary (drawing a picture

of the similar/opposite meaning of the word).

Choose any one of

the characters in

the text and do a

mini profile on them. This

needs to include as much

information about that

character you can find.

Using a sentence from

the text, make up your

own mixed up/jumbled

sentence where someone has to

try to put the sentence in order

so it makes sense. Remember to

include the answer as well.

Find the answers to these questions

using the pictures in the story/article/play.

1. How many wheels are in the field kitchen?

2. How many red crosses are on the ship?

3. How many people are listed on the memorial?

4. W

hat are the soldiers carrying on page 26?

5. Describe the helmets worn in those days.

Which is the odd one out? Remember to justify

your answer by saying why you think it is the odd

one out.

Write a brief assessment/review about the play/story/article

that you have been reading. It needs to include at least the

following (but it may include more - see your teacher);

1. Your grade/mark (it is up to you how you do this).

2. W

ho would you recommend this to be best

suited for and why?

3. W

hat you liked and disliked about it.

4. W

.A.L.T (We Are Learning To...): W

hat were

you learning to do with this journal item?

(What was the main objective/aim either you or your teacher wanted you to get?)

Write meanings

for these words.

1. Trenches

2. Bearers

3. Chutes

4. Drafted

Decide on a theme from the text you are reading.

Then write down as many words from the text

which are related to that theme.

Choose any inanimate object (such as a chair etc-

something that is not alive), and using descriptive

language, try and make it come alive in a way where

others have to try and guess what it is. Remember

to include the answer. You may also like to do a picture of it.

Answer the following questions which are based on the Inside

and Outside Cover and Back pages, and using the Contents page of the

School Journal.

1. What is the website address for Learning Media?

2. W

hat is the ‘item number’?

3. How many items from this journal have ‘TSM’s?

Try to find 5 words from the text that you can

“Chunk” or split, so one word makes two words.

E.g, Sometimes = some + times and both of these words

can be used separately as well as together.

Silas the Stretcher

Silas the Stretcher

Silas the Stretcher

Silas the Stretcher- ---bearer

bearer

bearer

bearer

( (((Story

Story

Story

Story / / / / Article

Article

Article

Article / Play)

/ Play)

/ Play)

/ Play)

Page: 25

Page: 25

Page: 25

Page: 25

New Zealand School Journal

February 2012 –Years 5 & 6

1920

1918

1914

1912

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National Standards (Reading):

Reading Levels: Year 6

NZCM:

Level: 3

Comprehension – Knowledge and Understanding.

1. What is ‘Eris’?

2. W

hat happened in 1930?

3. W

hen was Pluto no longer classified as a real

planet?

4. How is Pluto different to other planets?

5. W

hy is Pluto light in weight?

6. How long ago were the sun and planets formed?

7. W

hat is Pluto now officially known as?

8. W

hat are the 3 things a planet must have to

be called a planet?

Are the questions/statements

True, False or Both? Justify.

1. Pluto is a planet.

2. Saturn is bigger than

Earth.

3. Venetia was 13 yrs old.

What is wrong with the question/statement below?

The sun orbits all of the planets.

Being brief, yet informative about the text.

Your job is to write no more than 1 or 2 sentences

which has as much information as possible.

Choose 5 Nouns (names) and 5 Verbs

(action/doing) from the text. Then for

each of the Verbs write an Antonym

(opposite) and/or Synonym (similar)

based on the word. Can you do the same for your

Nouns? For example. A verb from the text maybe

‘run’. An antonym may be ‘walk’ and a synonym ‘jog’.

Based on the text you

have read, what is one thing that

either had, or may/could have an

impact on either the environment

(local, national or international), our

community, people, or a

combination? Be specific/justify.

Relating unseen images.

What has this image

got to do with the text?

Using Mathematics in Reading.

1. How many years has it been from now, since Pluto was

first discovered?

2. How many Earth years in total does Pluto take to

make three orbits of the sun?

Using words from the text, find as

many words as you can that start with the letter/s...

and / or

These questions relate to NZ things from the text.

Make a list of as many things as you can find

from the text that are related to Aotearoa.

It may refer to something in NZ but may not actually state it.

What do these words

mean? (They may or may

not state it in the text).

It may be Māori to English

or English to Māori.

1. Moon

2. Aotūroa

3. Rā

Find the words using the clues below.

1. Consonants: 7,

Vowels: 4,

On Page: 32

Clue: Look into space

2. Consonants: 4,

Vowels: 1,

On Page: 34

Clue: Small

This section relates more about scenes rather than themes.

Write down as many words as you can which describe

the scene/context (or part of) that the text is set in.

Allowing the student to add into the story/article/play/poem.

Your job is to choose a part of the text, and then write

your own paragraph into it. You may do this at the start,

end, or anywhere in the middle. It must make sense and fit in

to the original text. You are trying to become the author by

adding your own paragraph/ideas into someone else’s text to

make it more factual/interesting by getting your viewpoint.

The Problem w

ith Pluto

The Problem w

ith Pluto

The Problem w

ith Pluto

The Problem w

ith Pluto

( (((Story

Story

Story

Story / / / / Article

Article

Article

Article / Play)

/ Play)

/ Play)

/ Play)

Page: 31

Page: 31

Page: 31

Page: 31

New Zealand School Journal

February 2012 –Years 5 & 6

W:

ww

w.k

iwir

eso

urc

es.

we

eb

ly.c

om

/ 2

01

2 S

J Fo

rma

t /

E:

kiw

ire

sou

rce

s@v

od

afo

ne

.ne

t.n

z

National Standards (Reading):

Reading Levels: Year 5

NZCM:

Level: 3

Using the following word/s from the text, can

you make new words using some/all of the letters?

(You write the question to the

answer given below)

1. 248 Earth years.

2. Methane gas.

3. 4.5 billion years ago.

Write down 2 words from the text that have 1

syllable, 2 words that have 2 syllables, and 2

words with more than 2 syllables,

E.g, somewhere = some + where, situation = sit + u + a + tion

Choose three words from the text and write

the following for EACH word chosen.

Synonym = a word which has a similar meaning. E.g,

Hot = Boiling. Antonym = another word which is the

opposite of the word chosen. E.g, Hot = Cold. You may

also like to do this as a Pictionary (drawing a picture

of the similar/opposite meaning of the word).

Choose any one of

the characters in

the text and do a

mini profile on them. This

needs to include as much

information about that

character you can find.

Using a sentence from

the text, make up your

own mixed up/jumbled

sentence where someone has to

try to put the sentence in order

so it makes sense. Remember to

include the answer as well.

Find the answers to these questions

using the pictures in the story/article/play.

1. How many protest signs are there?

2. How many planets are there?

3. W

hat is different about Saturn?

4. How many buttons are on Venetia’s shirt?

5. W

hat country is showing on the Earth image?

Which is the odd one out? Remember to justify

your answer by saying why you think it is the odd

one out.

Write a brief assessment/review about the play/story/article

that you have been reading. It needs to include at least the

following (but it may include more - see your teacher);

1. Your grade/mark (it is up to you how you do this).

2. W

ho would you recommend this to be best

suited for and why?

3. W

hat you liked and disliked about it.

4. W

.A.L.T (We Are Learning To...): W

hat were

you learning to do with this journal item?

(What was the main objective/aim either you or your teacher wanted you to get?)

Write meanings

for these words.

1. Orbit

2. Observatory

3. Atmosphere

4. Hydrogen

Decide on a theme from the text you are reading.

Then write down as many words from the text

which are related to that theme.

Choose any inanimate object (such as a chair etc-

something that is not alive), and using descriptive

language, try and make it come alive in a way where

others have to try and guess what it is. Remember

to include the answer. You may also like to do a picture of it.

Answer the following questions which are based on the Inside

and Outside Cover and Back pages, and using the Contents page of the

School Journal.

1. What is on page 15?

2. How can you get replacement copies of the

journal?

Try to find 5 words from the text that you can

“Chunk” or split, so one word makes two words.

E.g, Sometimes = some + times and both of these words

can be used separately as well as together.

The Problem w

ith Pluto

The Problem w

ith Pluto

The Problem w

ith Pluto

The Problem w

ith Pluto

( (((Story

Story

Story

Story / / / / Article

Article

Article

Article / Play)

/ Play)

/ Play)

/ Play)

Page: 31

Page: 31

Page: 31

Page: 31

New Zealand School Journal

February 2012 –Years 5 & 6

Earth

Neptune

Venus

Mars

W:

ww

w.k

iwir

eso

urc

es.

we

eb

ly.c

om

/ 2

01

2 S

J Fo

rma

t /

E:

kiw

ire

sou

rce

s@v

od

afo

ne

.ne

t.n

z

National Standards (Reading):

Reading Levels: Year 5

NZCM:

Level: 3

Q

uestions and

Answers:

Answer the following questions.

1. What is the title of the poem?

2. How many verses are there?

3. W

hich verse has a musical relation?

4. W

ho wrote the poem?

5. W

hat is the person in the picture doing?

Replace the W

ords: Replace

the following words in the poem with similar

words so the meaning stays the same.

1. Open

2. Lick

3. Smell

4. Drops

M

y D

ictionary M

eanings:

Write your own meanings for these words.

1. Silence

2. Pores of your skin

3. To define

4. To disperse

5. Steady drum-roll sound

Change It:

Do one, both, or all of the

following (ask your teacher

which one/s you need to do):

(1) Change the sentence/verse shown

with arrows in the image above and

replace it with one of your own;

(2) Explain what the verse mentioned

in (a) above means in plain language;

(3) Add in your own verse/sentence

either somewhere within the poem

or at the end of the poem.

Extra T

asks: Ask your teacher which of

the following below extra tasks you need to do which

are related to the above poem (you or your teacher

may think of others). Possibilities include: writing your own

poem, illustrating the poem, writing as many words related to

the poem/word-theme bank, making an acrostic based on the

poem, making a mobile/moving poem, making a poem puppet.

Māori: Find

the Māori word for ...

1. Hear

2. Rain

Questions and

Answers:

Answer the following questions.

1. What is the title of the poem?

2. W

hat was the 3rd thing Jack’s mother

said?

3. W

hat has a teaspoon got to do with this

poem?

4. Explain the differences between what

consequences actually are, and what Jack

actually thought they were.

Replace the W

ords:

Replace the following words in the poem

with similar words so the meaning stays the same.

1. Old

2. Killer

3. Early

4. Stop

M

y D

ictionary M

eanings:

Write your own meanings for these words.

1. Consequences (the real meaning)

2. W

ondered

3. Undoubtedly

4. W

eed the garden

5. Imagined

Extra T

asks: Ask your teacher which of the

following below extra tasks you need to do which are

related to the above poem (you or your teacher may

think of others). Possibilities include: giving an oral

presentation of the poem with expression, reading the poem

from the point of a charachter in/related to the poem, author

study, mini fact file based on something related to the poem.

Change It:

Do one, both, or all of the

following (ask your teacher

which one/s you need to do):

(1) Change the sentence/verse shown

with arrows in the image above and

replace it with one of your own;

(2) Explain what the verse mentioned

in (a) above means in plain language;

(3) Add in your own verse/sentence

either somewhere within the poem

or at the end of the poem.

Māori: Find

the Māori word for...

1. Dog

2. Ocean/Sea

‘ ‘‘‘Rain

Rain

Rain

Rain’ ’’’ and

and

and

and ‘ ‘‘‘Living w

ith the

Living w

ith the

Living w

ith the

Living w

ith the

Con

sequen

ces

Con

sequen

ces

Con

sequen

ces

Con

sequen

ces’ ’’’

Two Poems Pages: 10 and 42

Two Poems Pages: 10 and 42

Two Poems Pages: 10 and 42

Two Poems Pages: 10 and 42

W:

ww

w.k

iwir

eso

urc

es.

we

eb

ly.c

om

/ 2

01

2 F

orm

at

/ E

: k

iwir

eso

urc

es@

vo

da

fon

e.n

et.

nz

New Zealand School Journal

February 2012 –Years 5 & 6

National Standards (Reading):

Reading Levels: Year 6

NZCM:

Level: 3

School Journal Contract Teacher Notes

Bloom’s Taxonomy in relation to the School Journal Contract Activities

These are extra activities the child could do based on the play, story, article, poem from the journal they have been reading. A few possibilities include (but are not limited to, as the kids often come up with some great activity ideas): Mini Pictionary/Dictionary, Cartoon Drawing or similar, Junior Big Book, Redesign the Journal Cover Page, Model / Puppet / Mobile / Craft etc, Wordfind / Crossword, Teacher Choice, Your Choice, Mini Booklet, Oral

Retell/ storytelling to the class, Sketch/diagram, Poster, Song, Title Page, Make up your own Journal/Reading Contract, Make up a

Question and Answer type quiz, Audio Book, Presentation, Advert/TV Review, Mini Fact File, Rap Song, Make up your own

poem, Musical instrumental, Find a song with lyrics in the music which mentions something from the text, Make a new

image/sign/logo/emblem...and the list goes on.

Thi

s p

age

just

list

s a

few

idea

s fo

r th

e te

ach

er b

ased

on

usi

ng

thes

e co

ntra

cts

in r

elat

ion

to t

he

New

Zea

land

Sch

ool J

ourn

als.

T

hes

e n

otes

are

bas

ed o

n th

e 2

012

For

mat

. T

he

201

2 fo

rmat

has

bee

n am

end

ed f

rom

the

pre

viou

s ve

rsio

ns,

sim

ply

to t

ry a

nd

allo

w t

he

mor

e ab

le s

tud

ents

to

hav

e so

met

hing

to

go

on

with

, whi

le a

lso

hav

ing

som

e ac

tiviti

es t

hat

can

be

focu

ssed

on

by

less

abl

e re

ader

s. T

he

shee

ts c

ould

be

bac

ked

onto

eac

h ot

her

, or

giv

en o

ut a

s se

par

ate

shee

ts.

Th

e 20

12 f

orm

at

has

tw

o fu

ll p

ages

(C

ontr

act

1A a

nd 2

A)

for

each

pla

y, s

tory

an

d ar

ticle

, an

d on

e p

age

for

the

poe

m/s

, (p

revi

ousl

y th

ere

was

onl

y on

e p

age

per

con

trac

t).

Th

ese

cont

ract

sh

eets

are

not

in

tend

ed t

o b

e d

one

as a

com

plet

e se

t of

qu

estio

ns

all i

n on

e g

o (t

her

e w

ould

be

too

man

y).

How

ever

, w

hat

I h

ave

trie

d to

do

is t

o m

ake

it va

ried

so

not

onl

y d

oes

it gi

ve t

he

teac

her

va

riou

s ac

tiviti

es,

but

hop

eful

ly it

als

o h

elps

to

keep

th

e ch

ild e

ngag

ed in

th

e jo

urn

als.

Th

e ci

rcle

s (C

ontr

act

1A),

sta

rs (

Poe

m C

ontr

acts

) an

d tr

iang

le (

Con

trac

t 2A

) sh

apes

by

each

h

eadi

ng a

re t

her

e fo

r th

e ch

ild t

o tic

k of

f th

e on

es t

hey

hav

e to

do

for

that

wee

k/d

ay.

Th

ey c

ould

als

o w

rite

in t

he

num

ber

in t

he

ord

er y

ou w

ant

them

to

do

them

in.

Som

e se

ctio

ns

may

b

e d

one

oral

ly in

gro

ups,

writ

ten

in g

roup

s,

on t

hei

r ow

n, w

ith t

he t

each

er,

or a

mix

ture

of

all t

hree

. T

her

e ar

e n

o se

t ru

les

exce

pt y

our

own.

You

may

get

th

e st

ud

ent

to d

o so

me

with

on

e jo

urn

al o

n on

e d

ay,

and

then

an

oth

er s

ectio

n b

ased

on

anot

her

jour

nal

on

anot

her

day

and

so

on.

Eac

h se

ctio

n h

as a

lett

er,

title

nam

e as

wel

l as

an im

age.

Thi

s h

as b

een

don

e on

pu

rpos

e to

kee

p it

inte

rest

ing

for

the

stud

ents

. It

als

o al

low

s th

e te

ach

er t

o ge

t th

e ch

ild t

o fo

llow

inst

ruct

ions

by

refe

rrin

g to

writ

ten

wor

ds a

s w

ell a

s im

ages

. T

he

imag

es u

sed

are

not

of

my

mak

ing.

Th

ey h

ave

sim

ply

bee

n pu

t in

th

ere

to t

ry a

nd

keep

th

e ki

ds h

ooke

d an

d tr

ying

to

do

som

ethi

ng a

bit

diff

eren

t.

An

exam

ple

asse

ssm

ent

shee

t h

as a

lso

bee

n in

clud

ed in

eac

h se

t w

hich

may

or

may

not

be

of u

se t

o yo

u. S

impl

y ci

rcle

/tic

k w

her

e th

e ch

ild is

at.

A S

tude

nt B

lank

An

swer

Sh

eet

(tot

al

of 4

pag

es)

has

als

o b

een

incl

uded

. It

sim

ply

allo

ws

the

child

to

writ

e an

swer

s on

a s

hee

t w

hich

has

all

the

hea

ding

s. H

owev

er,

ther

e ar

e a

few

sec

tion

s w

her

e th

ere

is n

o ro

om f

or t

he

child

to

writ

e th

e an

swer

s on

th

e sh

eet.

Thi

s si

mpl

y m

ean

s th

at t

he c

hild

will

nee

d to

do

it on

a s

epar

ate

shee

t. T

he

ones

th

at h

ave

bee

n m

isse

d ar

e on

es w

her

e th

e ch

ild c

ould

co

mpl

ete

them

in a

mor

e cr

eativ

e w

ay.

Sec

tions

wh

ere

the

child

will

nee

d to

do

thei

r ow

n ar

e: M

-I’m

the

Aut

hor

; Y

-Who

Am

I?;

AA

-Wha

t A

m I

?; A

B-W

hat

I T

hou

ght/

My

Ass

essm

ent/

Rev

iew

. F

or t

hos

e w

ho

use

W.A

.L.T

, I h

ave

also

mad

e a

refe

renc

e to

th

at (

Sec

tion

AB

).

Man

y of

th

ese

activ

ities

can

als

o b

e pl

aced

un

der

var

iou

s se

ctio

ns o

f Blo

om’s

Tax

onom

y. A

lthou

gh

I h

ave

not

sta

ted

whi

ch o

nes

, I

have

incl

uded

a q

uick

tic

k lis

t (b

elow

) w

her

e yo

u ar

e ab

le t

o tic

k of

f th

e ac

tiviti

es b

ased

on

Blo

om’s

Tax

onom

y. I

hop

e yo

u fin

d so

me

of t

he

cont

ract

s an

d in

form

atio

n us

eful

to

you

as a

tea

cher

, w

hich

sav

es y

ou a

bit

of t

ime

(as

I kn

ow

wha

t tim

e is

like

for

a t

each

er),

an

d th

at y

our

child

ren

find

them

enj

oyab

le t

o d

o. I

wis

h yo

u al

l th

e ve

ry b

est

with

you

r cl

ass.

Kin

d re

gar

ds,

Chr

is.

W: www.kiwiresources.weebly.com / E: kiwiresources@vodafone.net.nz

Kn

ow

led

ge

: A

cqu

irin

g/l

ea

rnin

g f

act

ua

l in

form

ati

on

.

1.

Ab

ilit

y to

re

call

or

reco

gn

ise

sp

eci

fic

info

rma

tio

n.

2.

Ab

ilit

y to

bri

ng

to

min

d a

pp

rop

ria

te a

nsw

ers

.

An

aly

sis:

Exa

min

ing

th

e i

nfo

rma

tio

n i

n d

eta

il,

on

e p

art

at

a t

ime

.

1.

Ab

ilit

y to

bre

ak

do

wn

in

to s

ma

lle

r p

art

s.

2.

Ab

ilit

y to

ma

ke

so

me

thin

g c

lea

rer

by

exa

min

ing

it

clo

sely

.

Co

mp

reh

en

sio

n:

Un

de

rsta

nd

ing

th

e i

nfo

rma

tio

n o

n a

ba

sic

lev

el.

1.

Ab

ilit

y to

un

de

rsta

nd

wh

at

is b

ein

g c

om

mu

nic

ate

d.

2.

Ab

ilit

y to

ma

ke

use

of

an

id

ea

in

th

e s

am

e o

r si

mila

r si

tua

tio

n.

Sy

nth

esi

s: U

nd

ers

tan

din

g t

he

in

form

ati

on

in

re

lati

on

to

th

e w

ho

le.

1.

Ab

ilit

y to

pu

t to

ge

the

r p

art

s in

to a

un

ifie

d w

ho

le.

2.

Ab

ilit

y to

exp

ress

ori

gin

al th

ou

gh

ts o

r m

ak

e o

rig

ina

l p

rod

uct

s.

Ap

pli

cati

on

: U

sin

g t

he

in

form

ati

on

in

a n

ew

co

nte

xt.

1.

Ab

ilit

y to

use

id

ea

s in

ne

w s

itu

ati

on

s.

2.

Ab

ilit

y to

use

so

me

thin

g in

a d

iffe

ren

t w

ay.

Ev

alu

ati

on

: A

sse

ssin

g t

he

info

rma

tio

n b

ase

d o

n a

gre

ed

up

on

cri

teri

a.

1.

Ab

ilit

y to

de

ve

lop

sta

nd

ard

s a

nd

cri

teri

a.

2.

Ab

ilit

y t

o ju

dg

e t

he v

alu

e o

f so

me

thin

g a

cco

rdin

g t

o a

sp

eci

fied

cri

teri

a.

B

C

D

E

F

G

H

I K

J

L M

N

O

P

Q

R

S

U

T

V

W

X

Y

A

A

Z

A

B

A

Key

Com

petencies

Thinking

Using Language,

Sym

bols and Texts

Managing Self

Relating to Others

Participating and

Contributing

Official Languages Used

English

Māori

NZSL (Sign Language)

Year at School

Year 0/1

Year 2

Year 3

Year 4

Year 5

Year 6

Year 7

Year 8

Curriculum Levels

Level 1

Level 2

Level 3

Level 4

National Standards

Year 3

Year 4

Year 5

Year 6

Year 7

Year 8

Journals (What Was)

Junior Journals

Part 1

Part 2 and 3 School Journals

Part 4 School Journals

School:

Class:

Teacher:

Date:

Nam

e:

Year:

Age:

Gender: Boy / Girl

Ethnicity:

After this assessment/note taking, the above

child continues to work... (tick the below chart

based on the National Standard Level in

Reading that the child is working at).

Limited progress made

Som

e progress made

Notable progress made

Excellent progress made

Teacher Observations/Progress towards goals

Teacher General Notes:

School Journal Used: February, 2012, Level 3. Title of Text: (Circle) Story/Article/Play/Poem

Progress against current learning goals

Next Learning Steps (if changes need to be made)

How is help at hom

e going?