By the end of year four
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Students in year 4 are reading texts for instructional reading purposes, and they are also increasingly required to use texts to meet the demands of the curriculum as an integral part of their regular classroom programme. Students read texts in order to locate and evaluate information and ideas about a range of subjects as they generate and answer questions to meet specific learning purposes.
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?
As they read, students build on their expertise and demonstrate that they:


*working out the meanings of new words, using strategies such as:
  • applying knowledge of the most common prefixes and most common suffixes

  • Select from a variety of strategies to monitor their reading and to use when meaning breaks down,


  • Using reference sources to find meaning of words (dictionary, thesaurus)
http://www.manythings.org/wbg/prefixes-jw.html
http://www.saintambrosebarlow.wigan.sch.uk/Y4Spelling/suffixes2y4.htm

http://www.bbc.co.uk/schools/ks2bitesize/english/spelling_grammar/spelling/play.shtml

http://www.tki.org.nz/r/wick_ed/info_station/index.php

http://www.onelook.com/


Digistore L10375 : Out and about: a music lesson


Make use of tools within word processors: thesaurus, dictionary, grammar check
Drag the right prefix to what it means
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As a part of reading tumble activity for groups.
bitesize.jpg


Use of spell it/define it 'station' on this function, individually, group or class reference.
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*Meet their purpose for reading by employing specific comprehension strategies such as:
  • identifying and summarising main ideas
  • making and justifying inferences
  • making connections btw. the text and their prior knowledge to interpret figurative language
http://www.grainvalley.k12.mo.us/gvsd/eagle_resources/readingskills.html
http://www.gamequarium.com/readquarium/comprehension.html

Digistore- Read Between the Lines


__Infographics__


sharing resources created by students in: __Littlebirdtales,__ Book Creator, google docs


__Digistore- Read Between the Lines__
__Popplet__ or __padlet__ or mindmodo, __literacy circles__, __reciprocal reading__

*Recognise the features and purposes of some common text types and use this knowledge to navigate and understand texts
http://www.teachers.ash.org.au/jeather/writingfun/writingfun.html
writngfun.jpg
Features of text types in right column identified against examples on the site. Use as part of text deconstruction with class and group teaching.
With IWB, display shared writing/text models, reading/writing groups able to identify features of text




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Year 4 students create texts as part of their instructional writing programme as well as writing for a range of different purposes to meet the demands of the New Zealand Curriculum. They write in order to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes.

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?
As they read, students build on their expertise and demonstrate that they:




*select and use tools and strategies to plan and organise ideas and information to meet their purposes for writing.
Writing Fun (Jenny Eather)
Kidspiration / Inspiration

__Popplet__ or __padlet__ or __mindmodo__,
Supports understanding using the writing processes.
Students can use independently to plan their writing.

writngfun.jpg
*create content that is mostly relevant to the curriculum task, covers a range of ideas, experiences, or items of information, and often include detail and/or comment that supports the main points.
Digistore: Instructional

digistore.jpg

Skype
skype.jpg
Students work in pairs on learning objects as part of a literacy task-board.

Skype could be used to make writing more authentic, providing an authentic context to investigate and connection with others to find out about topics currently being studied.

Students could identify their prior knowledge and pose questions which could be answered by experts via a Skype session. Prior knowledge and new learning could then be turned into a "text" and published.
*using vocabularly (in particular , nouns, verbs, adjectives and adverbs) that clearly conveys ideas, experiences or information.
Digistore - Wonderful Words


__piclits__

__storybird__

pic collage

puppet pals
sock puppets

Tellagami

woodlands games

*revise and edit their writing for clarity, impact and fitness for purpose their writing for clarity and impact.
VoiceThread- feedback on writing.
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Use tools such as thesaurus and spellchecker within the wordprocessor.
Students writing could be published using Voice Thread. Writing can be orally recorded or uploaded. Others can then make written, oral or video comments to provide feedback to the author.
*make choices, when appropriate, for publishing in a variety of media, including digital and visual media.
Glogster
Voice Thread
Photo Story
Podomatic
Windows Movie Maker
Power Point


Digistore: Picture Story
Model a variety of medium to publish writing and then give students a choice of how to publish.

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They draw on knowledge and skills that include:

*Using language and a simple text structure that are appropriate for the purpose e.g. for a recount, linking words to show sequence
Digistore: Show and Tell
Digistore: Make It Happen Series
Digistore: Instructional
book creator app
my story app