Tuhituhi

This term we will be focusing on:

Week 1-4: Speeches: Students will be learning about speeches, with a focus on the key stages of speech writing and effective delivery. They will explore the structure, language features, and techniques used in impactful speeches, while planning and delivering one of their own. This unit will link closely with their Home Learning Project for the first four weeks of Term 1.

Week 4-10: Explanation Writing: Students will be learning about explanation writing, with a focus on how to inform clearly and effectively through their writing. They will explore the structure and language features used in explanations, learning how to present ideas in a logical and engaging way. This unit will tie into our Topic Study, allowing students to apply their skills in a meaningful context.

Writing progressions for your child can be found on Hero.

All students will have a range of progressions based on their individual needs, which will include some of the following:

YEAR 5 WRITING PROGRESSIONS

SPEECHES

WRITING TO PERSUADE: Draw on their own experiences and knowledge, as well as acquired knowledge, to write texts to persuade that: introduce a topic and state an opinion on it, using the first person; organise writing into two or more paragraphs, grouping related opinions and reasons; support opinions with facts and details; use linking words and phrases (e.g., in addition, for instance) to connect the opinion with the reasons; provide concluding sentences related to the opinion.
REVISING: Make revisions to the content of draft texts to improve clarity and focus for the intended audience and purpose (e.g., seeking audience and peer feedback and deleting or improving words, phrases, or sentences).
AUDIENCE, PURPOSE & TASK: Plan and write with an audience and purpose in mind so that their writing is in the most appropriate genre and style.

NARRATIVES

AUDIENCE, PURPOSE & TASK: Plan and write with an audience and purpose in mind so that their writing is in the most appropriate genre and style.
EDITING: Seek and respond to audience and peer feedback.

THROUGHOUT BOTH/INCIDENTAL

HANDWRITING: Handwrite with ease and automaticity when writing longer texts.
ANDWRITING: Consistently maintain a comfortable writing posture.

YEAR 6 WRITING PROGRESSIONS

SPEECHES

WRITING TO PERSUADE: Draw on their own experiences and knowledge, as well as acquired knowledge, to write texts to persuade that: introduce a topic and clearly state a position taken on it; organise writing into three or more paragraphs that have logically grouped ideas; order ideas/paragraphs that are supported by facts/details from strongest to weakest; use emotive words and phrases to persuade the reader to adopt their position; use a range of linking words (e.g., consequently, specifically) to link the opinion and reasons; provide a concluding paragraph related to the position taken on the topic.
REVISING: Make revisions at the word, sentence, and text structure levels, with the purpose and audience in mind.
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.

EXPLANATION WRITING

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

THROUGHOUT BOTH/INCIDENTAL

HANDWRITING: Handwrite with ease and automaticity when writing for multiple purposes throughout the school day.
HANDWRITING: Consistently maintain a comfortable writing posture when handwriting and using a keyboard.
KEYBOARDING: Use efficient keyboarding to develop speed and accuracy.

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