MATAMATA PRIMARY SCHOOL IMPLEMENTATION PLAN Curriculum Area: ENGLISH - Speaking,

LEARNING AREA DESCRIPTION In Eng ish, students 'i stud%, use, and en-!% anguage and iterature #!""uni#ated !ra %, visua %, !r in 'riting( Eng ish is stru#tured ar!und t'! inter#!nne#ted strands, ea#h en#!"passing the !ra , 'ritten, and visua $!r"s !$ the anguage( The strands di$$erentiate &et'een the "!des in 'hi#h students are pri"ari %: o "aking "eaning !$ ideas !r in$!r"ati!n the% re#eive . istening, reading, and vie'ing/ o #reating "eaning $!r the"se ves !r !thers .speaking, 'riting, and presenting/(

ri!ing an" Pre#en!ing

EMPHASIS FOR MATAMATA PRIMARY Students 'i integrate s!ur#es !$ in$!r"ati!n, pr!#esses, and strategies 'ith deve !ping #!n$iden#e t! identi$%, $!r", and e)press ideas( +% using these pr!#esses and strategies 'hen speaking, 'riting, and presenting, students 'i Sh!' a deve !ping understanding !$ h!' t! shape te)ts $!r di$$erent purp!ses and audien#es( Se e#t, $!r", and #!""uni#ate ideas !n a range !$ t!pi#s( ,se anguage $eatures appr!priate %, sh!'ing a deve !ping understanding !$ their e$$e#ts( Organise te)ts, using a range !$ appr!priate stru#tures(

KEY INDICATORS OF EFFECTIVE PRACTICE understanding the deve !p"enta pr!#ess $!r the %ear gr!ups &eing taught having kn!' edge !$ instru#ti!na strategies and appr!a#hes t! use in tea#hing( kn!'ing the spe#i$i# itera#% kn!' edge, ski s, and attitudes !$ the #urri#u u"( kn!'ing h!' t! engage earners &% thinking #are$u % a&!ut the se e#ti!n !$ parti#u ar te)ts t! use( re#!gnising the i"p!rtan#e !$ "aking #!nne#ti!ns t! students* individua e)pertise and interests and t! seek !pp!rtunities t! &ui d !n the ski s and e)perien#es that students &ring t! the # assr!!"(

IMPLEMENTATION PLAN: ENGLISH - Speaking, Writing and Presenting

PROGRAMME IMPLEMENTATION GUIDELINES T! deve !p the ski s t! ena& e students t! e)press their !'n ideas, $ee ings and th!ughts # ear %, and t! resp!nd t! !thers appr!priate % in a range !$ $!r"a and in$!r"a situati!ns( Writing Pr!gra""es are inked t! the Ora Language and 0eading pr!gra""es( Pr!gra""es in# ude varied 'riting !pp!rtunities o Writing 'ith students &% the # assr!!" tea#her o Independent and student-dire#ted 'riting o Shared 'riting 'ith peer gr!up Learning intenti!ns and su##ess #riteria are disp a%ed and dis#ussed( Students are pr!vided 'ith s#a$$! ding in their 'riting t! supp!rt the intr!du#ti!n !$ di$$erent te)t $!r"s( e(g( re#!unt, persuade, des#ri&e, ana %se, narrate, instru#t, e)p ain( A variet% !$ Spe ing res!ur#es are avai a& e in the # assr!!" t! supp!rt 'riting 0egu ar hand'riting sessi!ns 'i $!#us !n etter $!r"ati!n, dire#ti!na it% and !rientati!n !$ etters &ased !n students* needs A print ri#h envir!n"ent in# udes e)a"p es !$ students pu& ished 'riting(

KEY ELEMENTS FOR ASSESSMENT AND EVALUATION Assess"ent is the pr!#ess !$ gathering, ana %sing, interpreting, and using in$!r"ati!n a&!ut students1 pr!gress and a#hieve"ent in !rder t! i"pr!ve tea#hing and earning( A variet% !$ tea#her !&servati!ns and assess"ent t!! s 'i &e used in# uding: 2 3ear Entr% Test 4 3ear O&servati!na Surve% Pr!!$-0eading Tests !$ Spe ing .P0ETOS/ Nati!na 5urri#u u" E)e"p ars-Writing Assess"ent !$ regu ar Written anguage and Hand'riting Sa"p es

RESOURCES Ne' 6ea and 5urri#u u" Linking the Language Strands Writing Standards $!r 3rs( 7-8 The Learner as a 0eader The Litera#% Learning Pr!gressi!ns E$$e#tive Litera#% Pra#ti#e in 3r( 7-9 E$$e#tive Litera#% Pra#ti#e in 3r( 2-8 tki - Eng ish!n ine

IMPLEMENTATION PLAN: ENGLISH - Speaking, Writing and Presenting

LEARNING EXPECTATIONS
A! !$e en" %& Year '
has an awareness of the connections between oral, written, and visual language when creating text creates texts by using meaning, structure, visual and grapho-phonic sources of information, prior knowledge, and some processing strategies with some confidence seeks feedback and makes changes to texts is becoming reflective about the production of own texts begins to monitor, self-evaluate, and describe progress.

A! !$e en" %& Year ( ri!ing an" Pre#en!ing

shows some understanding of the connections between oral, written, and visual language when creating texts creates texts by using meaning, structure, visual and grapho-phonic sources of information, and processing strategies with growing confidence seeks feedback and makes changes to texts to improve clarity and meaning is reflective about the production of texts: monitors, self-evaluates, and describes progress with some confidence.

A! !$e en" %& Year )

uses a developing understanding of the connections between oral, written, and visual language when creating texts creates a range of texts by integrating sources of information and processing strategies with developing confidence seeks feedback and makes changes to texts to improve clarity, meaning, and effect is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with growing confidence.

Pr%ce##e# an" S!ra!egie# : Speaking,

Purp%#e# an" Au"ience#

constructs texts that demonstrate some awareness of purpose and audience through appropriate choice of content, language, and text form expects the texts they create to be understood, responded to, and appreciated by others is developing and conveying personal voice where appropriate. constructs texts that demonstrate a growing awareness of audience and purpose through appropriate choice of content, language, and text form expects the texts they create to be understood, responded to, and appreciated by others develops and conveys personal voice where appropriate. forms and expresses ideas and information with reasonable clarity, often drawing on personal experience and knowledge begins to add or delete details and comments, showing some selectivity in the process. constructs texts that show a growing awareness of purpose and audience through careful choice of content, language, and text form conveys and sustains personal voice where appropriate.

I"ea#
forms and expresses simple ideas and information, usually drawing from personal experience and knowledge begins to support ideas with some detail. forms and expresses ideas and information with increased clarity, drawing on a range of sources adds or changes details and comments to support ideas, showing some selectivity in the process ideas suggest awareness of a range of dimensions or viewpoints.

Language *ea!ure#
uses some oral, written, and visual language features to create meaning and effect uses a range of high-frequency, topic-specific, and personal-content words to create meaning spells some high-frequency words correctly and begins to use some common spelling patterns begins to use some strategies to self-correct and monitor spelling writes most letters and number forms legibly when creating texts begins to gain control of text conventions, such as: capital letters and full stops some basic grammatical conventions; volume, clarity, and tone; and simple symbols. uses oral, written, and visual language features to create meaning and effect uses a large and increasing bank of highfrequency, topic-specific, and personalcontent words to create meaning spells most high-frequency words correctly and shows growing knowledge of common spelling patterns uses a range of strategies to self-monitor and self-correct spelling writes legibly and with increasing fluency when creating texts gains increasing control of text conventions, including some grammatical conventions. uses oral, written, and visual language features to create meaning and effect and engage interest uses a range of vocabulary to communicate meaning demonstrates good understanding of all basic spelling patterns and sounds in written English uses an increasing range of strategies to selfmonitor and self-correct spelling writes legibly, fluently, and with ease when creating texts uses a range of text conventions, including most grammatical conventions, appropriately and with increasing accuracy.

S!ruc!ure
uses knowledge of word and sentence order to communicate meaning in simple texts begins to sequence ideas and information uses simple sentences with some variation in beginnings may attempt compound and complex sentences. uses knowledge of word and sentence order to communicate meaning when creating texts organises and sequences ideas and information with some confidence begins to use a variety of sentence structures, beginnings, and lengths. organises written ideas into paragraphs with increasing confidence organises and sequences ideas and information with increasing confidence uses a variety of sentence structures, beginnings, and lengths.

IMPLEMENTATION PLAN: ENGLISH - Speaking, Writing and Presenting

LEARNING EXPECTATIONS
A! !$e en" %& Year ' A! !$e en" %& Year ( A! !$e en" %& Year ) Students 'i use their 'riting t! think a&!ut, re#!rd, and #!""uni#ate e)perien#es, ideas, and in$!r"ati!n t! "eet spe#i$i# earning purp!ses a#r!ss the #urri#u u" at Leve ;(
understand their purp!ses $!r 'riting and identi$% 'riting pr!#esses that are appr!priate $!r th!se purp!ses< use a variet% !$ p anning a#tivities, $!r th!se 'riting tasks that need t! &e p anned< generate #!ntent that is re evant t! the task, supp!rting !r e a&!rating "ain ideas 'ith detai that has &een se e#ted 'ith s!"e #are< independent % revise and edit 'riting t! # ari$% "eaning and add i"pa#t pr!!$read t! #he#k spe ing, gra""ar and pun#tuati!n, using appr!priate #!"puter- &ased !r print t!! s( using an !vera te)t stru#ture that is appr!priate $!r their purp!se, se e#ting v!#a&u ar% that is appr!priate t! the t!pi#, register, and purp!se using 'ritten anguage $eatures .su#h as e"!tive v!#a&u ar%/ and visua anguage $eatures .su#h as headings, #harts, !r "aps/ t! e)tend !r # ari$% "eaning and t! engage their audien#e< using their kn!' edge !$ h!' '!rds '!rk, t! $ uent % and #!rre#t % en#!de "!st un$a"i iar '!rds, in# uding '!rds !$ "an% s% a& es< #!rre#t % spe ing a high-$re=uen#% '!rds, used in their 'riting< !rganising re ated ideas int! paragraphs and &eginning t! use #!hesive devi#es t! ink paragraphs< using si"p e and #!"p!und senten#es that are #!rre#t gra""ati#a % and have a variet% !$ stru#tures, &eginnings, and engths and using s!"e #!"p e) senten#es that are "!st % #!rre#t gra""ati#a %< using &asi# pun#tuati!n that is "!st % #!rre#t .e(g(, 'hen pun#tuating dia !gue/< atte"pting s!"e #!"p e) pun#tuati!n .e(g(, using ap!str!phes $!r p!ssessi!n, #!""as $!r # auses, !r se"i#! !ns/(

NATIONAL STAN+AR+S:

RITING
Students 'i use their 'riting t! think a&!ut, re#!rd, and #!""uni#ate e)perien#es, ideas, and in$!r"ati!n t! "eet spe#i$i# earning purp!ses a#r!ss the #urri#u u" at Leve :(
se e#t and use t!! s .e(g(, graphi# !rganisers/ and strategies t! p an and !rganise ideas and in$!r"ati!n t! "eet their purp!ses $!r 'riting< reread their 'riting at vari!us stages t! #he#k $!r "eaning revise and edit their 'riting $!r # arit%, !$ten in resp!nse t! $eed&a#k< pr!!$read $!r a##ura#% !$ spe ing, gra""ar, and pun#tuati!n< "ake #h!i#es, 'hen appr!priate, $!r pu& ishing in a variet% !$ "edia, in# uding digita and visua "edia(

Students 'i use their 'riting t! think a&!ut, re#!rd, and #!""uni#ate e)perien#es, ideas, and in$!r"ati!n t! "eet spe#i$i# earning purp!ses a#r!ss the #urri#u u" at eve 7
use si"p e p anning strategies t! !rganise their ideas and then app % their p anning as the% turn ideas int! #!nne#ted senten#es deve !p #!ntent that is re ated t! the #urri#u u" t!pi#, 'ith s!"e detai revise their te)t .!$ten in resp!nse t! $eed&a#k/ and edit it $!r # arit% and a##ura#% !$ "eaning pr!!$read their te)t t! #he#k pun#tuati!n and spe ing, .$!r e)a"p e, &% using their previ!us 'riting and !ther s!ur#es t! $ind !r veri$% #!rre#t spe ings/(

LITERACY LEARNING PROGRESSIONS , S!ra!egie#

LITERACY LEARNING PROGRESSIONS , -n%.le"ge an" Skill#

using their pers!na #!ntent v!#a&u ar% !$ 'ritten '!rds as 'e as '!rds and phrases that are part !$ their e)panding !ra v!#a&u ar% using their deve !ping ph!ne"i# a'areness t! $!r" ne' '!rds using their visua "e"!r% t! spe pers!na v!#a&u ar% as 'e as high$re=uen#% '!rds, 'hi#h #!u d in# ude "!st !$ the '!rds in essentia ists 7 and : as 'e as s!"e !$ the high$re=uen#% '!rds in essentia ists ; and 9 en#!ding .spe ing/ un$a"i iar '!rds atte"pting s!"e variet% and pre#isi!n in the use !$ ad-e#tives, n!uns, and ver&s $!r"ing a !'er-#ase and upper-#ase etters #!rre#t % 'ith in#reasing speed and aut!"ati#it% using appr!priate te)t stru#tures $!r te)t t%pes su#h as si"p e re#!unts, des#ripti!ns, and rep!rts #!"p!sing "ain % si"p e and #!"p!und senten#es, 'ith s!"e variati!n in their &eginnings using si"p e #!n-un#ti!ns #!rre#t %, 'ith su&-e#t>ver& agree"ent and n!un>pr!n!un agree"ent using $u st!ps, =uesti!n "arks, !r e)# a"ati!n "arks t! end senten#es and using #apita etters #!rre#t % t! &egin senten#es .and $!r $a"i iar pr!per n!uns/( using v!#a&u ar% .n!uns, ver&s, ad-e#tives, and adver&s/ that # ear % #!nve%s ideas, e)perien#es, !r in$!r"ati!n< en#!ding .spe ing/ &% using #!""!n, spe ing ru es and #!nventi!ns using visua "e"!r% t! he p spe pers!na v!#a&u ar% and high$re=uen#% '!rds #!rre#t % ."!st '!rds $r!" essentia ists 7>9 and "an% $r!" essentia ists 2>?/< e)panding 'riting v!#a&u ar% &% app %ing kn!' edge !$ the "eaning !$ "!st #!""!n pre$i)es .e(g( un-, su&-, pre-, n!n-/ and "!st #!""!n su$$i)es .e(g(, -$u , - %, -ti!n, -a& e@-i& e, "ent/ using re$eren#e s!ur#es . di#ti!naries, thesauruses/ t! #he#k the "eanings !$ '!rds and t! $ind ne' '!rds< using 'ritten anguage $eatures e(g( si"i es, !n!"at!p!eia and visua anguage $eatures -i ustrati!ns and diagra"s, t! supp!rt "eaning< using si"p e and #!"p!und senten#es, that var% in &eginnings, stru#tures, and engths #!rre#t % using su&-e#t>ver& agree"ent, tense agree"ent, and pr!n!uns and prep!siti!ns< using #apita etters, $u st!ps, =uesti!n "arks, and e)# a"ati!n "arks #!rre#t % and using spee#h "arks, #!""as $!r ists, and ap!str!phes $!r #!ntra#ti!ns #!rre#t %

IMPLEMENTATION PLAN: ENGLISH - Speaking, Writing and Presenting

CONTEXTS FOR LEARNING

E)p i#it inks are "ade &et'een itera#% areas( Students are given regu ar !pp!rtunities t! 'rite independent %( Students #!"p ete spe#i$i# spe ing tasks that are inked t! their 'ritten anguage earning( Print ri#h # ass envir!n"ent
Le/el T.% - Year 21( Le/el T$ree - Year 31)

Le/el One - Year 01'

T% En!er!ain , make meaning &%r en4%5men! an" crea!e meaning &%r %!$er# !% en4%5 Narrative pr!se Aes#ripti!n -#hara#ter Narrative > p!etr% Thr!ugh p!etr%, .#in=uain, Haiku, Bree Cerse A#r!sti#, Shape, 2W/ "%ths and egends, i"aginative st!ries, adventure st!ries, "%ster% st!ries, $air%ta es, #art!!ns, pi#ture &!!ks, auth!r stud%, 'riting -!kes and ridd es, "!vie "aking, re#!unting pers!na e)perien#es, diar% 'riting, -!urna 'riting pers!na 'iki-spa#e, &!!k 'eek, &!!k #hara#ter stud%, p a% 'riting, T% In&%rm , &in" %u! a6%u! #%me!$ing an" !% #$are in&%rma!i%n .i!$ %!$er# 0e#!unt@Pers!na e)perien#e In$!r"ati!n 0ep!rt Thr!ugh resear#h pr!-e#t, spee#h, p!ster, "!vie "aking, etter 'riting, e"ai , sk%pe, s#ien#e e)peri"ents, rete ing an event, 'riting g!a s, surve%s, &!!k revie', intervie's, ists, resear#h ski s .su""ariDing, n!tetaking/ T% In#!ruc! , !% &in" %u! $%. !% "% #%me!$ing an" !% #$%. %!$er# $%. !% "% #%me!$ing Pr!#edure E)p anati!n Thr!ugh 'riting pr!#edures, re#ipe &!!ks, h!' t! guides, Instru#ti!ns "ake a ne' ga"e, te s!"e!ne h!' t!, 'rite treasure "aps, "!vie "aking T% Per#ua"e , !% &in" %u! !$e %pini%n# %& %!$er# an" !% #$are m5 %pini%n# .i!$ %!$er# E)p!siti!n* Ais#ussi!n 0esp!nse Thr!ugh "aking advertise"ents@p!sters, de&ate, spee#hes, share an !pini!n a&!ut a su&-e#t, "!vie@&!!k revie', $!!d #riti#, etters t! Prin#ipa t! "ake a #hange, investigate !#a @nati!na issue and resp!nd, argu"ents

IMPLEMENTATION PLAN: ENGLISH - Speaking, Writing and Presenting