Speaking Writing

Curriculum 

Speaking, Writing, Presenting
Processes and strategies	Ideas
Students will:	·      Select, form, and communicate ideas on a range of topics.
·      Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas.	indicators:
indicators:	–      forms and expresses ideas and information with increased clarity, drawing on a range of sources;
–      uses a developing understanding of the connections between oral, written, and visual language when creating texts;	–      adds or changes details and comments to support ideas, showing some selectivity in the process;
–      creates a range of texts by integrating sources of information and processing strategies with developing confidence;	–      ideas suggest awareness of a range of dimensions or viewpoints.
–      seeks feedback and makes changes to texts to improve clarity, meaning, and effect;	Language features
–      is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with growing   confidence.	·      Use language features appropriately, showing a developing understanding of their effects.
By using these processes and strategies when speaking, writing, or presenting, students will:	indicators:
Purposes and audiences	–      uses oral, written, and visual language features to create meaning and effect and engage interest;
·      Show a developing understanding of how to shape texts for different purposes and audiences.	–      uses a range of vocabulary to communicate meaning;
indicators:	–      demonstrates good understanding of all basic spelling patterns and sounds in written English;
–      constructs texts that show a growing awareness of purpose and audience through careful choice of content, language, and text form;	–      uses an increasing range of strategies to self-monitor and self-correct spelling;
–      conveys and sustains personal voice where appropriate.	–      writes legibly, fluently, and with ease when creating texts;
	–      uses a range of text conventions, including most grammatical conventions, appropriately and with increasing accuracy.
	Structure
	·      Organise texts, using a range of appropriate structures.
	indicators:
	–      organises written ideas into paragraphs with increasing confidence;
	–      organises and sequences ideas and information with increasing confidence;
	–      uses a variety of sentence structures, beginnings, and lengths.