national standards (reading): reading levels: year 5
TRANSCRIPT
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
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P
age:
Page:
Page:
Page: 2 222
New Zealand School Journal
September 2014 – Level 3
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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
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P
age: 2
Page: 2
Page: 2
Page: 2
New Zealand School Journal
September 2014 – Level 3
1871
2004
1819
2011
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National Standards (Reading):
Reading Levels: Year 5
NZCM:
Level: 3
Com
prehension – Knowledge and Understanding.
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.
Are the questions/statem
ents
True, False or Both? Justify
your answer.
1. Twenty20 saw a change.
2. ACC is the Hall of Fam
e.
3. The ODI’s were good
for men cricketers.
What is wrong with the question/statement below?
The image shows the NZ Cricket Team
on tour in South Africa.
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. 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
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. Kēm
u
2. Aotearoa
3. Hau
Find the words using the clues below.
1. Consonants: 4,
Vowels: 5,
On Page: 26
Clue: Koalas
2. Consonants: 4,
Vowels: 3,
On Page: 24
Clue: To stop doing som
ething
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.
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
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P
age: 18
Page: 18
Page: 18
Page: 18
New Zealand School Journal
September 2014 – Level 3
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gte
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ww
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ceb
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ere
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ach
er
National Standards (Reading):
Reading Levels: Year 6
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. Lancaster Park
2. 1940’s
3. Allan Donald
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. 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?
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. IPL
2. Lucrative
3. Modern
4. Accolades
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 ISBN num
ber?
2. Who is the Series Editor?
3. Where should enquiries be made?
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.
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
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rtic
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P
age: 18
Page: 18
Page: 18
Page: 18
New Zealand School Journal
September 2014 – Level 3
1972
1935
1973
1975
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National Standards (Reading):
Reading Levels: Year 6
NZCM:
Level: 3
Com
prehension – Knowledge and Understanding.
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.
Are the questions/statem
ents
True, False or Both? Justify
your answer.
1. The Kai Hau Kai project
never changes.
2. Inanga is a land based
animal.
What is wrong with the question/statement below?
Simon spent 3 months in Beijing in the 1970’s.
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. 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
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. Mahinga kai
2. Ngāi Tahu
3. Tūpuna
Find the words using the clues below.
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
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.
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
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age: 3
6Page: 3
6Page: 3
6Page: 3
6
New Zealand School Journal
September 2014 – Level 3
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w.t
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ww
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National Standards (Reading):
Reading Levels: Year 6
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. Internet
2. Special video
3. Tītī Islands
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. 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?
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. Harvest
2. Peninsula
3. Trawl
4. Sym
posium
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
here is the dog?
2. What is the Item Num
ber for this journal?
3. What level is this School Journal?
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.
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
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P
age: 3
6Page: 3
6Page: 3
6Page: 3
6
New Zealand School Journal
September 2014 – Level 3
Aramoana
Ngāi Tahu
Bluff
Temuka
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National Standards (Reading):
Reading Levels: Year 6
NZCM:
Level: 3
Com
prehension – Knowledge and Understanding.
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?
Are the questions/statem
ents
True, False or Both? Justify
your answer.
1. The dishwasher door
clunked.
2. Harley shouted at
Dillon.
What is wrong with the question/statement below?
Dad kissed them on the cheek goodbye.
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. 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
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. Tōnga o te rā
2. Rori
3. Moenga
Find the words using the clues below.
1. Consonants: 5,
Vowels: 3,
On Page: 10
Clue: Side of road
2. Consonants: 4,
Vowels: 2,
On Page: 13
Clue: Round ball
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.
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
New Zealand School Journal
September 2014 – Level 3
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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. Playground
2. Sunday
3. Keeps on chewing
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 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?
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. Sunset
2. Mention
3. Eventually
4. Ominously
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. Describe the front cover.
2. Who drew the map on page 4?
3. How many wavy lines are below the 3 triangles?
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.
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
New Zealand School Journal
September 2014 – Level 3
Selfish
Wobbly
Sulk
Brat
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he
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gte
ach
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eb
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om
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ww
.fa
ceb
oo
k.c
om
/th
ere
lie
vin
gte
ach
er
National Standards (Reading):
Reading Levels: Year 5
NZCM:
Level: 3
Com
prehension – Knowledge and Understanding.
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?
Are the questions/statem
ents
True, False or Both? Justify
your answer.
1. TJ was an alien.
2. The farm
was noisy.
3. Normal’s’ skin glowed.
What is wrong with the question/statement below?
328 was separated from her mates.
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. 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
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. Rori
2. Kam
pūtu
3. Kākāriki
Find the words using the clues below.
1. Consonants: 6,
Vowels: 3,
On Page: 30
Clue: Alien vehicle
2. Consonants: 4,
Vowels: 2,
On Page: 35
Clue: Quicker and quicker
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.
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
New Zealand School Journal
September 2014 – Level 3
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om
/th
ere
lie
vin
gte
ach
er
National Standards (Reading):
Reading Levels: Year 6
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. Beans on toast.
2. Japan.
3. Hardly high-tech.
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. 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?
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. Bovine
2. Prospecting
3. Ballistic
4. Lum
inous
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 did Sarah Penwarden write?
2. How many images are courtesy of the NZ
Cricket Museum
?
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.
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
New Zealand School Journal
September 2014 – Level 3
Eketāhuna
South America
Japan
Rom
ania
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ach
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ww
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oo
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om
/th
ere
lie
vin
gte
ach
er
National Standards (Reading):
Reading Levels: Year 6
NZCM:
Level: 3
Com
prehension – Knowledge and Understanding.
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?
Are the questions/statem
ents
True, False or Both? Justify
your answer.
1. It was spring time.
2. Mrs Reihana owned a
dairy.
What is wrong with the question/statement below?
Mrs Hills hours had been cut at the cafe.
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. 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
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. Moni
2. Kurī
3. Pāpā
Find the words using the clues below.
1. Consonants: 6,
Vowels: 5,
On Page: 46
Clue: Duplicate
2. Consonants: 2,
Vowels: 2,
On Page: 44
Clue: Coffee time
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 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
New Zealand School Journal
September 2014 – Level 3
W:
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w.t
he
relie
vin
gte
ach
er.
we
eb
ly.c
om
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ww
.fa
ceb
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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. Autum
n.
2. Riding bikes.
3. 3rd week of the 2nd
term
.
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. 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?
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. Relieved
2. Ginger crunch
3. Orchard
4. Species
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 did Daron Parton do?
2. What month was this journal released?
3. What is the Ministry of Education’s freephone?
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 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
New Zealand School Journal
September 2014 – Level 3
Mr Lee
Mrs W
hyte
Mrs Lockett
Mrs Reihana
W:
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National Standards (Reading):
Reading Levels: Year 5
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
.
School Journal Student Answersheet. Page 2/4
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:
School Journal Student Answersheet. Page 3/4
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: