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Literacy Online. Every child literate - a shared responsibility.
Ministry of Education.

Kelly, a year 5 and 6 teacher, designed a writing task for her students as part of a broader social studies unit. In this case study, she discusses how she differentiates between writing that meets the demands of the curriculum at year 5 and at year 6.

Kelly designed a writing task for her students so they could create a short story to demonstrate their understanding of why people move and the difficulties they face (their feelings, emotions, and responses).

In this video, Kelly explains why she chose a narrative purpose for her writing task. She outlines the writing choices that she hopes the students will make in order to meet the level 3 demands of the social sciences, health, and English learning areas.

Demands of the writing task

Kelly developed criteria with the students to support their writing.

  • The problem may be introduced at or near the beginning of the story.
  • Description and detail will provide insight into the problem the people are facing.
  • Specific language choices will demonstrate empathy and understanding.
  • Complex use of punctuation will support the inclusion of detail.

Supporting the writing

Kelly introduced a photo as motivation for the writing task. The photo, of a man standing in front of tanks, initiated student discussion about possible scenarios and events in their stories. The students drew on this discussion throughout the writing process.

Published on: 17 Oct 2011




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