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Scope and Sequence for Ready to Read Phonics Plus

Ready to Read Phonics Plus Scope and Sequence

Focusing Inquiry: Know your students

What literacy knowledge and skills do my students have in Technology?

Use multiple sources of information to determine the focus of your inquiry – student voice, assessment information, diagnostic tasks.

  • Assessment Tools for Teaching and Learning e-asTTle This is a norm-referenced online tool for assessing reading achievement relevant to levels 2–6 of the curriculum. It provides national norms of performance for students in years 4–12.You may wish to discuss the implications of asTTle results for your learning area with the Literacy Leader in your school.
  • Subject resources related to NCEA assessments are available - click on the relevant subject page.

What literacy knowledge and skills need to be developed?

  • The Literacy Learning Progressions describe the specific literacy knowledge, skills, and attitudes that students draw on in order to meet the reading and writing demands of the curriculum. Teachers need to ensure that their students develop the literacy expertise that will enable them to engage with the Technology curriculum at increasing levels of complexity.

How can we engage effectively with families and communities?

Listening to the aspirations of the families in your school community will help you to gain an understanding of their needs. This may mean taking advantage of a translation and interpreter service in your area to help support effective communication. This audit tool can help you gain an understanding of different community strengths, check where your school is at now, and help identify any gaps that need to be filled. Further guidance and suggestions can be found on the NZC Online Community engagement page.

Your school can use multilingual notices to communicate with the families of English language learners.

The notices include:

  • a form requesting background information about the student
  • missing documents
  • school camp or trip
  • parent–teacher meeting
  • parent participation
  • attendance record
  • excellent school report
  • school report identifying concerns.

Languages available:

There is also information about NCEA in the above languages.

Booklets for parents - "Supporting your child’s learning" is available in 14 languages and "How well is my child doing?" is available in 16 languages. 

Massey High School - approach to differentiation

Massey High School is a large mid-decile, co-educational school in West Auckland, with a high Māori and Pacific Island population. The school incorporates over 50 different ethnicities and approximately 20% of students speak their native language at home.

The English department have had a focus on differentiation, led by the Head of Department, for several years. A key aspect of this focus has been the priority for teachers to know the learning needs and strengths of the students in their classes. By using ongoing qualitative and quantitative evidence, teachers adapt the teaching and learning programme to best meet the individual and collective needs of their classes by planning appropriate differentiated tasks.

Teachers are encouraged to build on students’ prior knowledge and strengths from other curriculum areas in their teaching programme. There is a strong emphasis on:

  • students’ ability to choose tasks and to work at their own pace
  • group and peer work - teachers deliberately select groups based on students’ strengths and learning needs in order for all students to be extended through peer and group collaboration
  • establishing success criteria for tasks through group and peer checklists that build on students’ ability to identify the skill that they are working on.

Massey High School has used the Collins Writing Programme to teach writing skills. This is a cross curricular writing programme designed to give teachers processes to teach subject specific writing skills. It focuses on ensuring that specific skills are taught and assessed and builds on basic gathering of information - Type 1 - to a fully structured, edited and developed piece of writing - Type 5. Both lessons seen in this clip are focused on Types 2 and 3 of the writing process. Students focus only on those aspects of writing that have been taught immediately prior to the writing. Summative writing assessments are marked against a rubric which has been developed using the key skills in the curriculum document, translated into language students are more likely to understand.

Worth reading

Students read self selected [and teacher approved] extended texts, then plan and write about responses to ideas, issues or themes within their texts.

Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version

Writer: Mike Fowler
Year level 11
Who are my learners and what do they already know? See  Planning using Inquiry
School curriculum outcomes How your school’s principles, values, or priorities will be developed through this unit

Learning Outcomes

 (What do my students need to learn)
Curriculum achievement objectives (AOs) for:  
English

Processes and strategies

Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas:

  • selects and reads texts for enjoyment and personal fulfilment
  • thinks critically about texts with understanding and confidence
  • creates a range of increasingly varied and complex texts by integrating sources of information and processing strategies

Ideas

Select, develop, and communicate connected ideas on a range of topics.

  • develops and communicates comprehensive ideas, information, and understandings

Language features

Select and use a range of language features appropriately for a variety of effects.


  • uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with accuracy.

Structure

Organise texts, using a range of appropriate, effective structures.


  • achieves a sense of coherence and wholeness when constructing texts
Achievement Standard(s) aligned to AO(s)

1.5 Produce formal writing

1.1 Show understanding of specified aspect(s) of studied written text(s), using supporting evidence

Teaching and Learning

 (What do I need to know and do?)
1-2 related professional readings or links to relevant research

Effective Practices in Teaching Writing in NZ Secondary Schools [available from February 2011]

Planning using Inquiry

English Teaching and Learning Guide [available from February 2011]

Assessment and Examination Rules and Procedures

Learning task 1

Learning intention(s)

Building understandings of how topics are structured
KCs/ Principles/Values focus

KCs:

Thinking – examining topic structure

Learning task 1

Considering possible topics

  1. In a piece of formal writing, you are developing your responses to ideas, themes or issues in a text you have selected yourself and that has been approved by your teacher. Your writing can be developed and assessed against Achievement Standard 1.5 Produce formal writing. At the end of the year, this work will also become part of preparing for the externally assessed AS 1.1 Show understanding of specified aspect(s) of studied written text(s), using supporting evidence. AS 1.1 requires you to show an understanding of one or more texts and support the points you make with relevant examples and details..
  2. In selecting a topic, it is vital that you select one suited to your text and to your understandings about it. As a first step in choosing, reading then responding to a text you have selected, consider the sample topics set in the draft external assessment resources for AS 1.1. Note the highlighted sections: there are two parts to each topic that should be addressed. After describing a key text aspect [like character, setting, language features, or an event], you are asked to comment on why that aspect helped you understand an important idea in the text. After reading your text, you will select one of these topics and craft a piece of formal writing which will be assessed as a piece of formal writing for AS 1.5.

Learning task 2

Learning intention(s)

 Exploring and selecting texts
KCs/ Principles/Values focus

KCs: Thinking – explore texts

Relate to others – peer discussion

Learning task 2

Selecting an extended text

  1. 'Extended texts' include a number of text types. For this activity, you could select either fiction or non fiction. Your teacher may also guide you about the texts you can select. Your teacher might suggest:
    • a selection of extended texts that share a common theme
    • a choice from several short sets of titles
    • texts from a particular genre
    • an open text choice.
  2. It is important that you select an appropriate Level 6 extended text that interests you, that you can understand, and that raises ideas you are interested in responding to and writing about.

Deciding on your text

  1. Make a decision on the text you will read and study after some preliminary reading. You should also gain teachers’ approval for your text at this stage.
  2. After reading the blurb, read the opening chapter and make some notes. Use resource A to write your responses.
  3. Talk with other students about your impressions of the first chapter of your text. Refer to the notes you made using your checklist in resource A.
  4. If you are reading the same text as one or more students in the class, you could discuss your shared title together. You should also talk with students who are reading other texts, as their comments about the opening chapters in their texts might interest you in reading their texts too.

Learning task 3

Learning intention(s)

 Reading between and beyond the lines
KCs/ Principles/Values focus

KCs:

Thinking – think critically; apply diverse thinking strategies

Learning task 3

'Bookmarking' as you read your text

  1. At several points as you read your text, stop and consider different ideas and issues. It might be that a particular event or character, or some distinctive aspect about the language used or the setting] highlighted this idea for you.
  2. Use resource B to note down your responses. You will use the ideas and comments from your 'bookmarking' template as the basis for a three level guide you will develop.

Developing a three level guide based on your text

  1. After you have finished reading your text and completing your 'bookmarking' template, design a short three level guide to help you think in more depth about important ideas and issues. Use resource C. Look at the structure which outlines how three level guides are structured.
  2. Read the short story Beans , then in pairs talk about the statements at each level resource C.
  3. Use the template at the end of resource C to develop a three level guide for your extended text. Base the statements you develop on the responses from the 'bookmarking' template. Include at least two statements at each level. You should give the most attention to developing level three statements.
  4. After developing your three level guide, discuss your guide with your teacher to check statements made at each level. If you are reading the same text as other students, you could discuss each others' guides. You could also discuss and explain your guides to students who have read different texts. Your teacher should also retain copies of the guides developed for various texts so that other students reading these texts at a later date can also respond to the guides.
  5. To prepare to write about ideas, your teacher or other students might ask you to justify selected Level 3 statements and to find evidence in the text to support your ideas.

Writing 'beyond the text'

  1. Read Exemplar A (Word 844KB) .The topic for this exemplar is: Describe at least ONE idea that you thought was important in the text. Explain how the writer made you think the idea was important. This is an exemplar for AS 1.3 Read, study and show understanding of extended written text(s). This Achievement Standard expires at the end of 2010. Note that the 2011 AS 1.1 is very similar to AS 1.3, the achievement standard it replaces. Consequently, the exemplar material you are considering can be used as a guide to the type of response required for the new Achievement Standard 1.1.
  2. The annotations indicate:
    • where the writer has focused on an issue in their text and how this was highlighted by particular characters and events.
    • how this writing could be measured against the AS 1.1 achievement criteria.
    • To help you to prepare to write about your own text, work through externals Exemplar A (Word 844KB) highlighting statements focusing on what the text has taught or shown the reader. Look for expressions like “This shows…; or this helped me understand…” in the exemplars.
  3. Exemplar A was written under exam conditions. Some polishing of the language features [style, syntax, spelling and punctuation] is needed before this piece were submitted for assessment for AS 1.5 Produce formal writing. Working with a partner, work on improving the technical accuracy of these two exemplars.

Learning task 4

Learning intention(s)

 Drafting and polishing writing.
KCs/ Principles/ Values focus

KCs:

 Use language, symbols and texts – structure and express understandings about texts

Learning task 4

Building a case: developing a piece of formal writing

  1. Writing perceptively means that you build a case about what the text has taught or shown you throughout your answer. Supported by specific details from your text, your aim is to convince the reader that your text does highlight important ideas. Exemplar A (Word 844KB) builds an effective case. In particular the answer is enhanced by commenting on wider issues which move beyond the text. Taking this approach will help you demonstrate your engagement with the topic and your text. Some of the statements you developed at the third level in your three level guide are the sorts of ideas you should plan to incorporate and discuss in your writing.
  2. Choose or adapt one of these topics from the sample topics as a starting point to write about what your text has taught or shown you.
  3. Use ideas from the three level guide you developed in task 5 as the basis for your writing. Use resource D.
  4. Write at least 350 words. Support your ideas with specific details from your text. You may not include material from the exemplars in your own writing.
  5. Prior to writing the final draft, you should return to exemplar A to help reflect on whether any changes or additions are needed in your own final draft. Remember that this exemplar was written under exam conditions. This piece requires polishing of text conventions before it would meet the excellence criteria for AS 1.1 Produce formal writing.
  6. After completing a first draft, read your piece aloud to help identify parts of the writing that require reworking. Before writing a final version of your piece, proof-read it to improve on technical accuracy. This piece of writing can now be considered for assessment for AS 1.5 Produce formal writing.

Preparing for the external standard 1.1

  1. Look back at the formal writing piece you developed earlier in the year and use it to help prepare for AS 1.1 Show understanding of specified aspect(s) of studied written text(s), using supporting evidence. Don’t rote learn this essay then attempt to somehow adapt a learnt essay to a topic in the exam. You will be much better prepared if you familiarise yourself again with the text as well as its ideas and supporting evidence, then adapt your understandings and supporting evidence to fit the requirements of the topics set.

Assessment and Evaluation

 (What is the impact of my teaching and learning?)
Formative and/or Summative assessment task(s), including how will feedback be provided 1.5 Produce formal writing. Refer to the assessment schedule.

Provision for identifying next learning steps for students who need:

  • further learning opportunities
  • increased challenge

This piece of writing should be an integrated part of the year’s writing programme. Refer to

English Teaching and Learning Guide 

Conditions of Assessment Guidelines for formal writing

Effective Practices in Teaching Writing in NZ Secondary Schools

Tools or ideas which, for example might be used to evaluate:

  • progress of the class and groups within it
  • student engagement

leading to :

  • changes to the sequence
  • addressing teacher learning needs
 See  Planning Using Inquiry

Printing this unit:

If you are not able to access the zipped files, please download the following individual files.

Anzacs and Us

Teacher Linda Chapman

 

 YEAR

 LEVEL

 DURATION

4-6 3 3-4 weeks

 

Achievement Objective Being Assessed

Learning Outcomes

Poetic Writing Write a diary from the point of view of a soldier in the trenches at Gallipoli, using vocabulary and sentence structure appropriate to the genre. Rework and edit text.

Processes

Thinking critically
Processing information 		Identify, clarify and express meaning from written texts, using personal background and knowledge to describe what happened at Gallipoli. Record as a true/false response information on The Anzacs.
Social Studies
Inquiry Carry out an inquiry to collect information, ask questions, retrieve and process information through a fact-finding chart and use this information to write a diary.

Supporting Achievement Objective

Learning Outcomes

Close reading Discuss language, meanings and ideas in texts.Complete cloze activities and reading responses.
Social Studies
 Time Continuity and Change
How and why the past is important to people. 		Discuss the specific events that took place at Gallipoli and how it has affected the lives of New Zealanders in the past and today.
Technology
Explore possible solutions and strategies and select and devise an option. Make a simple periscope that the soldiers could use to see out of the trenches. Test and modify periscopes
Explore and compare the making of Anzac biscuits in their own time and another time or place. Make Anzac biscuits comparing and using two different recipes. Compare how they are made today with the technology used in the past.

 

Teacher background reading

Before beginning the unit teachers may find it helpful to read information:

Teaching and learning activities

Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:

Learning Centre

Set up an Anzac Learning Centre with lots of library books, school journals, places to display photographs, memorabilia, ideas for extension activities.

Learning task 1

Learning task 2

Learning task 3

Learning task 4

Assessment

poetic (RTF 10KB)

assessment1 (RTF 5KB)
assessment2 (RTF 29KB)
assessment3 (RTF 10KB)

Resources

Electronic

Print

National Library Books:

  • McKenzie N. New Zealand Warrior series Longman Paul
  • Rolfe J. Should we forget? Jim Rolfe
  • Lockyer J Harry and the Anzac Poppy Reed
  • Beck J. The Bantam and the Soldier
  • Army Museum Waiouru Kiwis and Diggers: A Year to Remember
     Contains tapes, photos teacher resource and student activities as well as two books: 'Should we forget?' by Jim Rolfe, and A Diary of the ANZAC's Campaign in Gallipoli.

Follow up

Additional Activities

  • Design a periscope that could be used by the soldiers in the trenches. Make and test out your periscope. Compare the different periscopes and modify and streamline designs. Write instructions to make a periscope.
  • Make Anzac biscuits. Try different recipes from the past and compare with today. Discuss the differences in technology, packaging, ovens etc. How would the lack of technology have affected the biscuits and food? What was Bully Beef? Why was it such an important part of the soldier's diet?

Learning task 3: The ANZAC ceremony

Explain to students that before Gallipoli New Zealanders saw themselves as part of Britain. They talked of Britain as being home. They went to war as separate units, eg. Auckland, Wellington, Canterbury or Otago Boys. British Officers were in charge of the New Zealanders. After Gallipoli the New Zealanders and Australians tended to see themselves as no longer British but New Zealanders and Australians. Then discuss with the students, why they think this happened? Why do some historians call this the birthplace of our nation?
Students could prepare and deliver an Anzac ceremony at school, inviting their parents and other classes to attend.

Read "Should we forget?" by Jim Rolfe to students [available from the National Library service].
Add information to a class ANZAC chart, such as:

  • The origin of the name ANZAC and how it began. (Sergeant K.M. Little made an ink stamp with the initials.)
  • Why we still have Anzac Day
  • Why New Zealanders went to war
  • What happens at an ANZAC Day service
  • What the R.S.A. is and why the poppy is important
  • What happened to the people who were at home during the war.

Play the bugle calls. Explain what each tune means and why they are played at Anzac Day ceremonies.
"The Last Post" was played at the end of the day and was for those who had fallen during the day, a departure for the fallen warrior. On ANZAC Day, Reveille or Rouse breaks the silence that follows the playing of "The Last Post", symbolising the awakening of the dead in the next and better world.
Ask who has been to an Anzac day dawn service. What were their feelings and experiences? Have them share their experiences with the class.

Discuss the importance of the poppy. Record ideas and information on the ANZAC chart.

Use "The Diary of the ANZAC's Campaign in Gallipoli" from the Kiwi and Digger's Unit produced by The Waiouri Army Museum (or use this diary (RTF 5MB) ). Read the book, recording new information on the class chart. Discuss what was happening back at home. Why do you think this book has included what was happening back in New Zealand?

Does this information help you understand what life was like in 1914? Why, why not? Look at what he wrote in his diary.

"... and the sights we saw, I will never forget. I couldn't describe them and again, if I could, I wouldn't dare..."

What do you think made him write this comment? How did it make him feel? Examine the stats (RTF 8KB) at the end of the book and record these on the class chart.

Myths and Legends

TEACHER Anne Girven

 

 YEAR

 LEVEL

 DURATION

5-6 3 4 weeks

 

Achievement Objective Being Assessed

Learning Outcomes

Close reading Relate the meanings of written texts to personal background knowledge and experience.
Poetic Writing Write a myth/legend based on ideas and information gained during reading and discussion, shaping, editing and proof reading text.

Processes

Exploring language Explain the features of myths/legends relating to subject, purpose and audience.
Thinking Critically Compare texts of different cultures.
Processing Information Gather, select and interpret information.

 

Teacher background reading

Resources

Electronic

Print

  •  School Journals
  •  Library books - School
  •  National Library

Make available a good selection of myths and legends.

TEACHING AND LEARNING ACTIVITIES

Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:

Learning task 1

Learning task 2

Learning task 3

Learning task 4

In this unit students will undertake the following:

 Read
 &
 Display 		 Retell
 &
 Drama 		 Discuss
 &
 Analyse 		 Respond
 &
 Collaborate

Links for Students

Collaborative online projects:

Assessment

Assessment Task

Students will brainstorm, draft their story, edit and proof read, teacher conference and publish their story.

Students will use the information they have gathered from their retrieval chart and their reading log. These charts should demonstrate awareness of origins, differences and similarities of myths and legends.

The written text will demonstrate an understanding of the structure and the special features of myths and legends and the use of language used to convey a message.

You can also use the ARBs or the NZ Exemplars to assess students' writing.

Exemplars

Close Reading Level 3

 See the retrieval2 (JPG 84KB)

WHY CATS AND RATS ARE ENEMIES

 Long ago Cats and Rats were really good friends, they treated each other like they were brothers/sisters. One day the Emporer of the heavens announced "There will be a big race and whoever wins will be knowm worldwide, be famous and be rich"
 "Where will it be and when will the big race begin?" asked the Dragon impatiently.
 "The race will be held at the fields of farmer Ka's. The race will start in the afternoon."
 And with that the Emporer disappeared before any other questions could be asked.
 Cat and Rat were very excited and trotted home hand in hand..When Cat and Rat reached home they just flopped into bed and fell asleep straight away

 The day had come for the big race and Cat decided to take a nap just before the race. Before Cat went to have a nap he said to Rat "Could you please wake me up before the race begins?"
 "I will Cat," answered Rat.
 Rat was busy getting dressed when suddenly he heard a big, loud announcement.
 "The race will begin in two minutes so get in place."
 As soon as Rat heard this, he ran out of his house and to Farmer Ka's field and into place, Rat forgot all about Cat.

 There were twelve animals in the race including Rat. The animals were Dragon, Sheep, Dog, Monkey, Rooster, Bear, Tiger,Ox, Horse, Snake and Rabbit.
 The race started. Rat wasn't a fast runner so he had an idea. He jumped on Rabbit's back and jumped onto Monkey then with a great big jump passed the finish line. Rat had won the race.

 Soon Cat woke up and when he heard that Rat had won, the race was over, he was furious.

 From that day Cats and Rats were enemies.Cat would never forget that day and will never forgive Rat.

 An Original Story
 Year 5 Student

Commentary:
 The best fit for Sarah's completed work is level 3:

  • the chart and the story have been completed
  • the myth had been brainstormed, edited and proof read by the author
  • the chart demonstrates awareness of the origin, and differences and similarities of myths and legends
  • the written text demonstrates an understanding of the structure and the special features of myths and legends, and the use of language used to convey a message

This student will continue to work within level 3. The focus for the teacher will be to encourage both oral and written development of language, the choice of words and phrases to describe feelings and perceptions.

Follow up

  • Myths and legends were published in class book. This book given to other classes within syndicate to read during S.S.R.

Need to continue to focus and develop skill(s):

  • summarising in order to retell a myth/legend.
  • identifying and explaining meanings in text.

Professional support

Teacher meeting.

This collection of resources is designed to support your work with learners in the English classroom.

Professional Learning

An integrated system of support for learners and schools
This system connects the everyday resources and tools available to learners, teachers, leaders, and schools for targeted and supplementary support.

Leading from the Middle: educational leadership for middle and senior leaders : This section on the Educational Leaders website describes the qualities, practices, and activities middle and senior leaders need to lead in ways that enhance learner outcomes.

National Library of New Zealand’s Services to Schools
The National Library of New Zealand’s  Services to Schools is a detailed exploration of what it means to have a reading culture and the role adults play in creating, supporting, and extending reading in students' lives.

Kelston girls college.

How do teachers create a supportive learning environment?
In this clip, Carol Jarrett from Kelston Girls' College discusses Te Kotahitanga principles, and their application as essential elements for effective teaching.

Edgecumbe-College.

Professional learning groups
In this clip, Mandy Irwin explains Tapatoru, the professional learning process that supports the community of practice at Edgecumbe College.

Ministry resources

English senior secondary curriculum guides
These guides have been designed to help teachers create quality teaching and learning programmes. They will support teachers in their planning for the alignment of standards to The New Zealand Curriculum.

e-asTTle
e-asTTle is an online assessment tool, developed to assess students’ achievement and progress in reading, mathematics, writing, and in pānui, pāngarau, and tuhituhi. This site provides information about and access to the e-asTTle online learning and assessment tool

NCEA on TKI
A web page supporting the National Certificate of Educational Achievement (NCEA). From this page you will find NZQA quality assured assessment resources to support internally assessed Level 1, 2, and 3 registered achievement standards aligned with The New Zealand Curriculum (2007).

NZQA English resources
Registered standards and additional subject resources for English teachers

Other agencies

New Zealand

New Zealand Association for the Teaching of English (NZATE)
This is an essential site for secondary English teachers. It includes information about the national association and its regional affiliates along with subscription information. It also includes some links to other very useful English and Media sites.

Drama New Zealand
This site will be of interest to Drama and English teachers. It contains information about the national and regional associations, a list of publications, news of upcoming workshops and a growing number of useful drama-related links.

Read NZ Te Pou Muramura
Helps grow generations of readers by advocating for reading in Aotearoa New Zealand and delivering programmes that incentivise reading and writing in schools and communities.

TESOLANZ – Teachers of English to Speakers of Other Languages
The professional organisation for ESOL teachers at all levels. 

International

The National Council of Teachers of English (USA)

International Literacy Association

The National Association for the Teaching of English (UK)

International Board on Books for Young People (IBBY)
The International Board on Books for Young People (IBBY) is a non-profit organisation which represents an international network of people committed to bringing books and children together. 

Australian Association for the Teaching of English

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