| A | B | C | D | E | F | G | H | I | |
|---|---|---|---|---|---|---|---|---|---|
1 | Groups | Mon | Mon - writing expectations | Tues | Wed | Thurs | Fri | WALT: Progressions | Notes |
2 | Motivation: | RWCHighlights | Webb-Ellis Trophy | Webb-Ellis Trophy | CINDERELLA IN DA HOUSE | Spelling bee - then ipad literacy activities or Sunshine reading books after assembly | |||
3 | RED Vika (ESOL) Sheldon Bryston Jermaine | Attempt to write 2 sentences, 1 independent, 1 gifted Using rich vocabulary, locating words, HRS, teacher conferencing foster independence - buddy read to check does it make sense? | Attempt to write 2 sentences, 1 independent, 1 gifted Using rich vocabulary, locating words, HRS, teacher conferencing foster independence - buddy read to check does it make sense? | Attempt to write 2 sentences, 1 independent, 1 gifted Using rich vocabulary, locating words, HRS, teacher conferencing foster independence - buddy read to check does it make sense? | Read to T and conference - mark, discuss, edit export | Ideas: I think through my plan using talk/words/pictures Vocabulary:I use words that match my topic Spelling:I use word cards to help me with my spelling Proofread/feedback: I start to reread what I have written and make some changes with help (Teacher) Sharing: I share my learning in a variety of formats | |||
4 | RED Cherish Chaun Mele Exodus Finau | Attempt to write 2 to 3 sentences, Using rich vocabulary, locating words, HRS, teacher conferencing - buddy read to check does it make sense? | Attempt to write 2 to 3 sentences, Using rich vocabulary, locating words, HRS, teacher conferencing - buddy read to check does it make sense? | Read to T and conference - mark, discuss, edit export | Attempt to write 2 to 3 sentences, Using rich vocabulary, locating words, HRS, teacher conferencing foster independence - buddy read to check does it make sense? | Ideas:- I can write down more than one idea. Organisation:- I put my ideas in order (with T help) Vocab:- I use words that match the topic and use new words as well as familiar ones Sentence structure:- I begin my sentence in different ways Punctuation:- I use capital letters at the start of my sentences/ I use fullstops at the end of my sentences Spelling:- I use word cards to help me with my spelling I use words that I know to help me spell a new word. e.g. fat, sat. I can write new words using syllables Proofread/Feedback - I reread my own writing to check the spelling of words I know I reread my own writing with a buddy to check that I have capital letters and full stops Sharing: I share my learning in a variety of formats | All children share their story to edit before they come to the sharing circle. 3/4 children share their story every day reading to the class. | ||
5 | YELLOW Ty Atawhai Petero Mote | Attempt to write 2 to 3 sentences, Using rich vocabulary, locating words, HRS, teacher conferencing foster independence - buddy read to check does it make sense? | Read to T and conference - mark, discuss, edit export | Attempt to write 2 to 3 sentences, Using rich vocabulary, locating words, HRS, teacher conferencing foster independence - buddy read to check does it make sense? | Attempt to write 2 to 3 sentences, Using rich vocabulary, locating words, HRS, teacher conferencing foster independence GOAL: 2-3 sentences Buddy check and edit before class sharing on Apple TV | Ideas:- I can write down more than one idea (4 plus sentences). Organisation:- I put my ideas in order Vocab:- I use word/word groups provided or gifted that match the topic and use new words as well as familiar ones Sentence structure:- I begin my sentence in different ways Punctuation:- I use capital letters at the start of my sentences/ I use fullstops at the end of my sentences Spelling:- I use word cards to help me with my spelling I use words that I know to help me spell a new word. I can write new words using syllables I use blends and chunks to write words Proofread/Feedback - I reread my own writing to check the spelling of words I know I reread my own writing with a buddy to check that I have capital letters and full stops Sharing: I share my learning in a variety of formatsI can find and use HFW I need and topic words from our class. Teacher Gp 2. Topic sentence shaped orally first in micro-group using brainstorm words and class resources scaffolded by teacher. | |||
6 | Keyana Suade Israel | Attempt to write 2 sentences, 1 independent, 1 gifted Using rich vocabulary, locating words, HRS, teacher conferencing foster independence - buddy read to check does it make sense? | Attempt to write 2 sentences, 1 independent, 1 gifted Using rich vocabulary, locating words, HRS, teacher conferencing foster independence - buddy read to check does it make sense? | Attempt to write 2 sentences, 1 independent, 1 gifted Using rich vocabulary, locating words, HRS, teacher conferencing foster independence - buddy read to check does it make sense? | Read to T and conference - mark, discuss, edit export | Me as a Writer - Attitude:- I show others that I am a capable writer Motivation:- I am motivated to write in all school and personal situations I challenge myself to get out of the pit when I have writing struggles Ideas:- I can write down more than one idea (4 plus sentences). Organisation:- I put my ideas in order Vocab:- I use word/word groups provided or gifted that match the topic and use new words as well as familiar ones Sentence structure:- I begin my sentence in different ways Punctuation:- I use capital letters at the start of my sentences/ I use fullstops at the end of my sentences Spelling:- I use word cards to help me with my spelling I use words that I know to help me spell a new word. I can write new words using syllables I use blends and chunks to write words Proofread/Feedback - I reread my own writing to check the spelling of words I know I reread my own writing with a buddy to check that I have capital letters and full stops Sharing: I share my learning in a variety of formats | |||
7 | Class co-constructed stories:- brainstorm ideas |