My Plane Trip To Holland - Email Recount (My Plane Trip To Holland)

  • Grade: Year 4
    Activity type: Interactive Activity

My Plane Trip To Holland - Email Recount (My Plane Trip To Holland)

Course
English
Grade
Year 4
Section
Reading Comprehension
Outcome
A Plane trip to Holland (recount)
Activity Type
Interactive Activity
Activity ID
3134

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  • Year 4
    • Language
      • Language variation and change

        • ACELA1487 – Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages

      • Language for interaction

        • ACELA1488 – Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising students' own views and reporting them to a larger group

      • Text structure and organisation

        • ACELA1490 – Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience

        • ACELA1491 – Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives

      • Expressing and developing ideas

        • ACELA1496 – Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts

        • ACELA1780 – Recognise homophones and know how to use context to identify correct spelling

    • Literacy
      • Interacting with others

        • ACELY1687 – Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information

        • ACELY1688 – Use interaction skills such as acknowledging another's point of view and linking students' response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently

      • Interpreting, analysing, evaluating

        • ACELY1690 – Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text

        • ACELY1691 – Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing

        • ACELY1692 – Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts

  • Y4 – Year 4
    • Y4.R – Reading
      • They draw on knowledge and skills that include:

        • Y4.R.1 – Automatically reading all high-frequency words

        • Y4.R.2 – Automatically selecting an appropriate decoding strategy when they encounter unknown words

        • Y4.R.4 – Working out the meanings of unfamiliar phrases and expressions (e.g., figures of speech) by drawing on their oral language and the context

        • Y4.R.5 – Recognising the features and purposes of some common text types and using this knowledge to navigate and understand texts

        • Y4.R.6 – Using visual language features to support their understanding of the ideas and information in the text.

        • Y4.R.3 – Working out the meanings of new words, using strategies such as:

          • Y4.R.3.a – Applying knowledge of the meanings of most common prefixes (e.g., over-, mis-, sub-, pre-, inter-, semi-, mid-) and most common suffixes (e.g., -ist, -ity, -ty, -ion, -able/-ible, -ness, -ment)

          • Y4.R.3.c – Inferring word meanings from known roots and affixes (e.g., by using the known meaning of tele- and -port to infer the meaning of teleport)

  • Y5&6 – Year 5 and 6
    • Y5&6.R – Reading
      • They draw on knowledge and skills that include:

        • Y5&6.R.1 – Decoding texts fluently and accurately, using a range of reliable strategies

  • 4 – Year 4
    • 4.RS – The reading standard
      • Key characteristics of texts that students read at this level

        • 4.RS.1 – The texts that students use to meet the reading demands of the curriculum at this level will often include:

          • 4.RS.1.a – Some abstract ideas that are clearly supported by concrete examples in the text or easily linked to the students’ prior knowledge

          • 4.RS.1.b – Some places where information and ideas are implicit and where students need to make inferences based on information that is easy to find because it is nearby in the text and there is little or no competing information

          • 4.RS.1.c – A straightforward text structure, such as a structure that follows a recognisable and clear text form

          • 4.RS.1.d – Some compound and complex sentences, which may consist of two or three clauses

          • 4.RS.1.e – Some words and phrases that are ambiguous or unfamiliar to the students, the meaning of which is supported by the context or clarified by photographs, illustrations, diagrams, and/or written explanations

  • 5 – Year 5
    • 5.RS – The reading standard
      • Key characteristics of texts that students read at this level

        • 5.RS.1 – The texts that students use to meet the reading demands of the curriculum at this level will often include:

          • 5.RS.1.a – Abstract ideas, in greater numbers than in texts at earlier levels, accompanied by concrete examples in the text that help support the students’ understanding

          • 5.RS.1.b – Some ideas and information that are conveyed indirectly and require students to infer by drawing on several related pieces of information in the text

          • 5.RS.1.c – Some information that is irrelevant to the identified purpose for reading (that is, some competing information), which students need to identify and reject as they integrate pieces of information in order to answer questions

          • 5.RS.1.e – Sentences that vary in length and in structure (for example, sentences that begin in different ways and different kinds of complex sentences with a number of subordinate clauses)

This activity is not included in United Kingdom – National Curriculum.

You can go to an overview of all the curricula here.

  • 3 – Grade 3
    • RL.3 – Reading: Literature
      • Literacy

        • RL.3.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

        • RL.3.3 – Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

      • Literacy

        • RL.3.4 – Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

        • RL.3.5 – Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

        • RL.3.6 – Distinguish their own point of view from that of the narrator or those of the characters.

      • Literacy

        • RL.3.7 – Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

      • Literacy

        • RL.3.10 – By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

    • SL.3 – Speaking & Listening
      • Literacy

        • SL.3.2 – Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

        • SL.3.3 – Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

        • SL.3.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

          • SL.3.1.a – Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

          • SL.3.1.b – Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

          • SL.3.1.c – Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

          • SL.3.1.d – Explain their own ideas and understanding in light of the discussion.

      • Literacy

        • SL.3.4 – Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

        • SL.3.6 – Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

    • L.3 – Language
      • Literacy

        • L.3.6 – Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

        • L.3.4 – Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

          • L.3.4.a – Use sentence-level context as a clue to the meaning of a word or phrase.

          • L.3.4.b – Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

          • L.3.4.c – Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

          • L.3.4.d – Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

        • L.3.5 – Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

          • L.3.5.b – Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

          • L.3.5.c – Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

      • Literacy

        • L.3.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

          • L.3.1.a – Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

        • L.3.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

          • L.3.2.a – Capitalize appropriate words in titles.

          • L.3.2.b – Use commas in addresses.

      • Literacy

        • L.3.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.

          • L.3.3.b – Recognize and observe differences between the conventions of spoken and written standard English.

    • RF.3 – Reading: Foundational Skills
      • Literacy

        • RF.3.3 – Know and apply grade-level phonics and word analysis skills in decoding words.

          • RF.3.3.b – Decode words with common Latin suffixes.

          • RF.3.3.c – Decode multisyllable words.

          • RF.3.3.d – Read grade-appropriate irregularly spelled words.

      • Literacy

        • RF.3.4 – Read with sufficient accuracy and fluency to support comprehension.

          • RF.3.4.a – Read grade-level text with purpose and understanding.

          • RF.3.4.b – Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

          • RF.3.4.c – Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

  • 4 – Grade 4
    • RL.4 – Reading: Literature
      • Literacy

        • RL.4.3 – Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

      • Literacy

        • RL.4.4 – Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

        • RL.4.5 – Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

        • RL.4.6 – Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

      • Literacy

        • RL.4.7 – Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

      • Literacy

        • RL.4.10 – By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

    • SL.4 – Speaking & Listening
      • Literacy

        • SL.4.2 – Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

        • SL.4.3 – Identify the reasons and evidence a speaker provides to support particular points.

        • SL.4.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

          • SL.4.1.a – Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

          • SL.4.1.b – Follow agreed-upon rules for discussions and carry out assigned roles.

          • SL.4.1.c – Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

          • SL.4.1.d – Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

      • Literacy

        • SL.4.4 – Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

        • SL.4.6 – Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

    • RF.4 – Reading: Foundational Skills
      • Literacy

        • RF.4.3 – Know and apply grade-level phonics and word analysis skills in decoding words.

          • RF.4.3.a – Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

      • Literacy

        • RF.4.4 – Read with sufficient accuracy and fluency to support comprehension.

          • RF.4.4.a – Read grade-level text with purpose and understanding.

          • RF.4.4.b – Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

          • RF.4.4.c – Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

    • W.4 – Writing
      • Literacy

        • W.4.9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.

          • W.4.9.a – Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

    • L.4 – Language
      • Literacy

        • L.4.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.

          • L.4.3.a – Choose words and phrases to convey ideas precisely.*

          • L.4.3.c – Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

      • Literacy

        • L.4.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

          • L.4.4.a – Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

          • L.4.4.b – Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).