literacy2010

Reading =

Reading Video
media type="file" key="term 4 reading vidio.3gp" width="118" height="113" THE ocean habitat reading - Term 3 media type="file" key="Untitled 172.3gp" width="86" height="87"

Reading Video
media type="file" key="reading bear grylls.3gp" width="120" height="140"media type="file" key="my reading recording!.3gp" width="109" height="115"Parker term 4 reading video

presentation rubricreading evelouationhandwriting hand writing evelouationsea cfeature information report
 * Teacher Assessment:**

Parker, you are a confident and fluent reader. You have a good knowledge of the codes and are able to decode new words when you are reader more difficult texts. You show a good understanding of books and texts. Well done, keep up the great effort!
 * **Above Standard (End of Grade 4)** ||
 * Reads and responds to an increasing range of imaginative and informative texts with some unfamiliar vocab, textual features and ideas. ||
 * Interprets main ideas & purpose of text. ||
 * Makes inferences about characters & actions in imaginative texts and about characters motives & actions. ||
 * Infers meaning from informational texts. ||
 * Identifies how language is used to represent characters, information, events etc. ||
 * use several strategies to locate, select and record key information from texts ||
 * Comment:**

Phonograms


= Writing =

What a Mess! Narrative Piece
Plan

First Draft

[[file:what a mess.tif]]
Edit

Published

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. ||

Writing samples


= Speaking & Listening =

JSC speech


English- Speaking and Listening Assessment TaskGrade 4 Oral Presentation – JSC Speeches

**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. 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.

Name: Parker Burns

** Well Below Standard ** || ** D ** ** Below Standard ** || ** C ** ** At Standard ** || ** B ** ** Above Standard ** || ** A ** ** Well Above Standard ** || the blue whale report
 * || ** E **
 * 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 ||  ||   ||   ||   ||   ||

hand writing sample term 4 personel writing term 4 ABSENT perswasive writing term 4 ABSENT