ENGLISH Vision Statement

As language is central to learning, the importance of literacy in English cannot be overstated.

NZ Curriculum, p 16

Literacy is the ability to study, use and enjoy language. All students will become effective communicators. PROGRAMME OF LEARNING Values In every class every day quality reading experiences, including reading to, by and with writing across a range of genre for a purpose, working towards high quality outcomes speaking aloud, expressing ideas and listening to others immersion in rich language experiences teachers providing quality models of reading, writing and speaking, including the correct formal conventions Development of the School Library We believe that the library is crucially important in supporting literacy and fostering a love of learning through its ongoing provision of up to date and varied books the library is a physical learning environment where access to information is wellmanaged and supported the library plays a central role in the development of information literacy skills balancing online resources and print resources the library is an integral component and natural extension of classroom programmes Best Classroom Practice We believe in teachers who are readers and writers the expectation that all children will succeed as readers and writers

a sound understanding of the learning process that underpins all teaching language programmes that acknowledge the interrelationship of oral, written and visual language planning for teaching that will build on the childs existing skills, knowledge, interests and individual needs and that will account for the role of the child as an active learner teaching that takes account of the childrens linguistic and cultural backgrounds teaching that uses a range of explicit and implicit instructional strategies, appropriate to the learner, including small group or individual instruction where appropriate regular and purposeful monitoring - childrens progress in reading and writing being monitored regularly (using running records, teacher conferencing, observation, and other methods) for clear purpose and for use in subsequent teaching the development of positive attitudes to reading and writing, including the willingness to take risks the use of and access to a wide range of interesting material, fiction and non-fiction, in a range of media and appropriate to the childrens print and phonological awareness

Planning Planning will be based on the English Curriculum guided by Ministry of Education exemplars and matrices. When planning, teachers will identify the purpose for learning and share clear learning intentions with the children. A variety of school planning models will be used Planning will incorporate a variety of teaching approaches ASSESSMENT The primary purpose of assessment is to improve students learning
NZ Curriculum p 39

Forms of assessment Assessment is ongoing and will take these forms: Formative: ongoing systematic feedback to inform future learning Summative: formal feedback as noted on school wide records

Process
Assessment will involve the following school wide practices: 1. Reading Guidelines for Administration of Running Records Text Selection PM Benchmark Kit Informal Prose Inventory Guidelines Teachers will maintain consistent practices across the school as outlined in Ministry of Education, Using Running Records. It is recommended that assessment tools are administered by classroom teachers. This will standardise procedures and ensure
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reliability and validity of data. Fiction selections will be used across odd years and nonfiction selections will be used across even years for school wide consistency of results. Student Progression Prior to the child moving to the next reading level the child should have demonstrated: 97 % accuracy 50% retelling 75 % comprehension. Determining Level of Achievement For summative (formal) assessment purposes and school wide data collection, an unseen text will be used with the children. Definitions of Broad Categorisations of Student Achievement At risk - more than 1 year below their chronological age Of concern - less than one year below their chronological age Achieving at or above expectations - at or above chronological age High achievers - reading two years or more above chronological age Reading Level Guide Colour Level Mag Red 15 Yellow 68 Blue 9 - 11 Green 12 14 Orange 15 16 Turquoise 17 18 Purple 19 20 Gold 21 22 Silver 23 24 Beyond 25+

PM Age 5.0. 5.5 - 6.0 6.0 6.0 - 6.5 6.5 7.0 - 7.5 7.5 8.0 8.5 9.0+

2. Spelling Spelling is a technical skill used to communicate clearly where students rely on both their visual memory of a word and their phonological processing skills. All students will be encouraged to be self-monitoring spellers. Students will be provided with teaching or reinforcement of phonemic awareness, knowledge of the relationships between sounds and spelling patterns, how words are constructed, common rules and conventions, strategies for proof - reading/self monitoring and spelling unfamiliar words and strategies to help them memorise words visually. Schonell Spelling Test Administration This will be administered at the beginning and end of each year. The A form will be used on even years and the B form on odd years. It must be administered by the classroom teacher.

This test of 100 words is given to the whole class with the teacher stating each word and illustrating its meaning in a sentence. The test begins using single syllable words employing short vowels. As the words become progressively more difficult, children discontinue the test once they have made ten consecutive errors, as observed by the teacher. After the test papers have been marked, the raw scores are converted using a simple technique of dividing the score by ten and adding five to provide a spelling age. e.g., 37 = 37 divided by 10 = 3.7 + 5 = 8.7 In order to be able to compare this figure with a childs chronological age it is necessary to adjust these decimal numbers to base 12 numbers. The following scale was developed: 0.1 = 1 month 0.2 = 2 months 0.3 = 3 or 4 months 0.4 = 5 months 0.5 = 6 months 0.6 = 7 months 0.7 = 8 months 0.8 = 9 or 10 months 0.9 = 11 months Hence using the above example a childs raw score of 37 would be converted to a spelling age of 8 years and 8 months. The next step with this data is to compare each childs spelling age with their chronological age. If the above childs chronological age at the time of test was seven years and eleven months, then the child would be spelling at nine months in advance of his or her age. e.g., 8 years 8 months 7 years 11 months = +9 months Word Wall Children are assessed for grouping at the beginning of the year. They are then tested fortnightly on their list words. Unknown words go home for learning at the end of every fortnight. This programme forms part of a school wide word study programme. 3. Handwriting We believe that each child should write legibly, fluently and with sufficient speed for all practical purposes. We do this through: regular practice teacher role model following the NZ Guidelines as outlined for example in Copy-write by V Fitch, Turner and Anderson regarding correct letter formation, space, size, slope, joining ligatures and line usage. regular monitoring and teacher reinforcement Progression
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Year 0 & 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 & 8

Crayon / pencil / whiteboard and chalk Focus on correct letter formation - initially lower case then upper case. Whiteboard and chalk / pencil Focus on correct letter formation and size. Pencil Focus on correct letter formation and size Pencil Focus on correct letter and linking. Consistency of size and slope. Pencil working towards pen Joining ligatures Pencil / pen Linking Pencil / pen Focus on legibility, speed and presentation

Assessment and Monitoring Years 1 - 8 regular informal monitoring Sample of handwriting taken in Term 1 across all levels and in Term 4 across Years 1 6 4. Writing All staff will moderate a transactional writing sample in Term 2. as part of a school wide meeting to ensure consistency in the analysis of student levels. After this each teacher will assess and record levels for the rest of their class. In Term 4 staff will analyse and moderate poetic writing samples in the same manner. Levels will be used for school wide data collection. Reporting Assessment data is used for school-wide analysis of trends and setting strategic targets. This data forms the basis of reporting to parents and Board of Trustees. Reporting to Parents Teacher/parent/child conferences. These are timetabled twice a year but additional meetings are held as required. Portfolios, which include a summary of learning are sent home twice a year. Whole school celebrations and of learning demonstrate and celebrate student achievement. Parent information evenings and focus groups are held throughout the year.

School Wide English Curriculum Delivery and Reporting Plan

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This document ensures school-wide coverage of all strands. It requires teachers to include a particular strand as an achievement objective within a particular term. However all strands are ongoing throughout the year and are naturally integrated into many different aspects of planning.

School Wide English Curriculum Delivery and Reporting Plan

Web Resources ~ English On-line English Community, Teaching Writing, Non-fiction genre Term 1 Term 2

Strand One

Reading
Guide: Running records

Term 3 Close Reading Personal Reading

Term 4

Shared reading experiences linked to whole school theme

Language mode: Receiving

Listening

Listening

Listening experiences linked to school activities, e.g. speeches, debating

Viewing

Viewing

Strand Two

Writing
Guides: Editing Proofreading Spelling

Expressive Ongoing at all levels. Includes diary, journal, log Transactional Ongoing at all levels. Includes report, recount, explanation, argument Poetic Ongoing at all levels. Includes fairy tales, science fiction, myth, narrative, fable

Language mode: Sending

Choice of writing experiences across different genres linked to whole school theme Assessment writing tasks for school wide reporting, Terms 2 and 4 On line Assessment Indicators Continuum On line Ministry exemplars

Speaking

Speaking

Speaking experiences linked to school activities, e.g. speeches, debating, learning celebrations

Presenting
Guide: Handwriting

Presenting

Presenting

English Assessment
Literacy assessment occurs over a two-year cycle. This document indicates when formal whole school assessment is required. Data collected will be used for school wide analysis of trends and for setting targets.
Assessment: Even Years Term 1 Term 2 Term 3 Entry Assessment: CAP (6 minutes) unaided writing sample writing inventory Phonics and alphabet checklist High frequency words Running Records: PM Transactional Phonics High frequency words Writing Six year net (within 6 weeks of
birthday)

Term 4

Year 0

Year 1

Running Records: PM Phonics Poetic Writing Running Record (fiction) Phonics Poetic Writing Sample (analyse) Spelling: Schonell : A Running Record (fiction) Phonics Poetic Writing Sample (analyse) Spelling: Schonell : A

Year 2

Running Records (fiction) Phonics Six Year Net Spelling: Schonell - form A Running Records (fiction) Phonics test Listening to texts (PAT) Spelling: Schonell - form A Running records (fiction) Phonics STAR reading Listening to texts (PAT) Spelling: Schonell - form A Running records (fiction) 7

Year 3

Year 4

Transactional Writing Sample (Analyse)

STAR reading

Running Record (fiction) Phonics Poetic Writing Sample (analyse) Spelling: Schonell : A Running Record (fiction)

Year 5

Listening to texts (PAT) STAR Spelling: Schonell - form A Year 6 Running records (fiction) Listening to texts (PAT) STAR Spelling: Schonell - form A Running records (fiction) Listening to texts (PAT) STAR Spelling: Schonell - form A Running records (fiction) Listening to texts (PAT) STAR Spelling: Schonell - form A

Poetic Writing Sample (analyse) Spelling: Schonell : A Running Record (fiction) Poetic Writing Sample (analyse) Spelling: Schonell : A Running Record (fiction) Poetic Writing Sample (analyse) Spelling: Schonell : A Running Record (fiction) Poetic Writing Sample (analyse) Spelling: Schonell : A

Year 7

Year 8

Year 0

Year 1

Assessment: Odd Years Term 1 Term 2 Term 3 Entry Assessment: CAP (6 minutes) unaided writing sample writing inventory Phonics and alphabet checklist High frequency words Running Records: PM Transactional Phonics High frequency words Writing Six year net (within 6 weeks of
birthday)

Term 4

Running Record: PM Poetic Writing Running Record (nonfiction) Phonics Poetic Writing Sample (analyse) Spelling: Schonell B Running Record (unseen) Phonics Poetic Writing Sample (analyse) Spelling: Schonell B Running Record (nonfiction) Phonics Poetic Writing Sample (analyse) Spelling: Schonell B Running Record (nonfiction) Poetic Writing Sample (analyse)

Year 2

Running Records (non-fiction) Phonics Six Year Net Spelling: Schonell B Running Records (non-fiction) Phonics test Listening to texts (PAT) Spelling: Schonell B Running records (non-fiction) Phonics STAR reading Listening to texts (PAT) Spelling: Schonell B Running records (non-fiction) Listening to texts (PAT) STAR Spelling: Schonell B Transactional Writing Sample (Analyse) STAR reading

Year 3

Year 4

Year 5

Year 6

Running records (non-fiction) Listening to texts (PAT) STAR Spelling: Schonell B Running records (non-fiction) Listening to texts (PAT) STAR Spelling: Schonell B Running records (non-fiction) Listening to texts (PAT) STAR Spelling: Schonell B

Spelling: Schonell B Running Record (nonfiction) Poetic Writing Sample (analyse) Spelling: Schonell B Running Record (nonfiction) Poetic Writing Sample (analyse) Spelling: Schonell B Running Record (nonfiction) Poetic Writing Sample (analyse) Spelling: Schonell B

Year 7

Year 8

School Wide English Curriculum Delivery: Learning Contexts

Web Resources ~ English On-line English Community, Teaching Writing, Non-fiction genre

Strand One

Reading

Language mode: Receiving

Listening

Viewing

Close Reading guided silent reading, sustained silent reading, individualised reading, research reading, study skills, shared reading, reciprocal reading, teacher reading aloud, language experience, thematic reading, talking about reading, library skills development. Personal Reading sustained silent reading, individualised reading, research reading, study skills, shared reading, book discussions, library skills development, reciprocal reading. Listening class and group discussions, morning talks, news, current events, talks and speeches by visitors, interviews, prepared speeches, debates, oral book/film/television reviews, structured learning situations and games to promote good listening, formal oral language deliveries Reading aloud stories, non-fiction and poems, plays and performances by students/ outside groups, listening to multimedia performances, viewing, shared class story book Viewing film, video, posters, signs, pictures, photos, cartoons, comic, picture books, drama, dance, on-line resources

Stra nd

Writing

Expressive writing to inform, describe, record feelings and observations, maintain relationships, diary, journal, logs, 9

Two

Speaking

Presenting

Transactional Recounts, procedures, reports, instructions, explanations Poetic poems, plays, stories including myth, fairy tale, futuristic, adventure, historical, descriptions, characterisations Speaking class discussions, class presentations, speeches, votes of thanks, debates, drama/ plays, interviews, book reviews, informal situations such as buzz groups, small group discussions, show and tell, one-to-one conversations with teacher, impromptu speaking, oral language groups talking about books in close reading situations, talking about current events, speeches, role plays, shared reading aloud, choral speaking, celebrations of learning, multi-media and ICT Presenting handwriting, diagrams, graphic organizers, inspirations, freeze frames, dioramas, posters, ICT, visual images and multimedia presentations, web publishing

Language mode: Sending

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