🎯 Learning Objectives

• Apply self-monitoring prompts (“Does this make sense? sound right? look right?”) while reading
• Use phrasing and expression to support comprehension questions
• Perform partner repeated reading with comprehension checks after each read
• Graph accuracy and comprehension responses in Fluency Passport
• Connect ideas in text to whakapapa, whenua, or personal experiences

Success Criteria (ākonga-facing)

• I can use self-monitoring prompts to fix reading errors.
• I can answer comprehension questions after reading.
• I can connect the text to my experiences or whakapapa.

Kupu / Vocabulary

• self-monitoring – checking your reading as you go
• comprehension – understanding what you read
• prompt – a reminder or question
• inference – a meaning you work out from clues
• fix-up strategy – a way to correct errors
• accuracy – reading words correctly

📦 Materials & Prep

Prep Tip: Print comprehension sticks (colour-coded questions) and place in jars for quick partner prompts.

1. Warm-Up: Self-Monitoring Chant (5 mins)

Lead the class in the chant: “Does it make sense? (students tap head) / Sound right? (students touch ear) / Look right? (students trace word).”

• Model a reading error intentionally; ask students which prompt helped them spot the issue.
• Connect to whakataukī “Mā te whakarongo ka mōhio” – attentive listening/sharing brings understanding.

2. Model & Mark: Think-Aloud Reading (10 mins)

Read the first half of the mentor text aloud, pausing to demonstrate a “fix-up” strategy when meaning breaks down.

Students annotate their copy with sticky notes marking where they would “Stop/Think/Fix.”

3. Partner Cycle: Read – Question – Fix (15 mins)

Cycle Steps (3 rounds, 5 mins each):

1. Partner A reads the passage while Partner B notes any miscues or meaning breakdowns.
2. Partner B asks one question from the comprehension sticks; A answers using evidence.
3. If comprehension falters, partners choose a fix-up strategy (reread, chunk, use context, translate into te reo Māori).
4. Swap roles and repeat with remaining text.

Teacher Role: Confer with target students, prompting them to verbalise which cue they used (“I stopped because it didn’t sound right, then I checked the letters.”).

4. Shared Fluency Performance (10 mins)

Groups of four create a mini reader’s theatre using three short excerpts. Focus on:

• Accurate pacing and clear diction
• Expression that matches text mood
• Audience comprehension – each group asks a listening question

Encourage the use of bilingual greetings and farewells in the performance to honour reo Māori.

5. Exit Ticket: “My Fix-Up Moment” (5 mins)

1. Students describe one point they used Stop/Think/Fix.
2. Write the question that helped them confirm meaning.
3. Rate confidence on a 1–4 scale; note a goal for next lesson.

Whakawhiti kōrero: Pair-share exit ticket with a partner, using sentence starters “I fixed meaning when…” / “Next time I will…”

📊 Monitor

• Collect comprehension response sheets; note patterns of literal vs inferential understanding.
• Update Fluency Passport graphs (accuracy + comprehension).
• Record anecdotal evidence of self-monitoring statements for each student.

🌈 Differentiation

🔮 Next Steps

• Plan a small reteach group for students needing support with inferencing.
• Upload audio models to class platform for optional home practice.
• Prepare Lesson 13 resources (R-controlled vowels) and insert bilingual vocabulary list.