National Standards (Reading): Reading Levels: Year 5

Com

prehension – Knowledge and Understanding.

1. W

hat did the workers think when they first

saw the slip?

2. Why did the people want the road cleared

quickly?

3. What did they find out was higher up the

slip?

4. What needed frequent repairs, and why?

5. When did the road finally open for good?

6. Why is this slip referred to as NZ’s worst?

7. Make a list of all the challenges the workers

faced.

Are the questions/statem

ents

True, False or Both? Justify

your answer.

1. A laser is a dim light.

2. 380 000 cubic metres

was moved.

What is wrong with the question/statement below?

Crews had to use a rope to pull themselves down.

Being brief, yet inform

ative about the text.

Your job is to write no more than 1 or 2 sentences

which has as much information as possible.

Choose 5 Nouns (names) and 5 Verbs

(action/doing) from

the text. Then for

each of the Verbs write an Antonym

(opposite) and/or Synonym

(similar)

based on the word. Can you do the sam

e for your

Nouns? For exam

ple. A

verb from the text maybe

‘run’. An antonym may be ‘walk’ and a synonym

‘jog’.

Based on the text you

have read, what is one thing that

either had, or may/could have an

impact on either the environm

ent

(local, national or international), our

community, people, or a

combination? Be specific/justify.

Relating unseen im

ages.

What has this image

got to do with the text?

Using Mathem

atics in Reading.

1. How many centimetres (cms) is one side of a

cubic metre?

2. How many cm

s did the river rise?

Using words from

the text, find as

many words as you can that start with the letter/s...

and / or

These questions relate to NZ things from the text.

Make a list of as many things as you can find

from

the text that are related to Aotearoa.

It may refer to som

ething in NZ but may not actually state it.

What do these words

mean? (They may or may

not state it in the text).

It may be Māori to English

or English to Māori.

1. Manawatū

2. awa

3. Oketopa

Find the words using the clues below.

1. Consonants: 5,

Vowels: 3,

On Page: 6

Clue: Moveable

2. Consonants: 5,

Vowels: 2,

On Page: 9

Clue: Cars and trucks

This section relates more about scenes rather than them

es.

Write down as many words as you can which describe

the scene/context (or part of) that the text is set in.

Allowing the student to add into the story/article/play/poem.

Your job is to choose a part of the text, and then write

your own paragraph into it. You may do this at the start,

end, or anywhere in the middle. It must make sense and fit in

to the original text. You are trying to becom

e the author by

adding your own paragraph/ideas into someone else’s text to

make it more factual/interesting by getting your viewpoint.

The Big

Dig

: Cleari

ng the M

anaw

at

The Big

Dig

: Cleari

ng the M

anaw

at

The Big

Dig

: Cleari

ng the M

anaw

at

The Big

Dig

: Cleari

ng the M

anaw

atū

Gor

ge Sl

ipGor

ge Sl

ipGor

ge Sl

ipGor

ge Sl

ip

( (((Sto

rySt

ory

Stor

ySt

ory / / / / A

rtic

leA

rtic

leA

rtic

leA

rtic

le) )))

P

age:

Page:

Page:

Page: 2 222

New Zealand School Journal

September 2014 – Level 3

W:

ww

w.t

he

relie

vin

gte

ach

er.

we

eb

ly.c

om

FB

: w

ww

.fa

ceb

oo

k.c

om

/th

ere

lie

vin

gte

ach

er

National Standards (Reading):

Reading Levels: Year 5

NZCM:

Level: 3

Using the following word/s from the text, can

you make new words using some/all of the letters?

(You write the question to the

answer given below)

1. 1871

2. The Bandit

3. 250 times a day

Write down 2 words from

the text that have 1

syllable, 2 words that have 2 syllables, and 2

words with more than 2 syllables,

E.g, somewhere = som

e + where, situation = sit + u + a + tion

Choose three words from

the text and write

the following for EACH word chosen.

Synonym

= a word which has a similar meaning. E.g,

Hot = Boiling. Antonym

= another word which is the

opposite of the word chosen. E.g, Hot = Cold. You may

also like to do this as a Pictionary (drawing a picture

of the similar/opposite meaning of the word).

Choose any one of

the characters in

the text and do a

mini profile on them. This

needs to include as much

inform

ation about that

character you can find.

Using a sentence from

the text, make up your

own mixed up/jum

bled

sentence where som

eone has to

try to put the sentence in order

so it makes sense. Remember to

include the answer as well.

Find the answers to these questions

using the pictures in the story/article/play.

1. How many yellow dots are there on the map?

2. How many diggers are there altogether?

3. What page is the red car on?

4. What do the orange and yellow lines show?

5. What page are the square concrete blocks on?

Which is the odd one out? Rem

ember to justify

your answer by saying why you think it is the odd

one out.

Write a brief assessment/review about the play/story/article

that you have been reading. It needs to include at least the

following (but it may include more - see your teacher);

1. Your grade/m

ark (it is up to you how you do this).

2. Who would you recommend this to be best

suited for and why?

3. What you liked and disliked about it.

4. W.A.L.T (We Are Learning To...): What were

you learning to do with this journal item?

(W

hat was the main objective/aim either you or your teacher wanted you to get?)

Write meanings

for these words.

1. Debris

2. Cubic metres

3. Quandary

4. Rock anchoring

Decide on a them

e from

the text you are reading.

Then write down as many words from the text

which are related to that them

e.

Choose any inanimate object (such as a chair etc-

something that is not alive), and using descriptive

language, try and make it come alive in a way where

others have to try and guess what it is. Rem

ember

to include the answer. You may also like to do a picture of it.

Answer the following questions which are based on the Inside

and Outside Cover and Back pages, and using the Contents page of the

School Journal.

1. W

hat is the poem about?

2. Who is the Journal Designer?

3. Where is the image of the kete?

Try to find 5 words from

the text that you can

“Chunk” or split, so one word makes two words.

E.g, Som

etimes = some + times and both of these words

can be used separately as well as together.

The Big

Dig

: Cleari

ng the M

anaw

at

The Big

Dig

: Cleari

ng the M

anaw

at

The Big

Dig

: Cleari

ng the M

anaw

at

The Big

Dig

: Cleari

ng the M

anaw

atū

Gor

ge Sl

ipGor

ge Sl

ipGor

ge Sl

ipGor

ge Sl

ip

( (((Sto

rySt

ory

Stor

ySt

ory / / / / A

rtic

leA

rtic

leA

rtic

leA

rtic

le) )))

P

age: 2

Page: 2

Page: 2

Page: 2



1871

2004

1819

2011

W:

ww

w.t

he

relie

vin

gte

ach

er.

we

eb

ly.c

om

FB

: w

ww

.fa

ceb

oo

k.c

om

/th

ere

lie

vin

gte

ach

er



NZCM:

Level: 3

Com


1. W

hat happened in 1930?

2. Why was Sutcliffe a teenage sensation?

3. When did Hockley play in the 2nd wom

en’s

Cricket W

orld Cup?

4. What is said about Tim Southee?

5. Explain how cricket has changed a lot over

the years.

6. Who is considered the greatest batsm

an

ever?

7. Explain what the last sentence/piece of

advice means.


ents


your answer.

1. Twenty20 saw a change.

2. ACC is the Hall of Fam

e.

3. The ODI’s were good

for men cricketers.


The image shows the NZ Cricket Team

on tour in South Africa.






(action/doing) from

the text. Then for



(similar)


e for your

Nouns? For exam

ple. A



‘jog’.





ent




Relating unseen im

ages.

What has this image


Using Mathem

atics in Reading.

1. Add up all the figures in the ‘m

atches’ shown in all of

the grids.

2. What is the difference between the earliest and the

latest dates mentioned?

Using words from

the text, find as


and / or



from


It may refer to som


What do these words





1. Kēm

u

2. Aotearoa

3. Hau


1. Consonants: 4,

Vowels: 5,

On Page: 26

Clue: Koalas

2. Consonants: 4,

Vowels: 3,

On Page: 24

Clue: To stop doing som

ething


es.








e the author by



Thre

e Leg

ends

Thre

e Leg

ends

Thre

e Leg

ends

Thre

e Leg

ends

( (((S

tory

Stor

ySt

ory

Stor

y / / / / A

rtic

leA

rtic

leA

rtic

leA

rtic

le ) )))

P

age: 18

Page: 18

Page: 18

Page: 18



W:

ww

w.t

he

relie

vin

gte

ach

er.

we

eb

ly.c

om

FB

: w

ww

.fa

ceb

oo

k.c

om

/th

ere

lie

vin

gte

ach

er



NZCM:

Level: 3




answer given below)

1. Lancaster Park

2. 1940’s

3. Allan Donald








the text and write


Synonym







Choose any one of

the characters in

the text and do a



inform

ation about that




own mixed up/jum

bled

sentence where som

eone has to






1. W

hat colour are the wickets?

2. What page is the person with the red cap on?

3. Where are the silver fern images?

4. Where is ‘KRR999’ located?

5. Who has a red circle around their face?


ember to justify


one out.




1. Your grade/m



suited for and why?




(W


Write meanings

for these words.

1. IPL

2. Lucrative

3. Modern

4. Accolades

Decide on a them

e from




e.





ember




School Journal.

1. W

hat is the ISBN num

ber?

2. Who is the Series Editor?

3. Where should enquiries be made?




E.g, Som



Thre

e Leg

ends

Thre

e Leg

ends

Thre

e Leg

ends

Thre

e Leg

ends

( (((S

tory

Stor

ySt

ory

Stor

y / / / / A

rtic

leA

rtic

leA

rtic

leA

rtic

le ) )))

P

age: 18

Page: 18

Page: 18

Page: 18



1972

1935

1973

1975

W:

ww

w.t

he

relie

vin

gte

ach

er.

we

eb

ly.c

om

FB

: w

ww

.fa

ceb

oo

k.c

om

/th

ere

lie

vin

gte

ach

er



NZCM:

Level: 3

Com


1. List all the places they used to get their

mahinga kai from.

2. What times of the year is food the most

plentiful?

3. Where in NZ is Arowhenua?

4. Why is food less plentiful these days?

5. Explain the two different ways the two men

are keeping traditions alive.

6. Make a list of all the different types of

foods mentioned in the text of this article.


ents


your answer.

1. The Kai Hau Kai project

never changes.

2. Inanga is a land based

animal.


Simon spent 3 months in Beijing in the 1970’s.






(action/doing) from

the text. Then for



(similar)


e for your

Nouns? For exam

ple. A



‘jog’.





ent




Relating unseen im

ages.

What has this image


Using Mathem

atics in Reading.

1. W

hat shapes are found on the spear?

2. What type of money us mentioned?

3. Is Otago N-S-E or W from Christchurch?

Using words from

the text, find as


and / or



from


It may refer to som


What do these words





1. Mahinga kai

2. Ngāi Tahu

3. Tūpuna


1. Consonants: 4,

Vowels: 4,

On Page: 43

Clue: Children

2. Consonants: 3,

Vowels: 3,

On Page: 38

Clues: W

inter, Sum

mer, Spring, Autum

n


es.








e the author by



Mahin

ga K

ai Cru

sader

sM

ahin

ga K

ai Cru

sader

sM

ahin

ga K

ai Cru

sader

sM

ahin

ga K

ai Cru

sader

s

( (((Sto

rySt

ory

Stor

ySt

ory / / / / A

rtic

leA

rtic

leA

rtic

leA

rtic

le) )))

P

age: 3

6Page: 3

6Page: 3

6Page: 3

6



W:

ww

w.t

he

relie

vin

gte

ach

er.

we

eb

ly.c

om

FB

: w

ww

.fa

ceb

oo

k.c

om

/th

ere

lie

vin

gte

ach

er



NZCM:

Level: 3




answer given below)

1. Internet

2. Special video

3. Tītī Islands








the text and write


Synonym







Choose any one of

the characters in

the text and do a



inform

ation about that




own mixed up/jum

bled

sentence where som

eone has to






1. List all the seafoods shown in the images.

2. What page is the tap on?

3. Where is the chimney?

4. How many windows are open?

5. Where are the children’s gumboots?


ember to justify


one out.




1. Your grade/m



suited for and why?




(W


Write meanings

for these words.

1. Harvest

2. Peninsula

3. Trawl

4. Sym

posium

Decide on a them

e from




e.





ember




School Journal.

1. W

here is the dog?

2. What is the Item Num

ber for this journal?

3. What level is this School Journal?




E.g, Som



Mahin

ga K

ai Cru

sader

sM

ahin

ga K

ai Cru

sader

sM

ahin

ga K

ai Cru

sader

sM

ahin

ga K

ai Cru

sader

s

( (((Sto

rySt

ory

Stor

ySt

ory / / / / A

rtic

leA

rtic

leA

rtic

leA

rtic

le) )))

P

age: 3

6Page: 3

6Page: 3

6Page: 3

6



Aramoana

Ngāi Tahu

Bluff

Temuka

W:

ww

w.t

he

relie

vin

gte

ach

er.

we

eb

ly.c

om

FB

: w

ww

.fa

ceb

oo

k.c

om

/th

ere

lie

vin

gte

ach

er



NZCM:

Level: 3

Com


1. How long was it before Mum

said Harley

should get a turn?

2. Where does Dillon put his scooter at night?

3. Who took the bike from under the bed?

4. Why did Mum

and Dad glare at each other?

5. What have eyebrows got to do with the story?

6. How old did Dillon turn on his birthday?

7. What do you think the message (moral) of this

story is/what is it trying to tell/show people?


ents


your answer.

1. The dishwasher door

clunked.

2. Harley shouted at

Dillon.


Dad kissed them on the cheek goodbye.






(action/doing) from

the text. Then for



(similar)


e for your

Nouns? For exam

ple. A



‘jog’.





ent




Relating unseen im

ages.

What has this image


Using Mathem

atics in Reading.

1. What word is related to the word ‘rotation’?

2. Write down all the num

bers which are written

as words in the story.

Using words from

the text, find as


and / or



from


It may refer to som


What do these words





1. Tōnga o te rā

2. Rori

3. Moenga


1. Consonants: 5,

Vowels: 3,

On Page: 10

Clue: Side of road

2. Consonants: 4,

Vowels: 2,

On Page: 13

Clue: Round ball


es.








e the author by



Spark

sSp

ark

sSp

ark

sSp

ark

s

( (((Sto

rySt

ory

Stor

ySt

ory / A

rtic

le/ A

rtic

le/ A

rtic

le/ A

rtic

le) )))

P

age: 10

Page: 10

Page: 10

Page: 10



W:

ww

w.t

he

relie

vin

gte

ach

er.

we

eb

ly.c

om

FB

: w

ww

.fa

ceb

oo

k.c

om

/th

ere

lie

vin

gte

ach

er



NZCM:

Level: 3




answer given below)

1. Playground

2. Sunday

3. Keeps on chewing








the text and write


Synonym







Choose any one of

the characters in

the text and do a



inform

ation about that




own mixed up/jum

bled

sentence where som

eone has to






1. How many circles are on the bedhead?

2. Who is wearing the helmet?

3. What colour is the top of the water bottle?

4. How many chairs can you see?

5. What colour is the letterbox?


ember to justify


one out.




1. Your grade/m



suited for and why?




(W


Write meanings

for these words.

1. Sunset

2. Mention

3. Eventually

4. Ominously

Decide on a them

e from




e.





ember




School Journal.

1. Describe the front cover.

2. Who drew the map on page 4?

3. How many wavy lines are below the 3 triangles?




E.g, Som



Spark

sSp

ark

sSp

ark

sSp

ark

s

( (((Sto

rySt

ory

Stor

ySt

ory / A

rtic

le/ A

rtic

le/ A

rtic

le/ A

rtic

le) )))

P

age: 10

Page: 10

Page: 10

Page: 10



Selfish

Wobbly

Sulk

Brat

W:

ww

w.t

he

relie

vin

gte

ach

er.

we

eb

ly.c

om

FB

: w

ww

.fa

ceb

oo

k.c

om

/th

ere

lie

vin

gte

ach

er



NZCM:

Level: 3

Com


1. W

here was Normal from?

2. Why did TJ say Normal was weird?

3. What happened as it got darker?

4. Why did Normal shout, ‘Bovine creature’?

5. What did Dad first loan to Normal?

6. Who was 382?

7. Why did TJ say that their farm

and possibly

the whole world was in danger?


ents


your answer.

1. TJ was an alien.

2. The farm

was noisy.

3. Normal’s’ skin glowed.


328 was separated from her mates.






(action/doing) from

the text. Then for



(similar)


e for your

Nouns? For exam

ple. A



‘jog’.





ent




Relating unseen im

ages.

What has this image


Using Mathem

atics in Reading.

1. Add up all the num

bers in the text.

2. What word is related to ‘lines’?

3. Write all the words related in the text to size.

Using words from

the text, find as


and / or



from


It may refer to som


What do these words





1. Rori

2. Kam

pūtu

3. Kākāriki


1. Consonants: 6,

Vowels: 3,

On Page: 30

Clue: Alien vehicle

2. Consonants: 4,

Vowels: 2,

On Page: 35

Clue: Quicker and quicker


es.








e the author by



Not

So

No

Not

So

No

Not

So

No

Not

So

Norm

al

rmal

rmal

rmal

( (((S

tory

Stor

ySt

ory

Stor

y / A

rtic

le/ A

rtic

le/ A

rtic

le/ A

rtic

le) )))

P

age: 2

8Page: 2

8Page: 2

8Page: 2

8



W:

ww

w.t

he

relie

vin

gte

ach

er.

we

eb

ly.c

om

FB

: w

ww

.fa

ceb

oo

k.c

om

/th

ere

lie

vin

gte

ach

er



NZCM:

Level: 3




answer given below)

1. Beans on toast.

2. Japan.

3. Hardly high-tech.








the text and write


Synonym







Choose any one of

the characters in

the text and do a



inform

ation about that




own mixed up/jum

bled

sentence where som

eone has to






1. W

hich pages show an image of a trough?

2. How many cows are there altogether?

3. What is on the bottom of the gum

boot?

4. How many fence posts are along the road?

5. How many glasses are on the table?


ember to justify


one out.




1. Your grade/m



suited for and why?




(W


Write meanings

for these words.

1. Bovine

2. Prospecting

3. Ballistic

4. Lum

inous

Decide on a them

e from




e.





ember




School Journal.

1. W

hat did Sarah Penwarden write?

2. How many images are courtesy of the NZ

Cricket Museum

?




E.g, Som



Not

So

Nor

mal

Not

So

Nor

mal

Not

So

Nor

mal

Not

So

Nor

mal

( (((S

tory

Stor

ySt

ory

Stor

y / A

rtic

le/ A

rtic

le/ A

rtic

le/ A

rtic

le) )))

P

age: 2

8Page: 2

8Page: 2

8Page: 2

8



Eketāhuna

South America

Japan

Rom

ania

W:

ww

w.t

he

relie

vin

gte

ach

er.

we

eb

ly.c

om

FB

: w

ww

.fa

ceb

oo

k.c

om

/th

ere

lie

vin

gte

ach

er



NZCM:

Level: 3

Com


1. W

hat did Mum

mean when she said ‘you’ll be

o.k’?

2. Why was Jevan appalled?

3. What does it mean, ‘m

ake hay while the sun

shines’?

4. Write a list of all the things that Anthony

was good at.

5. How did Anthony help Jevan?

6. Who was Anthony’s first custom

er?

7. Why did Anthony sm

ile at the end?


ents


your answer.

1. It was spring time.

2. Mrs Reihana owned a

dairy.


Mrs Hills hours had been cut at the cafe.






(action/doing) from

the text. Then for



(similar)


e for your

Nouns? For exam

ple. A



‘jog’.





ent




Relating unseen im

ages.

What has this image


Using Mathem

atics in Reading.

1. Add up all the am

ounts of money stated in the

text.

2. How much money was it going to cost to take

the whole class?

Using words from

the text, find as


and / or



from


It may refer to som


What do these words





1. Moni

2. Kurī

3. Pāpā


1. Consonants: 6,

Vowels: 5,

On Page: 46

Clue: Duplicate

2. Consonants: 2,

Vowels: 2,

On Page: 44

Clue: Coffee time


es.








e the author by



The Sk

i Tri

pThe Sk

i Tri

pThe Sk

i Tri

pThe Sk

i Tri

p

( (((S

tory

Stor

ySt

ory

Stor

y / A

rtic

le/ A

rtic

le/ A

rtic

le/ A

rtic

le) )))

P

age: 4

4Page: 4

4Page: 4

4Page: 4

4



W:

ww

w.t

he

relie

vin

gte

ach

er.

we

eb

ly.c

om

FB

: w

ww

.fa

ceb

oo

k.c

om

/th

ere

lie

vin

gte

ach

er



NZCM:

Level: 3




answer given below)

1. Autum

n.

2. Riding bikes.

3. 3rd week of the 2nd

term

.








the text and write


Synonym







Choose any one of

the characters in

the text and do a



inform

ation about that




own mixed up/jum

bled

sentence where som

eone has to






1. W

hat 2 things were in the glass?

2. What num

ber is on the letter box?

3. How many arrows are there?

4. Where is the pot plant?

5. How many whiteboard markers are there?


ember to justify


one out.




1. Your grade/m



suited for and why?




(W


Write meanings

for these words.

1. Relieved

2. Ginger crunch

3. Orchard

4. Species

Decide on a them

e from




e.





ember




School Journal.

1. W

hat did Daron Parton do?

2. What month was this journal released?

3. What is the Ministry of Education’s freephone?




E.g, Som



The Sk

i Tri

pThe Sk

i Tri

pThe Sk

i Tri

pThe Sk

i Tri

p

( (((S

tory

Stor

ySt

ory

Stor

y / A

rtic

le/ A

rtic

le/ A

rtic

le/ A

rtic

le) )))

P

age: 4

4Page: 4

4Page: 4

4Page: 4

4



Mr Lee

Mrs W

hyte

Mrs Lockett

Mrs Reihana

W:

ww

w.t

he

relie

vin

gte

ach

er.

we

eb

ly.c

om

FB

: w

ww

.fa

ceb

oo

k.c

om

/th

ere

lie

vin

gte

ach

er



NZCM:

Level: 3

School Journal Contract Teacher Notes (2014)

Bloom

’s Taxonom

y in relation to the School Journal Contract Activities

These are extra activities the child could do based on the play, story, article,

poem from the journal they have been reading. A few possibilities include (but are not limited to, as the kids often come up with some great activity ideas): Putting the child into the story/article – that is, getting the child to take on

one of the people/characters in the story/article and write a piece about how they would feel if they were put in the same situation that is in the story/article (getting the child to bring the story/article into their life and

relating the story/article to experiences in their own lives), Mini Pictionary/Dictionary, Cartoon Drawing or similar, Junior Big Book, Redesign

the Journal Cover Page, Model / Puppet / Mobile / Craft etc, Wordfind /

Crossword, Teacher Choice, Your Choice, Write a mini review/presentation to

present to the Principal, Mini Booklet, Oral Retell/ storytelling to the class,

Sketch/diagram, Poster, Song, Title Page, Make up your own Journal/Reading

Contract, Make up a Question and Answer type quiz, Audio Book, Presentation,

Advert/TV Review, Mini Fact File, Rap Song, Make up your own poem, Musical

instrumental, Find a song with lyrics in the music which mentions something from the text, Make a new image/sign/logo/emblem...and the list goes on.

Thi

s p

age

just

list

s a

few

idea

s fo

r th

e te

ach

er b

ased

on

usi

ng

thes

e co

ntra

cts

in r

elat

ion

to t

he

New

Zea

land

Sch

ool J

ourn

als.

T

he

shee

ts c

ould

be

bac

ked

onto

eac

h ot

her

, or

giv

en o

ut a

s se

par

ate

shee

ts.

Thi

s fo

rmat

has

tw

o fu

ll p

ages

(C

ontr

act

1A a

nd 2

A)

for

each

pla

y, s

tory

and

art

icle

th

at is

list

ed in

th

e st

ated

Sch

ool J

ourn

al.

Th

ese

cont

ract

sh

eets

are

not

inte

nded

to

be

don

e as

a c

ompl

ete

set

of q

ues

tion

s al

l in

one

go

(th

ere

wou

ld b

e to

o m

any)

. H

owev

er,

wh

at I

hav

e tr

ied

to

do

is t

o m

ake

it va

ried

so

not

onl

y d

oes

it gi

ve t

he

teac

her

var

iou

s ac

tiviti

es,

but

hop

eful

ly it

als

o h

elp

s to

kee

p th

e ch

ild e

ngag

ed in

th

e jo

urn

als.

The

circ

le (

Con

trac

t 1A

) an

d tr

iang

le (

Con

trac

t 2A

) sh

apes

bes

ide

each

hea

ding

are

th

ere

for

the

child

to

tick

off t

he

ones

th

ey h

ave

to d

o fo

r th

at w

eek/

day

. T

hey

cou

ld a

lso

writ

e in

th

e nu

mb

er in

th

e or

der

you

w

ant

them

to

do

them

in.

Ano

ther

opt

ion

is f

or t

he

child

to

inve

nt t

heir

ow

n c

heck

sh

eet

whi

ch t

hey

can

mar

k of

f as

th

e ac

tiviti

es a

re d

one.

Som

e se

ctio

ns

may

be

don

e or

ally

in

grou

ps,

writ

ten

in g

rou

ps,

on t

hei

r ow

n, w

ith t

he t

each

er,

or a

mix

ture

of

all t

hree

. T

her

e ar

e n

o se

t ru

les

exce

pt y

our

own.

You

may

get

th

e st

ud

ent

to d

o so

me

with

on

e jo

urn

al o

n on

e d

ay,

and

then

an

oth

er s

ectio

n b

ased

on

anot

her

jour

nal

on

anot

her

day

an

d so

on.

Eac

h se

ctio

n h

as a

lett

er,

title

nam

e as

wel

l as

an im

age.

Thi

s h

as b

een

don

e on

pu

rpos

e to

ke

ep it

inte

rest

ing

for

the

stud

ents

. It

als

o al

low

s th

e te

ach

er t

o g

et t

he

child

to

follo

w in

stru

ctio

ns b

y re

ferr

ing

to w

ritte

n w

ord

s as

wel

l as

imag

es.

Th

e im

ages

use

d ar

e n

ot o

f my

mak

ing.

Th

ey h

ave

sim

ply

bee

n p

ut in

th

ere

to t

ry a

nd k

eep

the

kids

hoo

ked

and

tryi

ng

to d

o so

met

hin

g a

bit

diff

eren

t.

An

exam

ple

asse

ssm

ent

shee

t h

as a

lso

bee

n in

clud

ed in

eac

h se

t w

hich

may

or

may

not

be

of u

se t

o yo

u. S

impl

y ci

rcle

/tic

k w

her

e th

e ch

ild is

at.

A S

tude

nt B

lank

An

swer

Sh

eet

(tot

al o

f 4 p

ages

) h

as a

lso

bee

n in

clud

ed w

hich

has

th

e sa

me

hea

din

gs a

nd im

ages

as

the

shee

ts t

hat

hav

e th

e ac

tiviti

es o

n. I

t si

mpl

y al

low

s th

e ch

ild t

o w

rite

answ

ers

on a

sh

eet

whi

ch h

as a

ll th

e h

eadi

ngs.

How

ever

, th

ere

are

a fe

w s

ectio

ns w

her

e th

ere

is n

o ro

om f

or t

he

child

to

writ

e th

e an

swer

s on

th

e sh

eet.

Thi

s si

mpl

y m

ean

s th

at t

he

child

will

nee

d to

d

o it

on a

sep

arat

e sh

eet.

Th

e on

es t

hat

hav

e b

een

mis

sed

are

ones

wh

ere

the

child

cou

ld c

ompl

ete

them

in a

mor

e cr

eativ

e w

ay.

Sec

tion

s w

her

e th

e ch

ild w

ill n

eed

to d

o th

eir

own

are:

M-I

’m t

he A

uth

or;

Y-W

ho A

m I?

; A

A-W

hat

Am

I?;

AB

-Wha

t I

Tho

ught

/My

Ass

essm

ent/

Rev

iew

. F

or t

hos

e w

ho

use

W.A

.L.T

, I h

ave

also

mad

e a

refe

renc

e to

th

at (

Sec

tion

AB

).

Man

y of

th

ese

activ

ities

can

als

o b

e pl

aced

un

der

var

iou

s se

ctio

ns o

f Blo

om’s

Tax

onom

y. A

lthou

gh

I h

ave

not

sta

ted

whi

ch o

nes

, I

have

incl

uded

a q

uick

tic

k lis

t (b

elow

) w

her

e yo

u ar

e ab

le t

o tic

k of

f th

e ac

tiviti

es b

ased

on

Blo

om’s

Tax

onom

y.

I ho

pe

you

find

som

e of

th

e co

ntra

cts

and

info

rmat

ion

use

ful t

o yo

u as

a t

each

er,

whi

ch s

aves

you

a b

it of

tim

e (a

s I

know

wh

at t

ime

is li

ke f

or a

tea

cher

), a

nd

that

you

r cl

ass

find

them

enj

oyab

le t

o d

o. I

wis

h yo

u al

l th

e ve

ry b

est

with

you

r cl

ass.

Kin

d re

gar

ds,

Chr

is S

teve

nso

n (W

eb

site

: w

ww

.th

ere

lievi

ng

tea

che

r.w

ee

bly

.co

m F

B:

ww

w.f

ace

bo

ok.

com

/th

ere

lie

vin

gte

ach

er)

. 2

01

4.

Kn

ow

led

ge

: A

cqu

irin

g/l

ea

rnin

g f

act

ua

l in

form

ati

on

.

1.

Ab

ilit

y to

re

call

or

reco

gn

ise

sp

eci

fic

info

rma

tio

n.

2.

Ab

ilit

y to

bri

ng

to

min

d a

pp

rop

ria

te a

nsw

ers

.

An

aly

sis:

Exa

min

ing

th

e i

nfo

rma

tio

n i

n d

eta

il,

on

e p

art

at

a t

ime

.

1.

Ab

ilit

y to

bre

ak

do

wn

in

to s

ma

lle

r p

art

s.

2.

Ab

ilit

y to

ma

ke

so

me

thin

g c

lea

rer

by

exa

min

ing

it

clo

sely

.

Co

mp

reh

en

sio

n:

Un

de

rsta

nd

ing

th

e i

nfo

rma

tio

n o

n a

ba

sic

lev

el.

1.

Ab

ilit

y to

un

de

rsta

nd

wh

at

is b

ein

g c

om

mu

nic

ate

d.

2.

Ab

ilit

y to

ma

ke

use

of

an

id

ea

in

th

e s

am

e o

r si

mila

r si

tua

tio

n.

Sy

nth

esi

s: U

nd

ers

tan

din

g t

he

in

form

ati

on

in

re

lati

on

to

th

e w

ho

le.

1.

Ab

ilit

y to

pu

t to

ge

the

r p

art

s in

to a

un

ifie

d w

ho

le.

2.

Ab

ilit

y to

exp

ress

ori

gin

al th

ou

gh

ts o

r m

ak

e o

rig

ina

l p

rod

uct

s.

Ap

pli

cati

on

: U

sin

g t

he

in

form

ati

on

in

a n

ew

co

nte

xt.

1.

Ab

ilit

y to

use

id

ea

s in

ne

w s

itu

ati

on

s.

2.

Ab

ilit

y to

use

so

me

thin

g in

a d

iffe

ren

t w

ay.

Ev

alu

ati

on

: A

sse

ssin

g t

he

info

rma

tio

n b

ase

d o

n a

gre

ed

up

on

cri

teri

a.

1.

Ab

ilit

y to

de

ve

lop

sta

nd

ard

s a

nd

cri

teri

a.

2.

Ab

ility

to

jud

ge t

he v

alu

e o

f so

me

thin

g a

cco

rdin

g t

o a

sp

eci

fied

cri

teri

a.

B

C

D

E

F

G

H

I K

J

L M

N

O

P

Q

R

S

U

T

V

W

X

Y

A

A

Z

A

B

A

Key

Com

petencies

Thinking

Using Language,

Sym

bols and Texts

Managing Self

Relating to Others

Participating and

Contributing

Official Languages Used

English

Māori

NZSL (Sign Language)

Year at School

Year 0/1

Year 2

Year 3

Year 4

Year 5

Year 6

Year 7

Year 8

Curriculum Levels

Level 1

Level 2

Level 3

Level 4

National Standards

Year 3

Year 4

Year 5

Year 6

Year 7

Year 8

Journals (What Was)

Junior Journals

Part 1

Part 2 and 3 School Journals

Part 4 School Journals

School:

Class:

Teacher:

Date:

Nam

e:

Year:

Age:

Gender: Boy / Girl

Ethnicity:

After this assessment/note taking, the above

child continues to work... (tick the below chart

based on the National Standard Level in

Reading that the child is working at).

Limited progress made

Som

e progress made

Notable progress made

Excellent progress made

Teacher Observations/Progress towards goals

Teacher General Notes:

School Journal Used: Level 3, September, 2014. Title of Text: (Circle) Story/Article/Play/Poem

Progress against current learning goals

Next Learning Steps (if changes need to be made)

How is help at hom

e going?

Letter/s I used:

My Words:

School Journal Student Answersheet. Page 1/4

Date

:

Nam

e:

Schoo

l:

Cla

ss:

Schoo

l Jo

urn

al M

onth

:

Gen

re/s

:

Schoo

l Jo

urn

al Yea

r:

Lev

el:

Yo

u w

ill n

ee

d t

o d

o t

he

an

swe

r to

th

is o

ne

on

yo

ur

ow

n p

ap

er/

card

.


Date

:

Sc

hoo

l Jo

urn

al M

onth

:

Gen

re/s

:

Schoo

l Jo

urn

al Yea

r:

Nam

e:

Schoo

l:

Cla

ss:

Lev

el:


Date

:

The odd one out is:

because...

N

am

e:

Schoo

l:

Cla

ss:

Schoo

l Jo

urn

al M

onth

:

Gen

re/s

:

Schoo

l Jo

urn

al Yea

r:

Lev

el:

School Journal Student Answersheet (4/4). Spare pg.

Date

:

N

am

e:

Schoo

l:

Cla

ss:

Schoo

l Jo

urn

al M

onth

:

Gen

re/s

:

Schoo

l Jo

urn

al Yea

r:

Lev

el:

Documents

National Standards (Reading): Reading Levels: Year 5