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To Be Literate …

To Be Literate …. Parent Information Evening. Outline. How is Writing taught now? The New Zealand Curriculum Helpful and practical ideas to support your child’s learning in Writing. Teaching. Using specific Learning Intentions and Success Criteria

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To Be Literate …

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  1. To Be Literate … Parent Information Evening

  2. Outline How is Writing taught now?The New Zealand Curriculum Helpful and practical ideas to support your child’s learning in Writing.

  3. Teaching Using specific Learning Intentions and Success Criteria Using good examples of different writing genre Close links with reading and oral language Reflecting on learning and thinking about where to next.

  4. Assessing what children know. Assess - where each child is at through in class book work, asTTle writing indicators, Writing exemplars Group according to a childs writing ability and individual next learning step Encourage children to self assess (reflect) know and own their next learning steps.

  5. Writing Indicators Curriculum Exemplars asTTle writing indicators

  6. Writing Levels and Expectations Level 1i - Beginning Writing proper letters and some words. Level 1ii - After One Year at School Level 1iii - After Two Years at School Level 2 - Beginning Level 2 (2b) After Three Years at School - At Level 2 (2p) At the End of Year 4 Level 3 - Beginning Level 3 (3b) At the End of Year 5 - At Level 3 (3p) At the End of Year 6 Level 4 - Beginning Level 4 (4b) At the End of Year 7 - At Level 4 (4p) At the End of Year 8

  7. Level 1i Beginning Writing • Can share thoughts and feelings about a personal experience • Beginning to add supporting ideas • Can record dominant sounds when spelling some words. I fell off my bike on to the concrete. I nearly cried. Lucky I had my helmet on.

  8. Level 1ii After One Year at School • Can share thoughts and feelings about a personal experience • Elaborates further on an idea, adding details important to them • Can record dominant sounds when spelling some words and spells some high frequency words accurately. I always keep my door shut when I’m in my bed room. It is all private with my brother not being able to get in. He is an annoying brother.

  9. Level 1iii I was sad when my cat died from a car. I tried to yell out to him “look out you will pay for this.” We had a funeral and he was very flat. We buried him in the dirt at Wellington. He was like Greedy Cat because he was a golden colour and all the fur came off. After Two Years at School • Can share thoughts and feelings about a personal experience • Elaborates further on an idea, adding details and using some good describing words. • Starts to join ideas using words like and, because and when. • Can record dominant sounds when spelling some words and spells some high frequency words accurately.

  10. Level 2 Beginning Level 2 (2b) after three years at school Working at Level 2 (2p) at the end of Year 4 My Grandma allways tells me of for not having good enough table maners. She’s got all these serviette and serviette rings. Me and my Grandma, and Grandad all have our own serviette and serviette rings. One, has Grandads name ingraved ont it. My Grandparents have a lot of butter knives and When is say a lot I mean a lot. They got them all for Wedding presents. They Were in fashion then. When ever I go there I allways tell mysellf table manners, serievtte serviette rings Gee What next.

  11. Level 2 Beginning Level 2 (2b) after three years at school Working at Level 2 (2p) at the end of Year 4 • Can share thoughts and feelings about a personal experience and is beginning to choose which ones to include. • Adds details and using some good describing words. • Joins ideas using words like and, because and when. • Starts to order ideas • Spells most high frequency words accurately.

  12. Level 3 Beginning Level 3 (3b) at the end of Year 5 Working at Level 3 (3p) at the end of Year 6 The Moment I sco My first Try The crowd is roaring, you can feel their eyes watching your every move, like eagles watching their prey with that glimpse of intrigue. I feel the encouragement from the crowd, to use all my skill to perform to my greatest height ever. Wait a minute, there’s a fumble by the other team. I’m so excited I’ve never had this opportunity before. I feel the adrenalin rushing through my veins. “Kick”. There goes the ball. “Kick” there it goes again. I’m running as fast as I can go. I’m winning the chase one more kick I say to myself and .... now “Kick” I’m running, running, running and try time.

  13. Level 3 Beginning Level 3 (3b) at the end of Year 5 Working at Level 3 (3p) at the end of Year 6 • Chooses which ideas are the most important to include. Begins to introduce and conclude stories. • Adds details and using some good describing words and other imagery like similes. • Uses a variety of different sentence structures and starters. • Attempts paragraphing • Spells most high frequency words accurately.

  14. Level 4 Beginning Level 4 (4b) at the end of Year 7 Working at Level 4 (4p) at the end of Year 8 “TWANG-THOP!” One of them must have landed on nextdoor’s climbing bean frame Throwing brussel-sprouts out the bathroom windows is fun! You see It all started when Grandad slopped some brussel-sprouts on my plate. I HATE brussel-sprouts!! Mum and Dad never make me eat them as long as I eat other vegetables. The threatening green balls sat on my plate for most of dinner and then I had an idea. I quickly and quietly slipped them into my left jeans pocket and headed for the bathroom. I opened the bathroom door and my eyes rested on the Luever window. “Yes!” I thought. Luever windows are quite hard to throw stuff through – but I soon got it. “Slop!”, “Splat”, I heard them falling to the ground outside. Brussel sprouts none, Me one.

  15. Level 4 Beginning Level 4 (4b) at the end of Year 7 Working at Level 4 (4p) at the end of Year 8 • Chooses ideas and details to attempts to entertain as well as inform. • Uses describing words and imagery like similes, metaphors, onomatopoeia. • Uses a variety of different sentence structures and starters. • Well sequenced and uses paragraphs, and uses simple introduction and conclusion. • Spells most high frequency words accurately.

  16. Writing Indicators To assess writing, we look at: Surface Features – Spelling, Punctuation, Grammar Deeper Features – Audience, Content, Structure, Language used. These indicators all together help us to assess where the child is currently working at and what their next step is.

  17. How can parents help? Parent Handout

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