Reciprocal Reading Programme Stage 3 Term 2 2013

Literacy Skills Focus: Reading Texts: Selects and uses the most efficient word identification strategy to maintain fluency and meaning (cluster 9). Monitors reading for accuracy and meaning and adjusts reading when difficulties are encountered (cluster 11). Comprehension: Interprets text by inferring connections, causes and consequences during reading (cluster 10). Vocabulary: Demonstrates understanding of new words for new concepts (cluster 11). Learning Intention: To discuss and analyse texts within a group. Success Criteria: Make predictions based on visuals and headings / summarise the important ideas from a page in your own words / think of original questions to ask / monitor your understanding by asking about words and ideas you are not sure of / learn new vocabulary.
Weeks

Text

4-6

A Cycle of Nature: Migrating Journeys

Teaching Idea/ Comprehension routine Reciprocal Reading

Teaching and Learning

Vocabulary

Grouping

Vocab matching to meaning cards Modelled and independent completion of student-researched word web for prefix in.. or suffix able

Repeated Reading Student selects a different challenging passage (e.g. paragraph) per day to read 5 times. Students work in pairs with a stopwatch and time the 1st and 5th times a passage is read, taking turns to read and give feedback after each time.

route, encounter, migratory, adapting, climate, ancestors, involved*, despite, haul, avoiding, hazards, jagged, exposed to*, colonies, conserve moisture, spawning, strenuous, lengthen, traits, inaccessible, barricade(d) *not included in matching to meaning cards

Students work in groups of 3. Each selects two coloured faces at the start of the text, so that each student has plenty of opportunity to fulfil success criteria. Each group keeps one book for the week. Teacher to give extension tasks if necessary after a few days.

Reciprocal Reading Programme Stage 3 Term 2 2013

Literacy Skills Focus: Reading Texts: Selects and uses the most efficient word identification strategy to maintain fluency and meaning (cluster 9). Monitors reading for accuracy and meaning and adjusts reading when difficulties are encountered (cluster 11). Comprehension: Interprets text by inferring connections, causes and consequences during reading (cluster 10). Vocabulary: Demonstrates understanding of new words for new concepts (cluster 11). Learning Intention: To discuss and analyse texts within a group. Success Criteria: Make predictions based on visuals and headings / summarise the important ideas from a page in your own words / think of original questions to ask / monitor your understanding by asking about words and ideas you are not sure of / learn new vocabulary.
Weeks

Text

4-6

Teaching Idea/ Comprehension routine The Deep Ocean

Teaching and Learning

Vocabulary

Grouping

Vocab matching to meaning cards Modelled and independent completion of The Word and Me demonstrating understanding of 5-10 new vocabulary items.

venturing, teeming with, adapted to, trawl, chamber, submersible, hostile, bizarre, cope with, source, vital, advances

Students work in groups of 3. Each selects two coloured faces at the start of the text, so that each student has plenty of opportunity to fulfil success criteria. Each group keeps one book for the week. Teacher to give extension tasks if necessary after a few days.

Repeated Reading Student selects a different challenging passage (e.g. paragraph) per day to read 5 times. Students work in pairs with a stopwatch and time the 1st and 5th times a passage is read, taking turns to read and give feedback after each time.

Reciprocal Reading Programme Stage 3 Term 2 2013

Literacy Skills Focus: Reading Texts: Selects and uses the most efficient word identification strategy to maintain fluency and meaning (cluster 9). Monitors reading for accuracy and meaning and adjusts reading when difficulties are encountered (cluster 11). Comprehension: Interprets text by inferring connections, causes and consequences during reading (cluster 10). Vocabulary: Demonstrates understanding of new words for new concepts (cluster 11). Learning Intention: To discuss and analyse texts within a group. Success Criteria: Make predictions based on visuals and headings / summarise the important ideas from a page in your own words / think of original questions to ask / monitor your understanding by asking about words and ideas you are not sure of / learn new vocabulary.
Weeks

Text

4-6

Human Barriers: the Walls of the World

Teaching Idea/ Comprehension routine Reciprocal Reading

Teaching and Learning

Vocabulary

Grouping

Vocab matching to meaning cards Modelled and independent completion of student-researched word web for other grammatical forms of book vocab

Repeated Reading Student selects a different challenging passage (e.g. paragraph) per day to read 5 times. Students work in pairs with a stopwatch and time the 1st and 5th times a passage is read, taking turns to read and give feedback after each time.

secure, flee, livestock, possession, prospered, construct, fortified, elaborate, prevention, imperial, prevent, turf, defensive, maintenance, deteriorated, intruders, tolerance

Students work in groups of 3. Each selects two coloured faces at the start of the text, so that each student has plenty of opportunity to fulfil success criteria. Each group keeps one book for the week. Teacher to give extension tasks if necessary after a few days.

Reciprocal Reading Programme Stage 3 Term 2 2013

Literacy Skills Focus: Reading Texts: Selects and uses the most efficient word identification strategy to maintain fluency and meaning (cluster 9). Monitors reading for accuracy and meaning and adjusts reading when difficulties are encountered (cluster 11). Comprehension: Interprets text by inferring connections, causes and consequences during reading (cluster 10). Vocabulary: Demonstrates understanding of new words for new concepts (cluster 11). Learning Intention: To discuss and analyse texts within a group. Success Criteria: Make predictions based on visuals and headings / summarise the important ideas from a page in your own words / think of original questions to ask / monitor your understanding by asking about words and ideas you are not sure of / learn new vocabulary.
Weeks

Text

4-6

Scams, Schemes, Cons and Hoaxes

Teaching Idea/ Comprehension routine Reciprocal Reading

Teaching and Learning

Vocabulary

Grouping

Vocab matching to meaning cards Modelled and independent completion of grammar table for vocab list.

elaborate, rotated, read, persuasive, confidence, mislead, infested, suspicious, receiver,

Repeated Reading Student selects a different challenging passage (e.g. paragraph) per day to read 5 times. Students work in pairs with a stopwatch and time the 1st and 5th times a passage is read, taking turns to read and give feedback after each time.

Students work in groups of 3. Each selects two coloured faces at the start of the text, so that each student has plenty of opportunity to fulfil success criteria. Each group keeps one book for the week. Teacher to give extension tasks if necessary after a few days.

Reciprocal Reading Programme Stage 3 Term 2 2013

Literacy Skills Focus: Reading Texts: Selects and uses the most efficient word identification strategy to maintain fluency and meaning (cluster 9). Monitors reading for accuracy and meaning and adjusts reading when difficulties are encountered (cluster 11). Comprehension: Interprets text by inferring connections, causes and consequences during reading (cluster 10). Vocabulary: Demonstrates understanding of new words for new concepts (cluster 11). Learning Intention: To discuss and analyse texts within a group. Success Criteria: Make predictions based on visuals and headings / summarise the important ideas from a page in your own words / think of original questions to ask / monitor your understanding by asking about words and ideas you are not sure of / learn new vocabulary / understand that the suffix en can be used to make a present tense verb from a noun or adjective.
Weeks

Text

4-6

Fact or Fiction

Teaching Idea/ Comprehension routine Reciprocal Reading

Teaching and Learning

Vocabulary

Grouping

Vocab matching to meaning cards

Repeated Reading Student selects a different challenging passage (e.g. paragraph) per day to read 5 times. Students work in pairs with a stopwatch and time the 1st and 5th times a passage is read, taking turns to read and give feedback after each time.

myths, legends, fables, sonar, roams, questionable, evidence, beyond, vanished, geometric, weaken

Students work in groups of 3. Each selects two coloured faces at the start of the text, so that each student has plenty of opportunity to fulfil success criteria. Each group keeps one book for the week. Teacher to give extension tasks if necessary after a few days.

Modelled and independent completion of the word knowledge table relating to the suffix en. Students use prior knowledge, inference and dictionaries if needed to find the root word for verbs with the ending en and to classify them as nouns or adjectives.

weaken / rotten / straighten / threaten / fasten / lessen / lengthen / shorten / strengthen / soften / sharpen / wooden / redden / blacken / brighten / broaden / darken / deaden / deepen / flatten/ embolden / christen / hasten

Reciprocal Reading Programme Stage 3 Term 2 2013