English YEAR 4-6 AT SCHOOL AND HOME

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1 English YEAR 4-6 AT SCHOOL AND HOME stcuthberts.school.nz

2 ENGLISH English is structured around two interconnected strands, each encompassing the oral, written, and visual forms of the language. The strands differentiate between the modes in which students are primarily: making meaning of ideas or information they receive (listening, reading, and viewing) creating meaning for themselves or others (speaking, writing, and presenting) As they progress, students use their skills to engage with tasks and texts that are increasingly sophisticated and challenging, and they do this in increasing depth. New Zealand Curriculum: English The principles of reading like a writer and writing like a reader are at the heart of our literacy practice. The achievement objectives within each strand suggest progressions through which most students move as they become more effective oral, written, and visual communicators. Using a set of underpinning processes and strategies, students develop knowledge, skills, and understandings related to: text purposes and audiences. ideas within language contexts. language features that enhance texts. the structure and organisation of texts. Students need to practise making meaning and creating meaning at each level of the curriculum. This need is reflected in the way that the achievement objectives are structured. 2

3 READING Read Like A Writer Making meaning of ideas or information they receive. In the classroom Effective reading varies from context to context according to what the reader wants and needs to achieve. This understanding is tested through discussion, comprehension activities and visual representation as a response to the text. Reading Strategies for fiction and non-fiction texts across genres. Prior to reading - reading to learn: Connecting with prior knowledge what is already known. Oral reading captivating and maintaining an audience: Decoding using visual cues of phonetics, chunking and context, by reading on and rereading Fluency Pace adjusting reading rate for purpose and effect Phrasing using punctuation cues Expression to convey meaning Self-correction correcting errors as they are made Comprehending understanding what is read on multiple levels Connecting with the text using analogy Predicting what could happen and why by testing hypotheses Retrieval retelling, skimming, scanning, summarising and paraphrasing Inferential what is intended but not explicit Visualising making mental imagery from the language used Application of knowledge comparing information and ideas Synthesising and evaluating have personally held views changed from reading this text and determining importance of content Questioning wondering and searching for more information Vocabulary building 3

4 WRITING Write Like A Reader Creating meaning for themselves or others. In the classroom Forming intentions purpose and audience: A writer gets an idea (identify), thinks about it in terms of the purpose and audience (forms), and gives it time to grow (express ideas). As the teacher supports students in forming intentions for their writing, the students will become aware that writing, like reading, is for a purpose. Provocation a reason to write: Responding to a book, object that is distinctive, slice of life recounting, note taking, shared experiences or a shared book. Planning to write: Tools to plan organising ideas and thoughts using graphic or visual tools Time to plan uninterrupted and quiet time to imagine and organise thoughts Surface features technical aspects of writing: Grammar punctuation, parts of speech, exploring the use of tenses, composition of sentences and structure of paragraphs 4 Spelling phonetic and phonographic development and approximation, while following spelling patterns, rules and spelling conventions Proofreading to correct errors and spelling mistakes using a dictionary for reference Deeper features language usage that is shaped for the different purposes of writing: Vocabulary precise selection of nouns, adjectives and verbs evoking emotions and senses Language features and techniques similes, metaphors, personification, arguments and showing rather than telling Editing to improve fitness of purpose using a thesaurus for reference, self and peer review, and conferencing There are three aspects which readers and writers use in integrated ways. The three aspects are: learning the code making meaning thinking critically Excerpt from: Reading and Writing Standards for Year 1-8 (Luke and Freebody, 1999)

5 Spelling Once the girls have finished their NZCER Essential Lists words, we progress to learning spelling rules and conventions. We assess spelling by administering Schonell twice a year to get a spelling age and Joy Allcock s Spelling Under Scrutiny for Gap Analysis to personalise learning for each student. The PPLC has additional spelling tests for their own diagnostic purposes to inform learning steps for our diverse learners. USING ENGLISH In Context Reggio Emilia inspired investigations During the homeroom classes, the students explore themes and create investigations fueled by passion, curiosity, things they need to learn, curriculum coverage and provocations. The English strands are woven into their learning along with their ILT and Thinking Skills, as well as learning objectives from the following curriculum areas: Social Sciences Science Technology The Arts Visual Art, Interpretive Dance, Music and Drama Te Reo Maori 5

6 ASSESSMENT OF Reading and Writing READING is assessed through group and individual oral reading activities, as well as the responses to the text through comprehension activities. The PROBE Reading Comprehension Tests are also used, with their original stories and carefully created question taxonomy and specifically crafted questions, to assess each student s Reading Age range (RA). These RAs are matched to the New Zealand Curriculum levels to give an indication of where a student is placed. WRITING is assessed regularly as a student writes. This judgment comes about by how constructive feedback is received and acted on to improve a piece, consistency of execution, as well as the impact of a piece of writing against a marking schedule. Several pieces will be evaluated across genres before an overall level has been assigned. The marking schedule covers the following elements of writing: ideas, structure and language (appropriate to purpose), organisation, vocabulary, sentence structure, punctuation and spelling. 6 AT HOME Supporting your reader Make reading fun and a valued part of your family life. keep the magic of listening to a good story alive by reading aloud to your child or making up a story with lots of exciting voices encourage your child to read every day and get involved with what they are reading by discussing the plot and the characters

7 predict what may happen next and check in later to see what did happen ask lots of open-ended questions to draw out reaction to the text build vocabulary knowledge by discussing new words in the context of their usage have your child make a list of words they encounter that they don t understand and talk about them together use new words in conversation to cement this new understanding provide lots of opportunity to be exposed to different types of literature plenty of books, magazines and newspapers around your home model reading for pleasure and for reference regularly visit your community library or local book store looking for recommended reading that is age appropriate swap books with your friends or have a book fair together with other families Supporting your writer Keep writing fun and encourage your child to write about anything, anytime. work with your child on their weekly spelling list or spelling rule and activities, making sure these are reviewed regularly build up your child s vocabulary and language skills by providing language 7 rich experiences e.g. planning a family outing, cooking together, look at and discuss nature together using precise words encourage your child to proofread their work at home when working on homework tasks have your child reread their work to make sure their ideas and information are in the correct order and make sense ensure you have a dictionary and thesaurus at home to refer to have your child think about who they are writing for have them consider whether the text is appropriate for the purpose and audience encourage writing - report on a family event e.g. a new baby cousin, a pet, a family holiday, etc. - short stories - s, cards or postcards - shopping lists, equipment lists, packing list for weekends away or task lists - write lyrics to a song or create a poem for a special occasion celebrate books and authorship The principles of reading like a writer and writing like a reader are at the heart of our literacy practice.

8 PO Box 26020, Epsom, Auckland 1344, New Zealand P F stcuthberts.school.nz

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