In their third year at school, students are beginning to use texts to meet the demands of learning across the curriculum as well as for instructional reading 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)
Guided, shared or independent reading activity with some follow up discussion. Ideas include: evaluating and responding to other people's ideas and activities.
*know the meanings of some common prefi xes (e.g., un-, re-, in-, dis-) and suffi xes (e.g., -s, -es, -ed, -ing, -ly, -er, -less, -ful) and understand how they affect the meanings of words;
Students work in pairs on learning objects as part of a literacy task-board. Explore tenses, extensions (prefixes, suffixes & plural), synnonym
In the third year at school, students create texts for instructional writing purposes as well as to meet other learning purposes across the curriculum. They write in order to think about, record and communicate experiences, ideas and information.
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?
* use increasingly specific words and phrases (e.g., adjectives and more precise nouns and verbs) that are appropriate to the content of the text.
Students can select a scene and choose words to describe the scene. Extension of words can be selected to encourage use of interesting vocabulary and exploring tenses, comparitive etc.
Students work in pairs on learning objects as part of a literacy task-board
*Publish, where appropriate , in a variety of media depending on their purpose and audience.
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/
descriptors of attitudes, skills and knowledge that students demonstrate and draw on when reading at this level.
Integration Idea
(exact link to digital resource)
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Architecture Design
Art Design
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How learning may be structured?
Teaching Tool?
Students in groups?
Individually?
As part of literacy rotations?
http://www.interfacemagazine.co.nz/teacherblogs/
__http://www.studyzone.org/testprep/ela4/h/authorpur.cfm__
__http://www.pinterest.com/bas7588/3rd-grade-language-arts/__
__http://theteachingthief.blogspot.co.nz/2012/01/teaching-authors-purpose-iguanas-can.html__
__http://olc.spsd.sk.ca/De/PD/instr/strats/readerstheatre/index.html__
Ideas include: evaluating and responding to other people's ideas and activities.
__http://www.ezschool.com/games/english/spelling2/bookworm.html__ - fishing prefixes engaging but with value
__http://pbskids.org/lions/games/synsam.html__ synonyms - Sams Lab
__http://www.pinterest.com/ariajalynn/synonyms-antonyms-multiple-meanings/__
__http://www.abcya.com/synonyms_antonyms.htm__ synonyms and antynoms toss - game
Explore tenses, extensions (prefixes, suffixes & plural), synnonym
In the third year at school, students create texts for instructional writing purposes as well as to meet other learning purposes across the curriculum. They write in order to think about, record and communicate experiences, ideas and information.
descriptors of attitudes, skills and knowledge that students demonstrate and draw on when writing at this level.
Integration Idea
(exact link to digital resource)
Teaching Tool?
Students in groups?
Individually?
As part of literacy rotations?
(e.g., adjectives and more precise nouns and verbs) that are appropriate to the content of the text.
Digistore - Wonderful Words
words to describe the scene. Extension of words can be selected to encourage use of interesting vocabulary and exploring tenses, comparitive etc.
Students work in pairs on learning objects as part of a literacy task-board
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