Listening – Reading – Viewing

Lesson Series for Group 1

Text/Title: Tiakina a Text/Title: The Long Walk Text/Title: Tiakina a Tangaroa - Group 1
Tangaroa - Protect Our (School Journal, Part 2, Protect Our Seas (School Ali-Mae, Lee Roy, + 3 other students with similar abilities.
Seas (School Journal, Number 2) Journal, October 2011)
October 2011) Author: Amanda Jackson Author: Jill MacGregor Strengths: Word recognition, decoding, literal recognition,
Author: Jill MacGregor Level: 2 Level: 2 accuracy.
Level: 2 Text Purpose: Text Purpose:
Text Purpose: Needs: Inferencing, Comprehension.
To demonstrate to students Showing the importance of
Showing the importance how the environment has Marine Reserves and how they
of Marine Reserves and changed over time. To show make a difference to the
how they make a how environment.
difference to the
environment.

Central Theme of texts: Assessment:

Ocean conservation.
How can we protect New Zealand’s oceans to preserve Students will be able to recognise how the text relates to their life and make connections between
them for future generations of New Zealander’s? the text and everyday life.

NZC Curriculum Achievement Objective: Students will be able to make use prior knowledge to make predictions about the text and
communicate to each other about the content of the text.
Uses their personal experience, and world and literacy
knowledge confidently to make meaning from the text.

Reading With - Guided Reading Plan Template – Meaning Making

Lesson progression - Teaching Approach and Progression Additional Resources that provide
Getting yourself opportunities to read/learn/discuss/
ready think
Prepare to teach Lesson 1 – text 1 Lesson 2 – text 2 Lesson 3 – text 3 Include details below
What purpose will Tiakina a Tangaroa The Long Walk Tiakina a Tangaroa
you give for
reading the text/s Examples of effects of pollution How over fishing and over Examples of effects of Environmental poster.
(messages/critical on specific environment. collecting has effected New pollution on specific
literacies) Importance of not littering Zealand oceans and beaches environment.
Importance of protecting our Importance of not littering Doc Resource: Te Ao Maori, Marine
environment. Importance of protecting our Resource.
environment. https://www.doc.govt.nz/globalassets/
Potential Text &
Language Vocab challenges:
Challenges Marine reserve
- What is a marine
reserve?
Snorkelling
- Might need
clarification
- Some students may
know some may not
Conservation
- What is conservation?
- Why is it important?
Prepare to read – Opening questions: (3 mins)
thinking about Has anyone been to a marine
reserve?
What do you know about
marine reserves?
What does conservation mean?
Look at the book: (5 mins)
Reading and
What can you see about the
discussing the text
book?
- Constructing
What might it be about?
meaning together
What are the pictures showing
us? What types of animals are
there?
documents/getting-involved/students-
Knowledge challenges: Refresh vocab challenges: and-teachers
Māori language knowledge - do they remember
- Kete what the vocab that
- Kaimoana was discussed
- Pipi previously means?
- Kāore - Is there anything that
- Kaitiaki they need
Inferencing clarification about?
- What was happening
when Nanny talked Students to reread the text
about finding a independently
hospital needle?
Opening question: (3 mins) Questions:
What do students remember - What do they
about conservation from the recognise in the text
previous lesson? that they didn’t know
before?
- Is there anything
they recognise as
being connected to
the previous text?
- What about the text
can they interpret in
Reciprocal Teaching task: (7-8 a different way than
mins) the first time they
Students are given roles with read it?
regulations attached to each
role Activity

Students independently read
the book to themselves. They
have a ‘sleuth’ board with
them – they will write down
any interesting words they
come across while reading
(5 minutes)
Show examples of different
parts of environments
Protected and unprotected
marine reserves/beaches
What connections can the
students make to the text?
Discuss sleuth board words –
what do they mean, what are
other words that can have the
same meaning? What did they
find interesting about that
word?
What do you need further
clarification on? Discuss with
peers.
Activity: (10 minutes)
Give students laminated
animals and it is their task is to
Reflection of place these animals only an A3
reading with sized environment picture.
Revisiting purpose Students will have to justify
and learning focus why they put the animals
where there and what about
them makes them suited to
that particular environment.
Assign a leader, it is their job
to facilitate discussions (if it is
their first time doing
reciprocal teaching then the
teacher should take this role)
Students begin by prediction
what the book will be about –
this is facilitated by the leader
but any all opinions are
heard.
The students then read the
text.
Any difficulties in the text are
discussed – clarifying any
problems eg. Vocab etc.
Readers pose questions they
want answered to the group
and everyone discusses the
answers together.
Someone in the group
summarises what the text
was about and what the
meaning was.
Goals:
- Participating in group
discussion
- Predicting
- Asking questions
- Seek clarification
Students to design and plan a
diorama that shows an
environment.
Students can base this
diorama on the
environmental task in the first
lesson as a basis for this or
choose a new ocean
environment.
The diorama should include at
least 6 significant facts about
their chosen environment and
these fact should relate to
aspects of the diorama, for
example, if a student is doing
a rock pool design then the
fact should directly relate to
the specific aspects of what
makes the rock pool
environments unique.
After students have designed
the draft of their diorama
they are to explain and justify
the information and facts
they have chosen to two of
their peers before continuing
on to the construction of their
diorama (something that may
continue over several future
lessons).
How well did the
students achieve How do they know where each
the purpose? animal belongs? What about
this animal makes it suited to
this particular environment.
After they have finished this
task students will compare with
each other to see if they got
the same answers and discuss
why they have chosen the
environments they have.
Assessment:
The activity will show that
students understand how and
why animals are suited to their
particular environment.
Students should be familiar
with the different
environments that exist within
the ocean.
- Summarise texts
- Express opinions
- Visualise ideas from
the text
Follow up activity: (10-12
mins)
Students will design an anti-
pollution/anti-littering poster
expressing the importance of
keeping the environment
(specifically the ocean) clean.
Student should draw the
information from today’s text
as well as what they gained
from the previous lesson.
Assessment:
If students have all
participated in the reciprocal
teaching it will be evident if
they have used their prior
knowledge and knowledge
they have gained from the
text to gain the meaning from
the text.
The poster will provide
evidence that students are
able to apply their knowledge
in a practical way.
Students are able to use
additional books and other
research tools to find their
information but the Tiakina a
Tangaroa article should be
the basis of their research.
Once the dioramas are
complete the students will
use them to teach and
demonstrate the unique
aspects of their chosen
environment to their peers.
Assessment:
Students should be able to
express their ideas and what
they have learnt to their
peers.
They should be able to
recognise what aspects of the
text is important, this will
show their comprehension of
the text and their ability to
gain meaning from the text.