2010+Literacy

2010

= Reading =

Reading Video

 * Teacher Assessment:**


 * **At Standard (Beginning Grade 4)** ||
 * Uses knowledge of language structure & features to read unfamiliar texts. ||
 * Reads & responds to a variety of texts eg short stories, electronic media. ||
 * Takes notes & records key information from texts. ||
 * Recognises authors use of language & structure to enhance writing. ||
 * Makes inferences about characters & actions in imaginative texts. ||

Olivia is able to decode words at a high level, which shows that she has a good understanding of the codes that make up words. However, she needs to makes sure that she understands what she is reading, instead of just reading the words on the page. Olivia, you have become more confident with your reading and I can see that you are doing a good job with the codes. You need to make sure that you are reading at home on a more regular basis to help you to understand books and texts as they get harder. Always remember to stop and check, or ask, if something doesn't make sense or is new.

Phonograms




= Writing =

What a Mess! Narrative Piece


Spelling



hand writting



English Assessment Task Grade 4 Narrative Writing – What a Mess!

Students were asked to complete a narrative/story on the topic “What a Mess!”. They were given a set time frame to complete the task. We encouraged our students to use organisational strategies to ensure they completed this task on time. Students were expected to do a plan, draft and final good copy. The checklist below has been completed by your child’s teacher.
 * The Task:**


 * E: Well Below Standard ||
 * Creation of a short imaginative text. ||
 * Related ideas and events to tell their story to their audience. ||
 * Simple and some compound words (but, then, however etc) were used to link sentences. ||
 * Effective vocabulary to convey meaning, including nouns, verbs and adjectives. ||
 * Correct spelling of most frequently used words and has made attempts to spell words with more complex spelling blends. ||
 * ** D: Below Standard ** ||
 * Composition of a short story longer than one paragraph. ||
 * Appropriate ordering of ideas. ||
 * Compound sentences linking two ideas, with correct use of verb tenses. ||
 * Development of character, setting and plot. ||
 * C: At Standard ||
 * The narrative piece has a clear purpose, to narrate or describe a story. ||
 * Composition of three or four logically ordered paragraphs. ||
 * Created a story that keeps in mind that their audience will have different needs and interests than themselves e.g. know who Luke Skywalker is. ||
 * Used a combination of writing and pictures to tell their story. ||
 * Correct spelling of two-syllable words with regular patterns, and plausible attempts at spelling two-syllable words with irregular spelling patterns. ||
 * B: Above Standard ||
 * Used a combination of writing and pictures to tell their story. ||
 * The story contains several logically ordered paragraphs that include ideas and information about familiar topics. ||
 * They have included a variety of simple and compound sentences, using verb tenses correctly. ||
 * They used punctuation to support meaning, including exclamation marks and quotation marks. Accurate use of full stops, commas and question marks. ||
 * They have used vocabulary appropriate to the narrative and spell most one-and two-syllable words with regular spelling patterns, and frequently used words which have less regular spelling patterns. ||
 * They’ve used sound and visual patterns when attempting to spell unfamiliar words. ||
 * A: Well Above Standard ||
 * Included familiar ideas and information for the specific narrative purpose and audience, print or electronic. ||
 * Used the five strategies; planning, drafting, proofreading, editing and revising. ||
 * Used appropriate vocabulary, punctuation and tense to suit a narrative text. ||
 * Has included typical features of a narrative e.g. introduction, problem and end. ||
 * Correct spelling of frequently occurring two- and three-syllable words. ||
 * Use of strategies to spell unknown words. ||

Reading Video - Term 4 media type="file" key="Term 4 - Reading Video.3gp" width="133" height="188"

Writing samples




=Speaking & Listening=

JSC Speech
English- Speaking and Listening Assessment Task Grade 4 Oral Presentation – JSC Speeches They were encouraged to prepare a written speech to prompt them and a poster to convince others to vote for them. Students were encouraged to practise the speech before presenting.
 * The Task:** For homework, the students were to prepare a speech to run for Junior School Council. The speech was to go for 1-2 minutes.

Name: Olivia Torre

Teacher Comment: sea creature term 3
 * || ** E **
 * Well Below Standard ** || ** D **
 * Below Standard ** || ** C **
 * At Standard ** || ** B **
 * Above Standard ** || ** A **
 * Well Above Standard ** ||
 * Spoke clearly with appropriate tone, volume and pace ||  ||   ||   ||   ||   ||
 * Made eye contactwith the audience ||  ||   ||   ||   ||   ||
 * Maintained good posture, stood up tall and confidently ||  ||   ||   ||   ||   ||
 * Content of speech was detailed and interesting ||  ||   ||   ||   ||   ||
 * Speech was well prepared and rehearsed ||  ||   ||   ||   ||   ||
 * Listened attentively to other speeches ||  ||   ||   ||   ||   ||

Handwriting Persuasive Writing-Term 4

Personal Writing-term 4