2019 Term 2 Literacy Tarākona Level 2
To work in rotation workshops with each LA at least 3 times a week to develop writing skills from the Writing Book. To create skills in using words effectively and accurately for specific audiences . To edit and to create published work in narrative and report writing and also to use these skills in meeting iem and inquiry goals.
See the Tarākona writing progressions for details linked to each SLO below. See weekly plan for how this is realised in individual workshops.
Selects words carefully for audience,
Organises ideas including sequencing and paragraphing,
Edits their work frequently,
Has created a finished piece of work
Speaking, Writing, Presenting
Processes and strategies
• Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas.
D seeks feedback and makes changes to texts to improve clarity and meaning;
Ð is reflective about the production of texts: monitors, self-evaluates, and describes progress with some confidence.
By using these processes and strategies when speaking, writing, or presenting, students will:
Purposes and audiences
• Show some understanding of how to shape texts for different purposes and audiences.
Ð constructs texts that demonstrate a growing awareness of audience and purpose through appropriate choice of content, language, and text form;
Ð expects the texts they create to be understood, responded to, and appreciated by others;
Ð develops and conveys personal voice where appropriate.
• Select, form, and express ideas on a range of topics.
Ð forms and expresses ideas and information with reasonable clarity, often drawing on personal experience and knowledge;
Ð begins to add or delete details and comments, showing some selectivity in the process.
• Use language features appropriately, showing some understanding of their effects.
Ð uses oral, written, and visual language features to create meaning and effect;
Ð uses a large and increasing bank of high-frequency, topic-specific, and personal content words to create meaning;
Ð spells most high-frequency words correctly and shows growing knowledge of common spelling patterns;
Ð uses a range of strategies to self-monitor and self-correct spelling;
Ð writes legibly and with increasing fluency when creating texts;
Ð gains increasing control of text conventions, including some grammatical conventions.
• Organise texts using a range of structures.
Ð uses knowledge of word and sentence order to communicate meaning when creating text;
Ð organises and sequences ideas and information with some confidence;
Ð begins to use a variety of sentence structures, beginnings, and lengths.