2019 Term 2 Literacy Tarākona Level 4

  • 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 confidently to identify, form, and express ideas.
indicators:
Ð creates a range of texts by integrating sources of information and processing strategies with increasing 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 confidence.
By using these processes and strategies when speaking, writing, or presenting, students will:
Purposes and audiences
• Show an increasing understanding of how to shape texts for different purposes and audiences.
indicators:
Ð constructs texts that show an awareness of purpose and audience through deliberate choice of content, language, and text form;
Ð conveys and sustains personal voice where appropriate.
Ideas
• Select, develop, and communicate ideas on a range of topics.
indicators:
Ð forms and communicates ideas and information clearly, drawing on a range of sources;
Ð adds or changes details and comments to support ideas, showing thoughtful selection in the process;
Ð ideas show increasing awareness of a range of dimensions or viewpoints.
Language features
• Use a range of language features appropriately, showing an increasing understanding of their effects.
indicators:
Ð uses a range of oral, written, and visual features to create meaning and effect and to sustain interest;
Ð uses a range of vocabulary to communicate precise meaning;
Ð demonstrates a good understanding of spelling patterns in written English, with few intrusive errors;
Ð uses a wide range of strategies to self-monitor and self-correct spelling;
Ð writes with increasing speed and endurance to suit the nature of the task and its purpose, without significant loss of legibility;
Ð uses a range of text conventions, including grammatical conventions, appropriately, effectively, and with increasing accuracy.
Structure
• Organise texts using a range of appropriate structures.
indicators:
Ð achieves some coherence and wholeness when constructing texts;
Ð organises and sequences ideas and information for a particular purpose or effect;
Ð uses a variety of sentence structures, beginnings, and lengths for effect.

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: 
4
Year: