Literacy Learning

Literacy Learning

Here is the Year 8 recommended reading list
https://docs.google.com/document/d/13t9ZCCrix83S08JXRKTietfNwfyJC4gw7xDcbMVeoxU/edit?usp=sharing

What WRITING looks like at Level 4

The text and task demands of the curriculum are similar for students in year 7 and year 8.

Students will create texts in order to meet the writing demands of The New Zealand Curriculum as they work at level 4. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum.

End of Year 8 (mastery of Level 4)

Students’ increased accuracy and fluency in writing a variety of texts across the curriculum, their level of control and independence in selecting writing processes and strategies, and the range of texts they write. In particular, by the end of year 8, students need to be confidently and deliberately choosing the most appropriate processes and strategies for writing in different learning areas.

Ideas: (deeper feature)

I can:

• select and explore significant ideas, developing main points with specific detail
• select an appropriate text type for purpose and audience
• understand the purposes for writing and how to achieve those purposes
• confidently shape my ideas for effect
• create content that is concise and relevant to the curriculum task
• support my ideas with precise detail
• uses ‘show not tell’ when appropriate

Structure and Language: (deeper feature)

I can:

• deliberately choose a clear, controlled and logical text structure to suit the audience and purpose
• show creativity and innovation when creating texts for my audience

Organisation: (deeper feature)

I can:

• write in structured, well developed paragraphs that flow well from one to the next within the text
• use linking words and phrases to link paragraphs for effect

Vocabulary: (deeper feature)
I can:

• maintain audience interest through content, humour and language choices
• use language that is suitable to the topic and purpose, and discuss these choices with others
• deliberately use written and visual language features when appropriate to enhance my writing; e.g similes, metaphors, personification, hyperbole, rhetorical question and diagrams 
• use a range of precise vocabulary to communicate meaning

Sentence Structure: (surface feature)

I can:

• use a variety of sentence structures, beginnings and lengths to give effect
• use complex sentences that are grammatically correct

Spelling: (surface feature)

I can:

• write all basic sound and spelling patterns and use spelling rules to write unknown words

• spell words correctly by drawing on knowledge of how words work
• spell essential word lists 1-7 and the commonly misspelled words list
• 
  

Punctuation: (surface feature)

I can:

• use all basic punctuation independently
• attempt more complex punctuation (eg semicolons, colons, parentheses).

Writing Processes:

I can:

• plan effectively, where appropriate, using a variety of strategies to find such as:
• mind mapping
• information literacy

• revise and rework my writing independently by:
• inserting and adding detail,
• crossing out unnecessary parts and
• making sure my writing meets the purpose and engages the audience
• check the grammar, spelling and punctuation
• actively seek to feedback from a number and variety of sources
• action feedback in relation to my writing
• give specific feedback to others about their writing
• write with increasing speed and endurance 
• independently develop writing over a series of days
• make informed choices about how to present work (digital and visual media)