2021 Term 3 Oral language, Reading, Writing Literacy, RESEARCH &…
2021 Term 3
Oral language, Reading, Writing Literacy
RESEARCH & REFERENCING Skills
FIND RESOURCES: in the library, from the internet, at home etc. That relate to a specific topic
Shared writing approach: teacher scribe Students contribute. so that the text is a shared effort. Model how to generate and organise ideas. Demonstrate how to set ideas down in writing. Explain and model how to prepare and write a paragraph based on key ideas. Discuss using particular language features, think out loud and share strategies.
EXPLANATION: Guidance related to research. Discuss the five steps to researching a topic. 1. Brainstorm what they know about the phenomenon. 2. Ask students' to suggest a main research question as a lead into writing an explanation and possible title. 3. Discuss where they might search for relevant information.4. Use resources to help answer the research question and take notes. 5. Discuss how sources of information are recorded and model how these are to be recorded in writing
FRAME QUESTIONS: to identify the information that needs to be gathered
RECORD: full publishing details of resources used so someone else can locate these resources
SCAN: a book, journal, article or web page to determine if it contains information that relates to specific research question or topic.
Guided writing approach 1. Focus on a particular aspect of writing. 2. Guide students' learning. The teacher first models and explains. The student then goes away and using what they have just learnt. Students then meets the teacher as a group for guidance with the next part of the text. Not all students will need the same level of guidance some will gain an understanding sooner than others these students will continue writing on their own.
ORGANISE INFO: by using diagrams such as a semantic web, tree diagram, mind map or flow chart
PBL: The power of five simple steps.
Presenting learning in manageable and achievable 'chunks' for students.
Learning how to 'read like a writer' use questioning skills to focus on how writers craft their texts.
Teaching writing using the shared, guided, and independent teaching approaches
Using teaching strategies such as modelling, explaining, and questioning.
Modelling how to use a flow charts to organise ideas and information in the getting ready to write' phase.
Modelling and explaining strategies that students can use when writing.
NOTE TAKING: to record information gathered
PBL: The power of five simple steps 1. Pick an engaging topic.
Scaffolding students learning:
Motivate or enlist the child's interest related to the task.
Simplify the task to make it more manageable and achievable for the student..
EXPLANATION: HOW - WHY
Provide some direction in order to help the child focus on achieving their goal.
Clearly indicate differences between the child's work and the standard or desired solution.
SKIM: read parts of a text that look relevant for key words, keeping the research question in mind.
Reduce frustration and risk. Model and clearly define the expectations of the activity to be performed.
What are the learning context? tikanga-a-iwi, Te Reo, Nga Toi, Hauora and ICT. Make a list of the iwi and hapu students are connected to and the corresponding marae, rivers, and mountains
Structure of Paki Tuhono pg116
Narrative Writing: TITLE: Identifies the topic
INTRODUCTION: Sets the scene and attempts to draw the reader in. 1. Tells when the event took place. 2. Tells who the characters are. 3. Tells to whom or to what place the connection is that will be explained. SEQUENCE OF EVENTS
Tells the reader: 1. How the series of actions began. 2. The actions that followed. 3. The final action or event. CONNECTION: In the final section of the narrative, the writer concludes by explaining how he or she is connected to the land (or ancestors or waka) as a result of the event described.
Annolighting a text , Ask the teacher, Clarify Pair, share. Key Words, Picture Flick, Retelling , Text based questions: To ask literal questions, Web: To gather and record information. Pages 242 - 267
Reading Program: Focuses on comprehension summarising, analysing, evaluating , and interpreting texts.
Oral Language activities:*
Blind sequencing; To place event or procedures into sequential order, to retell the story. Retelling; To improve retelling of the text. To recall information. Round Robin; To tell a story to a group. Sequencing Chart or Story Reconstruction; To place events or procedures into sequential order. Summaries' Pair Share: To construct an oral summary of something students have just listened to. Think-Pair-Share: To rehearse answers to questions. To express an opinion.
link to coggle.it
ACTIVITY: HE MIHI: To extend language of mihi by describing attributes of a person or place. RETELLING . To improve understanding of a text. To recall information. STORY MAKERS: To weave events, characters, settings, problems, or complications into a story format. SUMMARISE PAIR SHARE: To construct an oral something heard, read or seen. THINK PAIR SHARE: To rehearse answers to questions. To express opinions.
Record the date the webpage was retrieved.
Author's surname & initials
Year of publication
Title of webpage
internet site address