English

__ Reviewed on a 4-yearly cycle – last review October 2016 __
 * Curriculum Policy - English ** __ Adopted by BoT November 1996 __

= Rationale = Our students will understand, respond to, and use oral, written and visual language effectively in a range of contexts.

For students to:
 * Purposes **
 * 1) Use and respond to English language purposefully and effectively through listening, reading, viewing, (receptive language – making meaning) speaking, writing, and presenting (expressive language – creating meaning).
 * 2) Use the grammar and conventions of English appropriately.
 * 3) Understand how language varies according to the user, audience, and purposes.
 * 4) Respond personally to, and think critically about, a range of texts constructed by themselves and others.
 * 5) Use language skills to find, use and communicate information.
 * 6) Understand and appreciate a broad range of texts, developing an awareness of New Zealand’s identity and place in the world.
 * 7) Participate in literacy programmes that will enable them to reach an appropriate level of achievement in English.

To achieve these aims we will: = Conclusion = The English programme will ensure students acquire literacy skills that will enable them to enjoy and use language effectively. = ORGANISATION AND PLANNING GUIDELINES =
 * Guidelines **
 * 1) Provide an appropriate level of resourcing to ensure the funding of up-to-date resource materials and of on-going and regular professional development for teaching staff.
 * 2) Provide daily opportunities to develop and practise listening, reading, viewing, speaking, writing, and presenting skills.
 * 3) Make links with other curriculum areas in a purposeful way through effective integration.
 * 4) Utilise a range of teaching and learning situations and contexts that are meaningful and relevant to the learning needs and background experiences of the students.
 * 5) Regularly monitor and assess students’ literacy skills against National Standards to inform planning and ensure that programmes cater for individual student needs.
 * 6) Provide language support programmes such as ESOL, Reading Recovery, GATE and other literacy support programmes.

Organisation and planning of all English programmes at our school will be based on the following statements:

· Teachers will plan to integrate English achievement objectives into units of work across all learning areas. · Teachers will ensure that there is a balance of work in each strand and give opportunities for children to participate in the following activities as part of their daily programme: Listening, Reading, Viewing; Speaking, Writing & Presenting. · Syndicates will plan co-operatively to ensure consistency and effectiveness of approaches and programmes, high standards and a balanced coverage of objectives.

The following supporting documents will guide the teaching and learning programmes:
- The New Zealand Curriculum - Reading and Writing Standards for years 1-8 2009 - The Literacy Learning Progressions Meeting the Reading and Writing Demands of the Curriculum 2010 - The English Language Learning Progressions Introduction 2008 - The English Language Learning Progressions Years 1-4 2008 - The English Language Learning Progressions Years 5-8 2008 - Teaching Writing in Years 1-3 Building a Strong Foundation 2012 - Teaching Writing across the Curriculum in Years 4-6 Increasing progress 2012 - Teaching Handwriting 1985 (2010 pdf) - Effective Literacy Practice in Years 1-4 and Years 5-8 - Supporting English Language Learning in Primary Schools A guide for teachers of Years 1-2 2009 (SELLIPS- available on school server) - Supporting English Language Learning in Primary Schools. A guide for teachers of Years 3-4 2009 - Supporting English Language Learning in Primary Schools. A guide for teachers of Years 5-6 2009 - Learning Through Talk: Years 1-3 and Years 4-8 - ESOL strategies (see ESOL folder in Curriculum Delivery Folder on server) - The Learner as a Reader (Resource Box) - Dancing with the Pen - The Learner as a Writer (Resource Box) - Write Ways: Modeling Writing Forms - Reading and Beyond (Resource Box) - Guided Reading Years 1-4 and Years 5-8 (Resource Box) - Linking the Language Strands - ( Syndicate Leader Resource Box) - Switch on to Spelling Teacher's Guide - Joy Allcock (Resource Box) - The Code Breaker's Guide to Spelling English - Joy Allcock (Resource Box) - Teaching Reading Comprehension - Alison Davis - Building Comprehension Strategies for the primary years - Alison Davis - Teaching Reading Comprehension Strategies- A Practical Classroom Guide - Sheena Cameron (Senior Syndicate Leader's resource box) - I've got something to say: Leading young writers to authorship - Gail Loane with Sally Muir (Syndicate Leader resource box) - First Steps: Resource Book and Continuum in Oral Language (Resource Box) - First Steps: Resource Book and Continuum in Spelling (Resource Box)

- English online [] - Writing hub [] - e-asTTle [] - ESOL online [] A variety of teacher manuals, texts and videos for developing language programmes are stored in the Central Resource Room. They include: National Exemplars; NEMP Assessment Results. = ORAL LANGUAGE - EXPRESSIVE LANGUAGE : SPEAKING and RECEPTIVE LANGUAGE : LISTENING =

“Oral language underpins all learning and all social interaction … it enables us to become literate, to think, and to communicate across all curriculum areas. **Oral Language can and should be explicitly taught**.” Quote taken from //Learning Through Talk – MoE handbooks Y1-3 and Y4-6// – these handbooks are key resources for teachers to use to build their professional knowledge about oral language, how it develops and what teaching and assessment strategies to use.

The aim of our classroom programmes is to provide structured purposeful interaction in oral language through planned and spontaneous experiences. Refer to //Learning Through Talk – MoE handbooks Y1-3 – Pg 50 and Y4-6 – Pg 48.//

Oral language skills are taught as an integral part of learning in every curriculum area.

= EXPRESSIVE LANGUAGE : WRITING =


 * Guiding Principles for Writing **

Teacher knowledge will be supported within syndicates and through professional development.

Programmes will: · ensure a balance between the surface and deeper features in text · be manageable, individualised and based on the developmental needs/stages of children · reflect a consistent knowledge of the development of the writing process · reflect the importance of vocabulary enrichment · make connections with reading, oral and visual language Teachers will: · share learning intentions and develop relevant success criteria with students · motivate using a range of strategies · model using a variety of exemplars (these could be self-created) · provide ongoing feedback and feed forward · assess students’ writing in order to inform the next steps in learning and for reporting purposes Students will: · consider purpose and audience · discuss their ideas before writing · use an appropriate planner to organise their ideas and use this to structure their writing · use the Sunnybrae Writing Cycle flow chart – see separate document · reflect on their writing and set goals for future learning

= A Balanced Writing Programme = The concepts of ‘writing to’, ‘writing with’ and ‘writing by’ provide a balance of instructional techniques.

Examples: language experience charts, newsboard.
 * Shared Writing – writing to students ** is demonstrated writing. When introducing any new writing genre to the students, the first approach is shared writing. The teacher and class discuss, plan and write together, the teacher being the final scribe.


 * Writing to students: **
 * Enables students to view their teachers as writers.
 * Enables them to listen to and develop oral phrasing.
 * Develops an understanding and love of good literature.
 * Develops comprehension.
 * Shows that the teacher values writing.


 * Guided Writing – writing with students ** is modelling of writing. The second approach when introducing any new writing genre to students is the guided approach.


 * Writing with students: **
 * The teacher and the students plan together.
 * The teacher models an example of the genre.
 * The children construct their own piece.

Example: report writing – having written a number of shared reports on different subjects the teacher may decide to guide the students through the writing of a report. The teacher and students select a topic and look carefully at the structure of a report. They then construct a report together. The students can then write their own report, using the model as a basis for their structure and as much teacher support as needed.


 * Independent Writing – writing by students ** is when the students are able to write independently, they understand the structure and language needed and are able to complete the task without teacher input. Some children need to go through the cycle of ‘to’ and ‘with’ many times before they are capable of independent writing. The final outcome should be students who are able to write confidently in a range of genre.

= Conferencing = Teacher conferencing will assist students to focus on specific skills and the deeper features of writing. Teachers will: · Work 1-1 with a student to provide feedback and feedforward related to specific learning intentions and success criteria for their writing. · Listen to the student read their story. · Acknowledge spelling and editing attempts and make corrections above the text in black pen. · Insert correct punctuation with the student. · Clarify and correct any structural and grammatical errors. · If necessary encourage the student to include further detail or explanation.

Students will:
· Work with a buddy to assist with the proof-reading and editing stages. · Listen to the story. · Stop the reader if the story does not make sense, or if they want to know more information. · Help with punctuation and grammar. · Help with spelling – finding words in the Spell-Write and dictionary. · Provide positive feedback.

Publishing
Regular publication will be promoted. The students will choose from the drafts in their draft books, directed by the teacher. Publication may include: · Attractive presentation including neat handwriting, (appropriate to student’s ability), correct spelling and punctuation. · Publishing using a range of eLearning tools. · Presentation to a selected audience – immediately to their teacher and classmates and later to other classes, parents, or the wider school community through the school newsletter, website, online learning environment. · Preparation of class or individual books, which could then be placed in the class or school library. · All students will be involved in the writing process for a set period of time every day and will be encouraged to have ‘ownership’ of their writing. · Lessons will include teacher modeling. · At times students will be free to choose their topic. On other occasions the topic and genre will set by the teacher (as detailed in long term plans). · A draft book is used for draft writing. · Students will know and use the school ‘writing cycle’ – plan, draft, proofread, edit conference and publish selected pieces in a variety of ways with increasing independence. · Students will write on alternate lines to provide space for editing. Teacher corrections will be written on the line above the student’s draft writing. · Students will put a line through an error in draft writing. · Teachers will encourage students to record sounds in sequence for unknown words. · Students need to be taught the need for legibility, correct letter formation, accurate spelling and overall neatness. · Students will write with a blue pen and use a red pen when editing their work. Teachers will use an alternative colour i.e. not red or blue pen. · All writing will be available to be read by the teacher. · Trained classroom helpers will be used to assist as available.
 * Guidelines **

= Spelling =
 * Spelling is a tool for writing and sits inside our whole language programme. There is an expectation that students will develop a spelling conscience / self-correction system which teachers will actively model.
 * Work will be spelt correctly when displayed or published.
 * Students will use a core list of high frequency words confidently and accurately in their reading and writing.
 * The Switch on to Spelling resource is used at all levels – see teacher handbook and supporting resources.


 * Phonological awareness skills **
 * Identify the number of syllables in a word (Clap syllables)
 * Recognise rhyme
 * Produce rhyme
 * Identify phonemes (initial, medial, final)
 * Match sounds in words
 * Segment phonemes
 * Count phonemes (the ability to count and identify the number of phonemes not letters in a word)
 * Blend sounds in words

Refer p25 SOS teacher’s resource

Note - Throughout the school, clap to identify syllables and use fingers to identify sounds in words e.g. dish - clap for one syllable and place three fingers up for the three sounds d/i/sh

The Use of Dictionaries (print or electronic)
Dictionaries will be used for proofreading, for the spelling of words that are almost correct.


 * Stages in Development of Dictionary Use **
 * Pre-dictionary
 * Developing letter/sound relationship
 * Listening to sounds, and writing what they can hear using alphabet cards for reference.
 * Using word banks and simple dictionary formats.
 * Using an appropriate variety of dictionaries (including Thesaurus).

= EXPRESSIVE LANGUAGE : PRESENTING = Classroom programmes will include …
 * Discussion of print media formats, e.g. posters and advertisements.
 * Use of language and techniques associated with presented formats, e.g. design, layout, font, margin, colour, graphics, header, footer.
 * Presentations using a variety of forms, e.g. posters, advertisements, charts, diagrams, eLearning tools e.g. digital recording devices, computer software including Keynote, Kidpix, Inspiration, iMovie, iPhoto slideshows.
 * Use of moving images in presentations, e.g. mime, drama, plays, performances.

THE HANDWRITING PROGRAMME
All students will be taught handwriting in both formal and informal situations. Opportunities to learn and refine their skills will occur daily. The resource book Teaching Handwriting will form the basis of handwriting programmes (Resource box), supported by 'The Magic Caterpillar Story' programme in Years 1-2.

The teaching of handwriting is not an end in itself. It is a skill that, along with spelling and punctuation, is essential for effective written communication. The style of the handwriting taught will provide students with a basic script, which will be developed into the cursive form. The basic script enables children to write legibly and fluently and with sufficient speed for practical purposes. It is also flexible enough to allow students to develop their own personal style.
 * Development Sequence **
 * Correct grip.
 * Correct posture.
 * Correct formations (starting points and directional movements) of upper and lowercase letters and numerals.
 * Upper and lower case distinction.
 * Develop slope and regular spacing.
 * Evenness of size, use of half way marks.
 * Ligatures – to join letter combinations.
 * Consolidation of above skills to develop fluent style.
 * Speed.
 * Handwriting Programme progression **
 * Formal lessons occur 3-4 times a week (according to class level and ability).
 * Students practise in handwriting books, copying correct formations from teacher modelling or from individual practice cards (depending on child’s skill development).
 * Frequent practice occurs in all written work.
 * Other considerations **
 * For guidance re left-handedness refer to Teaching Handwriting, page 22
 * Older students who have established a neat fluent style in an alternative script are allowed to maintain this style.
 * Students should view handwriting as a tool for written communication, not as a skill in isolation.

**RECEPTIVE LANGUAGE : READING**

Guiding Principles for Reading Programmes
1. Children learn to read by reading. 2. Reading for meaning is paramount. Good readers gain meaning from text by using multiple cue sources. 3. Risk taking is essential for efficient reading. Self-improvement is achieved by applying strategies with independence and confidence in a supportive situation.

** Skills Acquisition **
Reading programmes will provide opportunities to develop skills in:

Reading programmes will provide opportunities to develop skills in:
 * Decoding words by recognising spelling patterns, linking them to their sounds and then blending the sounds together to pronounce the word.
 * A range of effective reading comprehension strategies.
 * Print and punctuation convention.
 * Expressive oral reading.
 * Extending and consolidating their vocabulary.

Highlighting the links between reading and writing and the move from ‘learning to read’ towards ‘reading to learn’ should be a major focus at as students become proficient independent readers.

Ability grouping will need to be applied when close reading and critical thinking of texts is being prioritised to improve comprehension. Groupings will be frequently revised and detailed in the teacher’s planning. The use of the reciprocal teaching method and guided reading approach will often be used and each group will work with the teacher for at least 15-20 minutes twice a week. Students who are not working with the teacher will work from follow-up reading based activities.

Reading Activities
A successful reading programme will incorporate a variety of reading activities appropriate to class level and the learning needs of the students.

At all class levels, a regular maximum 5-10 minute time slot will be set aside for self-selected, uninterrupted reading. Effectiveness will be enhanced if students’ selections are discussed.
 * 1. Personal Reading **

This should occur daily. It can be done by the teacher, other children or by listening to audio recordings and computer programmes. It should be an enjoyable experience and expose students to a rich variety of vocabulary and expressive language.
 * 2. Reading to the students **

This should occur at all class levels. Using enlarged texts, poems or rhymes, big books, and/or multiple copies and audio equipment. It provides enjoyment, support and exposure to quality literature.
 * 3. Shared Reading **

Students share extracts from material they have been reading.
 * 4. Reading by the students **

Students work with the teacher in small groups using a range of texts and school journals appropriate to their ability level. Children will be given opportunities to reread these instructional texts.
 * 5. Guided Reading at instructional levels **

These all provide children with opportunities to develop their skills by working with a partner or small group – guidelines are provided by syndicate teams.
 * 6. Peer Tutoring, Pair Shared Reading, Reciprocal Reading **

These will vary according to levels of the students. Ideas are provided by syndicate teams – see planning formats for reading tumbles.
 * 7. Independent activities **

Each class is timetabled to visit the school library each week. See Library guidelines and teachers booklet for specific skills and programmes.
 * 8. Library **

Involving research-based reading for information using a variety of sources e.g. library books, journals, dictionaries, timetables, brochures, sets of instructions, internet, Access It and mixed media.
 * 9. Information skills for inquiry learning **

** ORGANISATION OF READING PROGRAMMES **
Reading programmes will include daily elements of reading **to** the children, reading **with** the children and reading **by** the children.

While it is acknowledged that reading activities occur throughout the day, a time is set aside daily, specifically for reading. A programme may follow the sequence below: -

· Personal Reading (5-10 minutes): Children select their own books to read by themselves. Teachers may provide a role model where possible by also reading at this time. Children may share some aspect of their book e.g. favourite picture, character or part.

· Shared reading (approximately 15 minutes): Each week a new title will be selected for shared reading. The book is introduced and read by the teacher. Throughout the week the book will be re-read with the students and skills will be reinforced and taught. Follow-up activities (wall stories, murals, innovation on text, etc) may occur. In the Junior and Middle Syndicates a Poem of the Week will be shared as a class, glued into students’ poetry books, illustrated and may be taken home as reading. In the Senior Syndicate poetry will be shared regularly. Refer to Shared Reading and Poetry planning format.

· Instructional reading: Reading groups will be flexible and change according to individual needs and abilities. Group lists, level and programmes will be updated for each planning period.

· Reading is taken home each day at the Junior and Middle levels. In the Senior Syndicate children identified as reading below their chronological age are given teacher selected material. Usually it will be the text read that day with the teacher or a previously read title selected from their group box. Home reading may include a poem in their poetry book or a library book to share with their parents. Guidelines for parents to support their child’s reading are glued into the reading notebook or homework book. Senior children read daily as a homework task and complete a reading log.

· Literacy orientated independent activities – these include activities and outcomes that extend and develop students’ understanding about their reading and include: book box reading, listening post, poetry reading, drama, computer programmes, language games, library books, learning centres and children’s publishing and school blogs. Additional ideas are available through syndicate planning.

· All children are encouraged to use community libraries.

= RECEPTIVE LANGUAGE : VIEWING =

“Communication through visual images is probably the most efficient means of conveying meaning.” Linking the Language Strands, Jill Eggleton, Page 97

Viewing is a complex thinking process involving the integration of information from many sources across all curriculum areas.

Classroom programmes will explore …
 * The use of a variety of visual techniques to present information.
 * Technical features and language associated with visual presentations, e.g. headings, fonts, graphics, shading, design, layout, margin, colour, headers, footers.
 * Ways in which written and visual components work together, e.g. posters, advertisements, diagrams.
 * A variety of formats as sources of information, e.g. advertisements, posters, graphs, diagrams, charts, slideshows.
 * Verbal and non-verbal features of language, e.g. mime, drama, play performances.
 * Photography and film and discussion of interpreted meanings.

** Expressive Language Contexts **
Mime Plays Imitation Role playing School productions Recitation Vote of thanks Waiata/songs Powhiri Raps TV commercials Videos Assembly presentation Cultural protocols Presentation of inquiry topic Musical items Dance items Puppets Posters KidPix presentations Digital recordings e.g. flip video || Playground conversations News & newsboard Contributing to discussion Leading a discussion Sharing circles Think/Pair/Share Formulating questions Reading aloud Reciting a poem Oral book reviews Introductions Oral Instructions Announcements Barrier games Telephone conversations Interviews Storytelling Descriptions Telling jokes Delivering messages Debating Garage Band recordings Formal and informal speeches || Personal Recount: · Journal/diary · Letters · Postcards · Poetry · Song lyrics · Biographies · Comments on blogs Narrative Fiction: · Animal Stories · Cartoons · Fables · Myths and Legends · Fairytales · Folktales Information Report: · Factual reports · Speeches · Newspaper articles · Book reviews · Film reviews · Descriptions · Character portraits Persuasive · Advertisements · Speeches · Letters to the editor Procedural · Instructions · Rules · Menus · Recipes · Experiments · Directions · Explanations · Labelling
 * ** Presenting ** || ** Speaking ** || ** Writing ** ||
 * Blog postings

Quick writes ||

** Receptive Language Contexts **
· buzz groups/ ‘doughnuts’/ think-pair-share/ class discussion (responses to film, video, radio, virtual field trips (LEARNZ) listening to teacher-read stories, CDs, music  · structured conversations/social/problem solving conversations    · reporting/speeches/debates    · listening to messages    · telephone conversations    · group discussion/reporting back    · class discussion – ‘piggy backing’ ideas.    · shared book/ class serial story    · CDs    · speeches    · debates    · interviews    · sharing poetry / jokes / riddles    · guest speaker/performers    · book ‘selling’    · book reviews  ||  · Shared/guided/reciprocal reading    · drama    · play reading    · poems, poem cards, poetry collections    · children’s published writing    · wall stories    · enlarged texts    · class-trip booklets    · book ‘selling’    · storymaps    · retelling    · reading around a theme   (genre, curriculum topic, NZ authors, raps, poems, plays)   · ELL strategies (Three level Guide) · book reviews || Static images · picture books · book jackets · greeting cards/posters · slides/photographs · paintings · CD covers · comics/cartoons · charts /timelines · computer – Comic life, Kidpix, Inspiration · collages/murals · models/dioramas · newspapers · print advertisements · music notation · images created with the body · barrier games · photographs
 * == ** Listening ** == || == ** Reading ** == || == ** Viewing ** == ||
 * · Listening to / following verbal instructions

Moving Images

· e-learning resources · puppet shows · sequence cards · finger games · ceremonies · body language · TV advertisements · You Tube . imovie . drama/miming . Video clips/ LEARNZ field trips ||


 * == Links to online resources == ||
 * ===English online=== || [] ||
 * ===ESOL online=== || [] ||
 * ===The writing hub=== || []  ||
 * ===e-asTTle=== || [] ||


 * === Pdf resources === ||
 * [[image:English 2 Reading and Writing standards.png width="162" height="206"]] ||  || [[image:English The Literacy Learning Progressions.png width="199" height="208"]] ||
 * [[file:Reading&Writing national standards.pdf]] ||  || [[file:The Literacy Learning Progressions.pdf]] ||
 * ||  || [[image:English handwriting.png width="145" height="138"]] ||
 * ||  || [[file:teaching-handwriting.pdf]] ||
 * ||  || [[file:teaching-handwriting.pdf]] ||