Levels 3 and 4
Achievement Objectives
Written language: Reading
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Students should: |
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| Level 3 |
select
and read independently, for enjoyment and information, different contemporary
and historical texts, integrating reading processes with ease |
Personal Reading |
| Level 4 |
select
and read independently, for enjoyment and information, a range of contemporary
and historical texts, integrating reading processes and using a variety
of reading strategies |
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| Level 3 |
discuss language, meanings, and ideas in
a range of texts, relating their understanding to personal experiences
and other texts |
Close Reading |
| Level 4 |
discuss
language, meanings, and ideas in a range of texts, relating their understanding
to experiences, purposes, audience, and other texts |
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In achieving
The objectives of understanding and using written language, students should: |
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| Levels 3 and 4 |
identify,
discuss, and use the conventions, structures, and language features of
different texts, and discuss how they relate to the topic |
Exploring Language |
| Levels 3 and 4 |
discuss
and convey meanings in written texts, exploring relevant experiences and
other points of view |
Thinking Critically |
| Levels 3 and 4 |
gather,
select, record, interpret, and present coherent, structured information
from a variety of sources, using different technologies and explaining
the processes used |
Processing Information |
Teaching, Learning, and Assessment Examples
Example 1
Achievement Objectives
Personal reading; close reading: processing information
Teaching and Learning
Context: a study of the heritages of the children in the class
- Students read and talk about the languages, family traditions, and individuals
linked to their heritages, such as historical figures, personal acquaintances,
or relatives.
- Students and the teacher gather a range of texts, including information
from resources such as audio and visual texts, genealogies and whakapapa,
conversations with older people about their childhood memories, School Journals,
and other written sources, which they identify in libraries using the technologies
available.
- Students read a variety of fiction, non-fiction, and poetry texts which
reflect the different heritages of students in the class. The class keeps
a reading 'map', linking their reading with places.
- The students work in pairs or groups to assemble a presentation of their
own heritages, choosing appropriate methods and technologies.
Assessment
- The teacher observes and records students' use of processes and technologies
to select resources, and their reading strategies.
- Students evaluate their own work, including discussion and recording of
the processes involved in gathering information.
- Students share and respond to each other's contributions.
- The teacher discusses records with students.
Links With Other Strands
Writing, Speaking, Viewing, Presenting
Related example in another strand at the same level: Listening, Example 3.
Example 2
Achievement Objectives
Personal reading; close reading: thinking critically
Teaching and Learning
Context: independent reading of a self-selected text
- A selection of School Journal stories or novels is made available
to the class, with several copies of each title.
- Students are grouped according to their choice of text for independent reading.
Students agree to read a section of text by a certain time, and the teacher
provides time for independent reading.
- As they read, students make personal notes on aspects they would like to
share, such as related personal experiences, a character, a piece of action,
or specific language features.
- The teacher discusses progress with the groups, helping to extend their
responses through questions and comments.
- Individual students develop a written response, or groups, pairs, or individuals
shape a presentation to share with larger groups, about an aspect of the text
which was important to them.
Assessment
- Students' responses are assessed by the teacher and by other students for
their critical thinking and for their ability to convey their enjoyment of
the text.
Links With Other Strands
Writing, Speaking, Listening
Example 3
Achievement Objectives
Close reading: thinking critically; exploring language
Teaching and Learning
Context: preparing to write for a class magazine
- Students read about a particular event or issue, using texts from a range
of sources, including magazines, newspapers, cartoons, and letters to the
editor.
- Students identify and discuss different points of view or angles and use
appropriate terminology to justify their analysis, such as headlines, choice
of words, organisation of text, and the language features which contribute
to the text's impact.
- In pairs, students discuss the different attitudes to the subject and express
their own opinions, specifically linking their arguments to the texts by finding
evidence and developing reasons for their views, especially those based on
personal experience or feelings.
Assessment
- In larger groups, students share the opinions they have developed, reading
from texts that they have agreed or disagreed with. The emphasis is not on
debate but on the range of opinions in the group.
- The students' contributions are assessed for evidence of critical thinking
and clarity of response.
Links With Other Strands
Writing, Speaking, Listening
Related example in another strand at the same level: Viewing, Example 2.
Example 4
Achievement Objectives
Close reading: exploring language; thinking critically; processing information
Teaching and Learning
Context: exploring language in use in a range of situations, with a focus
on the language of instruction
- Students read a range of instructional texts, such as recipes, rules of
games, road rules, and instructions for developing particular skills in sports.
- They explore the characteristics of the language used in each of the texts,
such as specialised vocabulary, organisation of text, economy of language,
and layout.
- The students compare the characteristics of different texts and consider
the reasons for these differences, in terms of topic and purpose.
Assessment
- In groups, students apply these characteristics in preparing instructions
for various class activities or procedures.
- Students set out in their learning logs a summary of the characteristics
of instructional language.
- The clarity and usefulness of the instructions for class activities or procedures
is tested in use.
Links With Other Strands
Writing, Speaking, Listening
Related example in another strand at the same level: Presenting, Example 2.
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