1 1 1 English Road safety and writing explanations traffic safety teams by S00VbdR

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									Road Patrols and          Values:               Key Competencies:                Key                Driving          Subsidiary questions:
Traffic Wardens -                                                                Understanding:     Question:

School Traffic Patrols    Excellence            Thinking                         We travel          Road Patrol of   1. How will I help the school.
and Traffic Wardens       Innovation            Managing self                    together .         traffic Safety
Safer Journeys for        Diversity             Participating and contributing                      TEAMS            2. Explain the benefits being on a a
Children                  Equity                Relating to others                                  what             safety team .
                          Community and         Making meaning from                                 difference can
                          Participation         language, symbols and text                          I make?          3. Predict how being part of a safety
                          Ecological                                                                                 team will support our schools
                          Sustainability                                                                             community
                          Integrity
                          Respect
Curriculum Learning       Achievement                               Curriculum   Learning
Area:                     Objectives:                          Level: 1 2 3 4    Intentions
English                   Speaking, Writing, and Presenting                      Speaking, Writing, and Presenting
                          Transactional Writing-Explanation                      Transactional Writing-Explanation
Ko te reo te tuakiri
Ko te reo tōku            Select the achievement objectives that best match      Schools will have their own criteria for developing learning intentions.
ahurei                    the abilities of your students.                        Examples are included below. Highlight the Learning Intention/s that best
Ko te reo te ora.                                                                match the abilities of your students. You can use these to write your WALTs.
                          Level One
In English, students      Processes and strategies                               Define explanation writing.
study, use, and           - Acquire and begin to use sources of information,     Define the purpose of explanation writing. (The how and why something
enjoy language and        processes, and strategies to identify, form, and       operates or works).
                          express ideas.                                         Describe the surface language features of explanation writing.
literature
                                                                                 Describe the deeper language features of explanation writing..
communicated              Purposes and audiences                                 Compare and contrast the similarities and the differences between different
orally, visually, or in   - Recognise how to shape texts for a purpose and an    examples of explanation writing.
writing.                  audience.                                              Explain why one piece is richer than another.
                                                                                 Sequence the process of explanation writing.
                          Ideas                                                  Explain the reasons for the deeper and surface features.
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                     - Form and express ideas on a range of topics.        Create a piece of writing.
                                                                           Reflect on your writing and critique the strengths and weaknesses.
                     Language features
                     - Use language features, showing some recognition
                     of their effects.

                     Structure
                     - Organise texts, using simple structures.

                     Level Two
                     Processes and strategies
                     - Select and use sources of information, processes,
                     and strategies with some confidence to identify,
                     form, and express ideas.

                     Purposes and audiences
                     - Show some understanding of how to shape texts
                     for different purposes and audiences.

                     Ideas
                     - Select, form, and express ideas on a range of
                     topics.

                     Language features
                     - Use language features appropriately, showing
                     some understanding of their effects.

                     Structure
                     - Organise texts, using a range of structures.

                     Level Three
                     Processes and strategies
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                     - Integrate sources of information, processes, and
                     strategies with developing confidence to identify,
                     form, and express ideas.

                     Purposes and audiences
                     - Show a developing understanding of how to shape
                     texts for different purposes and audiences.

                     Ideas
                     - Select, form, and communicate ideas on a range of
                     topics.

                     Language features
                     - Use language features appropriately, showing a
                     developing understanding of their effects.

                     Structure
                     - Organise texts, using a range of appropriate
                     structures.

                     Level Four
                     Processes and strategies
                     - Integrate sources of information, processes, and
                     strategies confidently to identify, form, and express
                     ideas.

                     Purposes and audiences
                     - Show an increasing understanding of how to shape
                     texts for different purposes and audiences.

                     Ideas
                     - Select, develop, and communicate ideas on a range
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                        of topics.

                        Language features
                        - Use a range of language features appropriately,
                        showing an increasing understanding of their
                        effects.

                        Structure
                        - Organise texts, using a range of appropriate
                        structures.

Learning Experiences:

Select the learning experiences that best meet the learning intentions and achievement objectives that match your students’ abilities.

TKI : Explanation writing Examples of explanation writing.
Use a data projector to explore different examples of explanation writing.
With your students, show them the Assessment Resource Bank: Resources Search English and view the exemplars that are in the assessment resource bank
at varying levels. (You will have to register).
Brainstorm all of the times that explanation writing would be useful in everyday life.
Define ‘explanation writing’: discuss as a class and then get every student to record their own response. Paste onto a wall chart as their start up position for
this genre.
To help find out what a word means, you can use Google’s define feature. For example, type ‘define: explanation writing’ into the search box and press
enter. For help finding web page content that is more suited to children, add ‘for children’ to your search term. For example, type ‘explanation writing for
children’ into the search box and press enter. Add relevant information to your class wall chart.
Look through school journals and identify other examples of explanation writing.
Identify who the audience might be for this piece of writing.
Enlarge onto A4 and in groups highlight and name/discuss the surface features.
Repeat this learning experience and highlight the deeper features.
Look at the form of the writing: what message it is conveying? Has it been successful?
Give groups of students a range of material (newspapers/magazines/library books etc), and get students to identify other examples of explanation writing.
Identify the success criteria with the students so they can assess for learning as they progress.
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Compare and contrast different exemplars on TKI, stating the differences and the similarities.
Compare and contrast TKI exemplars with pieces of explanation writing from the journals.
Compare and contrast the similarities and the differences between explanation writing from newspapers and magazines etc.
Get students to explain what surface features are and give examples against a piece of writing.
Get students to explain what deeper features are and give examples against a piece of writing.
Select an appropriate topic and, using a story board, plan out a sequence for a piece of writing; model this to the class and display it.
How to cross a road safely. http://education.nzta.govt.nz/stay-safe/useful-videos

Create a piece of explanation writing using road safety as your theme. You may wish to use photographs to support your writing, or you may wish to do it
as a MS Photostory 3/ i-movie /moviemaker./keynote/prezi etc

Possible context for whole class writing might include:


Walking School Bus/Kea crossings/traffic plans)/skateboard safety/parent parking/pedestrian safety/bicycle safety/safety clothing/
Driveways/your own choice.
Share your writing with two other people before you present it. Respond appropriately to their critique.
Reflect on how successful your writing was. How could you improve it before it is published?
Select an appropriate audience/person to share your writing with.
As a class create awikispace and publish all of your examples so that other classes can access them.

Possible context for School Traffic Safety TEAM writing might include:

Creating a document – keynote/prezi/slideshare etc that can be hosted by the school or on a Traffic Safety Team Wiki et al about the routines and practice
of School Traffic Safety TEAMS Reference Manual is here

If you would like to share your work, safeschooltravel@nzta.govt.nz




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Assessment: Learning Area: English                                         Assessment: Key Competency
                                                                           Using language, symbols and text

An example assessment rubric is included. Insert your own marking guide    An example assessment rubric is included. Insert your own marking guide on
on the left hand side.                                                     the left hand side.

             I can identify several relevant surface/deeper language                    I can communicate ideas by including a generalisation, a
             features, can explain their purpose and can make                           prediction or a justification in written explanation.
             generalisations about features of language in explanation
             writing.                                                                   I can communicate information by explaining the ideas in
             I can identify several relevant surface/deeper language                    detail and can accurately sequence the process.
             features of explanation writing and can explain their
             purpose.                                                                   I can explain several relevant ideas using text.
             I can identify several relevant surface/deeper language
             features of explanation writing.                                           I can explain one relevant piece of information using text.
             I can identify one relevant surface/deeper language feature
             of explanation writing.                                                    I need teacher help to explain information using text.
             I need teacher help to identify surface/deeper language
             features of explanation writing.



ICT Resources:                              Thinking Resources:            What if Questions:                   Inquiry Scenario:
These are suggested ICTs that will          These are suggested            Use these questions for              Design road safety rules for skiing,
support the bringing in of ideas, the       thinking frameworks only       class/group discussions or for       horses, boats and self-propelling
connecting of ideas, and putting ideas      based on a range of            writing.                             booster packs.
into another context.                       strategies.
                                                                                                                Inform the community on how to
TKI:Exemplars                               Build a wall with surface      What if there were no                change behaviours with community
                                            and deeper features that       explanations about anything?         road safety issues.
Exemplars/lessons/assessments to            can be used as a learning
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support explanation writing.                           resource for other                     What if writing had no                      Find out about the history of School
                                                       students.                              punctuation?                                Traffic Patrol teams
English Online: Lesson                                                                                                                    http://www.teara.govt.nz/en/road-
plans/assessment exemplars/ resource                   Find a piece of explanation            What if you could not include               accidents/3
bank exemplars etc to support the                      writing and evaluate it                images in explanation writing?
English and other curriculum. There                    using your success criteria
are examples of explanation writing at                 rubric. Then modify the                What if all explanations had to
different levels.                                      writing to make it better              be humorous?

New Zealand Transport Agency:                          Identify all of the students           What if all explanations could
Resources on road safety.                              who walk/scoot or cycle to             only be spoken and not
                                                       school and show some of                written?
Safer Journeys for Schools                             the safe routes using
NZTA Education Portal                                  Google Maps and Geo tags

Bikewise:Bike safety                                   Decide on something that
 Safety and everything you need to                     you are going to explain
know about biking.                                     and only do it through
                                                       mime.

                                                       PMI: Should ten year-olds
                                                       be able to drive to school?
Refer: Ministry of Education. (2007). The New Zealand Curriculum for English-medium teaching and learning in years 1–13 Wellington: Learning Media.




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