New Zealand Schools OER Portal/Curriculum/English Levels 1-4
English
Level 1
Listening, Reading, and Viewing
Processes and strategies Students will: Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.
indicators:
- selects and reads texts for enjoyment and personal fulfillment;
- 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 knowledge to make sense of a range of texts;
- associates sounds with letter clusters as well as with individual letters;
- uses processing and some comprehension strategies with some confidence;
- is developing the ability to think critically about texts;
- begins to monitor, self-evaluate, and describe progress.
By using these processes and strategies when listening, reading, or viewing, students will:
Purposes and audiences
Recognise that texts are shaped for different purposes and audiences.
indicators:
- identifies the purposes of simple texts;
- evaluates the usefulness of simple texts.
Ideas
Recognise and identify ideas within and across texts.
indicators:
- understands that personal experience can influence the meaning gained from texts;
- makes meaning of texts by identifying ideas in some texts.
Language features
Recognise and begin to understand how language features are used for effect within and across texts.
indicators:
- begins to recognise that oral, written, and visual language features can be used for effect;
- recognises a large bank of high-frequency and some topic-specific words;
- shows some knowledge of the text conventions, such as capital letters, full stops, and word order; volume and clarity; and simple symbols.
Structure
Recognise and begin to understand text structures.
indicators:
- understands that the order and organisation of words, sentences, and images contribute to text meaning;
- recognises some text forms and some differences between them.
Speaking, Writing, Presenting
Processes and strategies
Students will:
Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.
indicators:
- has an awareness of the connections between oral, written, and visual language when creating text;
- creates texts by using meaning, structure, visual and grapho-phonic sources of information, prior knowledge, and some processing strategies with some confidence;
- seeks feedback and makes changes to texts;
- is becoming reflective about the production of own texts;
- begins to monitor, self-evaluate, and describe progress.
By using these processes and strategies when speaking, writing, or presenting, students will:
Purposes and audiences
Recognise how to shape texts for a purpose and an audience.
indicators:
- constructs texts that demonstrate some awareness of purpose and audience through appropriate choice of content, language, and text form;
- expects the texts they create to be understood, responded to, and appreciated by others;
- is developing and conveying personal voice where appropriate.
Ideas
Form and express ideas on a range of topics.
indicators:
- forms and expresses simple ideas and information, usually drawing from personal experience and knowledge;
- begins to support ideas with some detail.
Language features
Use language features, showing some recognition of their effects.
indicators:
- uses some oral, written, and visual language features to create meaning and effect;
- uses a range of high-frequency, topic-specific, and personal-content words to create meaning;
- spells some high-frequency words correctly and begins to use some common spelling patterns;
- begins to use some strategies to self-correct and monitor spelling;
- writes most letters and number forms legibly when creating texts;
- begins to gain control of text conventions such as: capital letters and full stops; some basic grammatical conventions; volume, clarity, and tone; and simple symbols.
Structure
Organise texts, using simple structures. indicators:
- uses knowledge of word and sentence order to communicate meaning in simple texts;
- begins to sequence ideas and information;
- uses simple sentences with some variation in beginnings;
- may attempt compound and complex sentences.
Level 2
Listening, Reading, and Viewing
Processes and strategies
Students will:
Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas.
indicators:
- selects and reads texts for enjoyment and personal fulfilment;
- recognises connections between oral, written, and visual language;
- 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;
- 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.
By using these processes and strategies when listening, reading, or viewing, students will:
Purposes and audiences
Show some understanding of how texts are shaped for different purposes and audiences.
indicators:
- 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:
- 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:
- 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.
Structure
Show some understanding of text structures.
indicators:
- 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.
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:
- 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;
- 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.
By using these processes and strategies when speaking, writing, or presenting, students will:
Purposes and audiences
Show some understanding of how to shape texts for different purposes and audiences.
indicators:
- 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:
- 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.
Language features
Use language features appropriately, showing some understanding of their effects.
indicators:
- 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;
- 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::
- uses knowledge of word and sentence order to communicate meaning when creating text;
- organises and sequences ideas and information with some confidence;
- begins to use a variety of sentence structures, beginnings, and lengths.
Level 3
Listening, Reading, and Viewing
Processes and strategies
Students will:
Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas.
indicators:
- selects and reads texts for enjoyment and personal fulfilment;
- recognises and understands the connections between oral, written, and visual language;
- integrates sources of information and prior knowledge with developing confidence to make sense of increasingly varied and complex texts;
- selects and uses a range of processing and comprehension strategies with growing understanding and confidence;
- thinks critically about texts with developing confidence;
- monitors, self-evaluates, and describes progress with growing confidence.
By using these processes and strategies when listening, reading, or viewing, students will:
Purposes and audiences
Show a developing understanding of how texts are shaped for different purposes and audiences.
indicators:
- recognises and understands how texts are constructed for a range of purposes, audiences, and situations;
- identifies particular points of view and begins to recognise that texts can position a reader;
- evaluates the reliability and usefulness of texts with increasing confidence.
Ideas
Show a developing understanding of ideas within, across, and beyond texts.
indicators:
- uses their personal experience and world and literacy knowledge confidently to make meaning from texts;
- makes meaning of increasingly complex texts by identifying main and subsidiary ideas in them;
- starts to make connections by thinking about underlying ideas in and between texts;
- recognises that there may be more than one reading available within a text;
- makes and supports inferences from texts with increasing independence.
Language features
Show a developing understanding of how language features are used for effect within and across texts.
indicators:
- identifies oral, written, and visual language features used in texts and recognises their effects;
- uses an increasing vocabulary to make meaning;
- shows an increasing knowledge of how a range of text conventions can be used appropriately;
- knows that authors have different voices and styles and can identify some of these differences.
Structure
Organise texts, using a range of appropriate structures.
indicators:
- understands that the order and organisation of words, sentences, paragraphs, and images contribute to and affect text meaning;
- identifies a range of text forms and recognises some of their characteristics and conventions.
Speaking, Writing, Presenting
Processes and strategies
Students will:
Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas.
indicators:
- uses a developing understanding of the connections between oral, written, and visual language when creating texts;
- creates a range of texts by integrating sources of information and processing strategies with developing confidence;
- seeks feedback and makes changes to texts to improve clarity, meaning, and effect;
- is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with growing confidence.
By using these processes and strategies when speaking, writing, or presenting, students will:
Purposes and audiences
Show a developing understanding of how to shape texts for different purposes and audiences.
indicators:
- constructs texts that show a growing awareness of purpose and audience through careful choice of content, language, and text form;
- conveys and sustains personal voice where appropriate.
Ideas
Select, form, and communicate ideas on a range of topics.
indicators:
- forms and expresses ideas and information with increased clarity, drawing on a range of sources;
- adds or changes details and comments to support ideas, showing some selectivity in the process;
- ideas suggest awareness of a range of dimensions or viewpoints.
Language features
Use language features appropriately, showing a developing understanding of their effects.
indicators:
- uses oral, written, and visual language features to create meaning and effect and engage interest;
- uses a range of vocabulary to communicate meaning;
- demonstrates good understanding of all basic spelling patterns and sounds in written English;
- uses an increasing range of strategies to self-monitor and self-correct spelling;
- writes legibly, fluently, and with ease when creating texts;
- uses a range of text conventions, including most grammatical conventions, appropriately and with increasing accuracy.
Structure
Organise texts, using a range of appropriate structures.
indicators:
- organises written ideas into paragraphs with increasing confidence;
- organises and sequences ideas and information with increasing confidence;
- uses a variety of sentence structures, beginnings, and lengths.
Level 4
Listening, Reading, and Viewing
Processes and strategies
Students will:
Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas.
indicators:
- selects and reads texts for enjoyment and personal fulfilment;
- recognises and understands the connections between oral, written, and visual language;
- integrates sources of information and prior knowledge confidently to make sense of increasingly varied and complex texts;
- selects and uses appropriate processing and comprehension strategies with increasing understanding and confidence;
- thinks critically about texts with increasing understanding and confidence;
- monitors, self-evaluates, describes progress, and articulates learning with confidence.
By using these processes and strategies when listening, reading, or viewing, students will:
Purposes and audiences
Show an increasing understanding of how texts are shaped for different purposes and audiences.
indicators:
- recognises and understands how texts are constructed for a range of purposes, audiences, and situations;
- identifies particular points of view and recognises that texts can position a reader;
- evaluates the reliability and usefulness of texts with increasing confidence.
Ideas
Show an increasing understanding of ideas within, across, and beyond texts.
indicators:
- makes meaning of increasingly complex texts by identifying and understanding main and subsidiary ideas and the links between them;
- makes connections by thinking about underlying ideas within and between texts from a range of contexts;
- recognises that there may be more than one reading available within a text;
- makes and supports inferences from texts with increasing independence.
Language features
Show an increasing understanding of how language features are used for effect within and across texts.
indicators:
- identifies oral, written, and visual features used and recognises and describes their effects;
- uses an increasing vocabulary to make meaning;
- shows an increasing knowledge of how a range of text conventions can be used appropriately and effectively;
- knows that authors have different voices and styles and can identify and describe some of these differences.
Structure
Show an increasing understanding of text structures.
indicators:
- understands that the order and organisation of words, sentences, paragraphs, and images contribute to and affect meaning in a range of texts;
- identifies an increasing range of text forms and recognises and describes their characteristics and conventions.
Speaking, Writing, Presenting
Processes and strategies
Students will:
Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas.
indicators:
- uses an increasing understanding of the connections between oral, written, and visual language when creating texts;
- creates a range of texts by integrating sources of information and processing strategies with increasing confidence;
- seeks feedback and makes changes to texts to improve clarity, meaning, and effect;
- is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence.
By using these processes and strategies when speaking, writing, or presenting, students will:
Purposes and audiences
Show an increasing understanding of how to shape texts for different purposes and audiences.
indicators:
- constructs texts that show an awareness of purpose and audience through deliberate choice of content, language, and text form;
- conveys and sustains personal voice where appropriate.
Ideas
Select, develop, and communicate ideas on a range of topics. indicators:
- forms and communicates ideas and information clearly, drawing on a range of sources;
- adds or changes details and comments to support ideas, showing thoughtful selection in the process;
- ideas show increasing awareness of a range of dimensions or viewpoints.
Language features
Use a range of language features appropriately, showing an increasing understanding of their effects.
indicators:
- uses a range of oral, written, and visual features to create meaning and effect and to sustain interest;
- uses a range of vocabulary to communicate precise meaning;
- demonstrates a good understanding of spelling patterns in written English, with few intrusive errors;
- uses a wide range of strategies to self-monitor and self-correct spelling;
- writes with increasing speed and endurance to suit the nature of the task and its purpose, without significant loss of legibility;
- uses a range of text conventions, including grammatical conventions, appropriately, effectively, and with increasing accuracy.
Structure
Organise texts using a range of appropriate structures.
indicators:
- achieves some coherence and wholeness when constructing texts;
- organises and sequences ideas and information for a particular purpose or effect;
- uses a variety of sentence structures, beginnings, and lengths for effect.
