Fantastic!

You know who Roald Dahl is, but do you know who Mr Fox is? Do you know why he is under stress? Watch this book trailer made by LS1's own Hector to get a taste of what awaits in Fantastic Mr Fox.

This film is a book trailer. The purpose of book trailers is to increase awareness of a book and entice people into reading it. Book trailers was the theme for Panmure Bridge School's 2021 Manaiakalani Film Festival films.

In the Land of Mordor where the Shadows lie.

 "All we have to decide is what to do with the time that is given us."

- J. R. R. Tokien

And one of the things you could be doing while in lockdown is reading The Lord of the Rings by J. R. R. Tolkien.

This film is a book trailer. The purpose of book trailers is to increase awareness of a book and entice people into reading it. Book trailers was the theme for Panmure Bridge School's 2021 Manaiakalani Film Festival films.

Reading | Cloze Comprehension

Mr Wong's reading groups have been doing Cloze activities to test their vocabulary, comprehension and word skills.

They followed links to different cloze activites and it led them to a website with information about a topic. In the text their were blanks where words would be, and the students had to type in the word that fits in the blanks.

Mr Wong's reading groups used their knowledge of english vocabulary to write in the word that they think is most accurate. There were five different Cloze activities: Moving House, Gap Year, A New Culture, The Great Wall of China and Doing a Gap Year.

Mr Wong's reading groups enjoyed testing their comprehension skills and filling in the blanks.

LI: to practise comprehension skills.

LI: to test grammar knowledge.

 

Reading | Novel Study Understandings | Anaylysing Books

 Mr Wong's reading groups completed and finished their novel study on a Roald Dahl storybook.

They read through the final chapters of the book that they chose and made text-to-self, text-to-text and 

text-to-world connections. They also completed their story web and finished a comprehension task with it. 

In our blog post, we talked about what happened in the final chapters that we read. We used descriptive

language to inform the reader of the events that took place.

As it is the final week to complete our novel studies, LS1 should have a complete understanding of the book and learnt how to do a novel study.

LI: To study a novel.

Reading | Novel Study

Mr Wong's reading groups continued their novel study on a Roald Dahl storybook.

They read through certain chapters of the book that they chose and made text-to-self, text-to-text and 

text-to-world connections. They also continued their story web and completed a comprehension task with it. 

In our blog post, we talked about what happened in the chapters we read.

By the end of each week, LS1 should have come up with a new understanding of the book and learnt how to

do a novel study.

LI: To study a novel.

 

 

Mr Wong's Reading | Novel Study

This week, Mr Wong's reading groups continued with their novel study on a book by Roald Dahl. 

They continued to read certain chapters of their books. Some people only needed to read 2 chapters and some read 3 chapters. 

Mr Wong's reading groups wrote down what happened on their Story Web (which tells gives the reader a brief idea of what happened in the story without reading the book), and made text-to-self, text-to-text and text-to-world connections. When they finished, they chose one follow-up task to complete.

They enjoyed continuing with their novel study and finding out what happens next in their Roald Dahl books.

 LI: to study a novel.

  

Novel Study

For Mr Wong's reading tasks, we did a novel study. A novel study is a process where you read a book and complete comprehention tasks on the chapters we have read so far.

This week, we were continuing our novel study and completed a task with it. 

By the end of each week, LS1 should have come up with a new understanding of the book and learnt how to do a novel study.

LI: To study a novel.

 

Novel Study

For Mr Wong's reading tasks, we were doing a novel study. A novel study is a process where you read a book and complete tasks.

We each picked a book that was written by Roald Dahl. Our options were: Matilda, The Witches, The Giraffe, and the Pelly and Me, The Twits, Georges Marvellous Medicine and Fantastic Mr Fox. 

Each week, we need to read a certain amount of text from the book and do a follow up task after reading the book. We also needed to complete a making connections DLO. We need to continue a story web each week.

By the end of each week, LS1 should have come up with a new understanding of the book and learnt how to do a novel study.

LI: To study a novel.

 

Reading | Governing Topics

This week, LS1 has been learning about governing topics. We discussed that governing topics are things that parties want to do when they are allowed.

First, we talked about the different governing topics. There are 13 in total; transport and infrastructure, borders and migration, community and inclusion, defense and foreign affairs, economy, education, enviroment, health, housing, incomes, employement and income, and law, justice and government.

Next, we used the reciprocal reading process in our groups to talk and give our understanding of the topics. The roles in the reciprocal reading process are the leader, the predictor, the clarifier, the questioner, and the summariser.

After that, we read the different governing topics and wrote down short summaries of what we understood. Once we did that, we wrote the two most important governing topics to us.

Then, we read the different electorate perspectives and why they are running for government position for the area. We voted an electorate and a party.

We all enjoyed this activity, and using the reciprocal reading process to summarise governing topics. One thing we could improve is sharing ideas with eachother and collaborating to summarise our understandings.

LI: to choose important governing topics by summarising all topics.

Making Connections

In this activity, we learnt how to make connections.

We first discussed what the three different types of connections were. Our ideas were: text to text, text to self and text to world. Then we talked about what they each meant. Text to text is a connection with another book. Text to self is a connection with yourself. Text to world is a connection with the world.

Next, we used last week's fact and opinion to create connections. We used our inferences and make the connections to the world, ourselves and another story.

The purpose of this activity was to understand how to compare texts to your experiences, the real life world and other texts.

LI: To identify and describe connections.

Character Trait | Fact & Opinion

LS1 learnt about fact and opinion to create a character trait. In the activity, we learnt also learnt how to infer using our prior knowlegde. 

First, we discussed what we think fact and opinion is. One idea was: fact is the event that took place, and opinion is our inference.

After that, we noted down the facts that took place in The Gruffalo. Then, we wrote inferences about the facts.

Lastly, we talked about what we thought character trait meant. A character trait is something that characters or people have. For example: Bella is exhausted. Then we made a character trait using the adjectives we came up with in our inferences about each character. 

By the end of the session, LS1 should have had an idea of what fact and opinion is and the differences between them.

LI: To infer.

Class Reading | Visualizing

The class task for reading was to visualize by drawing pictures.

First, we did the Gruffalo activity. The teacher read seperate parts of the Gruffalo story and we used the given information to visualize and draw a picture. There were six different parts of the gruffalo story that we visualized.

Next, we did the Nogard activity. The teacher read the description of an animal. We drew what we understood of the description. The Nogard turned out to be a dragon.

We then talked about visualizing, what it is, how to visualize and why visualizing is a helpful tool.

We enjoyed this activity and found it fun to visualize the descriptions. Visualizing is good for creating an image in the readers mind, so the reader can understand more of the story.

LI: to visualize parts of the story.

Mr Wong's Reading | Food Storage and Preservation

Mr Wong's reading groups used the reciprocal reading process to identify which three containers are best for certain situations.

First, Mr Wong's reading groups used reciproal reading to keep track of the different products.

Then, from the information we found, Mr Wong's reading groups identified which three containers were best fridge storage, storing fruits/pickles at room temperature and buffet servings.

Next, Mr Wong's reading groups used a T-chart to determine the pros and cons of the containers. Mr Wong's reading groups used the reciprocal reading process and deductive reasoning to find out the pros and cons.

In the blogpost, Mr Wong's reading groups explained the physical appearance of the three containers and the pros and cons. They included a conclusion, then explained the function of each container.

The focus of this activity was to understand how to use the reciprocal reading process to find information about products and compare them.

Mr Wong's reading groups enjoyed this activity, and investigating more about food storage and preservation using the reciprocal reading process. One thing we could work on is using deductive reasoning to identify pros and cons.

LI: to compare products using reciprocal reading.

Mr Ogilvie's Reading | Summarising & Inferring

Mr Ogilvie's reading task was to complete the character trait inference and summary.

Mr Ogilvie's reading group used the strategies they practised from the past weeks. They were: visualising, inferring, and used good adjectives to help with understanding the book. 

Each group got different texts to summarise about. They were: Jack and the bean stalk, The three princesses, Lost, King of the mountain and Hole in the kings sock.

LI: To summarise using visualising and inferring.

T-chart

Mr Wong's reading groups were focusing on identifying the pros and cons of food storage products using a T-chart.

Our first objective was to find containers that suited three different situations: fridge storage, room temperature storage and buffet serving.

We used reciprocal reading to get an understanding of the different food storage products. There were two different food storage sites that we used the reciprocal reading process on.

After that, we used a T-chart to find the pros and cons of the items that suited the different situations the most.

We enjoyed this activity and using the reciprocal reading process. One thing we could work on is identifying the cons of something even if it isn't stated in the text.

LI: to compare products using reciprocal reading.

Explain that Idiom

From the lesson, we know that idioms are sentences or phrases that are not meant to be taken literally. Idioms use figurative language to reiterate literal phrases or sentences.

First, in teams of two/three people, we created an Explain that Idiom slide where we insert an idiom and then come up with a script using the idiom to give an example of how it is used.

The teams chose three different idioms to explain, create a script and act out (we could create or search for idioms).

We found this activity fun and enjoyable. One thing we could improve is group cooperation.

LI: to practice using idioms.

Summarising

For Mr Ogilvie's reading task, we learnt about summarising. We created a story web using three different strategies to summarise each part of a story which was: Ki O Rahi.

We used inferring, visualising and summarising. Inferring is to figure out something by using hints and reasoning. Visualising is to create a picture in your mind. Summarising is to come up with a breif description including all the main points.

We summarised the 'Who? Where? & When' in the orientation and by the end of this activity, we summarised the whole story.

We think that connecting the three strategies will help with understanding a text more.

LI: To summarise using visualising and inferring.

Venn Diagram

This weeks task for reading was to compare and contrast two narratives. We read and compared The Dippy Dinner Drippers and Space Food.

We first used a reciprocal reading template to understand the text and came up with a summary for the text. We did this for both of the texts.

After the reciprocal reading task, we made a venn diagram to compare and contrast the two texts. We found out five differences each and four similarities.

This task was helpful and we learnt how to reciprocal read.

LI: To understand texts using reciprocal reading.

Questioning | Reading Strategy

Mr Wong's reading groups learnt about the four question types, which are right there, think and search, author and me and on my own.

First, Mr Wong's reading groups identified what the four question types were, and how to answer them.

Mr Wong's reading groups learnt that right there questions are questions in which the answer can be found right there in the text.

Next, we identified what think and search questions were. Think and search questions are questions in which the answer is in the text, but has been reworded.

Then, they talked about understanding 'author and me' questions. Author and me questions are questions in which the answer is not in the text, but the author has given clues to what the answer is.

Finally, we did the 'on my own' questions. On my own questions are questions in which the answer is not in the text and the answer may even need to be made up.

Each reading group was given a text/article to read. We were also given four questions asked about the text. We sorted the four questions under the right question type and provided potential answers. We also included information about where in the text we looked to find the answer.

Our answers were checked off and we were ready to blog.

LI: to identify the question types.
LI: to locate the answers in the text.

Food Storage and Preservation

We learnt that food storage and preservation meets to store food and keep it at its original/current state. We learnt that Author's purpose means the purpose of the text and UTE means Usefulness and Trustworthiness Evaluation.

First, we looked at identifying the different text types for each text. There were fourteen texts in total.

Then, we identified the Author's purpose of each texts. We then rated the text with the UTE scale of 1 to 5. (1 being not useful and 5 being very useful).

After that, we created a summary of each text.

We recorded the informtion on a spread sheet.

We enjoyed this activity and found it very informal on food storage and preservation. What we could work better on next time is understanding if the information is from a trustworthy source.

LI: to gather and evaluate information from multiple texts.