This course contains lots of quiz activities that are specifically for Levels 3 and 4 of the NZ Curriculum.
There are 4 lessons in this course.
When you have completed all the lessons, you will have completed the English Level 3-4 Quest for Reading and will receive an English Level 3-4 Certificate.
This is what you should be able to do at Level 3 of the curriculum.
Processes and strategies
You will be able to:
Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas.
Indicators:
- selects and reads texts for enjoyment and personal fulfilment
- recognises and understands the connections between oral, written, and visual language
- integrates sources of information and prior knowledge with developing confidence to make sense of increasingly varied and complex texts
- selects and uses a range of processing and comprehension strategies with growing understanding and confidence
- thinks critically about texts with developing confidence
- monitors, self-evaluates, and describes progress with growing confidence.
By using these processes and strategies when listening, reading, or viewing, you will be able to:
Purposes and audiences
Show a developing understanding of how texts are shaped for different purposes and audiences.
Indicators:
- recognises and understands how texts are constructed for a range of purposes, audiences, and situations
- identifies particular points of view and begins to recognise that texts can position a reader
- evaluates the reliability and usefulness of texts with increasing confidence.
Ideas
Show a developing understanding of ideas within, across, and beyond texts.
Indicators:
- use your personal experience and world and literacy knowledge confidently to make meaning from texts
- makes meaning of increasingly complex texts by identifying main and subsidiary ideas in them
- starts to make connections by thinking about underlying ideas in and between texts
- recognises that there may be more than one reading available within a text
- makes and supports inferences from texts with increasing independence.
Language features
Show a developing understanding of how language features are used for effect within and across texts.
Indicators:
- identifies oral, written, and visual language features used in texts and recognises their effects
- uses an increasing vocabulary to make meaning
- shows an increasing knowledge of how a range of text conventions can be used appropriately
- knows that authors have different voices and styles and can identify some of these differences.
Structure
Show a developing understanding of text structures.
Indicators:
- understands that the order and organisation of words, sentences, paragraphs, and images contribute to and affect text meaning
- identifies a range of text forms and recognizes some of their characteristics and conventions.
This is what you should be able to do by the end of Level 4
Processes and strategies
You will be able to:
Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas.
Indicators:
- selects and reads texts for enjoyment and personal fulfilment
- recognises and understands the connections between oral, written, and visual language
- integrates sources of information and prior knowledge confidently to make sense of increasingly varied and complex texts
- selects and uses appropriate processing and comprehension strategies with increasing understanding and confidence
- thinks critically about texts with increasing understanding and confidence
- monitors, self-evaluates, describes progress, and articulates learning with confidence.
By using these processes and strategies when listening, reading, or viewing, students will:
Purposes and audiences
Show an increasing understanding of how texts are shaped for different purposes and audiences.
Indicators:
- recognises and understands how texts are constructed for a range of purposes, audiences, and situations
- identifies particular points of view and recognises that texts can position a reader
- evaluates the reliability and usefulness of texts with increasing confidence.
Ideas
Show an increasing understanding of ideas within, across, and beyond texts.
Indicators:
- makes meaning of increasingly complex texts by identifying and understanding main and subsidiary ideas and the links between them
- makes connections by thinking about underlying ideas within and between texts from a range of contexts
- recognises that there may be more than one reading available within a text
- makes and supports inferences from texts with increasing independence.
Language features
Show an increasing understanding of how language features are used for effect within and across texts.
Indicators:
- identifies oral, written, and visual features used and recognises and describes their effects
- uses an increasing vocabulary to make meaning
- shows an increasing knowledge of how a range of text conventions can be used appropriately and effectively
- knows that authors have different voices and styles and can identify and describe some of these differences.
Structure
Show an increasing understanding of text structures.
Indicators:
- understands that the order and organisation of words, sentences, paragraphs, and images contribute to and affect meaning in a range of texts
- identifies an increasing range of text forms and recognises and describes their characteristics and conventions.