By the end of Year 8
heading_reading.gif

When students enter year 7, they encounter increasing demands in terms of the complexity of the texts they read in all areas of the curriculum, including English. They are supported in developing their reading expertise by deliberate and explicit literacy instruction that uses these texts. The text and task demands of the curriculum are similar for students in year 7 and year 8. Students read in order to locate, evaluate, and synthesise information and ideas within and across a range of texts as they generate and answer questions to meet specific learning purposes across the curriculum.
NB: For support in establishing what to teach (content) and the strategies to help students learn (pedagogy) it may be useful to consult http://englishonline.tki.org.nz/

Literacy Progressions
descriptors of attitudes, skills and knowledge that students demonstrate and draw on when reading at this level
E-Learning
Integration Idea
(exact link to digital resource)
How learning may be structured?
Teaching Tool?
Students in groups?
Individually?
As part of literacy rotations?
*increasingly control a repertoire of comprehension strategies that they can use flexibly and draw on when they know they are not comprehending fully, including such strategies as:
  • using their prior knowledge, along with information in the text, to interpret abstract ideas, complex plots, and sophisticated themes
Using PowerPoint or Picasa to show examples of how to use it and then students create their own.
picasa.jpg
Individual and groups

Google doc add-ons (Kaizena, research tools, bibliography)


__http://wonderopolis.org/__
Sling Note







By the end of Year 8
heading_writing.gif

When students enter year 7, they encounter new demands as they engage with the breadth and depth of the content they need to learn across the curriculum. Students continue to develop their writing knowledge and skills through their instructional writing programme in English, but most of their writing is done to meet the demands of learning across other areas of the curriculum.

Literacy Progressions
descriptors of attitudes, skills and knowledge that students demonstrate and draw on when writing at this level
E-Learning
Integration Idea
(exact link to digital resource)
How learning may be structured?
Teaching Tool?
Students in groups?
Individually?
As part of literacy rotations?

*plan effectively, where appropriate, by using strategies such as mindmapping or skills such as information -literacy skills to find and record the information they need for their writing.
Inspiration, bubblus, Freemind planning software
Using tools such as mind meister + Padlet or collaborating and planning ideas.

Youtube tutorial videos
Students plan writing using the software and develop further.
Whole class discussions
wall.jpg


Students view tutorials showing strategies to find information eg Web search strategies in plain Englishby Lee Lefever
utube.jpg


*deliberately choosing a clear and logical text structure to suit their purpose and audience , sometimes innovating in order to achieve this.
Digistore : Design a Layout Series
Digistore: Fix the Mix Up
Digistore: Garage Beat
Digistore: Ad Campaign
Digistore: Manga Maker
Digistore: Point of View



*deliberately using written language features such(e.g. rhetorical questions and metaphors) an visual language features to engage the audience and/or convey meaning.
Digistore: Dream Machine
Digistore: Manga Maker
Digistore: Point of View



*craft and recraft text by revising and editing, checking that the text meets its purpose and is likely to engage the intended audience and proofread to the text to check the grammar, spelling and punctuation.
Etherpadcollaboration revising, crafting and recrafting text.

Publish text to blog/wiki


App: Notability allows you to annotate over text - select pieces of text
Groups - writing level groups specific to the task eg paragraph writing or writing an introduction.

etherpad.jpg


Writer seeks feedback from others to posted writing and responds to them in turn.
word.jpg

*actively seek and respond to feedback on their writing
Use of exemplars and comment functionality of blogs to generate feedback: My Special Person


Google Docs
Blogging
Voice
Commenting
Tips:
  • right click on a word in a doc to research or define ‘research’ (deters plagiarism- show the students this)
  • add voice comments rather than written (Kaizena app through add-ons tab)),
    • voice or written = easy, effective and efficient feedback


__Collaboration: Concept, Power and Magic__


__Voicethread really useful for collaboration__


To tag someone in a comment - enter +catriona …. emails should appear -the plus symbol before name so that’ll send an email through see example


Crop images in slides/drawing - can crop to shapes etc
__http://googledrive.blogspot.co.nz/2014/03/edit-images-right-in-google-slides-and.html__
command option M - adds a comment
double click in a word selects it all