New Zealand Curriculum - Level 2

Listening, Reading, and Viewing
Speaking, Writing, Presenting

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:

Selects and reads texts for enjoyment and personal fulfilment;

Recognises connections between oral, written, and visual language;

  • Use the voiceover, words and images from the Extending Literacy library and Graphic Classics to assist students to recognise the connections between oral, written and visual language and how they can combine to tell a story.

Selects and uses sources of information (meaning, structure, visual and grapho-phonic information) and prior knowledge with growing confidence to make sense of increasingly varied and complex texts;

Uses an increasing knowledge of letter clusters, affixes, roots, and compound words to confirm predictions;

  • Students work through the Spelling modules in Skill Builders to increase their knowledge of letter clusters (e.g. air, are, ear) and affixes (e.g. prefixes and suffixes) to confirm reading predictions.

Selects and uses processing strategies and an increasing range of comprehension strategies with some understanding and confidence;

Thinks critically about texts with some confidence;

Monitors, self-evaluates, and describes progress with some confidence.

  • Encourage students to independently read the Extending Literacy library with the voiceover turned off and discuss with them how they think they are progressing with their reading skills.

Purposes and audiences


Show some understanding of how texts are shaped for different purposes and audiences.


Indicators:

Related Ziptales Activities:

Recognises how texts are constructed for different purposes, audiences, and situations;

Understands that texts are created from a particular point of view;

Evaluates the reliability and usefulness of texts with some confidence.


Ideas


Show some understanding of ideas within, across, and beyond texts.


Indicators:

Related Ziptales Activities:

Uses their personal experience and world and literacy knowledge to make meaning from texts;


Makes meaning of increasingly complex texts by identifying main ideas;

Makes and supports inferences from texts with some independence.


Language features


Show some understanding of how language features are used for effect within and across texts.


Indicators:

Related Ziptales Activities:

Recognises that oral, written, and visual language features can be used for effect;


Uses a large and increasing bank of high-frequency, topic-specific, and personal content words to make meaning;

Shows an increasing knowledge of the conventions of text;

Recognises that authors have different voices and styles.

  • Explore the different voices and styles of some of the authors of selected Extending Literacy library e.g. Adventure - Mike Kingsley (Lucky Luke stories) and Marion Edwards (Dr Wow stories).

Structure


Show some understanding of text structures.


Indicators:

Related Ziptales Activities:

Understands that the order and organisation of words, sentences, paragraphs, and images contribute to text meaning;

Recognises an increasing range of text forms and differences between them.

  • Use the digital documentaries in Write Time to improve students’ recognition of a variety of text forms

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;

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;

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.


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;


Uses a large and increasing bank of high-frequency, topic-specific, and personal content 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;

  • 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;

Gains increasing control of text conventions, including some grammatical conventions.


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;


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.


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