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Year 4 illustrations
|Camping down the Line (Reading)||The Ram (Writing)|
|Basket Boats (Reading)||Christopher Columbus! (Writing)|
|"Haere Mai!” (Reading)||It’s mexicano nachos! (Writing)|
|“Nana and the Flower Arranger” (Reading)||‘Why Do Onions Make You Cry?’ (Writing)|
|“Celebrating Matariki” (Reading)|
|“ Rangoli” (Reading)|
By the end of year 4, students are required to create a variety of texts in order to think about, record, and communicate experiences, ideas, and information across the curriculum. To meet the standard, students draw on the knowledge, skills, and attitudes for writing described in the Literacy Learning Progressions for students at this level.
This example is placed at “By the end of year 4” because it demonstrates that the student is meeting the writing demands of the curriculum at level 2. The student has used a simple text structure to respond to the task, has included mostly relevant content (with some detail), has attempted complex sentences (with some errors), and has chosen some specific nouns, verbs, and adjectives to convey ideas and information.
As part of a social studies unit, the students in this year 4 class are inquiring into the ways in which explorers of the past affected the places they went to and the people they met. The class shared the stories of several explorers, and students chose one explorer to research further. The class developed a series of questions to guide their research and they took notes as they researched, which they then used to report on the changes that their chosen explorer caused.
The following example illustrates aspects of the task and text and demonstrates how a student engages with both task and text to meet the writing demands of the curriculum. A number of such examples would be used to inform the overall teacher judgment for this student.
1 These lists are in Croft (1998). They are examples only, and teachers may refer to other reputable lists of high-frequency words.