Stimulus (video):



DayLearning Opportunities1NL: To understand how to decipher the meaning of words based on the contextStimulus (video): The Clock Tower.Discussion questions: What strategy can we use to work out the meaning of an unfamiliar word? Talk about reading around the word to help us but explain that we must consider what is happening in the text at that time. This is what will give us clues as to what the word might mean. Model finding out what reluctant means: Jonathon was reluctant to ride his bike after he fell and broke his arm the last time he cycled. You use the explanation that he previously broke his arm, so he may be a little nervous to ride it. What do we think reluctant means? Use the synonym ‘unwilling’. Explain that if it is correct, if she change reluctant to unwilling then it will still make sense. THIS IS HOW WE USE SYNONYMS TO CHECK WE HAVE GOT THE CORRECT MEANING OF THE WORD IN THIS CONTEXT. Independent questions: Use the sentences that are in “”, say them to the child and ask them if they know what the bold word means? Explain and use a synonym to make sure they have understood. You may want to write the sentences down for the child as a visual aid. – This is all discussion based, no writing it to be done. 0:43 – “The clogs came to a halt and stood still,” – Use stood still as a clue. Use the synonym stop to check. 1:04 – “Balloons hovered still above her head.” Use the words ‘above’ and ‘still’ to decide on a definition. Use the word floated as a synonym to check. 1:17 – “She looked around bewildered, wondering why everything had stopped.” Use the ‘wondering why’ to decide on a definition. Use the synonym confused to check. 2:03 – “Colour spread once again and the balloons resumed, elegantly drifting upwards.” Use the ‘drifting upwards’ to help. Use the phrase “continued” to check. 248542342541900NL: To be able to determine the meaning of unknown words within their contextStimulus (images): The Clock TowerDiscussion questions: Recap how to decipher meaning of words in context. CLUES WITHIN THE TEXT, use synonyms to check! Show the child the still from 2:10 (image to the right). “The girl grasped the balloon with her hand and embraced it.” How can we find out what grasped means? WITH HER HANDS. If we change that word to a synonym, does it make sense still? Grabbed? Independent questions/task: Open the document “Day 2 Questions” and support your child with answering questions. There are many questions for you to choose from. If your child needs support you may want to choose the tick box version of the question. If your child is confident then challenge them with the questions without tick boxes. Most children in class will do 2/3 of these questions. 3NL: Stimulus (text): Lost and Alone. Open the document “Day 3 & 4 Text”Questions for teacher modelling:Read the text with your child and have a discussion with them about the questions below. THIS IS DISCUSSION BASED AND NO WRITING SHOULD BE DONE. -What does subtly mean?-What does blink describe about what the lights did? -What does rivets mean? Discuss replacing the word with a synonym to check meaning. 4NL: Stimulus (text): Open document “Day 4 Questions.” Children are to answer these questions based on the Day 3 & 4 questions. Day 3’s discussion should help them with this. ................
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