Wide Reading Standard: 8808

Clarification for wide reading standard US 8808 (version 4)

Read an inclusive range of written texts and record the reading experience.

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 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 6 indicators for listening, reading and viewing: “ students will select and read texts for enjoyment and personal fulfilment” (level 6 , English, The New Zealand Curriculum, 2007).

The range statement:

The range statement stipulates that “at least six written texts from at least two different categories; categories may include novel, short stories, drama, poetry, magazine article, newspaper article, biography, reference book, website.”

The requirement is that:

· each student’s submission consists of responses to six texts from two different categories

· all six texts must be read by the students themselves. Complete texts read aloud to the class cannot be included for wide reading

· all, or almost all, of the texts selected are appropriate to curriculum level 6.

It is recommended that:

· teachers use the examples and the guidance (regarding approaches for selecting texts appropriate to curriculum level) in the 8808 English online assessment activity for this standard: English Online unit for 8808

· teachers use the following indicators to help students select appropriate texts:

What does the text deal with?

Who does the text feature?

How is the text written?

For whom is the text intended?

· 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 highly recommended.

· all texts are at curriculum level 6, although it is acceptable for students to include one text at a slightly ‘easier’ level than the other five

· students aim for a balance of short and long texts. Responses to at least three ‘longer’ texts (such as novels, full length plays, biographies) are recommended

· 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."

Understanding the performance criteria for 8808.

P.C.1.1 Selection includes more than one cultural perspective and has regard to gender balance.

Gender balance

Teachers are referred to Special Note 5a: “Teachers are referred to special note 5a, “the

concept of ‘inclusiveness’ is important in text selection, schools will have regard to gender

balance”.

The requirement is that:

· at least one text must be from a different gender perspective from the other five texts.

It is recommended that:

· 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.

· Gender balance might be represented in an article on a current issue. For example, an article about the changing role of women in the workforce might be written from a female viewpoint and would therefore be from a female gender perspective. However, an article about stay-at-home fathers might be written by a male journalist but express both male and female perspectives in equal proportion. This article is not, therefore, written from a particular gender perspective

· The main character in a text could be of a different gender from the author. For example, Ellie in ‘Tomorrow when the War began’ expresses an obviously female perspective, although the author, John Marsden, is male. In this instance, the gender perspective of the text is female.

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:

· at least one of the six selected texts must be from a New Zealand perspective and at least one of the selected texts must be from a cultural perspective different from the other five texts.

It is recommended that:

· 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 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, as explained above under gender balance.

P.C.1.2 Reading includes at least one text with an established critical reputation.

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:

· all students need to indicate specifically what establishes the critical reputation of at least one of their texts. They need to provide some evidence [for one text] that either the text has "literary merit" or that its author has been recognised. 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.

It is recommended that:

· students are reminded that a text does not necessarily have a ‘critical reputation’ just because it is a 'best seller' or has been made into a film.

P.C. 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.

The requirement is that:

· all entries are headed with the title of the text and the author’s name. If the text is an article, the title should include the title of the article and the magazine (e.g. The Listener, National Geographic)

· all entries include the date of the response

· 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

· all entries include specific references (at least two) to details from the text which support the response. The details must be directly linked to the student’s personal response.

It is recommended that:

· 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.

· students are reminded that plot details 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.

Student sample 1: This response is one of the six required to meet the standard for p.c.1.3. This response meets the requirements of p.c.1.3

This log entry meets the standard because there is a personal response to the realistic nature and the humour of the story (I really enjoyed; I like the way; relates to me; I found; reminds me; I picture her). The personal response refers to familiar aspects of the setting of the text (Maori narrator; Mount Ruapehu; little town like Waituhi) and realistic attributes of the characters (having a girlfriend just like some of us; playing a fun game of hockey like my family playing a silly game of touch) as supporting evidence for the response.

Student sample 2: This response is one of the six required to meet the standard for p.c.1.3. This response does not meet the requirements of p.c.1.3

This log entry does not meet the standard because there is very limited personal response. The entry consists largely of plot summary, with some details, but they are not sufficiently linked to a personal response. There is some sense of understanding: "slight problem", "talents echo", but no personal comment on these understandings. There is no support for the last sentence.

P.C.1.4 Evidence of texts having been read is demonstrated for at least one random sample text recorded in the reading log.

The requirement is that:

· 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”.

It is recommended that:

· teachers sign the student log to show that a random selection and discussion has taken place.

Wide Reading Standard: 8808

Clarification for wide reading standard US 8808 (version 4)

Read an inclusive range of written texts and record the reading experience.

See also: