By the end of Year 10
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When students enter year 9, they are required to read and write a wide range of texts16 in order to meet a variety of specific learning purposes across the curriculum. Increasingly, the language and forms of these texts are subject-specificMost curriculum tasks at this level require students to use both their reading and their writing, to a greater or lesser extent. Students read a single text or multiple texts on a topic in order to locate, analyse, evaluate, and synthesise information and ideas. They write to develop and shape their thinking as well as to record information, reveal their understanding, and communicate their ideas. Often, the main purpose of their reading and writing is to support an oral- or visual-languagetask, for example, to prepare for an oral presentation on a specific topic or to record their response to a visual text or a practical task
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?
*find, select and use a range of texts for specific learning purposes in different area of the curriculum, making decisions as they read, about the usefulness of the text for the purpose (e.g. by using criteria to evaluate the
readability, accuracy, relevance, and status of the information and/or ideas they find.)
Students will create a reading log
in their blog or wiki, evaluating each text.

Evaluate a range of texts online.
eg. for Health evaluate food advertisements.
Teacher to provide guiding questions related to purpose and relevance.
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Teacher provide a template with information gathering questions, which would identify similarities and differences between the advertisements.



*having a large vocabulary that is connected to their own knowledge of the world and that includes academic, subject-specific, and technical terms
Create individual Powerpoint as part of e-portfolio, where students add new vocabulary from each curriculum area, throughout the year.
Teachers will use http://www.spellingcity.com to create interactive vocabulary acquisition games specific to their curriculum areas.
*recognise different grammatical constructions and use this knowledge to comprehend dense and complex text.
Digistore: L1276 Finish the story: boat disaster
  • Students complete a narrative to suit the social context, audience and purpose (adventure story).
  • Students improve a text by constructing noun groups, selecting action verbs and inserting text connectives.
  • Students revise a narrative to improve language choice and usage.
  • Students select a title and image to complement a narrative.

*read flexibly to find and/or understand information that is not readily accessible and/or that is organised in unfamiliar ways
Teacher created web quests or microquests using rich questions to guide the reading
Webquests
http://www.webquest.org/index-create.php
Microquests
http://www.i-learnt.com/Creating_MicroQuest.html
*Use strategies such as note taking, skimming or scanning, mapping idea, coding information, and rephrasing in order to locate, evaluate, analyse, and summarise information and ideas within texts and across a range of texts.
Use a mind mapping programme such as 'freemind' http://freemind.sourceforge.net/wiki/index.php/Download or 'bubblus'

Digistore: Ultimate Readers Toolkit L7944 * Students explore, identify and use a toolkit of strategies (including: predicting, visualising and summarising) that will make them better readers.
  • Students obtain information about, and demonstrate the use of, effective strategies to improve their reading skills.
Students will select and record, in a mindmap, relevant information that may have been accessed online, or as a summary of course content for revision.
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*have control of a repertoire of comprehension strategies that they use deliberately and flexibly, depending on their purpose for reading.











By the end of Year 10
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During years 9 and 10, students continue to develop their writing in order to think about, record, and communicate experiences, ideas, and information on a wide range of topics and themes. They are required to write (often using electronic media) a wide range of texts, such as essays, reports, narratives, blogs, feature articles, character profiles, responses to literature, and short answers or explanations.

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?

select from their repertoire of planning strategies according to their purpose



deliberately use their writing to develop their ideas .



use their writing to explain concepts, processes, phenomena, theories, principles, beliefs and opinions (their own and those of others) that are relevant to the curriculum task



know a wide variety of texts types, forms, knowing the specific features and structures associated with each, and using appropriate text types and text forms flexibly in different subject areas
Digistore: Poetry anthology

Digistore: Writing Narratives
__Digistore : Design a Layout Series__
__Digistore: Fix the Mix Up__
__Digistore: Garage Beat__