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In the first year at school STARTING SCHOOL- The oral language foundation that supports children’s reading & writing includes > Curiosity about oral language & a willingness to experiment with it, e.g., by playing with rhyme & alliteration > A wide oral vocab of nouns & verbs & also many adjectives & prepositions > A willingness,& the confidence, to talk about things happening now, in the past, & in the future > The ability to retell an experience, an event, or a known text An awareness of rhyme & of words that start with the same sound, along with the ability to hear & distinguish some other phonemes in spoken words After 1 year Write about experiences & ideas as well as writing to record information on different topics. After 2 Years Write in order to think about, record & communicate experiences, ideas & information that relate to a curriculum topic. After 3 years Write in order to think about, record,& communicate experiences, ideas & information . Beginning to use specific processes to create texts … Able to read & talk about their completed texts. Understand their purpose for writing & use an appropriate process to help achieve their purpose. Generate ideas in many ways, including brainstorming with peers, with the teacher & independently. Independently create texts using a process that will help them achieve their specific purpose for writing. Where appropriate, their texts are clearly directed to a particular audience… However they may often assume that their audience is familiar with the content. Plan for writing, using talk, text, or drawing use some simple planning strategies to organise their ideas & then apply planning as they turn ideas into connected sentences use planning strategies to organise ideas for writing (e.g., use lists and mind maps that distinguish main ideas from details) and to generate language for writing; Convey simple ideas, responses, opinions or questions. Develop content that is related to the curriculum topic, with some (mostly relevant) detail. Create content , mostly relevant, that conveys several experiences, items of information, and/or ideas relating to the topic or task & that sometimes includes details and/or comment STARTING SCHOOL – They may “write” by making purposeful marks that are not recognizable as letters or words. Can reread what they’ve written, as they write to maintain meaning revise text (often in response to feedback) and edit it for clarity and accuracy of meaning Revise & edit writing for sense & impact & give their peers feedback on their writing Respond to feedback by making changes such as adding or deleting details or changing punctuation or spelling Proofread text to check punctuation & spelling (e.g. by using their previous writing & other sources to find & verify correct spellings) proofread their writing, to check the spelling, grammar & punctuation, drawing on their own developing knowledge about words, sentence construction & using classroom resources such as junior dictionaries Many children will have mastered specific skills that support writing, e.g. > They write their own name using the correct letters in the correct order > They form some letters correctly > They can securely hold a pencil, crayon, or other writing & drawing tool LLP WRITING- after 1- after3 yrs Joan Turner Publish, where appropriate, in a variety of media, depending on purpose & audience Understanding simple text types (e.g. personal recounts & simple descriptions) & using them to meet their writing purpose Use appropriate text structures for text types such as simple recounts, descriptions & reports Use a basic text structure to organise text effectively for its purpose (e.g. a story with a beginning , middle & end) 1 IN THEIR IST YEAR AY SCHOOL Initially high level of teacher scaffolding to: > Hold an idea in head long enough to write it down > Say, hear & record predominant sounds in words they want to write > Write from left to right & leave spaces between words > Form letters accurately Gradually support alters … students create longer, more complex texts. Students learn to: > experiment with capturing words from their oral vocabulary > hear & say the initial & final sounds and some dominant medial sounds in words they want to write > recognise & identify common sounds in different words > use their developing visual memory to consistently encode (spell) some known words correctly > make close attempts to encode words, by using their developing knowledge os phoneme- grapheme LLP WRITING- after 1- after3 yrs Joan Turner Use simple written language features (such as alliteration) & visual language features (such as labeled diagrams) to support meaning compose simple sentences & some compound sentences using conjunctions such as and or but Compose mainly simple & compound sentences , with some variation in their beginnings Use both simple & compound sentences that vary in their beginnings & lengths ( & in the simple conjunctions used) & that are usually grammatically correct. Attempt some variety & precision in use of adjectives, nouns & verbs Attempt to write complex sentences Use simple conjunctions correctly with subject- verb agreement & noun – pronoun agreement Construct sentences in which the tenses are mostly consistent. Use vocabulary drawn from their own &oral language or encountered in reading or other classroom activities Use personal content vocabulary of written words as well as words & phrases that are part of their expanding oral vocabulary Use increasingly specific words & phrases(e.g. adjectives & more precise nouns & verbs) that are appropriate to the content of the text. Use developing visual memory to accurately write some key personal words & some high frequency words Use visual memory to spell personal vocabulary as well as high frequency words, which could include words in essential lists 1 & 2 as well as some of the high frequency words in essential lists 3&4 Use visual memory to spell personal vocabulary & high frequency words, ( e.g. many words from essential lists 1-4 and some from lists 5 & 6) Use developing phonemic awareness to aurally segment words into syllables (e.g. win- dow, ham-burger, ) & 1 syllable words into individual phonemes (e.g. b/a/n/d, sh/i/p) Use developing phonemic awareness to form new words aurally by changing or taking out some of the sounds in a word or by adding new sounds to words. use classroom resources such as wall charts and picture dictionaries 2 relationships which enable them to: understand that words are made up of sounds &that sounds are written with letters write all consonant sounds, & represent some vowel sounds, in at least 1 way attempt to record the sounds within a word in sequence. > make close attempts to encode words, by noticing visual similarities to known words > attempt to use capital letters & full stops as they develop their understanding of sentences > reread what they write as they are writing & read (or retell) their writing to themselves and others LLP WRITING- after 1- after3 yrs Joan Turner Encode (spell) unfamiliar words by: > Using knowledge of diverse phonemegrapheme relationships to write some of the sounds in English in different ways (e.g. photo, laugh, Friday) > Apply strategies such as sounding out words, making analogies to words that sound or look the same, & using known chunks & rimes > Use increasing knowledge of morphology to correctly spell word endings & other morphemes (e.g. greatest, florist) Apply knowledge of simple spelling rules (e.g. using –es for plural nouns ending in s, such as buses) Encode (spell) unfamiliar words by: > Using knowledge of phonemegrapheme relationships along with developing awareness of spelling conventions, to select,correct spelling patterns for sounds in words (e.g. spelling the k sound correctly in both catch & kitchen) > Apply growing knowledge of useful spelling rules (e.g. rules relating to adding simple plural suffixes such as those in baby/babies, & half/ halves) & growing knowledge of morphology (e.g. adding a d to hear to make heard) > Apply expanding knowledge of graphemes (eg of graphemes such as or, awe, oar, & oor, which record similar sounds ) to write words correctly Form all upper-case & lower-case letters and numerals correctly Form all upper-case & lower-case letters correctly with increasing speed & automacity. Writing all upper case & lower case letters correctly, legibly & fluently. Students will be learning in a range of contexts across the NZC within level 1 Most students will be working at level 1 of the NZC Students will be working towards level 2 of the NZC Encode (spell) unfamiliar words by using developing knowledge of phoneme- grapheme relationships, enabling child to: > Recognise & write most sounds of English in at least 1 appropriate way (e.g. s, t, ch, ow, k, f, oy) > Recognise that there can be different ways of representing the same sound (e.g. phone/father, keep/cat) > Apply sound-letter relationships in order to write words they want to write (e.g. catapula) Encode (spell) unfamiliar words by using developing knowledge of morphology to write word endings correctly (e.g. jumped/jumped, boy/boys) 3