2010+literacy

Sea Animations

= Reading =

Reading Video

 * Teacher Assessment**
 * **(Beginning Grade 3)** ||
 * Uses strategies to read unfamiliar words in independently read texts. ||
 * Understands the author's purpose for writing a text. ||
 * Responds to text in writing with several short paragraphs. ||
 * Understands ideas in narrative & imaginative texts. ||
 * Predicts the likely events & consequences of actions from texts. ||

Tyler you are becoming more confident with your reading since working with Mrs Elliot in Literacy groups. Make sure that you keep reading on a regular basis at home. You are doing a great job of learning all of the 70 codes off by heart and putting them into your practise file. Now we need to focus on using them to help you decode words. I love the way that you always work so hard to do your best. Keep on making sure that you ask questions of the teachers and come to us for help when something doesn't make sense and stop if it doesn't sound right.

Phonograms
[|Phonograms Reading.tif] [|phonograms writing.tif]

= Writing =

[[file:what a mess story.tif]]
English Assessment Task Grade 4 Narrative Writing – What a Mess!

Students were asked to complete a narrative/story on the topic “What a Mess!”. They were given a set time frame to complete the task. We encouraged our students to use organisational strategies to ensure they completed this task on time. Students were expected to do a plan, draft and final good copy. The checklist below has been completed by your child’s teacher.
 * The Task:**


 * (Beginning Grade 3) ||
 * Creation of a short imaginative text. ||
 * Related ideas and events to tell their story to their audience. ||
 * Simple and some compound words (but, then, however etc) were used to link sentences. ||
 * Effective vocabulary to convey meaning, including nouns, verbs and adjectives. ||
 * Correct spelling of most frequently used words and has made attempts to spell words with more complex spelling blends. ||
 * ** (End Grade 3) ** ||
 * Composition of a short story longer than one paragraph. ||
 * Appropriate ordering of ideas. ||
 * Compound sentences linking two ideas, with correct use of verb tenses. ||
 * Development of character, setting and plot. ||
 * (Beginning Grade 4) ||
 * The narrative piece has a clear purpose, to narrate or describe a story. ||
 * Composition of three or four logically ordered paragraphs. ||
 * Created a story that keeps in mind that their audience will have different needs and interests than themselves e.g. know who Luke Skywalker is. ||
 * Used a combination of writing and pictures to tell their story. ||
 * Correct spelling of two-syllable words with regular patterns, and plausible attempts at spelling two-syllable words with irregular spelling patterns. ||
 * (End Grade 4) ||
 * Used a combination of writing and pictures to tell their story. ||
 * The story contains several logically ordered paragraphs that include ideas and information about familiar topics. ||
 * They have included a variety of simple and compound sentences, using verb tenses correctly. ||
 * They used punctuation to support meaning, including exclamation marks and quotation marks. Accurate use of full stops, commas and question marks. ||
 * They have used vocabulary appropriate to the narrative and spell most one-and two-syllable words with regular spelling patterns, and frequently used words which have less regular spelling patterns. ||
 * They’ve used sound and visual patterns when attempting to spell unfamiliar words. ||

Writing samples
= Speaking & Listening =

News
[|News Rubric..tif]

[|News Rubric 2.tif]

Listening
[|Listening rubric 1.tif]

[|Listening rubric 2.tif]

JSC Speech


Sea creature report term 3 media type="file" key="Term 4 Reading Video.3gp" width="146" height="205"Term 4 Reading VideoPersuasive writing term 4 Personal writing tarm 4