New Zealand Schools OER Portal/NZ OERs/English Levels 1-4

(: Hi Nathan -- User:Widged has correctly pointed out that copying the NZ Curriculum is in transgression with the all rights reserved copyright. I suggest we contact the Ministry for permission to release the curriculum for open reuse on WikiEducator - -Thoughts? --Wayne Mackintosh 00:33, 19 August 2010 (UTC))

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 eff