Writing and Literacy

Term 3 - 2021

Rimu Class

Weekly/Daily based learning opportunities will be provided in addition to the program outlined here, consisting of daily mahi lists. This term students have been grouped according to their current knowledge and understanding of a range of aspects, and will be given tasks with varying levels of support to further this.

Monday Tuesday Wednesday Thursday Friday - Overview

Curriculum links

Listening, Reading, and Viewing

• Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.

• Recognise that texts are shaped for different purposes and audiences.

• Recognise and begin to understand how language features are used for effect within and across texts.

• Recognise and begin to understand text structures.

Speaking, Writing, and Presenting

• Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas

• Recognise how to shape texts for a purpose and an audience.

• Use language features, showing some recognition of their effects

• Organise texts, using simple structures

Writing

Students will complete at least one ‘make draw write’ activity each week, with the expectation being for them to practice writing about a creation they have made and that is relevant to their own learning journey. Students will discuss with the teacher where their writing is currently at, and explicit information on how to take the next steps in their learning journey. This will be done through the two stars and a wand stamp, showing two things that are being done well already and the next step for the student in their writing.

There will also be 3 explicit guided writing opportunities each week for formal group instruction around sentence structure, grammar, punctuation and text type. This terms focus will be on instructional writing. The class will have opportunities to explore the text form as a whole class, small groups and individually, building class examples around shared experiences as well as extending their personal writing.

Writing focus progression by week - individual work to be completed with varying degrees of support or in small groups according to students individual needs

Week 1 - What is instructional writing? Explore the definition of instructional writing and what that looks like in our own experience of reading and writing

Week 2 - Look at the rules for instructional writing and write a class version of a well known activity. Focus on a sport to link with the olympic games and inquiry unit.

Week 3 - Look at different examples of instructional writing, like experiments, recipes etc What do they all have in common? Can we make a template for the structure of an instructional piece of writing?

Week 4 - Write an instructional piece on how to make a flax flower, to consolidate the learning taking place in buddy class program

Week 5 - Sight - Write an instructional piece on how to create a stained glass window

Week 6 - Taste - Write an instructional piece on how to make bread

Week 7 - Smell - Short week - Write an instructional piece on how to prepare and dehydrate a chosen type of fruit

Week 8 - Hearing - Write an instructional piece on how to make a cup of tea or a sandwich. Focus on sequencing of many steps.

Week 9 - Touch - Write an instructional piece on how to make a rope coil bowl

Week 10 - Pet Day - Write an instructional piece on how to take part in a chosen pet day activity

Group 1 - Phonological awareness sequence of introduction and expected independent and guided activities

This new phonic introduction sequence is recommended by MOE and shall be used in conjunction with the Yolanda Sorryl program, sunshine online phonemic awareness books and guided reading activities, and starfall.com interactive activities. These shall all be attempted daily during mahi lists to reinforce the learning and build upon prior knowledge for group 1 students alongside handwriting and other relevant activities as appropriate and needed.

Group 2 - Blends

The introduction on blends shall be used in conjunction with the Yolanda Sorryl program, sunshine online leveled books and guided reading activities. These shall be completed daily during mahi lists to reinforce the learning and build upon prior knowledge for group 2 students alongside handwriting, blend books, make draw write, and other relevant activities as appropriate and needed.