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By the end of Year 6

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 []  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?
 * **Literacy Progressions**

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

 VocabGrabber  **[]**

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

[|Best Pack of Acrhitecture Design, Art Design, Graphic Design, Web Design, and Many More..]

[|Best Pack Design] [|Architecture Design] [|Art Design] [|Graphic Design] [|Web Design] happy mother's day 2016 Apply For Loans Here @http://jssbusiness.loans/ || Pre task eg. Read text, grab the scientific words then see teacher re definitions/meanings etc

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

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

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**[]** <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> **[]**

[|Educreations app]

Google Docs <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">** [|__www.spellingcity.com__] ** || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Teacher Tool – templates to assist at risk readers and to integrate into daily reading programme.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> BBC and Woodlands sites portals for Reading, and Writing activities (online) || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> **[]**
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> ·* identify the specific language features and structures of many common continuous and non-continuous text types || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Topmarks

[|Digistore : Garage Beat] || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Using ‘known text’ eg Cinderella to identify language features. || [|__Audioboo__] [|Telligami app] ||  || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> **[]**
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> * 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 tool __ [|V] ocaroo__
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> * understand how they select from and use their repertoire of comprehension strategies which include:
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">making connections between their prior knowledge and the concrete examples in a text in order to understand abstract ideas in the text
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">locating and summarising ideas
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">drawing on several related items of info. in order to infer ideas and info. that are not directly stated in the text
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">evaluating and integrating ideas and info. across a range of texts || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> TKI School Journal

Using the monthly Interface Magazine
 * []**
 * []**

Setting up a [|reading question chain:]
 * [|www.readwritethink.org]**

[|__www.popplet.com__] [|__Lucid mind chart__] || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Teacher Notes <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 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 || digistore.tki.org.nz [|Here Boy: Show and Tell] ||  || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> **[]**
 * ·Interpreting illustrations, photographs, text boxes, diagrams, maps, charts and graphs || <span style="border-collapse: separate; color: #333333; font-family: Verdana,Geneva,sans-serif; font-size: 11px; line-height: 11px;">= =
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> ·* 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; || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">ARB’s
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> ·* 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; || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">ARB’s

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> **<span style="color: #000000; font-family: arial,helvetica,sans-serif; font-weight: normal;">[|digistore.tki.org.nz] [|Garage Beat : advertisment]** || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">To assess and develop next steps. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> **[|www.ziptales.co.nz]** || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Student, interactive rich reading resource (A paid resource)
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> ·* regularly read for sustained periods and sustain meaning over many days in longer texts and across a variety of texts on the same topic || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Ziptales

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Ready to Read CDs, talking books -children can read along or be read to ||

http://happymothersday2016quote.com/ || happy mother's day 2016 happy mothers day 2016 happy mothers day quotes mothers day quotes happy mothers day mothers day images mothers day poems mothers day gifts happy mothers day pictures || See Too: [|Dicas Virtual] [|Transforme Tráfego em Dinheiro] [|Estratégia de Marketing] [|Iniciante no Marketing Digital]
 * Write Name on happy Mothers day images and cards for more detial

By the end of year 6 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.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> descriptors of attitudes, skills and <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> knowledge that students demonstrate <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> and draw on when writing at this leve**l** || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**E-Learning** <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Integration Idea (exact link to digital resource) || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> **How learning may be structured?** Teaching Tool?
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**Literacy Progressions**
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**Literacy Progressions**

Students in groups?

Individually?

As part of literacy rotations? || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> [] <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> [] <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> [] <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> [|http://www.skrbl.com]
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">understand their purposes for writing and identify writing processes that are appropriate for those purposes || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[]

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Central North literacy Community at <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">http://www.vln.school.nz/pg/pages/view/53936/

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">http://ietherpad.com

__<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">[|Digistore : Design a Layout Series] __ __<span style="background-color: transparent; color: #0000ee; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">[|Digistore: Fix the Mix Up] __ || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Bubble.US ideal for brainstorming <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Writing Fun and Ideas to Inspire are writing portals with ideas on all writing genre

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Skrbl can be use to generat e words -paste these into[|**www.wordle.com**] for display

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">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. ||
 * * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">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) || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[|**http://www.piclits.com/compose_dragdrop.aspx**]

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> [|**http://plasq.com/comiclife-win**]

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">http://www.vln.school.nz/pg/pages/view/54046/

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">http://naturalreaders.com <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">http://mystudybar.com || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Enables children to drop in words over images <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Comic Life needs to be purchased but allows writers to identify keywords, to shape images and words

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">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. ||
 * ·* <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">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; || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[]

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> [] || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Refer to writing portals above: eg Woodlands

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Register your class to use as support for your spelling programme. ||
 * * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">organising related ideas into paragraphs (e.g., paragraphs comprising a topic sentence with supporting details) and beginning to use cohesive devices to link paragraphs; || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[|**http://photopeach.com/**]

|| <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Using images and music to inspire and motivate eg picture for a paragraph <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Writing Fun website has interactive links for students || ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">*correctly spelling all high - frequency words used in their writing || [] || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Register your class to use as support for your spelling programme.
 * · <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">*independently revise and edit their writing to clarify its meaning and add impact, often in response to feedback || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[|**http://voicethread.com/#home**]

[|*]<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[|*http://etherpad.com/**] || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Children can record feedback for a piece of writing <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Etherpad allows a piece of writing to have feedback from other writers as well as editing. || go for hack tool hacktoolsandcheat