Learning Goals

READING

When I am reading:	When have I done this – specific examples
I think about the author’s PURPOSE – what is the point the author is trying to make, why?  What language or structure have they used to help make this point?	Book review
I can make comments on the TONE the author is using and the effect it has.
I am noting the different GENRES that help the author communicate their purpose – narrative, poetry, recount, report, explanation, argument, instructions etc.
I can read between the lines – INFER.	Practice examples
I read for pleasure and talk about my reading and share ideas in reading communities.	Book reviews
I can interpret and analyse (explain the purpose of and assess how well it meets the purpose) VISUAL LANGAUGE – tables, graphs, diagrams, maps, interactive software etc.	Research for projects?
I use my READING FOR LEARNING – use several different texts (book, magazine, newspaper, online) to research and get key ideas. I follow the Google research matrix to   improve my research skills. I analyse the potential bias in texts.	Research for projects
I COMPARE texts.	Research for projects
I read BEYOND my comfort zone –using all cues to read harder texts (see the chart – what a good reader does)	Research for projects
I use SOLO thinking levels to help think more deeply about my reading.	Research for projects

Year 7 & 8 Reading for Research

I can	When have I shown this
I can reference	Projects
I can reorganise my notes to make a sequenced argument or explanation	Projects, and term 2 report
I can distinguish fact from opinion	Projects, and term 2 report
I can rewrite notes in my own words	Projects, and term 2 report
I can revisit and improve questions in the light of new information	Projects, and term 2 report
I can make references	Projects, and term 2 report
I can take brief notes	Projects, and term 2 report
I can identify the main idea of a paragraph	Projects, and term 2 report
I can compare texts	Projects, and term 2 report
I can scan texts to get the main idea	Projects, and term 2 report
I can skim a selection of texts to find useful texts for my purpose	Projects, and term 2 report
I can form questions	Projects, and term 2 report
I can identify and record what I already know about something	Projects, and term 2 report

Level 4, year 8 AT	EXPERT ONLINE RESEARCHER I can find my own texts either print or online I can quickly and efficiently evaluate my sources for their usefulness. I can identify bias I can distinguish fact from opinion
Beginning level 4	DISCRIMINATING RESEARCHER I can evaluate two or more given texts I can: Skim texts to find useful texts Scan to get the main ideas Compare texts and evaluate their usefulness for my purpose Make references to record where I have got my information I can revisit and improve questions in the light of new information I can reorganise my notes to make a sequenced information text of my own.
Level 3 Completed by end year 7	SEARCHING RESEARCHER With a given text I can independently: Identify topic sentences in paragraphs Highlight key words Write brief notes Rewrite the notes into sentences.
Beginning Level 3	BUDDING RESEARCHER With HELP I can: Identify topic sentences in paragraphs Highlight key words Write brief notes Rewrite the notes into sentences.
Level 2	I HAVE A REASON FOR RESEARCHING I can form questions I can identify and record what I already know about something

WRITING

When I am writing:	When have I done this
I think about my PURPOSE – what am I trying to say?	Projects, writing about peace or poverty
Decide what STRUCTURE and LANGAUGE I need to use to meet my purpose	Projects, writing about peace or poverty
Gather IDEAS to communicate my purpose	Projects, writing about peace or poverty
I sort and arrange my ideas so I am doing more than multistructural thinking	Projects, writing about peace or poverty
Use my writing to help my learning.	Projects, writing about peace or poverty
Use technical and accurate words	Projects, writing about peace or poverty
Use language features	Projects, writing about peace or poverty
Put in detail	Projects, writing about peace or poverty
Decide what needs to be said and what doesn’t (INFERENCE)	Projects, writing about peace or poverty
Use my planning to get an overall flow to my writing – to make it a journey of discovery for the reader.	Projects, writing about peace or poverty
Use sentence length and form for impact.	Projects, writing about peace or poverty
Check my TONE	Projects, writing about peace or poverty
Get feedback from my reader and use it to improve my writing.	Projects, writing about peace or poverty

MATHS
See class webpage:

https://sites.google.com/a/stjoseph.school.nz/manuka-clas/maths---by-the-end-of-year-7

https://sites.google.com/a/stjoseph.school.nz/manuka-clas/maths---knowledge