Make our own judgements  (Page 3/3)

LO 3 Reading and Viewing

The learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.

We know this when the learner:

3.2 reads aloud and silently for a variety of purposes consolidating the appropriate reading strategies developed in earlier grades;

3.3 discusses the purpose, audience and context of a text;

3.4 shows understanding of information texts:

3.4.3 makes judgements and draws conclusions about ideas on the basis of evidence;

3.10 reflects on and discusses own skills as a reader.

LO 4 Writing

The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

We know this when the learner:

4.1 writes a range of imaginative texts:

4.1.1 to express imagination, ideas and feelings about self and others;

4.1.2 to explore the creative, critical and playful use of language by means of narrative and descriptive compositions, dialogues, poems, songs and letters;

4.2 produces a range of factual written and multi-model texts for various purposes, using a range of visual, and design elements where appropriate by means of recounts of events, research project reports, pamphlets, posters, book reviews;

4.3 demonstrates basic skills in a range of writing appropriate to the text type;

4.4 uses the writing process collaboratively and independently to generate texts:

4.4.1 selects and explores topics through brainstorming, using mind maps and lists;

4.4.3 plans and develops topic using relevant information from other sources.

LO 5 Thinking and Reasoning

The learner will be able to use language to think and reason, as well as to access, process and use information for learning.

We know this when the learner:

5.1 uses language to think and reason:

5.1.1 applies thinking and reasoning skills in a variety of contexts across the curriculum;

5.3 processes information:

5.3.3 extracts and synthesises information, using listening, reading, writing and viewing skills;

5.3.5 summarises information or ideas by selecting generalising, categorising and editing, and reflects critically on the product.

LO 6

language structure and use

The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

We know this when the learner:

6.1 works with words:

6.1.1 uses a range of different strategies to spell unfamiliar words;

6.1.2 creates personal spelling list and dictionary of words across the curriculum and discusses which words give problems;

6.1.3 uses the dictionary and thesaurus competently for vocabulary and spelling research;

6.1.5 uses word families and words of the same field to develop vocabulary in context

6.2 works with sentences:

identifies and uses the components of a sentence such as subject, verb, direct and indirect object, main and subordinate clauses;

uses a range of punctuation appropriately.

Memorandum

ACTIVITY 1:

This is an opportunity to talk about values, to discuss those that are absent or those which show good attitudes, principles. Bigotry, prejudice and so on can also be touched on.

ACTIVITY 2:

Go over some interviewing techniques first e.g. Do not ask a question where the answer can be ‘Yes’ or ‘No’ – ask an open-ended question to encourage the interviewee to respond fully. Or pick up on a word that the interviewee uses and ask him to elaborate.

This is an opportunity for the class to get to know one another, essential when pupils start a year and find themselves among strangers.

ACTIVITY 3:

Encourage the children to be honest – in this way YOU also get to know them and your understanding of them grows.

ACTIVITY 4:

It is important that pupils realize early that their characters are judged daily and that impressions of character start early in their career. Perhaps one could mention ‘register’

at this point: An awareness of where you are when you speak and to whom you are speaking.

ACTIVITY 5:

Help the pupils to understand the value of planning and making a rough draft and editing. Go over the meaning of the different adjectives that are supplied. Revise adjectives and participles with them and let them discover the difference.