US12905

This website is for members only. Show: [| All English clarifications] People credited with this unit standard are able to read an inclusive range of written texts and record the reading experience. Teachers are reminded of special note 1 which states that: "This unit standard builds on the personal reading programmes encouraged by Unit 8808, Read an inclusive range of written texts and record the reading experience, and is derived from the Personal Reading achievement objectives in English in the New Zealand Curriculum. Personal reading means reading for pleasure and personal development. This concept is re-emphasised in the level 7 indicators for listening, reading and viewing: "Students will select and read texts for enjoyment and personal fulfilment." (Level 7, English, The New Zealand Curriculum, 2007) The range stipulates that the selection must include "at least nine written texts from at least three different categories - categories may include contemporary novel, pre-20 th century text, collection of short stories, drama, poetry anthology, extended magazine articles, biography, reference books, website." //The requirement is that: // //It is recommended that: // Gender balance: Teachers are referred to Special note 5a: "the concept of 'inclusiveness' is important in the text selection ... .schools will have regard to gender balance". //The requirement is that: // //It is recommended that: // Cultural perspective: Teachers are referred to special note 5a: "the concept of 'inclusiveness' is important in text selection ... New Zealand texts, including those by Maori authors and about Maori, should form a significant part of the wide range of texts that students will explore." //The requirement is that: // //It is recommended that: // Teachers are referred to special note 5b: "Literary texts (including contemporary and historical texts) have an important role at all levels. Texts with established critical reputations are those which are or have been commonly and positively cited by writers and critics in discussion of literatures in English, especially in establishing notions of literary merit. (English in the New Zealand Curriculum, page 16) //The requirement is that: // //It is recommended that: // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The requirement is that: // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">It is recommended that: // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The student's personal response shows that he/she has been affected by the text. The student explores Maori and Pakeha attitudes and comments on the land connection. The student questions his/her own attitude towards the issues raised in the text. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student sample 1 //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8/9/2007 // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Unknown Phil Smith // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Novel // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Cultural Perspective: Maori // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gender: Male // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I found this novel very interesting in the way that the author shows how the balance of power changed from Maori to Pakeha and the accompanying attitudes Maori held towards Pakeha back in the 1800's and Pakeha held towards Maori in present day. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> In 1808 Maori led New Zealand and viewed white men as inferior **"second grade".** The author shows how white men are portrayed as the leaders of New Zealand in present day and that the accompanying attitudes held towards Maori are those of **"pushovers".**//I found these attitudes of Maori and Pakeha towards each other really interesting because they are tied to the land.// Pakeha and Maori want to be perceived as leaders. Both want ownership of the land. //I wonder if this can ever happen because of the way Pakeha first took the land.// The characters are in a constant war zone of land ownership, land titles and records having been lost, which meant **"most of it was taken through lies, deception, bribes, gambling debts ... seized under government legislation."** leaving Maori with very little of their originalland, **"Yep, this is all we've got. Nine acres of swamp."** //This shift in power due to land was illustrated through alternating chapters between the past and the present to create a better understanding of the land situation. This was a clever approach in my opinion because it portrays a very real issue concerning both Pakeha and Maori. As I am Pakeha I have only really known the Pakeha side of the issue, this novel helped me to see the Maori side. It has questioned my once concrete thoughts on the matter and has helped me to view the issue more open mindedly. The title The Unknown Zone portrays the fact that the Maori side of the issue was 'unknown' to me, now with a better understanding I feel that this 'zone of unknown' has been opened up to me.// <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student sample 2 <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">In paragraphs one and two the student's response is a repetition of the quotation. Although these responses show that the reader increased his/her knowledge, further development of the student's own personal response to the experience of the character in the text is required. A clearer link needs to be made between the student's and the character's similar experiences in paragraph three. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2007 // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Graduation Memories Oze Akira // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Novel // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The opening was effective because it shows me how Hawaii became a state of the USA in 1959 and how Hawaii changed under American rule. For example: **"It describes how Hawaii changed under American influence."** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A quote I liked from the text is how the American government encouraged Japanese to work on pineapple farms and fishing boats. For example: **"from about 1900 the American government encouraged Japanese settlers to come to Hawaii to work on pineapple farms and on fishing boats."** //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This text makes me think about how Patsy wanted to forget how to speak Japanese and she only wanted to speak American. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> For example: **"at home she speaks only Japanese, but all her school, and the culture she enjoys, is America."** //This made me think about how it is important for me to keep leaning and speaking my first language Kirundi for example: So when I return to Burundi I will be able to speak to people. I would not like to forget my first language.// //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The requirement is that: // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">It is recommended that: // <span style="font-family: Arial,sans-serif; font-size: 8pt;">Top of Form <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This website
 * <span style="font-family: 'Times New Roman',serif; font-size: 24pt;">English - clarification of standards level 2 US12905 **
 * <span style="font-family: 'Times New Roman',serif; font-size: 18pt;">Wide reading standards **
 * <span style="font-family: 'Times New Roman',serif; font-size: 13.5pt;">Read an inclusive variety of written texts and record the reading experience. **
 * <span style="font-family: 'Times New Roman',serif; font-size: 13.5pt;">Teachers are reminded of the purpose, or intent, of this standard: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 13.5pt;">The range statement: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">each student's submission consists of responses to nine texts from at least three different categories.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">that all texts must be read by the students themselves.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">all - or almost all - of the texts selected are appropriate to curriculum Level 7. At curriculum Level 7 the text selection should have a degree of complexity because it is a standard that can give students their University Entrance literacy credits. This means that the selection needs to reflect the fact that students who get this standard are able to cope with demands of university reading material.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">short stories or poems: responses can be based on one short text selected from a poetry anthology or a collection of short stories, as required in the range statement. However, evidence also must be presented that the student has read more than the single short text which has been used as the basis for the wide reading response. The student could write on two different texts or list other short stories or poems read.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">magazine articles are extended. Articles should explore an aspect or aspects of a topic that covers at least two pages of a magazine.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">teachers use the examples and the guidance (regarding approaches for selecting texts appropriate to curriculum level) in the 12905 English Online assessment activity for this standard: English Online unit for 12905.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">teachers look at the list of texts holistically rather than on an individual text basis. The selection in the English Online activity is a good example of this, where complex texts like Pride and Prejudice are combined with the occasional lighter text like I am not Esther.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">teachers use the following indicators to help students select appropriate texts:
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">text style: style should be developed and relatively complex in language and/or narrative perspective
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">themes/issues: texts appropriate for curriculum level 7 include those with young adult, adult themes (whereas texts appropriate for curriculum level 6, 8808, include those with adolescent themes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">readership: the text is primarily intended for a young adult or adult audience (whereas texts appropriate for curriculum level 6, are primarily intended for an adolescent audience).
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">students select most, if not all, of the texts themselves. Teachers are encouraged to recommend texts and to allow students time to 'sell' their favourite texts to the class. Class and/or library displays are recommended.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">students aim for a balance of short and long texts.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">students read as wide a range as possible. Reference should be made to Special Note 5c, which states that students should "extend their experience of reading into many forms and genres."
 * <span style="font-family: 'Times New Roman',serif; font-size: 13.5pt;">Understanding the performance criteria **
 * <span style="font-family: 'Times New Roman',serif; font-size: 13.5pt;">PC 1.1 Selection includes more than one cultural perspective and has regard to gender balance. **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">at least one of the nine selected texts must be from a different gender perspective.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">students have a 'balanced' selection in terms of gender. Students should be encouraged to read texts written by both male and female writers, or feature characters or viewpoints from both genders.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">at least one of the nine selected texts must be from a different cultural perspective.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">students read a range of texts with different cultural perspectives. It is suggested that students read at least one text with a Maori perspective and /or a New Zealand perspective and at least one text from another country or an ethnicity other than their own. The cultural perspective should be a dominant aspect of the text.
 * <span style="font-family: 'Times New Roman',serif; font-size: 13.5pt;">PC 1.2 Reading includes at least two texts with an established critical reputation. **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">all students need to include at least two texts which have established critical reputations. A critical reputation means that the text has 'literary merit' or that the text and/or its author has been recognised in some way. The recognition can be for the text being included in the submission or for other texts by the same author. Critical reputation can also include texts which have been used as the basis for another medium, such as a movie.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">students indicate specifically what establishes the critical reputation of at least two of their texts. The most common method is a print out or photocopy from a reputable source where the student has highlighted particular sections that indicate the text or the author has been appropriately acknowledged.
 * <span style="font-family: 'Times New Roman',serif; font-size: 13.5pt;">PC 1.3 Reading log records date of main entry, gives title and writer or source of each text, and a brief personal response with specific reference to details of each text. **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">all entries are headed with the title of the text and the author's name. If the text is an extended article, the title should include the title of the article and the magazine. (e.g. The Listener, National Geographic)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">all entries include the date of the response.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">all entries include a personal response. This means that students must demonstrate that they have connected or engaged with the text at a personal level, that the text has some relevance or meaning for them. Teachers are reminded that technical and/or stylistic accuracy is not assessed.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">all entries include specific references (at least two) to relevant details from the text which support the response. The details must be directly linked to the student's personal response.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">students are encouraged to write their personal response first and then detail it from the text, rather than write plot first and draw it to a personal response.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">students are reminded that plot details that are not linked to their personal responses do not meet the standard. Specific text details included should connect closely to the personal response. The details used to support opinions might include quotations or indirect references to incidents or features in the text.
 * <span style="font-family: 'Times New Roman',serif; font-size: 13.5pt;">This response is one of the nine required to meet the standard for pc 1.3. This response meets the requirements of pc 1.3. **
 * <span style="font-family: 'Times New Roman',serif; font-size: 13.5pt;">This response is one of the nine required to meet the standard for pc 1.3. This response does not meet the requirements of pc 1.3. **
 * <span style="font-family: 'Times New Roman',serif; font-size: 13.5pt;">PC 1.4 Evidence of texts having been read is demonstrated for at least one random sample text recorded in the reading log. **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">verification of at least one text having been read is carried out by the teacher. Teachers are referred to special note 3a, which states that "Evidence of reading having taken place will be verified for a sample of texts chosen from the student's log by the teacher, by discussion, or other appropriate form."
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">teachers sign the student log to show that a random selection and discussion has taken place.
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