By+End+of+Year+8


 * By the end of Year 8**

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 []

 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? || || Individual and groups || [|Sling Note] ||  ||
 * **Literacy Progressions**
 * *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.
 * || Google doc add-ons (Kaizena, research tools, bibliography) ||  ||
 * || [|__http://wonderopolis.org/__]

**By the end of Year 8**

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: center;">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. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> descriptors of attitudes, skills and knowledge that students demonstrate and draw on when writing at this level || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**E-Learning** <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Integration Idea <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> (exact link to digital resource) |||| <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**How learning may be structured?** <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Teaching Tool? <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students in groups? <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Individually? <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">As part of literacy rotations? || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Using tools such as mind meister + [|Padlet] or collaborating and planning ideas.
 * || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**Literacy Progressions**
 * || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">*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. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Inspiration, bubblus, Freemind planning software

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: left;">Youtube tutorial videos || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students plan writing using the software and develop further. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Whole class discussions

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: left;">Students view tutorials showing strategies to find information eg [|Web search strategies in plain English]by Lee Lefever ||  || [|Digistore: Fix the Mix Up] [|Digistore: Garage Beat] [|Digistore: Ad Campaign] [|Digistore: Manga Maker] __<span style="background-color: transparent; color: #551a8b; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">[|Digistore: Point of View] __ ||  ||   || __<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">[|Digistore: Manga Maker] __ [|Digistore: Point of View] ||  ||   ||
 * || *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]
 * || *deliberately using written language features such(e.g. rhetorical questions and metaphors) an visual language features to engage the audience and/or convey meaning. || __<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">[|Digistore: Dream Machine] __
 * || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">*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. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[|Etherpad]collaboration revising, crafting and recrafting text.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Publish text to blog/wiki

App: Notability allows you to annotate over text - select pieces of text || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Groups - writing level groups specific to the task eg paragraph writing or writing an introduction.



<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: left;">Writer seeks feedback from others to posted writing and responds to them in turn. ||
 * || *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 ||  ||