MATAMATA PRIMARY SCHOOL IMPLEMENTATION PLAN Curriculum Area: ENGLISH - Listening, Rea ing an !

ie"ing
LEARNING AREA DESCRIPTION In Eng ish, students wi stud&, use, and en-!& anguage and iterature $!##uni$ated !ra &, visua &, !r in writing) Eng ish is stru$tured ar!und tw! inter$!nne$ted strands, ea$h en$!#"assing the !ra , written, and visua %!r#s !% the anguage) The strands di%%erentiate 'etween the #!des in whi$h students are "ri#ari &: o #a(ing #eaning !% ideas !r in%!r#ati!n the& re$eive . istening, reading, and viewing/ o $reating #eaning %!r the#se ves !r !thers .s"ea(ing, writing, and "resenting/)

EMPHASIS FOR MATAMATA PRIMARY Students wi se e$t and use s!ur$es !% in%!r#ati!n, "r!$esses, and strategies t! identi%&, %!r#, and e*"ress ideas) ,& using these "r!$esses and strategies when istening, reading, !r viewing, students wi Sh!w a deve !"ing understanding !% h!w te*ts are sha"ed %!r di%%erent "ur"!ses and audien$es) Sh!w a deve !"ing understanding !% ideas within, a$r!ss, and 'e&!nd te*ts) Sh!w a deve !"ing understanding !% h!w anguage %eatures are used %!r e%%e$t within and a$r!ss te*ts) Sh!w a deve !"ing understanding !% te*t stru$tures)

KEY INDICATORS OF EFFECTIVE PRACTICE understanding the deve !"#enta "r!$ess %!r the &ear gr!u"s 'eing taught having (n!w edge !% instru$ti!na strategies and a""r!a$hes t! use in tea$hing) (n!wing the s"e$i%i$ itera$& (n!w edge, s(i s, and attitudes !% the $urri$u u#) (n!wing h!w t! engage earners '& thin(ing $are%u & a'!ut the se e$ti!n !% "arti$u ar te*ts t! use) re$!gnising the i#"!rtan$e !% #a(ing $!nne$ti!ns t! students+ individua e*"ertise and interests and t! see( !""!rtunities t! 'ui d !n the s(i s and e*"erien$es that students 'ring t! the $ assr!!#)

IMPLEMENTATION PLAN: ENGLISH - Listening, Reading and Viewing

PROGRAMME IMPLEMENTATION GUIDELINES Reading Pr!gra##es are in(ed t! the Ora Language and 0riting "r!gra##es) The "r!gra##e is under"inned '& the idea !% reading t!, with and '& Students are gr!u"ed t! re% e$t a tea$hing %!$us !r earning need and s(i s and (n!w edge are deve !"ed thr!ugh #!de ing, 1uesti!ning, "r!#"ting, e*" aining and guiding) Students wi deve !" (n!w edge, s(i s, and understandings re ated t!: o te*t "ur"!ses and audien$es o ideas within anguage $!nte*ts o anguage %eatures that enhan$e te*ts o the stru$ture and !rganisati!n !% te*ts) Students need t! "ra$tise #a(ing #eaning at ea$h eve !% the $urri$u u#) additi!na su""!rt is "r!vided thr!ugh Reading Re$!ver&, Language Su""!rt gr!u"s, As students+ "r!gress, the& wi use their s(i s t! engage with tas(s and te*ts that are in$reasing & #!re s!"histi$ated and $ha enging, and the& wi d! this in in$reasing de"th)

KEY ELEMENTS FOR ASSESSMENT AND EVALUATION Assess#ent is the "r!$ess !% gathering, ana &sing, inter"reting, and using in%!r#ati!n a'!ut students2 "r!gress and a$hieve#ent in !rder t! i#"r!ve tea$hing and earning) A variet& !% tea$her !'servati!ns and assess#ent t!! s wi 'e used in$ uding: 3 4ear Entr& Test 5 4ear O'servati!na Surve& ,urt 0!rd Reading Test PRO,E - Pr!se Reading O'servati!n, ,ehavi!ur and Eva uati!n Running Re$!rds6In%!r#a Pr!se-Reading s(i s and $!#"rehensi!n PAT .Pr!gressive A$hieve#ent Test/: Listening 7!#"rehensi!n PAT .Pr!gressive A$hieve#ent Test/: Reading 7!#"rehensi!n PAT .Pr!gressive A$hieve#ent Test/: Reading V!$a'u ar& Nati!na Standards-Reading

RESOURCES New 8ea and 7urri$u u# Lin(ing the Language Strands Reading Standards %!r 4rs) 9-: The Learner as a Reader The Litera$& Learning Pr!gressi!ns Tea$hing 7!#"rehensi!n E%%e$tive Litera$& Pra$ti$e in 4r) 9-; E%%e$tive Litera$& Pra$ti$e in 4r) 3-: t(i - Eng ish!n ine
IMPLEMENTATION PLAN: ENGLISH - Listening, Reading and Viewing

LEARNING EXPECTATIONS
At t#e en $% Year &
Selects and reads texts for enjoyment and personal fulfilment Has an awareness of the connections between oral, written, and visual language Uses sources of information (meaning, structure, visual, and grapho-phonic information) and prior nowledge to ma e sense of a range of texts !ssociates sounds with letter clusters as well as with individual letters Uses processing and some comprehension strategies with some confidence "s developing the ability to thin critically about texts #egins to monitor, self-evaluate, and describe progress$

At t#e en $% Year '

Selects and reads texts for enjoyment and personal fulfilment %ecognises connections between oral, written, and visual language Selects and uses sources of information (meaning, structure, visual, and grapho-phonic information) and prior nowledge with growing confidence to ma e sense of increasingly varied and complex texts Uses an increasing nowledge of letter clusters, affixes, roots, and compound words to confirm predictions Selects and uses processing strategies and an increasing range of comprehension strategies with some understanding and confidence &hin s critically about texts with some confidence 'onitors, self-evaluates, and describes progress with some confidence$ %ecognises how texts are constructed for different purposes, audiences, and situations Understands that texts are created from a particular point of view (valuates the reliability and usefulness of texts with some confidence$

At t#e en $% Year (
Selects and reads texts for enjoyment and personal fulfilment %ecognises and understands the connections between oral, written, and visual language "ntegrates sources of information and prior nowledge with developing confidence to ma e sense of increasingly varied and complex texts Selects and uses a range of processing and comprehension strategies with growing understanding and confidence &hin s critically about texts with developing confidence 'onitors, self-evaluates, and describes progress with growing confidence$

Pr$cesses an Strategies : Listening, Rea ing an !ie"ing

Pur)$ses an Au iences
"dentifies the purposes of simple texts (valuates the usefulness of simple texts$ %ecognises and understands how texts are constructed for a range of purposes, audiences, and situations "dentifies particular points of view and begins to recognise that texts can position a reader (valuates the reliability and usefulness of texts with increasing confidence$

I eas
Understands that personal experience can influence the meaning gained from texts 'a es meaning of texts by identifying ideas in some texts$ Uses their personal experience and world and literacy nowledge to ma e meaning from texts 'a es meaning of increasingly complex texts by identifying main ideas 'a es and supports inferences from texts with some independence$ Uses their personal experience and world and literacy nowledge confidently to ma e meaning from texts 'a es meaning of increasingly complex texts by identifying main and subsidiary ideas in them Starts to ma e connections by thin ing about underlying ideas in and between texts %ecognises that there may be more than one reading available within a text 'a es and supports inferences from texts with increasing independence$

Language *eatures
#egins to recognise that oral, written, and visual language features can be used for effect %ecognises a large ban of high-fre)uency and some topic-specific words Shows some nowledge of the text conventions, such as capital letters, full stops, and word order* volume and clarity* and simple symbols$ %ecognises that oral, written, and visual language features can be used for effect Uses a large and increasing ban of highfre)uency, topic-specific, and personal-content words to ma e meaning Shows an increasing nowledge of the conventions of text %ecognises that authors have different voices and styles$ "dentifies oral, written, and visual language features used in texts and recognises their effects Uses an increasing vocabulary to ma e meaning Shows an increasing nowledge of how a range of text conventions can be used appropriately +nows that authors have different voices and styles, and can identify some of these differences$ Understands that the order and organisation of words, sentences, paragraphs, and images contribute to and affect text meaning "dentifies a range of text forms and recognises some of their characteristics and conventions$

Structure
Understands that the order and organisation of Understands that the order and organisation of words, sentences, and images contribute to words, sentences, paragraphs, and images text meaning contribute to text meaning %ecognises some text forms and some %ecognises an increasing range of text forms differences between them$ and differences between them$

IMPLEMENTATION PLAN: ENGLISH - Listening, Reading and Viewing

LEARNING EXPECTATIONS
At t#e en $% Year & At t#e en $% Year ' At t#e en $% Year (

NATIONAL STAN+AR+S: REA+ING Students wi read, res"!nd t!, and thin( $riti$a & a'!ut %i$ti!n and n!n-%i$ti!n te*ts at the Tur1u!ise eve !% Read& t! Read .Leve 9<-9:/
read !nger te*ts with in$reasing inde"enden$e and with a""r!"riate int!nati!n, e*"ressi!n, and "hrasing) use $!#"rehensi!n strategies t! !$ate and inter"ret ideas and in%!r#ati!n that are dire$t & stated !r e*" i$it in the te*t !r i ustrati!ns res"!nd t! ideas, " !ts, and $hara$ters thin( $riti$a & a'!ut as"e$ts su$h as the the#e !r ideas #a(e a""r!"riate $h!i$es !% te*ts %!r inde"endent reading)

Students wi read, res"!nd t!, and thin( $riti$a & a'!ut te*ts in !rder t! #eet the reading de#ands !% the New 8ea and 7urri$u u# at Leve =

Students wi read, res"!nd t!, and thin( $riti$a & a'!ut te*ts in !rder t! #eet the reading de#ands !% the New 8ea and 7urri$u u# at Leve >

LITERACY LEARNING PROGRESSIONS , Pr$cessing an C$m)re#ensi$n Strategies

read te*ts a""r!"riate t! this eve a$$urate & and % uent & use and integrate a variet& !% strategies in !rder t! understand, res"!nd t!, and thin( $riti$a & a'!ut te*ts) se e$t %r!# a variet& !% strategies t! #!nit!r their reading read %!r sustained "eri!ds and sustain #eaning in !nger te*ts !ver ti#e $an dis$uss their res"!nses t! a variet& !% te*ts read !nger te*ts #!re 1ui$( & and t! se e$t a""r!"riate strategies %!r di%%erent reading "ur"!ses #!nit!r their reading %!r a$$ura$& and sense regu ar & read %!r sustained "eri!ds and sustain #eaning !ver #an& da&s in !nger te*ts .su$h as n!ve s/ and a$r!ss a variet& !% te*ts !n the sa#e t!"i$ identi%& and re% e$t !n writers+ "ur"!ses and !n the wa&s in whi$h writers use anguage and ideas t! suit their "ur"!ses

LITERACY LEARNING PROGRESSIONS , -n$"le ge an S.ills

aut!#ati$a & re$!gnise 'etween >?? and 3?? high-%re1uen$& w!rds in their instru$ti!na te*ts de$!ding un%a#i iar w!rds '&: using their (n!w edge !% gra"he#e@ "h!ne#e re ati!nshi"s t! identi%& '!th $!ns!nant s!unds and v!we s!unds re$!gnising $!##!n $hun(s !% w!rds and #a(ing ana !gies t! w!rds that !!( si#i ar using their deve !"ing (n!w edge !% #!r"h! !g& .su$h as (n!w edge !% "re%i*es and su%%i*es/ %inding the #eanings !% un(n!wn w!rds '& using strategies su$h as rereading te*t t! gather #!re in%!r#ati!n, !!(ing %!r de%initi!ns in the te*t, using "ri!r and su'se1uent in%!r#ati!n in the senten$es, in%erring %r!# the i ustrati!ns understanding the #eaning !% "un$tuati!n %eatures su$h as "arentheses and !% "rint %eatures su$h as '! d "rint and ita i$s) aut!#ati$a & reading a high-%re1uen$& w!rdsA aut!#ati$a & se e$ting an a""r!"riate de$!ding strateg& when the& en$!unter un(n!wn w!rdsA w!r(ing !ut the #eanings !% new w!rds, using strategies su$h as a"" &ing (n!w edge !% the #eanings !% #!st $!##!n "re%i*es and su%%i*es using re%eren$e s!ur$es .e)g), di$ti!naries and thesauruses/ t! %ind the #eanings !% new w!rds in%erring w!rd #eanings %r!# (n!wn r!!ts and a%%i*es w!r(ing !ut the #eanings !% un%a#i iar "hrases and e*"ressi!ns .e)g), %igures !% s"ee$h/ '& drawing !n their !ra anguage and the $!nte*tA re$!gnising the %eatures and "ur"!ses !% s!#e $!##!n te*t t&"es and using this (n!w edge t! navigate and understand te*tsA using visua anguage %eatures t! su""!rt their understanding !% the ideas and in%!r#ati!n in the te*t) de$!ding te*ts % uent & and a$$urate &, using a range !% re ia' e strategiesA %inding and earning the #eanings !% un(n!wn v!$a'u ar& '& using strategies su$h as a"" &ing their (n!w edge !% h!w w!rds w!r( !r see(ing e*" anati!ns in the te*t !r in i ustrati!nsA understanding that w!rds and "hrases $an have %igurative as we as itera #eanings and that s!#e w!rds have di%%erent #eanings de"ending !n the $!nte*tA re$!gnising 'asi$ gra##ati$a $!nstru$ti!ns and understanding h!w these a%%e$t #eaningA identi%&ing the s"e$i%i$ anguage %eatures and stru$tures !% #an& $!##!n $!ntinu!us and n!n-$!ntinu!us te*t t&"es inter"reting i ustrati!ns, "h!t!gra"hs, te*t '!*es, diagra#s, #a"s, $harts, and gra"hs)

IMPLEMENTATION PLAN: ENGLISH - Listening, Reading and Viewing

CONTEXTS FOR LEARNING

Le/el One - Year 01& Le/el T"$ - Year 21' Le/el T#ree - Year 31(

Print ri$h earning envir!n#ent with dis" a&s !% students w!r( and w!rd res!ur$es dis" a&ed, signs, a'e s, Bai & ti#e %!r "ers!na reading) Regu ar reading t! students '& the $ assr!!# tea$her) There is ,udd& reading in $ ass and with !ther $ ass gr!u"s Regu ar visits t! the S$h!! Li'rar& Students are e*"!sed and have a$$ess t! a variet& !% di%%erent te*t %!r#s e)g) "!e#s, $ha"ter '!!(s, 'ig '!!(s, n!n-%i$ti!n '!!(s, Eas& a$$ess t! %a#i iar reading #ateria with students reading dai & %!r a sustained "eri!d !% ti#e !n se %-$h!sen te*ts) Reading is in(ed t! the writing "r!gra##e where a""r!"riate) Nu#er!us Reading rein%!r$e#ent !""!rtunities are avai a' e thr!ugh the In1uir& Pr!gra##e, in additi!n t! the assigned anguage $!nte*ts with s"e$i%i$ ti#e%ra#es) T$ Entertain , ma.e meaning %$r en4$5ment an create meaning %$r $t#ers t$ en4$5 Narrative "r!se Bes$ri"ti!n -$hara$ter Narrative @ "!etr& Listening and res"!nding t! st!ries, "i$ture '!!(s $art!!ns, -!(es, ridd es, #usi$, "!etr&, #&ths and egends,dra#a, r! e " a&s, "u""et sh!ws, i'rar&, 'udd& reading, ga#es, I7T, visits, guest s"ea(ers) T$ In%$rm , %in $ut a6$ut s$met#ing an t$ s#are in%$rmati$n "it# $t#ers Re$!unt6Pers!na e*"erien$e In%!r#ati!n Re"!rt Listening and res"!nding t! $urrent events, n!n-%i$ti!n te*ts, guest s"ea(ers, "ers!na news, resear$h s(i s .at as, internet, i'rar&/ wat$hing BVB #!vie, $ ass tri", visits T$ Instruct , t$ %in $ut #$" t$ $ s$met#ing an t$ s#$" $t#ers #$" t$ $ s$met#ing Pr!$edure E*" anati!n Listening and res"!nding t! h!w t! instru$ti!ns, re$i"es, guest s"ea(ers, %! !wing dire$ti!ns, reading #a"s, die$ti!ns, re$i"es, " a&ing '!ard ga#es and %! !wing ru es) T$ Persua e , t$ %in $ut t#e $)ini$ns $% $t#ers an t$ s#are m5 $)ini$ns "it# $t#ers E*"!siti!n+ Bis$ussi!n Res"!nse Listening and res"!nding t! etters t! the edit!r, advertising .radi!, "rint, visua / !"ini!ns !% !thers, reading "ersuasive te*ts, views, #& %av!urite, $riti$a itera$& @ wh! is the auth!r
Learning t$ Rea ,ig '!!(s, P!e#s, Shared st!ries, Instru$ti!na Reading Pers!na reading %!r " easure Student "u' ished writing Instru$ti!na Reading in$ uding a range !% genre Shared Reading Pers!na reading %!r " easure Reading t! a s#a audien$e Student "u' ished writing Rea ing t$ Learn Reading %!r in%!r#ati!n Resear$h 7ha"ter ,!!(s, P!etr& Pers!na reading %!r " easure Reading t! an audien$e Student "u' ished writing

IMPLEMENTATION PLAN: ENGLISH - Listening, Reading and Viewing