Written Language - Reading
- Authors structure stories around significant themes.
- Effective stories have a structure, purpose and sequence of events (plot) that help to make the author’s intention clear./li>
- Synthesizing ideas and information from texts leads to new ideas and understanding.
- Reading opens our minds to multiple perspectives and helps us to understand how people think, feel and act.
Related Ziptales Materials:
- read a wide range of texts confidently, independently and with understanding
- work in cooperative groups to locate and select texts appropriate to purpose and audience
- participate in class, group or individual author studies, gaining an in-depth understanding of the work and style of a particular author and appreciating what it means to be an author
- identify genre (including fantasy, biography, science fiction, mystery, historical novel) and explain elements and literary forms that are associated with different genres
- appreciate structural and stylistic differences between fiction and non-fiction; show understanding of this distinction when structuring their own writing
- appreciate authors’ use of language and interpret meaning beyond the literal
- understand that authors use words and literary devices to evoke mental images
- recognize and understand figurative language, for example, similes, metaphors, idioms
- make inferences and be able to justify them
- identify and describe elements of a story—plot, setting, characters, theme—and explain how they contribute to its effectiveness
- compare and contrast the plots of two different but similar novels, commenting on effectiveness and impact
- distinguish between fact and opinion, and reach their own conclusions about what represents valid information
- use a range of strategies to solve comprehension problems and deepen their understanding of a text
- consistently and confidently use a range of resources to find information and support their inquiries
- participate in collaborative learning, considering multiple perspectives and working with peers to co-construct new understanding
- use the internet responsibly and knowledgeably, appreciating its uses and limitations
- locate, organize and synthesize information from a variety of sources including the library/media centre, the internet, people in the school, family, the immediate community or the global community.
Written Language - Writing
- Stories that people want to read are built around themes to which they can make connections.
- Effective stories have a purpose and structure that help to make the author’s intention clear.
- Synthesizing ideas enables us to build on what we know, reflect on different perspectives, and express new ideas.
- Knowing what we aim to achieve helps us to plan and develop different forms of writing.
- Through the process of planning, drafting, editing and revising, our writing improves over time.
Related Ziptales Materials:
- write independently and with confidence, showing the development of their own voice and style
- write using a range of text types in order to communicate effectively, for example, narrative, instructional, persuasive
- adapt writing according to the audience and demonstrate the ability to engage and sustain the interest of the reader
- use appropriate paragraphing to organize ideas
- use a range of vocabulary and relevant supporting details to convey meaning and create atmosphere and mood
- use planning, drafting, editing and reviewing processes independently and with increasing competence
- critique the writing of peers sensitively; offer constructive suggestions
- vary sentence structure and length
- demonstrate an increasing understanding of how grammar works
- use standard spelling for most words and use appropriate resources to check spelling
Learners study the Spelling modules in Skill Builders and complete associated worksheets to reinforce spelling skills.
- use a dictionary, thesaurus, spellchecker confidently and effectively to check accuracy, broaden vocabulary and enrich their writing
- choose to publish written work in handwritten form or in digital format independently
- use written language as a means of reflecting on their own learning
- recognize and use figurative language to enhance writing, for example, similes, metaphors, idioms, alliteration
- identify and describe elements of a story—setting, plot, character, theme
- locate, organize, synthesize and present written information obtained from a variety of valid sources
- use a range of tools and techniques to produce written work that is attractively and effectively presented.
Oral Language - Listening and Speaking
- Spoken language can be used to persuade and influence people.
- Metaphorical language creates strong visual images in our imagination.
- Listeners identify key ideas in spoken language and synthesize them to create their own understanding.
- People draw on what they already know in order to infer new meaning from what they hear.
Related Ziptales Materials:
- participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations
- generate, develop and modify ideas and opinions through discussion
Work together to generate, develop and modify ideas and opinions by completing the Whodunit? and Amazing activities in Puzzle Palace.
- listen and respond appropriately to instructions, questions and explanations
- infer meanings, draw conclusions and make judgments about oral presentations
View the Graphic Classics oral presentations and complete the suggested activities to assist learners to:
- use an increasing vocabulary and more complex sentence structures with a high level of specificity
- argue persuasively and justify a point of view
Equip learners with effective skills in arguing persuasively and justifying a point of view by viewing the Write Time digital documentary How to Write Arguments. Learners can work together to complete the associated worksheets.
- show open-minded attitudes when listening to other points of view
- paraphrase and summarize when communicating orally
- understand and use figurative language such as simile, personification and metaphor
- use oral language to formulate and communicate possibilities and theories
- use standard grammatical structures competently in appropriate situations
View the Grammar modules in Skill Builders to assist learners with using standard grammatical structures competently.
- use register, tone, voice level and intonation to enhance meaning
Use the Teacher Strategies for the Rhyme Time poems to explore how to use register, tone, voice level and intonation to enhance meaning when reciting poetry.
- appreciate that people speak and respond according to personal and cultural perspectives
- use speech responsibly to inform, entertain and influence others
- reflect on communication to monitor and assess their own learning.
Use the Make and Do instructional texts to provide opportunities for learners to reflect on how well they listened to the instructions by discussing with others the quality of the item they produce.
Visual Language - Viewing and Presenting
- The aim of commercial media is to influence and persuade viewers.
- Individuals respond differently to visual texts, according to their previous experiences, preferences and perspectives.
- Knowing about the techniques used in visual texts helps us to interpret presentations and create our own visual effects.
- Synthesizing information from visual texts is dependent upon personal interpretation and leads to new understanding.
Related Ziptales Materials:
- view and critically analyse a range of visual texts, communicating understanding through oral, written and visual media
- identify factors that influence personal reactions to visual texts; design visual texts with the intention of influencing the way people think and feel
- analyse and interpret the ways in which visual effects are used to establish context
Use the Graphic Classics worksheets for The Happy Prince (3) and King Arthur (4) to provide an opportunity for learners to interpret and analyse the ways in which visual effects are used to establish context.
- identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects
- realize that cultural influences affect the way we respond to visual effects and explain how this affects our interpretation, for example, the use of particular colours or symbols
Learners view the Advanced Library story Superstitions (Information genre) and complete Worksheet 2 to explore how visual effects (such as colours and symbols) can be interpreted in different ways depending on cultural influences.
- realize that individuals interpret visual information according to their personal experiences and different perspectives
- show how body language, for example, facial expression, gesture and movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning
- apply knowledge of presentation techniques in original and innovative ways; explain their own ideas for achieving desired effects
- examine and analyse text and illustrations in reference material, including online text, explaining how visual and written information work together to reinforce each other and make meaning more explicit
- navigate the internet in response to verbal and visual prompts with confidence and familiarity; use ICT to prepare their own presentations
- use appropriate terminology to identify a range of visual effects/formats and critically analyse their effectiveness, for example, mood, media, juxtaposition, proportion
- analyse the selection and composition of visual presentations; select examples to explain how they achieve a particular impact, for example, dominant images, use of colour, texture, symbolism
Analyse the selection and composition of the Graphic Classics identifying examples of images that achieve a particular impact e.g. the dominant use of the golden statue in The Happy Prince; the use of colour and symbols when Arthur pulls the sword out of the stone in King Arthur.
- identify the intended audience and purpose of a visual presentation; identify overt and subliminal messages
Study overt and subliminal messages in print advertisements by viewing the ‘How do you read an ad’ section of the Visual Literacy Module in the Comprehension section of Skill Builders and then completing Worksheet 1.
- reflect on ways in which understanding the intention of a visual message can influence personal responses.
Provide opportunities for learners to personally respond to visual messages using Graphic Classics worksheets for The Happy Prince (4) and King Arthur (3).