2019 Term 2 Literacy Tarākona Level 3

  • Posted on: 16 May 2019
  • By: MelvaGill

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
Students will:
• Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas.
indicators:
Ð creates a range of texts by integrating sources of information and processing strategies with developing confidence;
Ð seeks feedback and makes changes to texts to improve clarity, meaning, and effect;
Ð is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with growing confidence.
By using these processes and strategies when speaking, writing, or presenting, students will:
Purposes and audiences
• Show a developing understanding of how to shape texts for different purposes and audiences.
indicators:
Ð constructs texts that show a growing awareness of purpose and audience through careful choice of content, language, and text form;
Ð conveys and sustains personal voice where appropriate.
Ideas
• Select, form, and communicate ideas on a range of topics.
indicators:
Ð forms and expresses ideas and information with increased clarity, drawing on a range of sources;
Ð adds or changes details and comments to support ideas, showing some selectivity in the process;
Ð ideas suggest awareness of a range of dimensions or viewpoints.
Language features
• Use language features appropriately, showing a developing understanding of their effects.
indicators:
Ð uses oral, written, and visual language features to create meaning and effect and engage interest;
Ð uses a range of vocabulary to communicate meaning;
Ð demonstrates good understanding of all basic spelling patterns and sounds in written English;
Ð uses an increasing range of strategies to self-monitor and self-correct spelling;
Ð writes legibly, fluently, and with ease when creating texts;
Ð uses a range of text conventions, including most grammatical conventions, appropriately and with increasing accuracy.
Structure
• Organise texts, using a range of appropriate structures.
indicators:
Ð organises written ideas into paragraphs with increasing confidence;
Ð organises and sequences ideas and information with increasing confidence;
Ð uses a variety of sentence structures, beginnings, and lengths.

To Do List: 
Selects words carefully for audience, Organises ideas including sequencing and paragraphing, Edits their work frequently, Has created a finished piece of work
LA Code: 
Levels: 
3
Year: