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Pack 9Grade 5/6 Remote Learning
English
Reading Log
Grade 5/6 students should complete a minimum of 30 minutes of reading aday. Please log your reading below.
READING - DAY ONELearning Intention: We are learning to ask and answer questions as we read.
Success Criteria:
I can ask questions about what I have read.
I can use images and clues from the text and explain my understanding to support my answers.
Task
1. Read a text of your choice independently for 30 minutes.
2. Don’t forget to complete your reading log on page 2.
3. After reading your text, use the template below to ask four different questions related to whatyou have just read in the text.
4. Answer the question, remember to include the evidence from the text (e.g page number andwords or phrases from the text).
WRITING - DAY ONELI: We are learning to syllabify words to help us spell.
SC: I can recognise and count the number of syllables in a word.
I can break words into syllables to spell them.
Finding the Number of Syllables in a Word
An important first step in dividing up a word into its syllables is knowinghow many syllables the word has. You may already know that 1 vowelsound = 1 syllable. If a word has 3 vowel sounds, for example, then ithas 3 syllables.
(Notice that I’m saying vowel sounds, not actual vowels. Y can oftenmake a vowel sound, like in the words ‘fly’, ‘happy’ or ‘gym’. The word‘cupcake’, for example, technically has 3 vowels. But the e is silent. Itonly has two syllables because the vowel sounds we hear are the shortu and the long a (a-e), 2 total vowel sounds.)
CONSONANT SOUNDS - b, c, d, f, g, h, j, k, l, m, n, p, q(u), r, s, t, v, w,x, y (yellow, yacht)
VOWEL SOUNDS - a, e, i, o, u, y (by, sorry, pyjamas).
Syllable Division Patterns
There are only 6 syllable types, and there are even fewer syllabledivision patterns! The syllable division patterns are as follows (V =vowel; C = consonant):
OPEN SYLLABLES
A syllable ending witha single vowel. Thevowel is usually long.
spi/dermu/sicma/ple
CLOSEDSYLLABLES
A syllable with asingle vowel followedby a consonant. Thevowel is usually short.
nap/kinhun/dredkit/ten
CONSONANT -LESYLLABLES
A ‘soft’ soundingsyllable containing aconsonant -le.
mar/bleun/cleca/ble
Complete the activities on the next three pages to practise identifying open, closed andconsonant -le syllables and their patterns.
READING - DAY TWOLearning Intention: We are learning summarise by using visual representation from texts weread.
Success Criteria:
I can draw an image to match a text I have read using the comprehension skill ofvisualising.
Task1. Read a text of your choice independently for 30 minutes.
2. Don’t forget to complete your reading log on page 2.
3. Read the passage of text below ‘Africa’s Endangered Elephants’
4. After reading the text, draw what you visualised (see) as you read the text. Focus on thedescriptive language.
WRITING - DAY TWOLI: We are learning to write a procedure.
SC: I can use a map to write directions from one point to another.
WELCOME TO THE TOWN OF…
Use the map on the next page to write the directions from Longhill Shopping Centre inLonghill Street to Green Park Visitor Centre via the Hopeville Library in George Street.
There will be at least 10 steps for this route. Including the names of as many streets orlandmarks as possible will let your reader know they are going the correct way.
Eg ‘Travel along Pancake Road, past Hope College on your left, to the intersectionof George Street. The Hopeville Museum will be diagonally opposite on the righthand side.’
Some possible technical vocabulary you may wish to use… enter, turn, ensure, check,pause, obey, left, right, directly, around, exit, via, past, travel, from, towards, connecting,junction, intersection, diagonally, direction, wait.
When you have completed your writing, reread to ensure your directions arecorrect. Then, give your map and directions to someone else to see if theycan get from the Longhill Shopping Centre to the Green Park Visitor Centrevia the Hopeville Library in George Street.
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READING - DAY THREELearning Intention: We are learning to identify the main idea (purpose) of a text.
Success Criteria:
I can identify the main idea of a text I have read.
I can discuss the supporting details in the text that support my understanding of the mainidea.
Task1. Read a text of your choice independently for 30 minutes.
2. Don’t forget to complete your reading log on page 2.
3. After reading your own text, complete the ‘Image Cluster’ activity on the next page.
(A worked example has been provided below)
Wor��� Ex���le
Image Cluster
Fill the middle oval by drawing a character OR setting from your text.
Fill the surrounding circles with drawings and vocabulary showing details of your chosencharacter or setting.
WRITING - DAY THREELI: We are learning to syllabify words to help us spell.
SC: I can recognise and count the number of syllables in a word.
I can break words into syllables according to their spelling rule.
R-CONTROLLEDVOWEL SYLLABLES
A syllable containing avowel followed by theletter r. The vowelsound is “controlled” bythe r.
mar/bleper/fumebut/ter
VOWEL-CONSONANT-ESYLLABLES
A syllable containing avowel followed by aconsonant and ‘silent’ or‘bossy’ e. The e makesthe vowel say its longname.
cup/cakein/hale
VOWEL TEAMSYLLABLES
A syllable containing 2letters that togethermake one sound. Thesound can be long,short or diphthong).
rac/coonde/stroy
A diphthong is a sound formed by combining two vowels in a singlesyllable. The sound begins as one vowel sound and moves towards another.The two most common diphthongs in the English language are the lettercombination “oy”/“oi”, as in “boy” or “coin”, and “ow”/ “ou”, as in “cloud” or“cow”.
Now it’s time to practise the syllable rules for r-controlledvowels, vowel-consonant-e and vowel team syllables...
Use the Chatterbox Template on the next page to create the pre-madesyllable counter. Then, using words from the word list, create your ownsyllable counter using the pre-made Chatterbox as an example.
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WORD LIST
accept accidentally acquire ambulance
audience autumn beautifully beliefs
canyon capable capacity caution
concentration concern connection constitution
coupon creative creature crisis
culture curious dangerous decision
depth descendant disagreement disastrous
echoes edition educate electricity
forgetting forgiveness fossil freight
gaze gesture governor graduation
heroes history honorable horizon
immediate importance improvement independence
instruction intermission interview invisible
invitation involve jealous junior
knowledge lawyer league legal
manor marriage meant mechanic
medicine mention minus minute
multiple muscle museum musician
mute myth nationality negative
noisy noticeable novel numerator
obtain occur official operate
performance personal persuade physical
pumpkins purchase purse quote
recently recycle reduce referred
replacement replied reply requirement
rescue resident resources respectful
review roam routine rumor
rural safety sailor salute
satisfy scarcely scientific scissors
selection senior sentence separately
serious session shampoo shelves
surrounded sword system telephone
television temperature theme themselves
tomatoes trophies tutor unbelievable
variety vary vault vegetable
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READING - DAY FOURLearning Intention: We are learning to make connections as we read.
Success Criteria:
I can make text to text, text to self or text to world connections with the text I have read.
Task1. Read a text of your choice independently for 30 minutes.
2. Don’t forget to complete your reading log on page 2.
3. After reading your text, complete the activity below.
WRITING - DAY FOUR
LI: We are learning to use parenthesis to add extra information when writing.
SC: I can use parenthesis in the middle of a sentence to add extra information and detail to mywriting.
USING BRACKETS TO INDICATE PARENTHESIS
READING - DAY FIVELearning Intention: We are learning to write a book review.
Success Criteria:
I can include my opinion on the book I am reviewing.
I can include my favourite part of the book.
I can suggest why you should read this book.
Task1. Read a text of your choice independently for 30 minutes.
2. Don’t forget to complete your reading log on page 2.
3. Think of a text you have read. Complete a review on this book on the next page using theprompting questions.
(A worked example has been provided )
WRITING - DAY FIVELI: We are learning to write a procedure.
SC: I can choose a topic from a list, or think of my own, to write a procedure.
I can plan for writing using a template.
I can use brackets to indicate parenthesis in my writing.
Select a topic from the list below or come up with your own idea for a proceduralpiece of writing. Use the planning template to plan for your writing. Then, use thelined paper provided to write your own procedure. Don’t forget to include…
- Title- Goal- Equipment &/or Ingredients- Method or Steps- Concluding statement- Connectives - first, then,
afterwards, continue etc- Verbs, adjectives, adverbs and
brackets (to indicate parenthesis) toadd detail.
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READING - DAY SIXLearning Intention: We are learning to ask questions before, during and after reading.
Success Criteria:
I can ask questions before, during and after reading.
I can answer these questions with evidence found directly from the text.
I can answer these using my background knowledge.
I can answer these questions by inferring what the author is trying to say.
Task
1. Complete the ‘Before Reading’ section of the table below.
2. Read a text of your choice independently for 30 minutes.
3. Complete the ‘During Reading’ section of the table below as you are reading.
4. Don’t forget to complete your reading log on page 2.
5. After reading the text, complete the ‘After Reading’ section of the table below.
Tit�� :Aut���:
I wo���r…. Wha� I fi�d o��….
Bef���Re�d���
Dur���Re�d���
A�erRe�d���
WRITING - DAY SIXLI: We are learning to write a procedure.
SC: I can edit my writing for correct structure, spelling and punctuation.
I can publish my writing on Word, PowerPoint, as a poster or written instructions.
Use the Procedural Writing Checklist to ensure you have included all aspects of aprocedural piece in your writing.
When you have completed this checklist and made sure you have included all of the above,publish your writing as a poster, written instructions or a Powerpoint to present to an audience.
Early FinishesActivities
Cre��� a ��w ���er ��� t�� �ex� ��� ha�� ��ad ���t ���s u� �h�ma�� ��e�.
