Our reading lessons will be delivered through the Better Start Literacy Approach (BSLA). This approach has been developed in New Zealand by a team of experienced researchers from the University of Canterbury, following years of research on the best ways to support student's reading, spelling, writing and oral language success.

The Year 6 teachers have taken part in professional development for BSLA and will continue to do so as the year progresses. 

PROGRESSIONS

DECODING: 

• Decode multi-syllable words by applying their knowledge of the alphabetic code, morphology, and syllables.

• Develop reading stamina and read longer texts independently.

FLUENCY: 

• Read year-level texts accurately and expressively, reflecting understanding of the text while maintaining a natural pace of reading, at oral fluency rates appropriate for year 6 students.

VOCABULARY:

• Independently infer from context clues and use morphology to understand challenging words.

• Understand and use idioms and expressions from their own and others’ cultures.

TEXT FORMS & GENRE: 

• Compare and contrast different text forms and genres across a topic, including cultural texts from their own and others’ cultures, and discuss how they are written for different audiences.

TEXT STRUCTURE, STYLE & FEATURES:

• Compare and contrast the features and style of texts written for different purposes to explore the use of text, language, and visual features that are purposefully selected.

• Explore how language is used to effect within texts, including the use of figurative and literal language to convey meaning.

COMPREHENSION MONITORING: 

• Monitor and confirm their understanding across a range of texts and sources of information by annotating, rereading, adjusting their reading rate, asking and answering questions, and visualising.

SUMMARISING & DRAWING CONCLUSIONS: 

• Identify the central theme or main idea of a text, summarise how it is developed through the key details, and draw a supported conclusion.

INFERRING USING EVIDENCE:

•  Make inferences using explicit and implicit evidence, justify the inferences using evidence from the text, and compare their inferences with the interpretations of others.

MAKING CONNECTIONS & INTERPRETATIONS: 

• Share opinions about how topics are addressed in texts and how messages are conveyed, providing evidence from the text and their prior knowledge to support their opinions.

DEVELOPING READER IDENTITY:

• Identify their strengths and successes.

Writing 

Week 1 - 4: Speech Writing

All students will write an informative speech and present it to their class. Students who want to be competitive must write about the topic of Whenua (land) otherwise, students can choose their own topic. Students can choose from the following format to present: speech, rap, spoken word, flash talk.

Progressions: 

• WRITING TO INFORM: Draw on their own experiences and knowledge, as well as acquired knowledge to write texts to inform that: introduce a topic clearly, and group related information logically into paragraphs; include headings and visual elements to support the meaning of their writing; develop the topic with facts, definitions, details, and examples that support the main idea; use precise language and domain-specific vocabulary; begin to use words and phrases to clarify, illustrate, or compare ideas (e.g., especially, for example, in contrast); provide concluding sentences related to the information or explanation.

• PLANNING: Set and work towards specific writing goals based on reflection on their own writing content and processes.

• DRAFTING: Transfer organised information from planning, and ensure there are links between paragraphs and cohesion across the text.

• EDITING: Selectively accept or reject audience and peer feedback and justify their decision.

Week 5 - 6: News Story and Presentation

Students will work in groups to plan, write, rehearse, and present their own news broadcast. 

This integrated project will develop skills in writing, speaking, teamwork, and performance.

Students will first learn about the structure and features of a news story, including:

• Create a news channel name and design a logo

• A formal opening/greeting

• A top story (hard news)

• A feel-good or feature story

• A sports update

• A weather forecast

• A closing sign-off

Each group will take on roles (e.g. news anchor, reporter, weather presenter) and use a structured script template to plan and write their segments. They'll learn to use formal language, reporting vocabulary, and clear speaking techniques.

The project will culminate in a live or recorded classroom presentation, where each group performs their news broadcast to the class. This creative and collaborative task strengthens oral language, confidence, and audience awareness. 

Progressions:

• AUDIENCE, PURPOSE & TASK: Plan and write for an audience and purpose, making careful choices of the most appropriate genre and style, with language register and word choices selected, and justified, to communicate meaning to the identified audience.

• AUDIENCE, PURPOSE & TASK: Make deliberate choices about what content to include or leave out in the texts they create, based on their understanding of how the writing may affect others.

• DIGITAL TEXTS: Use a range of digital tools to create and edit texts with a mixture of print, visual, and audio content.

Week 7 - 8: Letter Writing

As part of our Topic Learning focus on the wider community, our Year 6 students will learn the art of letter writing. Students will be writing personal letters to elderly members of our community or to special people in their lives - such as grandparents, caregivers, or family friends. We'll be learning how to write with empathy, use appropriate tone and structure, and think carefully about what it means to communicate with kindness and purpose. 

Progressions:

• PLANNING: Set and work towards specific writing goals based on reflection on their own writing content and processes.

• DRAFTING: Transfer organised information from planning, and ensure there are links between paragraphs and cohesion across the text.

• REVISING: Make revisions at the word, sentence, and text structure levels, with the purpose and audience in mind.

• EDITING: Make edits to improve the clarity of a range of texts using known punctuation and layout conventions.

• AUDIENCE, PURPOSE & TASK: Make deliberate choices about what content to include or leave out in the texts they create, based on their understanding of how the writing may affect others.

• WRITING TO INFORM: Draw on their own experiences and knowledge, as well as acquired knowledge to write texts to inform that: introduce a topic clearly, and group related information logically into paragraphs; include headings and visual elements to support the meaning of their writing; develop the topic with facts, definitions, details, and examples that support the main idea; use precise language and domain-specific vocabulary; begin to use words and phrases to clarify, illustrate, or compare ideas (e.g., especially, for example, in contrast); provide concluding sentences related to the information or explanation.

Week 9 - 10: Diary Writing

Students will write diary entries either from their own perspective or from the perspective of someone else. 

Progressions:

• WRITING TO INFORM: Draw on their own experiences and knowledge, as well as acquired knowledge to write texts to inform that: introduce a topic clearly, and group related information logically into paragraphs; include headings and visual elements to support the meaning of their writing; develop the topic with facts, definitions, details, and examples that support the main idea; use precise language and domain-specific vocabulary; begin to use words and phrases to clarify, illustrate, or compare ideas (e.g., especially, for example, in contrast); provide concluding sentences related to the information or explanation.

• DIGITAL TEXTS: Use a range of digital tools to create and edit texts with a mixture of print, visual, and audio content.

• REVISING: Make revisions at the word, sentence, and text structure levels, with the purpose and audience in mind.