Participating and contributing

This competency is about being actively involved in communities. Communities include family, whānau, and school and those based, for example, on a common interest or culture. They may be drawn together for purposes such as learning, work, celebration, or recreation. They may be local, national, or global. This competency includes a capacity to contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group.

Students who participate and contribute in communities have a sense of belonging and the confidence to participate within new contexts. They understand the importance of balancing rights, roles, and responsibilities and of contributing to the quality and sustainability of social, cultural, physical, and economic environments.

Emergent Writers 2021

  • Posted on: 9 January 2021
  • By: NadineWalmisley

This year our new entrants will begin their writing journey through guided writing sessions. These sessions will include co-creating texts based on big books from the emergent reading programme or experiences we have/create.
The development of writing skills will also occur through phonics, handwriting and fast words programmes.

Guided Reading for Emergent Readers 2021

  • Posted on: 9 January 2021
  • By: NadineWalmisley

This year new entrants will begin their reading journey through three guided reading sessions of shared texts per week.
In these sessions we will develop concepts about print, language features and reading strategies. We will also bring our learning of letter sounds and fast words to these texts.
Our main source of texts will be big books.

Purple Reading 2021

  • Posted on: 9 January 2021
  • By: NadineWalmisley

3-4 reading sessions per week. Students reading at Purple are still developing fluency and expression, and still rely on decoding strategies frequently. Comprehension is less important at this level, but should be beginning to develop and questions about the texts help to develop this.
Student will be able to give opinions and make predictions, draw inferences, notice more print conventions and vary their voice accordingly, understand more challenging vocab, be able to summarise the text, describe the strategies they have used to decode an unknown word.

Blue Reading 2021

  • Posted on: 9 January 2021
  • By: NadineWalmisley

Children will use skills and strategies learnt to decode text with fluency during 4 x weekly (two texts per week) instructional reading sessions.

Blue Reading skills and strategies:

Red Reading 2021

  • Posted on: 9 January 2021
  • By: NadineWalmisley

Our aim is to see reading groups 4 x weekly using up to two texts per week. Red reading groups seek to establish book knowledge and reading processes.

Red reading Skills:

I can point and match words as I say them.
I can make the sounds as I try to say the word.
I can check the picture for a clue.
I can recognise and use high frequency words.
I can check the word looks right, sounds right and makes sense.
I can re-read the sentence to help self-correct my errors.
I can recognise fullstops, commas and exclamation marks.

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