2019 Term 2 Literacy Tarākona Level 1
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
• Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.
Ð seeks feedback and makes changes to texts;
Ð is becoming reflective about the production of own texts;
By using these processes and strategies when speaking, writing, or presenting, students will:
Purposes and audiences
• Recognise how to shape texts for a purpose and an audience.
Ð constructs texts that demonstrate some awareness of purpose and audience through appropriate choice of content, language, and text form;
• Form and express ideas on a range of topics.
Ð forms and expresses simple ideas and information, usually drawing from personal experience and knowledge;
Ð begins to support ideas with some detail.
• Use language features, showing some recognition of their effects.
Ð uses some oral, written, and visual language features to create meaning and effect;
Ð uses a range of high-frequency, topic-specific, and personal-content words to create meaning;
Ð spells some high-frequency words correctly and begins to use some common spelling patterns;
Ð begins to use some strategies to self-correct and monitor spelling;
Ð writes most letters and number forms legibly when creating texts;
Ð begins to gain control of text conventions such as: capital letters and full stops; some basic grammatical conventions; volume, clarity, and tone; and simple symbols.
• Organise texts, using simple structures.
Ð uses knowledge of word and sentence order to communicate meaning in simple texts;
Ð begins to sequence ideas and information;
Ð uses simple sentences with some variation in beginnings;
Ð may attempt compound and complex sentences.