1. Feet First - Walk to Values: Key Competencies: Key Driving Subsidiary questions:
School Every Week Understanding: Question:
T1: Walking and Excellence Thinking Walking Walking: what 1. Define walking.
road safety Innovation Managing self benefits people, difference can
T2: Walking and Diversity Participating and contributing places and the I make? 2. Explain the benefits of walking.
exploring Equity Relating to others planet.
T3: Walking and Community and Making meaning from language, 3. Predict how using sustainable
creating Participation symbols and text transport such as walking might
Ecological improve people, places and the
T4: Walking and
Sustainability planet.
helping the planet
Integrity
Respect
Curriculum Learning Achievement Curriculum Learning
Area: Objectives: Level: 1 2 3 4 Intentions
English Speaking, Writing, and Presenting Speaking, Writing, and Presenting
Transactional Writing-Explanation Transactional Writing-Explanation
Ko te reo te tuakiri
Ko te reo tōku Select the achievement objectives that best match the Schools will have their own criteria for developing learning intentions.
ahurei abilities of your students. Examples are included below. Highlight the Learning Intention/s that
Ko te reo te ora. best match the abilities of your students. You can use these to write your
Level One WALTs.
In English, students
Processes and strategies
study, use, and - Acquire and begin to use sources of information, Define explanation writing.
enjoy language and processes, and strategies to identify, form, and express Define the purpose of explanation writing. (The how and why something
literature ideas. operates or works).
communicated Describe the surface language features of explanation writing.
orally, visually, or in Purposes and audiences Describe the deeper language features of explanation writing..
writing. - Recognise how to shape texts for a purpose and an Compare and contrast the similarities and the differences between
audience. different examples of explanation writing.
Explain why one piece is richer than another.
Ideas Sequence the process of explanation writing.
- Form and express ideas on a range of topics. Explain the reasons for the deeper and surface features.
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2. Create a piece of writing.
Language features Reflect on your writing and critique the strengths and weaknesses.
- Use language features, showing some recognition of
their effects.
Structure
- Organise texts, using simple structures.
Level Two
Processes and strategies
- Select and use sources of information, processes, and
strategies with some confidence to identify, form, and
express ideas.
Purposes and audiences
- Show some understanding of how to shape texts for
different purposes and audiences.
Ideas
- Select, form, and express ideas on a range of topics.
Language features
- Use language features appropriately, showing some
understanding of their effects.
Structure
- Organise texts, using a range of structures.
Level Three
Processes and strategies
- Integrate sources of information, processes, and
strategies with developing confidence to identify, form,
and express ideas.
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3. Purposes and audiences
- Show a developing understanding of how to shape
texts for different purposes and audiences.
Ideas
- Select, form, and communicate ideas on a range of
topics.
Language features
- Use language features appropriately, showing a
developing understanding of their effects.
Structure
- Organise texts, using a range of appropriate
structures.
Level Four
Processes and strategies
- Integrate sources of information, processes, and
strategies confidently to identify, form, and express
ideas.
Purposes and audiences
- Show an increasing understanding of how to shape
texts for different purposes and audiences.
Ideas
- Select, develop, and communicate ideas on a range of
topics.
Language features
- Use a range of language features appropriately,
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4. showing an increasing understanding of their effects.
Structure
- Organise texts, using a range of appropriate
structures.
Learning Experiences:
Select the learning experiences that best meet the learning intentions and achievement objectives that match your students’ abilities.
TKI : Explanation writing Examples of explanation writing.
Use a data projector to explore different examples of explanation writing.
With your students, show them the Assessment Resource Bank: Resources Search English and view the exemplars that are in the assessment resource
bank at varying levels. (You will have to register).
Brainstorm all of the times that explanation writing would be useful in everyday life.
Define ‘explanation writing’: discuss as a class and then get every student to record their own response. Paste onto a wall chart as their start up position
for this genre.
To help find out what a word means, you can use Google’s define feature. For example, type ‘define: explanation writing’ into the search box and press
enter. For help finding web page content that is more suited to children, add ‘for children’ to your search term. For example, type ‘explanation writing for
children’ into the search box and press enter. Add relevant information to your class wall chart.
Look through school journals and identify other examples of explanation writing.
Identify who the audience might be for this piece of writing.
Enlarge onto A4 and in groups highlight and name/discuss the surface features.
Repeat this learning experience and highlight the deeper features.
Look at the form of the writing: what message it is conveying? Has it been successful?
Give groups of students a range of material (newspapers/magazines/library books etc), and get students to identify other examples of explanation writing.
Identify the success criteria with the students so they can assess for learning as they progress.
Compare and contrast different exemplars on TKI, stating the differences and the similarities.
Compare and contrast TKI exemplars with pieces of explanation writing from the journals.
Compare and contrast the similarities and the differences between explanation writing from newspapers and magazines etc.
Get students to explain what surface features are and give examples against a piece of writing.
Get students to explain what deeper features are and give examples against a piece of writing.
Select an appropriate topic and, using a story board, plan out a sequence for a piece of writing; model this to the class and display it.
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5. YouTube: How to Cross Safely at a Junction How to cross a road safely.
Create a piece of explanation writing using road safety as your theme. You may wish to use photographs to support your writing, or you may wish to do it
as a MS Photostory 3/ i-movie /moviemaker.
Possible context for your writing might include:
Walking School Bus/Kea crossings/traffic plans)/skateboard safety/parent parking/pedestrian safety/bicycle safety/safety clothing/
Driveways/your own choice.
Share your writing with two other people before you present it. Respond appropriately to their critique.
Reflect on how successful your writing was. How could you improve it before it is published?
Select an appropriate audience/person to share your writing with.
As a class create awikispace and publish all of your examples so that other classes can access them.
If you would like to share your work, we are encouraging schools to attach a blog to the map pin - and place your work on this. If you would like to
have your work aggregated and shared on the site, please send it to <Feetfirst@nzta.govt.nz>
Assessment: Learning Area: English Assessment: Key Competency
Using language, symbols and text
An example An example assessment rubric is included. Insert your own marking guide on the left hand side.
assessment rubric
is included. Insert I can communicate ideas by
your own marking including a generalisation, a
guide on the left prediction or a justification in
hand side. written explanation.
I can identify several relevant surface/deeper language explaining the ideas in
I can communicate information by
features, can explain their purpose and can make
detail and can accurately sequence the process.
generalisations about features of language in explanation
writing. I can explain several relevant ideas using text.
I can identify several relevant surface/deeper language
features of explanationcan explain one relevanttheir of information using text.
I writing and can explain piece
purpose.
I can identify several relevant surface/deeper language
I need teacher help to explain information using text.
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6. features of explanation writing.
I can identify one relevant surface/deeper language feature
of explanation writing.
I need teacher help to identify surface/deeper language
features of explanation writing.
ICT Resources: Thinking Resources: What if Questions: Inquiry Scenario:
These are suggested ICTs that will These are suggested thinking Use these questions for For Term One the student led
support the bringing in of ideas, the frameworks only based on a class/group discussions or for inquiry is based on road safety
connecting of ideas, and putting ideas range of strategies. writing. in a local, national or global
into another context. context.
Build a wall with surface and
TKI:Exemlpars deeper features that can be What if there were no Investigate road safety issues
used as a learning resource explanations about anything? for the 2011 World Rugby Cup.
Exemplars/lessons/assessments to for other students.
support explanation writing. What if writing had no Design road safety rules for
Find a piece of explanation punctuation? skiing, horses, boats and self-
Unitechnology:English resources writing and evaluate it using propelling booster packs.
Lesson plans/assessment exemplars/ your success criteria rubric. What if you could not include
resource bank exemplars etc to support Then modify the writing to images in explanation writing? Inform on how to change
the English and other curriculum. There make it better behaviours with community
are examples of explanation writing at What if all explanations had to road safety issues.
different levels. Identify all of the students be humorous?
who use the walking bus and Jammed: is this about jam and
New Zealand Transport Agency:Road locate their houses on Google What if all explanations could toast or traffic jams?
safety resources earth using geo-tags. only be spoken and not written?
Resources on road safety by Land Road rage: is this really about
Transport. Decide on something that you raging roads?
Safe integrated transport/getting are going to explain and only
people out of vehicles/Feet do it through mime. Road diets: can roads really be
First/Walking School Bus/school travel starved?
plans/neighbourhood accessibility PMI: Should ten year-olds be
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7. plan/pedestrian planning guide/Road able to drive to school? The chicken or the egg? What
Sense Ata Haere. is the connection with road
safety?
Ministry of Transport:Active transport
NZ Transport Strategy/Active Or select your own inquiry.
Transport/
Getting There strategy/data and Term 1: Walking and Road
statistics for road safety issues. Safety.
Bikewise:Bike safety
Safety and everything you need to
know about biking.
Living Streets Aotearoa:Walking in NZ
Everything you need to know about
New Zealand walking, pedestrian events
and organisations.
A voice for kiwi cyclists:Cycling
environments
This group works with government and
local authorities on behalf of cyclists,
for a better cycling environment.
Other ICT Resources are available in
the Feet First ICT Resource.
Refer: Ministry of Education. (2007). The New Zealand Curriculum for English-medium teaching and learning in years 1–13 Wellington: Learning Media.
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