Processes and strategies
Students will: Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas.
Indicators:
Related Ziptales Activities:
Shows some understanding of the connections between oral, written, and visual language when creating texts;
- Study the Specialised English Lessons How Do Speech and Writing Differ? (Years 3 & 4 Writing) to promote awareness of the connections between oral and written language.
Creates texts by using meaning, structure, visual and grapho-phonic sources of information, and processing strategies with growing confidence;
- Use the exercises in How to Write Poetry in Write Time for students to practise creating texts using meaning, structure, visual and grapho-phonic sources of information.
Seeks feedback and makes changes to texts to improve clarity and meaning;
- View Specialised English Lessons Making it Read Better (Years 3 & 4 Writing) to build students’ awareness of the importance of editing a text to improve clarity and meaning.
Is reflective about the production of texts: monitors, self-evaluates, and describes progress with some confidence.
- Use the tasks in Specialised English Lessons Group Work (Years 3 & 4 Oral Language) to provide an opportunity for students to reflect on a text they have created within a group setting.
Purposes and audiences
Show some understanding of how to shape texts for different purposes and audiences.
Indicators:
Related Ziptales Activities:
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.
- Students construct texts for audience and purpose using personal voice where appropriate by completing tasks from the following Specialised English Lessons (Years 3 & 4 Writing):
Ideas
Select, form, and express ideas on a range of topics.
Indicators:
Related Ziptales Activities:
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.
- Use the activities from the Specialised English Lessons Giving a Speech (Years 3 & 4 Oral Language) to provide an opportunity for students to express their ideas clearly by selecting detail and comments appropriate to the task.
Language features
Use language features appropriately, showing some understanding of their effects.
Indicators:
Related Ziptales Activities:
Uses oral, written, and visual language features to create meaning and effect;
- Provide opportunities for students to practise creating meaning and effect by using the following relevant Specialised English Lessons:
- Oral: Conversations (Parts A) & Conversations (Part B), Opinions, Did You? Didn’t You?, Giving a Speech and Group Work (Years 3 & 4 Oral Language)
- Written: Looking Below the Words and Who is Telling The Story? (Years 3 & 4 Writing); Capturing Readers and Describing a Setting (Years 3 & 4 Reading)
- Visual: Making Digital Texts (Years 3 & 4 Writing) and Film Language - Parts A & Film Language - Parts B (Years 3 & 4 Reading)
Uses a large and increasing bank of high-frequency, topic-specific, and personal content words to create meaning;
- Provide an opportunity for students to use personal content words for text creation by completing Task 1 for the Specialised English Lessons Making Digital Texts (Years 3 & 4 Writing).
Spells most high-frequency words correctly and shows growing knowledge of common spelling patterns;
- Study the Spelling modules and in Skill Builders to improve students’ knowledge of common spelling patterns.
- Students practise their spelling skills using the Word Play and Word Search activities in Puzzle Palace and the Spelling and Vocab Worksheets for the Extending Literacy library.
Uses a range of strategies to self-monitor and self-correct spelling;
- Discuss with students some of the strategies they can use to self-monitor their spelling whilst completing the worksheets for the Spelling modules in Skill Builders.
Writes legibly and with increasing fluency when creating texts;
- Students practise handwriting skills when creating texts generated from selected Extending Literacy library and Graphic Classics worksheets.
Gains increasing control of text conventions, including some grammatical conventions.
- Use the Grammar modules and worksheets from Skill Builders and the following Specialised English Lessons (Years 3 & 4 Writing) to study grammatical conventions within texts:
Structure
Organise texts using a range of structures.
Indicators:
Related Ziptales Activities:
Uses knowledge of word and sentence order to communicate meaning when creating text;
- View the Specialised English Lessons What is a Paragraph? (Years 3 & 4 Writing) to improve students’ understanding of how to use a topic sentence to introduce a paragraph in an informative text.
Organises and sequences ideas and information with some confidence;
- Use the Write Time worksheets to guide students to organise and sequence ideas in different types of texts.
- Provide an opportunity for students to practise organising information using the tasks from Specialised English Lessons Graphic Organisers (Years 3 & 4 Reading).
- Students practise organising and sequencing ideas when creating texts using the following Graphic Classics worksheets:
- The Happy Prince (#4)
- Beauty and the Beast (#1)
- Aladdin (#2)
- King Arthur (#1 & #3)
Begins to use a variety of sentence structures, beginnings, and lengths.
- Study the Specialised English Lessons What can we Change in Clauses? (Years 3 & 4 Writing) to assist student in expanding clauses to structure a sentence.
