| MON | TUES | WED | THURS | FRI | |
Word Works | 45 sounds, blends card | 45 sounds, blends card | 45 sounds, blends card. | 45 sounds, blends card. | 45 sounds, blends card. | |
Focus sound: | Alphabet | Alphabet | Alphabet | Alphabet | Alphabet | |
Activity: | Elkonin Box on white boards (individual) | Word families ‘’ | Elkonin boxes Word families “” | Dictation in books | 3 min Frenzy | |
| Learn | LI: Use adjectives to add detail to your sentences | ||||
Create | Recount - weekend LI: Write when an event happened (last week, on the weekend…). | Describe an animal on the farm. LI: Use adjectives to describe an animal | Create a report on an animal on the farm LI: write simple sentences to record fact about an animal | Sight word sentences. LI: Correctly write the word went | Publishing | |
Share | Use Pic Collage to publish. Display published work on writing wall. | |||||
| MON | TUES | WED | THURS | FRI | |
Word Works | 45 sounds, blends card | 45 sounds, blends card | 45 sounds, blends card. | 45 sounds, blends card. | 45 sounds, blends card. | |
Focus sound: | Alphabet | Alphabet | Alphabet | Alphabet | Alphabet | |
Activity: | Elkonin Box on white boards (individual) | Word families ‘’ | Elkonin boxes Word families “” | Dictation in books | 3 min Frenzy | |
| Learn | LI: Use adjectives to add detail to your sentences | ||||
Create | Recount - weekend LI: Write when an event happened (last week, on the weekend…). | Sequencing farm events/day LI: first next finally | Create a movie based on the farm events/day. LI: First, next, finally. On EE or using Stop motion. | Sight word sentences. We can... LI: Correctly write the word we. | Publishing the Farm story from Tuesday (which is created into a movie). - add this to the movie | |
Share | Use Pic Collage to publish. Display published work on writing wall. | |||||
| MON | TUES | WED | THURS | FRI | |
Word Works | 45 sounds, blends card | 45 sounds, blends card | 45 sounds, blends card. | 45 sounds, blends card. | 45 sounds, blends card. | |
Focus sound: | Alphabet | Alphabet | Alphabet | Alphabet | Alphabet | |
Activity: | Elkonin Box on white boards (individual) | Word families ‘’ | Elkonin boxes Word families “” | Dictation in books | 3 min Frenzy | |
| Learn | LI: Use adjectives to add detail to your sentences | ||||
Create | Recount - weekend LI: Write when an event happened (last week, on the weekend…). | Write a funny story about animals on a farm LI: Sequence events and use adjectives | Write a funny story about animals on a farm LI: Sequence events and use adjectives | Sight word sentences. LI: Correctly write the word was | Publishing | |
Share | Use Pic Collage to publish. Display published work on writing wall. | |||||
| MON | TUES | WED | THURS | FRI | |
Word Works | 45 sounds, blends card | 45 sounds, blends card | 45 sounds, blends card. | 45 sounds, blends card. | 45 sounds, blends card. | |
Focus sound: | Alphabet | Alphabet | Alphabet | Alphabet | Alphabet | |
Activity: | Elkonin Box on white boards (individual) | Word families ‘’ | Elkonin boxes Word families “” | Dictation in books | 3 min Frenzy | |
| Learn | LI: Use adjectives to add detail to your sentences | ||||
Create | Recount - weekend LI: Write when an event happened (last week, on the weekend…). | | | Sight word sentences. LI: Correctly write the word ... | | |
Share | Use Pic Collage to publish. Display published work on writing wall. | |||||
| MON | TUES | WED | THURS | FRI | |
Word Works | 45 sounds, blends card | 45 sounds, blends card | 45 sounds, blends card. | 45 sounds, blends card. | 45 sounds, blends card. | |
Focus sound: | Alphabet | Alphabet | Alphabet | Alphabet | Alphabet | |
Activity: | Elkonin Box on white boards (individual) | Word families ‘’ | Elkonin boxes Word families “” | Dictation in books | 3 min Frenzy | |
| Learn | LI: Use adjectives to add detail to your sentences | ||||
Create | Procedural writing - Steps for planting a seed. LI: use first, next and finally. | Handwashing LI: First next finally | Shared book writing prompt ‘What Is It? LI: Use a ? to ask a question. | Shared book writing prompt ‘What Is It? LI: Write clues for a farm related object. | Sight word sentences. Here is a ... LI: Correctly write the word is. | |
Share | Use Pic Collage to publish. Display published work on writing wall. | |||||
| MON | TUES | WED | THURS | FRI | |
Word Works | 45 sounds, blends card | 45 sounds, blends card | 45 sounds, blends card. | 45 sounds, blends card. | 45 sounds, blends card. | |
Focus sound: | Alphabet | Alphabet | Alphabet | Alphabet | Alphabet | |
Activity: | Elkonin Box on white boards (individual) | Word families ‘’ | Elkonin boxes Word families “” | Dictation in books | 3 min Frenzy | |
| Learn | LI: Use adjectives to add detail to your sentences | ||||
Create | Weekend recount LI: Write when an event happened (yesterday, in the weekend…) | Sight word sentences. The rain came down. LI: Correctly write the word the. | Safe practice for washing hands. Experience/Process and then quick story to explain to someone. | Third observation for science / seeds Publishing | Revisit handwashing practices and publish a Pic Collage for the wall. | |
Share | Use Pic Collage to publish. Display published work on writing wall. | |||||
| MON | TUES | WED | THURS | FRI | |
Word Works | 45 sounds, blends card | 45 sounds, blends card | 45 sounds, blends card. | 45 sounds, blends card. | 45 sounds, blends card. | |
Focus sound: | Alphabet | Alphabet | Alphabet | Alphabet | Alphabet | |
Activity: | Elkonin Box on white boards (individual) | Word families ‘’ | Elkonin boxes Word families “” | Dictation in books | 3 min Frenzy | |
| Learn | LI: Use adjectives to add detail to your sentences | ||||
Create | Second observation for science / seeds | Recount - Writing for Moderation ‘’A time with friends” | Share book writing prompt | Environmental writing | Publishing Recount | |
Share | Use Pic Collage to publish. Display published work on writing wall. | |||||
| MON | TUES | WED | THURS | FRI | |
Word Works | 45 sounds, blends card | 45 sounds, blends card | 45 sounds, blends card. | 45 sounds, blends card. | 45 sounds, blends card. | |
Focus sound: | Alphabet | Alphabet | Alphabet | Alphabet | Alphabet | |
Activity: | Elkonin Box on white boards (individual) | Word families ‘’ | Elkonin boxes Word families “” | Dictation in books | 3 min Frenzy | |
| Learn | LI: Use adjectives to add detail to your sentences | ||||
Create | Recount I went LI: Correctly write the word I and went | Recount I went LI: Correctly write the word I and went | Second observation for science / seeds | Environmental Writing Footprints (water to concrete) LI: Finger spaces between words. | Publishing Recount | |
Share | | | | | | |
| MON | TUES | WED | THURS | FRI | |
Word Works | 45 sounds, blends card | 45 sounds, blends card | 45 sounds, blends card. | 45 sounds, blends card. | 45 sounds, blends card. | |
Focus sound: | Alphabet | Alphabet | Alphabet | Alphabet | Alphabet | |
Activity: | Elkonin Box on white boards (individual) | Word families ‘’ | Elkonin boxes Word families “” | Dictation in books | 3 min Frenzy | |
| Learn | LI: Use adjectives to add detail to your sentences | ||||
Create | First observation for science / seeds | Recount I went LI: Correctly write the word I and went | Recount I went LI: Correctly write the word I and went | Environmental Writing Bubbles / Soapsuds LI: Finger spaces between words. | Bubbles - Maunga | |
Share | | | | | | |
| MON | TUES | WED | THURS | FRI | |
Word Works | 45 sounds, blends card | 45 sounds, blends card | 45 sounds, blends card. | 45 sounds, blends card. | 45 sounds, blends card. | |
Focus sound: | Alphabet | Alphabet | Alphabet | Alphabet | Alphabet | |
Activity: | Elkonin Box on white boards (individual) | Word families ‘’ | Elkonin boxes Word families “” | Dictation in books | 3 min Frenzy | |
| Learn | LI: Use adjectives to add detail to your sentences | ||||
Create | Describe and write about you | Suggest goals for our class treaty. Publish wall display | | Waitangi Day - Class Treaty | ||
Share | | | | | | |
| MON | TUES | WED | THURS | FRI | |
Word Works | 45 sounds, blends card | 45 sounds, blends card | 45 sounds, blends card. | 45 sounds, blends card. | 45 sounds, blends card. | |
Focus sound: | Alphabet | Alphabet | Alphabet | Alphabet | Alphabet | |
Activity: | Elkonin Box on white boards (individual) | Word families ‘’ | Elkonin boxes Word families “” | Dictation in books | 3 min Frenzy | |
| Learn | LI: Use adjectives to add detail to your sentences | ||||
Create | | | Choose and illustrate an event from the holidays with labels. | |||
Share | | | | | | |
Kaikohekohe Education
Trust
Kidspeak
Writing
Rubrics
Ideas
Rubric 1 | Rubric 2 | Rubric 3 | Rubric 4 | Rubric 5 | Rubric 6 |
I can write 1 simple idea about the topic. OR My ideas are not about the topic. | I can write 2 or more simple ideas on the topic. | I have many simple ideas on the topic with little information. OR I have one idea on the topic with lots of information. | I have lots of ideas that connect to the topic with some extra information. AND� One of my ideas has lots of information. OR I have several ideas that have some information. | I have lots of ideas that connect to the topic and each idea is supported by extra information, detail or facts that explain my thinking. (elaboration) | My ideas show insight, originality and some authority and/or reflection on the wider world. My ideas are deliberately selected, effective and elaborated upon. My elaboration is detailed. I have raised complex issues or themes. My main idea is focused. |
Kaikohekohe Education Trust
Structure and Language
Rubric 1 | Rubric 2 | Rubric 3 | Rubric 4 | Rubric 5 | Rubric 6 |
I am learning to write in different ways. OR I have not used the correct parts/structure or words for the type of writing. | I can use some of the correct parts/structure for my writing. AND I can use some of the right words for the type of writing. | I have some structure for the type of writing. AND I use most of the right words for the type of writing. | I have all of the structure and one part may be well developed. AND I use appropriate words for the type of writing. | My writing is structured appropriately and is well developed. AND I use a range of language features that are appropriate to the purpose. | I use all the structural features appropriate to the genre. AND I use a range of language features that are appropriate to the purpose and show that I have used them for effect. |
Kaikohekohe Education Trust
Organisation
Rubric 1 | Rubric 2 | Rubric 3 | Rubric 4 | Rubric 5 | Rubric 6 | Rubric 7 |
I write 1 simple idea. OR My ideas are not in order. | I try to put my ideas in order. | I group my ideas together. I use simple words to link my ideas. I may only have a few sentences about the topic. | I put my ideas in groups and order. I am attempting to organise my writing into paragraphs. I use words to link my ideas. | My ideas are organised into basic paragraphs. | My ideas are organised in paragraphs. I can use language features that link ideas (e.g. topic sentences, sub-headings etc) when appropriate, to help one paragraph flow into the next. | My paragraphs are deliberately sequenced and structured. I use a range of language features that link ideas, to enhance the flow of the entire text. |
Kaikohekohe Education Trust
Vocabulary
Rubric 1 | Rubric 2 | Rubric 3 | Rubric 4 | Rubric 5 | Rubric 6 |
I can write a few simple everyday words. I can write words that are important to me.
| I can write some simple everyday words that I already know and words that are important to me. | I can write a lot of simple words and some extra words to add detail. | I use a range of words and phrases to add detail and give specific information. I choose words to make people want to read my writing. | I choose words and phrases to enhance meaning and/or mood most of the time. | I deliberately and consistently use precise vocabulary (descriptive, expressive, academic, technical/ abstract) for effect. |
Kaikohekohe Education Trust
Sentence Structure
Rubric 1 | Rubric 2 | Rubric 3 | Rubric 4 | Rubric 5 | Rubric 6 |
I try to write a few sentences. | I can write some short sentences that make sense. I can join two ideas together using 'and'. | I am beginning to write sentences of different lengths. I am beginning to use different types of sentences. | I can write most of my sentences correctly. I can write sentences with different beginnings and different lengths and types. OR All my sentences are correct but are all the same type. | I can write a variety of sentences that are mostly grammatically correct. Some of my sentences are structured for effect e.g. length, type, extended phrases and clauses, simple, compound and complex sentences. | I can write a variety of sentences, all of which are grammatically correct. Most of my sentences are deliberately structured for effect e.g. length, type, extended phrases and clauses, simple, compound and complex sentences. |
Kaikohekohe Education Trust
Punctuation
Rubric 1 | Rubric 2 | Rubric 3 | Rubric 4 | Rubric 5 | Rubric 6 | Rubric 7 |
I have not used any full stops and capital letters. I have used full stops and capital letters but not in the right place. | I am starting to use capital letters and full stops in the right place.
I am trying to use: !, ?, “c” | I sometimes use capital letters and full stops correctly. I use some other punctuation correctly. (“v”, ?,!, ,) | I mostly use full stops and capital letters correctly. I use some other punctuation correctly. (?,!, “v”) OR I always use full stops and capital letters correctly. I haven’t used any other punctuation correctly. | I can use correct sentence punctuation (capital letters, full stops, !, ?) AND Correct use of other punctuation (contractions, commas in lists) with experimentation in complex punctuation (e.g., direct speech, commas for phrases and clauses) | I am able to use most punctuation correctly to make what I have written easy to understand. | I am able to use a variety of punctuation to enhance meaning with very few mistakes. |
Kaikohekohe Education Trust
Spelling
Rubric 1 | Rubric 2 | Rubric 3 | Rubric 4 | Rubric 5 | Rubric 6 |
I can write some letters for my words. | I can spell a few words correctly. I write down the sounds I hear in a word. | I spell lots of Essential List words correctly (for example: school, where, friend, outside, playing). I write words with more than two syllables using the sounds I hear. | I spell most Essential List words correctly. I attempt some difficult* words using my knowledge of spelling rules. I hear and write all sounds in a word. | I spell the majority of Essential List words correctly. I spell some difficult* words correctly, using my knowledge of spelling patterns and sounds. | I spell Essential List words and a range of difficult* or diverse words with few or no errors. |
Essential Word List Expectations (as noted in The Literacy Learning Progressions)
After 1 year at school most words from Essential List 1 and some of List 2
After 2 years most of Lists 1 and 2 some of Lists 3 and 4
After 3 years many of Lists 1-4 some of Lists 5-6
End of Year 4 most of Lists 1-4 many of Lists 5-7
End of Year 6 all Lists 1-7
*Refer to difficult words slide
Kaikohekohe Education Trust
Spelling - difficult words
Difficult words: words that are not considered to be high-frequency and that do not follow common letter patterns and spelling rules. May include:
20
Writing Term 1 2020