TKI uses the New Zealand Education Sector Logon system for user accounts. A TKI account lets you personalise your experience - enabling you to save custom homepage layouts, create kete, and save bookmarks and searches.
If you already have an Education Sector user ID and password, you are ready to log in. If not, you should register with the link below.
In the framework for describing literacy acquisition and development that is outlined in this book, reading and writing are seen as having three aspects: learning the code, making meaning, and thinking critically.
This means developing the ability to decode and encode written forms of language. The focus is on the conventions of written language and the skills required to read and write texts. At the basic level, learning the code principally means learning to read and write words, sentences, and common symbols such as punctuation marks and numerals. At more advanced levels, learning the code may be thought of more broadly. Students build on their basic skills, using them as they increase their range of vocabulary in reading and writing, and they learn to identify and use more complex structures and features of sentences and of texts, including visual features such as diagrams.
This involves developing and using knowledge, strategies, and awareness in order to get and convey meaning when reading and writing. Readers and writers can make meaning of parts of a text or of the whole text. Making meaning also involves understanding that texts are written for different purposes and intended for particular audiences.
Developing as a discriminating reader and writer involves analysing and interpreting meanings, responding critically to texts when reading, and being critically aware when creating texts. Critical thinkers consider different perspectives and the different intentions of texts. When they read and write, they think about the impact that the text is intended to have on the audience and of how the impact is (or could be) achieved. Another aspect of thinking critically is responding to texts at a personal level, reflecting on them, and finding reward in being a reader and a writer.
Although these three aspects are described separately above, learners integrate them during the processes of reading and writing. Literacy learners need to become accurate and efficient in the actual business of reading and writing words, sentences, and texts. Learning the code at the word and sentence level is crucial and may indeed be the principal need of some year 5 to 8 students (for example, if assessment evidence shows that they require further instruction in the basics of decoding and encoding words). But learning the code has no point unless it is the means to the essential end – reading and writing with meaning and purpose. At the same time, students at all levels should be responding thoughtfully to the texts that they read and create, applying their growing literacy expertise to more complex texts.
For both students and their teachers, engaging actively in text-based experiences that develop their literacy learning across these three aspects should provide daily enjoyment and challenge.