My end of term reflection
WALT: evaluate our learning honestly
What is an effective learner? A learner that puts their head gets on with learning. They know who their blockers and drivers are. They always complete their work to a high standard.
What were the highlights for this term? Why? My end of term highlight would be the roller disco because it got every one together and it help us with our end of term goal integrity. It helped us think about others just not our self.
What were your greatest challenges this term? Why? My over all challenge would be my writing sample because, I had to write down a story then I had to reread it. Then I had to make it a few more paragraphs longer. Then I had to put it all on my computer plus I had put a pitcher of my writing on there had to be, peer assessment and self assessment as well.
How are you going towards acting with integrity? Why? How could you improve? I think that most of of the time I show integrity but maybe when I am walking past a pen I won't pick it up because I wont to get to the mat before on time next time I would try to pick it up.
What are your goals in our learner disposition wall? Where to next?` On the wall I am a self directed learner I think that I am nearly out of it. I feel like I can move up but it would be to much. So I need to work on getting faster on my work so that I can get more done.
is working at the (Beginning/Middle/Advanced) Level 3. Can Do Needs to work on
National Standard by the end of Year 4
Creates texts in order to meet the writing demands across the NZ Curriculum AT LEVEL 2
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National Standard by the end of Year 5
Creates texts in order to meet the writing demands across the NZ Curriculum TOWARDS LEVEL 3
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National Standard by the end of Year 6
By the end of Year 6, students are required to write more complex texts than students in Year 5.
(Increasing Independence & Complexity)
Creates texts in order to meet the writing demands across the NZ Curriculum AT LEVEL 3
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AUDIENCE, PURPOSE, AND VOICE
Purpose:
a. I independently write texts using language and a simple text structure that suits my audience and purpose (recounting, describing, narrating, reporting, arguing or explaining). e.g. an orientation, sequenced events described in the past tense and linking words to show sequence (for a recount).
b. I independently create a variety of texts in a range of print and electronic media..
Ideas & Voice:
a. I write about several experiences or ideas including mostly relevant detail or personal comment.
b. I use mostly relevant information that often includes detail and/or comment supporting the main points.
c. I demonstrate an awareness of my audience through appropriate choice of content, language, and text form.
Vocabulary:
a. I use a variety of adjectives, adverbs, nouns and verbs that clearly convey ideas, experiences or information.
b. I expand my writing vocabulary by using reference resources to check the meanings of words and to find new words.
c. I apply my knowledge of the meaning of most common prefixes and suffixes.
Written Language Features:
I use written language features to support meaning. e.g. similes, onomatopoeia.
Publishing:
I make choices, when appropriate, for publishing in a variety of media, including digital and visual media
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AUDIENCE, PURPOSE, AND VOICE
Purpose:
I apply a process and write texts choosing language and overall text structures that suit my audience and purpose (recounting, describing, narrating, reporting, arguing or explaining) e.g. an orientation, a problem, a climax, and a satisfying resolution (for a narrative), or an introduction, a series of main points, and a logical conclusion (for a report).
Ideas, Voice, & Impact:
a. I write about several experiences or ideas including detail or personal comment.
b. I use content that is relevant to the curriculum task or items of information and include detail and/or comment supporting the main points.
c. I use written language features (such as emotive vocab) to extend or clarify meaning and to engage my audience.
Vocabulary:
a. I use technical and subject specific vocabulary, precise and descriptive words to support meaning and for effect (to create a mental image).
b. I use a wide variety of precise and effective descriptive words (adjectives, adverbs, nouns, and verbs) and adjectival and adverbial phrases that clearly convey ideas, experiences, or information.
Written Language Features:
I use similes, metaphors, onomatopoeia, and imagery to support meaning and for effect (to create a mental image).
Publishing:
I choose appropriate media for creating text or publishing, including visual and digital.
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AUDIENCE, PURPOSE, AND VOICE
Purpose:
I apply a process and write texts choosing language and overall text structures that suit my audience and purpose (recounting, describing, narrating, reporting, arguing or explaining) e.g. an orientation, a problem, a climax, and a satisfying resolution (for a narrative), or an introduction, a series of main points, and a logical conclusion (for a report).
Ideas, Voice, & Impact:
a. I write about several experiences or ideas including detail or personal comment.
b. I use content that is relevant to the curriculum task or items of information and include detail and/or comment supporting the main points.
c. I use written language features (such as emotive vocab) to extend or clarify meaning and to engage my audience.
Vocabulary:
a. I use technical and subject specific vocabulary, precise and descriptive words to support meaning and for effect (to create a mental image).
b. I use a wide variety of precise and effective descriptive words (adjectives, adverbs, nouns, and verbs) and adjectival and adverbial phrases that clearly convey ideas, experiences, or information.
Written Language Features:
I use similes, metaphors, onomatopoeia, and imagery to support meaning and for effect (to create a mental image).
Publishing:
I choose appropriate media for creating text or publishing, including visual and digital
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STRUCTURE
Sentences & Grammar:
a. Sentences:
i. I write mainly simple and compound sentences that vary in their beginnings, structures and lengths.
ii. I attempt complex sentences using connectives such as when, how, because, although, with, as.
b. Grammar:
I use the correct tense, pronouns and sentences that are mostly grammatically correct. (**see LLP for further details.)
Planning:
I plan and organise ideas and information using tools (e.g. graphic organisers) and strategies (e.g. headings).
Structure:
I am aware that writers organise their ideas into paragraphs.
Visual Language Features:
I use visual language features to support meaning. e.g. illustrations and diagrams.
Punctuation:
I use capital letters, full stops, question marks, and exclamation marks correctly, and use commas for lists, speech marks, and apostrophes for contractions correctly most of the time.
Spelling:
a. I use my visual memory to correctly write most Spell-Write Essential List 1-4 words and many Spell-Write
Essential List 5-7 words, correctly.
b. I attempt unfamiliar words by using my knowledge of how words work.
(**see LLP for further details.)
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STRUCTURE
Sentences & Grammar:
I write simple and compound sentences that vary in their beginnings, structures, and lengths and are correct grammatically, and complex sentences that are mostly grammatically correct (using conjunctions such as when, how, because, although).
Planning:
I plan and organise rich language, ideas, and information using a variety of planning tools.
Structure:
a. I organise my ideas into paragraphs.
b. I group ideas in paragraphs using related links within (and sometimes between) paragraphs.
Visual Language Features:
I use visual language features to extend or clarify meaning and to engage my audience. e.g. headings, titles, subheadings, labelled diagrams, charts, maps, and illustrations.
Punctuation:
a. I use basic punctuation that is mostly correct. e.g. punctuating dialogue.
b. I attempt some complex punctuation such as possessive apostrophes for possession, commas for clauses, or semicolons.
Spelling:
a. I spell most high frequency words correctly (all of Spell-Write Essential List 1-7 words)
b. I write most unfamiliar words, including words of many syllables, by applying common spelling patterns and using my knowledge of how words work.
(**see LLP for further details.)
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STRUCTURE
Sentences & Grammar:
I write simple and compound sentences that vary in their beginnings, structures, and lengths and are correct grammatically, and complex sentences that are mostly grammatically correct (using conjunctions such as when, how, because, although).
Planning:
I plan and organise rich language, ideas, and information using a variety of planning tools.
Structure:
a. I organise my ideas into paragraphs.
b. I group ideas in paragraphs using related links within (and sometimes between) paragraphs.
Visual Language Features:
I use visual language features to extend or clarify meaning and to engage my audience. e.g. headings, titles, subheadings, labelled diagrams, charts, maps, and illustrations.
Punctuation:
a. I use basic punctuation that is mostly correct. e.g. punctuating dialogue.
b. I attempt some complex punctuation such as possessive apostrophes for possession, commas for clauses, or semicolons.
Spelling:
a. I spell most high frequency words correctly (all of Spell-Write Essential List 1-7 words)
b. I write most unfamiliar words, including words of many syllables, by applying common spelling patterns and using my knowledge of how words work.
(**see LLP for further details.)
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PROOFREADING AND EDITING
Proofreading:
a. I proofread for grammar, spelling, and punctuation.
b. I reread my writing at various stages to check for meaning and purpose.
Editing/Recrafting:
a. I revise my writing (from a reader’s perspective) and edit it for clarity, purpose and impact.
b. I reread, discuss and respond to feedback by making changes to my writing.
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PROOFREADING AND EDITING
Proofreading:
I proofread to correct grammar, spelling, and punctuation, using appropriate resources.
Editing/Recrafting:
I review and revise my writing to clarify meaning and add impact, often in response to feedback.
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PROOFREADING AND EDITING
Proofreading:
I proofread to correct grammar, spelling, and punctuation, using appropriate resources.
Editing/Recrafting:
I review and revise my writing to clarify meaning and add impact, often in response to feedback.
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** Bold text indicates National Standard indicators. ** Blue text are indicators specific to R.S.S
