By the end of Year 6
heading_reading.gif

The transition into year 5 brings with it a significant step up in terms of the demand for students to use their reading as an interactive tool for learning. Although they continue to read texts as part of their literacy learning programme, most of the texts that students are now required to read are instructional materials from across the curriculum. The texts and tasks are similar for students in year 5 and year 6. Students read in order to locate, evaluate, and integrate information and ideas within and across a small 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?
*finding and learning the meanings of unknown vocabulary by using strategies such as applying their knowledge of how words work or seeking explanations in the text or illustrations
Visual Thesaurus
http://www.visualthesaurus.com/

VocabGrabber
http://www.visualthesaurus.com/vocabgrabber/

Effective Google search using the "More tools" range of search options. See
http://www.vln.school.nz/pg/pages/view/54036/

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Pre task eg. Read text, grab the scientific words then see teacher re definitions/meanings etc

thesaurus.jpg

Effective Google search using the "More tools" range of search options.
moresearch.jpg


*recognise basic grammatical constructions and understanding how these affect meaning;
www.sparklebox2.co.uk/literacy/grammar
__www.voki.com__
sentence builder app - for i-Pad
spaerkle.jpg
spaerkle.jpg




http://www.bbc.co.uk/schools/ks2bitesize/english/
http://www.woodlands-junior.kent.sch.uk/interactive/literacy/index.htm


Educreations app


Google Docs
__www.spellingcity.com__
Teacher Tool – templates to assist at risk readers and to integrate into daily reading programme.


BBC and Woodlands sites portals for Reading, and Writing activities (online)
·*identify the specific language features and structures of many common continuous and non-continuous text types
Topmarks
http://www.topmarks.co.uk/Interactive.aspx?cat=46
topmarks.jpg


Digistore : Garage Beat
Using ‘known text’ eg Cinderella to identify language features.
* monitor their reading for accuracy and sense, demonstrating that they have the confidence to adjust their reading (including adjusting the speed of reading, rereading, and attending to the most important information) when they encounter difficulties;
Self video using i-movie or other video capture toolVocaroo
__Audioboo__
Telligami app

*understand how they select from and use their repertoire of comprehension strategies which include:
  • making connections between their prior knowledge and the concrete examples in a text in order to understand abstract ideas in the text
  • locating and summarising ideas
  • drawing on several related items of info. in order to infer ideas and info. that are not directly stated in the text
  • evaluating and integrating ideas and info. across a range of texts
TKI School Journal
http://www.tki.org.nz/r/literacy_numeracy/professional/teachers_notes/school_journal/index_e.php

Using the monthly Interface Magazine
http://www.nz-interface.co.nz/
http://en.wikipedia.org/wiki/Main_Page

www.readwritethink.org
readwritethink.jpg

Setting up a reading question chain:



__www.popplet.com__
__Lucid mind chart__
Teacher Notes
Use for planning. Linked into EAsttle. Specific focus support. Hooks into School Journals

Place in student library for learners to explore and skim, scan for inspiration, ideas and support.
Wikipedia is in here as a source for scanning and skimming for information. Webquests would be good here.

Encourage students to use thinking tools to support their reading
·Interpreting illustrations, photographs, text boxes, diagrams, maps, charts and graphs
= =
digistore.tki.org.nz
Here Boy: Show and Tell




·*identify and reflect on writers’ purposes and on the ways in which writers use language and ideas to suit their purposes, e.g., by using vocabulary to set a scene or develop a mood;
ARB’s
http://arb.nzcer.org.nz/searchenglish.php

digistore.tki.org.nz Garage Beat : advertisment
To assess and develop next steps.
English_button_over_test.jpg
·*regularly read for sustained periods and sustain meaning over many days in longer texts and across a variety of texts on the same topic
Ziptales
www.ziptales.co.nz
Student, interactive rich reading resource (A paid resource)

Ready to Read CDs, talking books -children can read along or be read to

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By the end of year 6
heading_writing.gif
The transition into year 5 brings with it a signifi cant step up in terms of the demand for students to use their writing as an interactive tool for learning. Although they continue to create texts as part of their instructional writing programme, most of the texts that students are required to write in years 5 and 6 are intended to meet the demands of the curriculum. The texts and tasks are similar for students in year 5 and year 6. They use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across 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?
*understand their purposes for writing and identify writing processes that are appropriate for those purposes
http://www.teachers.ash.org.au/jeather/writingfun/writingfun.html
http://bubbl.us/edit.php
http://www.writingfun.com/
http://www.ideastoinspire.co.uk/inspiringwriting.htm
http://www.skrbl.com

Central North literacy Community at
http://www.vln.school.nz/pg/pages/view/53936/

http://ietherpad.com

Digistore : Design a Layout Series
Digistore: Fix the Mix Up
Bubble.US ideal for brainstorming
bubblus.jpg
Writing Fun and Ideas to Inspire are writing portals with ideas on all writing genre

Skrbl can be use to generate words -paste these into**www.wordle.com** for display

Utilise Phyllis Johnson's "Recipe for Writing" to scaffold students into effective development of a story. Use Etherpad as a collaborative space to work so that students can interact with each other's writing. This activity can be adjusted so that at each step of the recipe they move on to the writing by another student and continue their story. This creates opportunity to link reading and writing and to learn from each other. For more information check out the page on the Blended eLiteracy vln page as linked in the centre column.
*select vocabulary that is appropriate to topic, register, and purpose (e.g., precise and descriptive words to create a mental image or to imply meaning)
**http://www.piclits.com/compose_dragdrop.aspx**
piclits21.png

**http://plasq.com/comiclife-win**

http://www.vln.school.nz/pg/pages/view/54046/

http://naturalreaders.com
http://mystudybar.com
Enables children to drop in words over images
Comic Life needs to be purchased but allows writers to identify keywords, to shape images and words

Access relevant internet sites to harvest vocabulary through picture deconstruction. Utilise a text reader to assist struggling readers to access the text and harvest specific vocabulary. Natural Readers is a free downloadable text read software programme. It does have American voices in the free version. The Mac version allows some choice and some are better than others. For PC users try "Mystudybar to access text read and other research supports.
·*using their knowledge of how words work (e.g., knowledge of diverse phoneme-grapheme relationships, of common reliable spelling rules and conventions) along with their knowledge of word derivations, to fluently and correctly encode most unfamiliar words, including words of many syllables;
http://www.woodlands-junior.kent.sch.uk/interactive/literacy/index.htm

http://www.spellingcity.com/
Refer to writing portals above: eg Woodlands

Register your class to use as support for your spelling programme.
SpellCity.jpg
*organising related ideas into paragraphs (e.g., paragraphs comprising a topic sentence with supporting details) and beginning to use cohesive devices to link paragraphs;
**http://photopeach.com/**

peach.jpg
Using images and music to inspire and motivate eg picture for a paragraph
Writing Fun website has interactive links for students
*correctly spelling all high - frequency words used in their writing
http://www.spellingcity.com/
Register your class to use as support for your spelling programme.
SpellCity.jpg
·*independently revise and edit their writing to clarify its meaning and add impact, often in response to feedback
**http://voicethread.com/#home**

**http://etherpad.com/**
etherpad.jpg
Children can record feedback for a piece of writing
Etherpad allows a piece of writing to have feedback from other writers as well as editing.
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