Kahungunu Ki Tai Reading Booklet

Name:

Date:

Day 1: What Does Coastal Mean?

WALT: Read about Kahungunu Ki Tai and explain coastal words.

Success criteria: I can break words into sounds or syllables. I can use a new word in a sentence. I can find evidence in the text.

Dyslexia-friendly reading option: Read with a partner, use a reading window, or listen to the teacher read first.

Vocabulary: coastal — near the sea; zone — an area with particular features; interface — a meeting point; shoreline — the edge where land meets water.

1. Break one vocabulary word into sounds or syllables.

2. Use one vocabulary word in your own sentence.

Read the Day 1 text. Answer in full sentences.

3. What does coastal mean?

4. What two places meet at the coastal zone?

5. Name one type of coastal place.

6. Why might the coastline change?

Evidence: Underline evidence in the text or copy one phrase that supports an answer.

Extension: Explain how a beach, rocky shore, harbour or estuary is different from another coastal place.

Day 2: A Changing Environment

WALT: Explain how coastal environments change.

Success criteria: I can define a new word. I can identify natural and human changes. I can use evidence.

Dyslexia-friendly reading option: Echo-read each sentence and track the words with a finger or ruler.

Vocabulary: environment — the living and non-living world around us; region — a particular area; habitat — a place where plants and animals live; dynamic — always changing.

1. Break one vocabulary word into sounds or syllables.

2. Use dynamic or habitat in your own sentence.

Read the Day 2 text. Answer in full sentences.

3. What makes a coastal environment dynamic?

4. What might live in a coastal habitat?

5. Which changes are natural?

6. Which changes might people cause?

Evidence: Underline or copy a phrase from the text that supports one answer.

Extension: Explain one cause-and-effect link in a changing coastal environment.

Day 3: Waves and Wind

WALT: Explain how wind can make waves.

Success criteria: I can read science words accurately. I can describe a process. I can support an idea with evidence.

Dyslexia-friendly reading option: Say each word slowly, tap its syllables, and reread difficult sentences.

Vocabulary: wave — a moving rise and fall of water; wind — moving air; energy — the ability to make something move or change; friction — rubbing that slows or pushes movement.

1. Break one vocabulary word into sounds or syllables.

2. Use energy or friction in your own sentence.

Read the Day 3 text. Answer in full sentences.

3. What causes most waves?

4. How does wind transfer energy to water?

5. What is the difference between a ripple and a wave?

6. Find a phrase that explains the process.

Evidence: Underline or copy the phrase that explains how wind makes waves.

Extension: Explain how stronger wind might affect the size or movement of waves.

Day 4: Tides and Gravity

WALT: Explain how gravity helps create tides.

Success criteria: I can explain a science idea in my own words. I can compare waves and tides. I can use text evidence.

Dyslexia-friendly reading option: Read the passage in short phrases, then echo-read it with a partner.

Vocabulary: tide — the regular rise and fall of sea level; gravity — a force that pulls objects together; fluid — a substance that can flow; tug — to pull strongly.

1. Break one vocabulary word into sounds or syllables.

2. Use tug or fluid in your own sentence.

Read the Day 4 text. Answer in full sentences.

3. What causes tides?

4. Why does gravity affect ocean water?

5. How are waves and tides different?

6. Explain “tug” as it is used in the text.

Evidence: Underline or copy a phrase that explains the Moon’s or Sun’s pull.

Extension: Compare the cause of a wave with the cause of a tide.

Day 5: High, Low and Intertidal

WALT: Describe what happens between high tide and low tide.

Success criteria: I can explain intertidal. I can describe changing conditions. I can use evidence from the text.

Dyslexia-friendly reading option: Cover some lines, read one line at a time, and reread for meaning.

Vocabulary: high tide — when water reaches its highest level; low tide — when water reaches its lowest level; intertidal — the area between high and low tide; exposed — uncovered or visible.

1. Break one vocabulary word into sounds or syllables.

2. Use intertidal or exposed in your own sentence.

Read the Day 5 text. Answer in full sentences.

3. What is the intertidal zone?

4. What happens to it at high tide?

5. What happens at low tide?

6. Why must coastal animals cope with changing conditions?

Evidence: Underline or copy a phrase showing that the shore can be underwater and exposed.

Extension: Explain one way an intertidal animal might cope with change.

Day 6: King Tides and Evidence

WALT: Explain what king tides show us.

Success criteria: I can explain a new term. I can connect evidence to an idea. I can answer using the text.

Dyslexia-friendly reading option: Listen first, highlight key words, and discuss answers before writing.

Vocabulary: alignment — objects arranged in a line or position; king tide — an unusually high natural tide; flooding — water covering normally dry land; sea-level rise — a long-term increase in ocean height.

1. Break one vocabulary word into sounds or syllables.

2. Use alignment or flooding in your own sentence.

Read the Day 6 text. Answer in full sentences.

3. What is a king tide?

4. Why can it cause flooding?

5. How can king tides help people imagine future sea levels?

6. What evidence would scientists collect?

Evidence: Underline or copy a phrase explaining how a king tide forms.

Extension: Suggest one measurement scientists could make during a king tide.

Day 7: Caring for Coastal Waters

WALT: Explain how communities can protect coastal waters.

Success criteria: I can explain a problem. I can suggest a solution. I can support my answer with evidence.

Dyslexia-friendly reading option: Rehearse your answer orally with a partner before writing it.

Vocabulary: conservation — protecting and caring for nature; pollution — harmful waste in the environment; marine debris — rubbish in the ocean; community — people living or working together.

1. Break one vocabulary word into sounds or syllables.

2. Use conservation or community in your own sentence.

Read the Day 7 text. Answer in full sentences.

3. How can marine debris harm animals?

4. Why does plastic remain for a long time?

5. Give one community solution.

6. What action could our class take?

Evidence: Underline or copy a phrase that supports a protective action.

Extension: Write an evidence-based recommendation for protecting Kahungunu Ki Tai.

Day 8: Synthesising Ideas

WALT: Summarise how natural forces and people affect Kahungunu Ki Tai.

Success criteria: I can connect ideas from the whole text. I can include evidence. I can describe a protective action.

Dyslexia-friendly reading option: Reread selected sentences, use a reading window, and plan ideas aloud before writing.

Vocabulary: impact — an effect or change; erosion — wearing away by wind or water; evidence — information that supports an idea; responsibility — a duty to care or act.

1. Break one vocabulary word into sounds or syllables.

2. Use impact or responsibility in your own sentence.

Reread the text. Answer in full sentences.

3. How are waves and tides different?

4. How are waves and tides connected to coastal change?

5. What is one impact of people?

6. Use two pieces of evidence to explain how we can show responsibility.

Evidence: Underline or copy two phrases from the text that support your ideas.

Summary: Write two or three sentences. Include one natural force, one human impact and one protective action.

Extension: Write a recommendation explaining why your protective action matters.