Sharon Term 4, Week 3 - Literacy

MUST DO Reading

WEEKLY Independently CHOICE BOARD

Term 4, Week 3 Taskboard - highlight green as finish

‘Writing - in Literacy book

Robots

Sunshine online on Wednesday and Thursday - 4 books

Group Notes

Reading/Writing Goals

Reading/Writing: Language features of persuasive features

Reread “Should we do homework?”

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Highlight the examples use in the Persuasive Essay on this form.

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Use these strategies to help you write your own persuasive argument.

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Reading: features of persuasive features and critical thinking

Critical Thinking Questions:

1. Do you think doing homework at home helps you understand your schoolwork better? Why or why not?
2. What are some activities you would do if you didn’t have homework? How do those activities help you learn?
3. How could schools make homework fairer for students who don’t have a quiet space or help at home?
4. Do you think there are better ways to practice what you’ve learned in school than doing homework? Why?

Homework has been a part of school life for many years, but there is ongoing debate about whether it is truly necessary. Some believe homework helps students practice what they have learned in class, while others argue that it takes away from time students could spend relaxing or with family. In this essay, I will discuss both the pros and cons of homework and share my opinion on whether it is beneficial.

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Homework allows students to review and practice what they learned during school. This helps them remember important concepts and do better on tests. Completing homework on time teaches students important life skills like time management and self-discipline, which will help them as they grow up. Homework gives parents a chance to see what their children are learning and help them if needed, creating a connection between school and home.

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Homework can take up time that students could use to relax, play sports, or spend with friends and family. Kids also need time to unwind after a long school day. Too much homework can lead to stress and anxiety, especially if students struggle with certain subjects or don’t have enough time to complete it. Not all students have the same resources at home, such as a quiet space or help from parents. This can make homework unfair for some children.

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In conclusion, while homework can be useful for reinforcing lessons and teaching responsibility, it can also create stress and take away from important free time. Schools need to balance the amount of homework given to make sure it benefits students without overwhelming them.

Writing: For or Against Sorting

Title:__________________________________________________ Date: _______________

Introduction:__________________________________________________________________

Writing/Reading: Language features of persuasive features and critical thinking

How This Example Aligns with e-asTTle Level 3:

Ideas:

• Clear opinion: The student’s opinion is clearly stated: We should have more playtime at school.
• Supporting reasons: The student provides three reasons (helps learning, keeps healthy, builds friendships), with examples to back them up.

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Structure and Organization:

• Introduction, body, and conclusion: The writing is well-organized with a clear introduction, three body paragraphs, and a concluding statement.
• Logical flow: reasons are presented in a logical order, each paragraph focusing on one idea.

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Vocabulary:

• Appropriate word choice: Words like "believe," "focus," "importantly," and "strongly" show persuasive intent. The language is engaging for a 10-year-old audience.

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Sentence Structure:

• Variety of sentences: The student uses a mix of simple and compound sentences. For example, “Playing outside means we are running, jumping, and moving our bodies, which makes us stronger.”

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5. Audience Awareness:

• Engages the reader: The student writes directly to the audience, using phrases like “I believe” and “For example, after playing outside, I always feel ready to listen.”

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6. Conventions (Spelling, Punctuation, Grammar):

• Mostly correct spelling and punctuation: Sentences are punctuated with full stops, commas, and capital letters.

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How This Example Aligns with e-asTTle Level 4:

Ideas:

• Clear opinion: The student states a clear and well-reasoned opinion: We should have more playtime at school.
• Supporting reasons: The student provides three detailed reasons (improving focus, promoting health, and enhancing social skills) and provides examples and explanations for each reason.

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Structure and Organization:

• Well-organized: The writing has a clear introduction, body paragraphs, a counterargument, and a conclusion. Each paragraph focuses on one idea and develops it with examples and explanations.
• Logical flow: Ideas are presented in a logical sequence, building from improving focus, to physical health, to social skills, with a counterargument for balance.

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Vocabulary:

• Strong, persuasive language: The student uses persuasive words like "strongly believe," "essential," "vital," and "urges," as well as topic-specific language like "concentration," "cooperate," and "physical activity."
• Varied vocabulary: The writing uses a variety of words to keep the reader engaged and emphasizes the importance of playtime.

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Sentence Structure:

• Variety of sentence types: The student uses a mix of short and long sentences, including complex sentences. For example, “A refreshed mind is more capable of absorbing new information, and this balance can lead to better academic performance.”
• Use of transition words: Phrases like "Firstly," "Secondly," "In addition," and "In conclusion" help guide the reader through the argument.

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Audience Awareness:

• Engaging the reader: The student writes in a persuasive tone, using phrases like "I strongly believe" and "I urge schools" to appeal directly to the audience. The writing also acknowledges opposing views, which strengthens the argument.
• Connection to the reader: By providing relatable examples, such as how playtime helps students feel refreshed and ready to learn, the writer makes the argument more relevant to the audience.

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Conventions (Spelling, Punctuation, Grammar):

• Correct grammar and punctuation: The student uses full stops, commas, and capital letters correctly. The spelling is accurate, and there are no major grammatical errors.