# data[].attributes.attachment_link.readable_text
Purpose

Students are able to demonstrate understanding of specific aspects of studied text.

Explanatory Note 1

Demonstrate understanding of specific aspects of studied text involves:

describing specific aspects of a text

describing how specific aspects create engagement with, or viewpoints on, a text

supporting descriptions with examples from the text.

Demonstrate convincing understanding of specific aspects of studied text involves:

explaining how specific aspects work together to create engagement with, or viewpoints on, a text

supporting explanations with examples from the text.

Demonstrate perceptive understanding of specific aspects of studied text involves:

discussing the relationship between specific aspects of a text, and the author's purpose or wider context, using examples from the text

supporting discussion with examples from the text.

Explanatory Note 2

Studied text may include Aotearoa New Zealand, Pacific, or world texts.

Studied text can be in written, visual, or oral form. Evidence for the standard may include reference to more than one studied text.

Explanatory Note 3

For the purposes of this achievement standard, aspects of text could include reference to two or more aspects such as character, ideas, setting, plot, style, purposes, language features or techniques, structure, and other relevant aspects.

Shared Explanatory Note

Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation. We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.

Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation. We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.

The intent of the Standard

This Achievement Standard assesses ākonga on their understanding of studied text. Ākonga will gain an appreciation of how texts are constructed and how aspects of text can work together to influence the intended audience, evoke emotion, and create engagement. Ākonga will learn to interpret their own responses to aspects of text, as well as recognise the text creators' intended effects. They will learn to recognise how audience engagement and viewpoints are created and developed.

This Achievement Standard aligns with the following items of Significant Learning:

interpret ideas within and between texts from a range of contexts

take a stance and explain their interpretations of increasingly complex texts, using examples and/or details primarily from the text(s), but also from beyond it

identify, describe and explain their own perspectives through their responses to various texts.

This Achievement Standard also presents an opportunity for ākonga to explore texts from Aotearoa New Zealand and the Pacific and to make connections to their own experiences and that of their whānau and tūpuna. Teachers are encouraged to include both world and Aotearoa New Zealand texts when preparing ākonga for assessment.

Making reliable judgements

Ākonga are required to demonstrate their understanding of specific aspects from studied text(s). They will identify and describe specific aspects of text and how these create engagement and viewpoints. Aspects may include:

character (for example, internal or external conflict, relationships)

ideas

setting (time and place)

plot

style

purposes

language features (for example, figurative language, syntax, symbolism, vocabulary)

structures (for example, part text, whole text, narrative, beginnings and endings).

At higher levels of achievement, ākonga will consider how aspects of text work together to create connections beyond the text(s), which could include making connections across studied texts or to other texts, as well as considerations of community, society, or the wider world. This may include reflecting on the influences that knowledge, experience, and ideas from social, cultural, literary, political, or historical contexts have on constructing meaning from a text.

Collecting evidence

Responses created by ākonga will be focused on aspects they have chosen from their studied text(s). Ideally, ākonga will be able to choose the mode of presentation that best suits them to present their response. The response could take the form of a visual presentation, a written response, or an oral presentation. Ākonga are assessed on the quality of their response, rather than the quality of their chosen method of presenting their learning for assessment.

There are several ways that ākonga can approach their response to aspects of studied text(s). Ākonga could consider broad and overarching aspects that stand out to them, such as character, setting, or an important event, and focus their response on how these aspects affect reader or viewer engagement. Alternatively, aspects can be focussed on the finer detail of texts. For example, ākonga wishing to focus on characterisation could either examine a single character and how different aspects of the characterisation affect the reader's engagement with them or discuss their viewpoints on the significance of three different characters in a studied text (or across more than one studied text).

Ākonga could consider a comparison of the choices and motives of characters and people portrayed in texts, with the choices and motives of themselves and others, and express their viewpoints. They may also show their understanding through engaging with the portrayal of ideas or assumptions reflected in the text(s), or through connecting to other texts, and considering author's purpose.

When considering aspects of studied text(s), ākonga are encouraged to use this as a way to deepen their own personal understandings of the text(s). They could show their understanding by exploring how the aspects have a personal impact or connection, offering their own personal viewpoints. Alternatively, they could draw on the viewpoints of others within and beyond the text, potentially taking a more objective stance.

Ākonga will support their understanding by providing specific and relevant details from the studied text(s). Details can include quotations or specific descriptions and must be directly linked to the response and explanation.

Possible contexts

Prior to being assessed, as part of a teaching and learning programme, ākonga will have engaged with a wide range of texts by a variety of text creators; these may be texts studied in class, or independently selected ones. Text types could include extended texts, short texts, poems, song lyrics, graphic novels, short films, films, podcasts, etc. Ākonga should have opportunities to practice developing their understanding of texts through engaging with different aspects of texts.

The intent of the Standard

This Achievement Standard assesses ākonga on their understanding of studied text. Ākonga will gain an appreciation of how texts are constructed and how aspects of text can work together to influence the intended audience, evoke emotion, and create engagement. Ākonga will learn to interpret their own responses to aspects of text, as well as recognise the text creators' intended effects. They will learn to recognise how audience engagement and viewpoints are created and developed.

This Achievement Standard aligns with the following items of Significant Learning:

interpret ideas within and between texts from a range of contexts

take a stance and explain their interpretations of increasingly complex texts, using examples and/or details primarily from the text(s), but also from beyond it

identify, describe and explain their own perspectives through their responses to various texts.

This Achievement Standard also presents an opportunity for ākonga to explore texts from Aotearoa New Zealand and the Pacific and to make connections to their own experiences and that of their whānau and tūpuna. Teachers are encouraged to include both world and Aotearoa New Zealand texts when preparing ākonga for assessment.

Making reliable judgements

Ākonga are required to demonstrate their understanding of specific aspects from studied text(s). They will identify and describe specific aspects of text and how these create engagement and viewpoints. Aspects may include:

character (for example, internal or external conflict, relationships)

ideas

setting (time and place)

plot

style

purposes

language features (for example, figurative language, syntax, symbolism, vocabulary)

structures (for example, part text, whole text, narrative, beginnings and endings).

At higher levels of achievement, ākonga will consider how aspects of text work together to create connections beyond the text(s), which could include making connections across studied texts or to other texts, as well as considerations of community, society, or the wider world. This may include reflecting on the influences that knowledge, experience, and ideas from social, cultural, literary, political, or historical contexts have on constructing meaning from a text.

Collecting evidence

Responses created by ākonga will be focused on aspects they have chosen from their studied text(s). Ideally, ākonga will be able to choose the mode of presentation that best suits them to present their response. The response could take the form of a visual presentation, a written response, or an oral presentation. Ākonga are assessed on the quality of their response, rather than the quality of their chosen method of presenting their learning for assessment.

There are several ways that ākonga can approach their response to aspects of studied text(s). Ākonga could consider broad and overarching aspects that stand out to them, such as character, setting, or an important event, and focus their response on how these aspects affect reader or viewer engagement. Alternatively, aspects can be focussed on the finer detail of texts. For example, ākonga wishing to focus on characterisation could either examine a single character and how different aspects of the characterisation affect the reader's engagement with them or discuss their viewpoints on the significance of three different characters in a studied text (or across more than one studied text).

Ākonga could consider a comparison of the choices and motives of characters and people portrayed in texts, with the choices and motives of themselves and others, and express their viewpoints. They may also show their understanding through engaging with the portrayal of ideas or assumptions reflected in the text(s), or through connecting to other texts, and considering author's purpose.

When considering aspects of studied text(s), ākonga are encouraged to use this as a way to deepen their own personal understandings of the text(s). They could show their understanding by exploring how the aspects have a personal impact or connection, offering their own personal viewpoints. Alternatively, they could draw on the viewpoints of others within and beyond the text, potentially taking a more objective stance.

Ākonga will support their understanding by providing specific and relevant details from the studied text(s). Details can include quotations or specific descriptions and must be directly linked to the response and explanation.

Possible contexts

Prior to being assessed, as part of a teaching and learning programme, ākonga will have engaged with a wide range of texts by a variety of text creators; these may be texts studied in class, or independently selected ones. Text types could include extended texts, short texts, poems, song lyrics, graphic novels, short films, films, podcasts, etc. Ākonga should have opportunities to practice developing their understanding of texts through engaging with different aspects of texts.

Standard Exclusions

This Standard has exclusion(s). Standards that recognise the same or similar learning outcomes as other Achievement or Unit Standards need to be excluded to prevent 'double dipping'. Where two or more Standards assess the same learning outcome, those Standards are specified in the Exclusions List. You can only use credits gained from one of these Standards towards your NCEA qualification.
Click here for the exclusions list for the new NCEA Level 1 pilot Standards.

Standard Exclusions

This Standard has exclusion(s). Standards that recognise the same or similar learning outcomes as other Achievement or Unit Standards need to be excluded to prevent 'double dipping'. Where two or more Standards assess the same learning outcome, those Standards are specified in the Exclusions List. You can only use credits gained from one of these Standards towards your NCEA qualification.
Click here for the exclusions list for the new NCEA Level 1 pilot Standards.

2021 Mini-Pilots material
Sample Exemplar
This sample annotated exemplar is a full sample of student evidence, with a commentary, to illustrate the type of exemplars that will be produced in the future.

As this Achievement Standard has been revised since piloting in 2021, this sample exemplar should not be used for planning or assessment purposes.

2021 Mini-Pilots material
Sample Exemplar
This sample annotated exemplar is a full sample of student evidence, with a commentary, to illustrate the type of exemplars that will be produced in the future.

As this Achievement Standard has been revised since piloting in 2021, this sample exemplar should not be used for planning or assessment purposes.

[ File Resource ]

Title: English 91925

Description: Mini-pilot sample exemplar

File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-04/English%2091925.pdf?VersionId=sxiRgaMKWbCa3Zlpkn.0989iZqfUSL50

File Extension: pdf

File Size: 2MB

The following file is available for download online:

English 91925.pdf

Description: Mini-pilot sample exemplar

Mini-pilot sample exemplar

Mini-pilot sample exemplar

# data[].attributes.attachment_link.title
Demonstrate understanding of specific aspects of studied text | NCEA

# data[].attributes.attachment_link.description
Students are able to demonstrate understanding of specific aspects of studied text. Demonstrate understanding of specific aspects of studied text involves: describing specific aspects of a text describing how specific aspects create engagement with, or viewpoints on, a text supporting descriptions with examples from the text.

# data[].attributes.body
Print; cut out and get them writing

# data[].attributes.body
it can support ākonga to practice inference using pictures. If there is no text to complicate matters, students can gain some strong inference skills with pictures. • One way to do this is by using The New York Times website. • The New York Times uploads a new inference picture every Monday for high school students. • The pictures can support with great inference discussions.

# data[].attributes.attachment_link.title
What’s Going On in This Picture? | May 6, 2024

# data[].attributes.attachment_link.description
Look closely at this image, stripped of its caption, and join the moderated conversation about what you and other students see.

# data[].attributes.headline
UKD draft cover sheet: L1 context shapes language

# data[].attributes.subject
UKD draft cover sheet: L1 context shapes language

# data[].attributes.body
Draft UKD 1.1 cover sheet. Needs critique and completion.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
SPB & DEV

# data[].attributes.body
Adapted from Tanja and Sharon. Thanks team!

# data[].attributes.attachment_link.readable_text
Owen Marshall's short story, "The Fat Boy," displays an unknown ' fat boy,' who is constantly seen throughout town, only when crimes have or are about to happen. It has a common symbol and is noticed throughout the community that when he is around there is bound to be trouble. He is described to have "heavy thighs," whose "hair was amazingly fair and straight... and oddly medieval." The short novel follows a series of crime related events that always relate to "the fat boy," which impact and alter different people life throughout the community, which drives the victims to take action towards the end. These ideas bought up challenge common problems in society, and it shows the impact it has on other people. The symbol of the fat boy is definitely not someone stereotypically would be a stalker or commit these crimes, which reflects a common phrase throughout life which is "don't judge a book by its cover."

The short story always displays whenever the fat boy is around people have this sudden hate and disgust. They have a feeling of conscience, which is knowing what is right and wrong. They obviously know he is always in the wrong and there is this common theme that when something goes wrong for example when a Crime is committed in the community they are to blame the fat boy straight away. Nigel Lammerton one day was arrested for beating up his wife, he continued to tell police that, "It was the fat boy....That made him lose control." Or take the incident when McNulty's warehouse burn't down, police arrived where "the owner made particular mention to the fat boy." He is obviously seen throughout the town to be shady and most people that are guilty get away as being non guilty exactly like this situation, as there is always someone to blame on, to keep the guilty's head afloat. Throughout the world today every single person I can guarantee is guilty of blaming there wrong doings on something or someone else. It's a human quality that is hard to get away from, as it makes the guilty person feel better about themselves. People like this feel insecure about the situation they are in therefore using others as a scapegoat, which is removing the sins of yourself too someone else. No-one actually stops and thinks how the other person they blamed it on might feel. Recently personally I have been trying to work on this skill, and I have become much more aware that it actually feels better to take the blame. Often the by-standers fall for this. Regularly people with these labels hanging over them like thief, creep, or dodgy are always to get the blame without question, even when they are non-guilty. For example the "Trial of the century" in 1995 which consisted of OJ Simpson to be a suspect of the murder of his ex wife and her partner. Although we do not know entirely if he is guilty or not, as soon as this murder had occurred people throughout the world were so quick to jump to conclusions, giving OJ the title of being jealous and full of hate. People made this accusation and soon enough everyone followed it as it was the best reason to believe, this idea that OJ was guilty followed a chain reaction as it made people feel good about themselves. At that point and time especially if OJ was innocent, he would feel helpless and shamed seeing his name throughout the media. This feeling of being helpless especially in a situation personally I would feel like there is no escape, it would be embarrassing to have this label over your head. Which is exactly how the fat boy would feel. Indoubtly everyone including myself have been in both sides of the situation, either blaming on or being blamed on. Blaming I believe in situations I have come across shows weakness in an individual especially when they know themselves are the one to blame. I actually took away from this short story that no matter the circumstance there is no need to fault.

Owen Marshall highlights a terrible issue that is seen throughout the world today, Domestic violence. Nothing can be done to stop it, especially when the victim doesn't speak out about it, as did Mrs Lammerton who "agreed with everything her husband said." As Owen Marshall is a New Zealander, he highlights this huge issue seen in this country, where 525,000 people are harmed every year. It's so common of these victims to never speak out on what actually happened, as they are constantly put down, giving them a lack in social skills. Victims have a mindset that as soon as they speak out, it will all come back. So many people are so unaware of this happening, for example from experience in Wanaka this community is so isolated from anything like this. A common issue in society is to focus on the person blamed on and not they actual person who is committing the crimes, allowing the guilty to carry on causing these ruckuses. No systems are in place to directly help the victims, which makes me realise how hard it must before the victims to get out of situations like this. Nigel Lammerton did an incredible job to slip under the radar and completely blame it on the fat boy. Personally I have seen so much throughout my life, especially in school where some bad incident occurs, kids and teachers straight away to believe its the kids who aren't doing so well at school or often cause disruptions. I feel helpless to speak up Is there ever a case where you don't suspect the common guilty people.

As the novel comes to an end different people impacted by the boy started to plot, and pretty much had a man hunt for him. The last time the fat boy was alive before he was murdered was at the gasworks where "his pudding face and medieval hair showed clearly in the moonlight and against the grimy storage tanks of the old gasworks." The relation between his medieval hair and crime was a common symbol throughout the book. As soon as this hair was mentioned a realisation that something bad was about to happen screamed at me as I read it. The frustration that people must go through being effected by him must be immense and it makes me grateful I have no-one in my life that symbolises trouble but most of all drags me into it. Commonly throughout the world people have an attribute that is so unmistakable, the fat boy, let alone his size was his "medieval hair showed clearly," the term clearly is often used to give certainty and 100% cannot be mistaken. Not wanting to be mistaken shows how eager the fat boy was to get a name for himself, showing his very disgusting mindset. An example of an attribute is Donald trumps hair, or how blunt Simon Cowell is. When the vigilant group finds the fat boy "The fat boy didn't run, or cry out. He watched them converge, his thick legs apart and his hands pushed deep into the pockets of his short trousers. He was sly all right." The fat boy knew he was in the wrong and he took it, almost like he wanted these people to suffer. The mindset this guy must have had is beyond medieval almost in a threatning way. It frightens me to imagine having a constant threat in your community and gives me a greater appreciation of they place I call home. Personally a home is where you should feel safe without any worry, it sickens me to imagine a creep lingering around your house knowing off his past.

Overall this short story Aside from the fact that I have stated the fat boy is a physical person, there are a lot of hints that possibly the fat boy could just be someone to blame, an imaginary person so the police focus away from the real guilty people. When the fat boy is killed by the vigilant group, "no-one seemed to know what happened to the fat boys body." I highly recommend this short story as it gives a lot of ways a reader can preview it.

# data[].attributes.attachment_link.title
Reading response 4: The Fat Boy, Owen Marshall | Jesse’s Online Journal

# data[].attributes.attachment_link.description
Owen Marshall’s short story, “The Fat Boy,” displays an unknown ‘ fat boy,’ who is constantly seen throughout town, only when crimes have or are about to happen. It has a common symbol and is noticed throughout the community that when he is around there is bound to be trouble. He is described to ha…

# data[].attributes.body
SPB & DEV

# data[].attributes.body
This can be applied to any L1 written text.

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
One of these for each unit

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
This standard assesses students’ own literary interpretation of texts. This may take a variety of forms. Students may choose text(s) studied in class or independently studied text(s). While the study of a text may be assessor-directed, the ideas, descriptions, explanations, and discussions must be t…

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.title
Strengthening literacy across learning areas_0

# data[].attributes.attachment_link.title
Explicit teaching to strengthen reading across learning areas

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.headline
Exemplars for 1.1 AS91924 How Context Shapes Verbal Language

# data[].attributes.subject
Exemplars for 1.1 AS91924 How Context Shapes Verbal Language

# data[].attributes.headline
1.1 Variety of contexts shaping language

# data[].attributes.subject
1.1 Variety of contexts shaping language

# data[].attributes.body
Tama Tū; Political Speeches; Social Media

# data[].attributes.body
A guide to Writing an essay response to a written text.

# data[].attributes.attachment_link.title
 I am Not Esther  - Essay on Written Text

# data[].attributes.body
Useful, printable resource, for use in books or digitally.

# data[].attributes.headline
Possible ideas for 1.1 with 1.3 crossover

# data[].attributes.subject
Possible ideas for 1.1 with 1.3 crossover

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.headline
One-page Final Project - Analytical, creative and written response to a novel.

# data[].attributes.subject
One-page Final Project - Analytical, creative and written response to a novel.

# data[].attributes.body
I can not take credit for this resource, found it on Google! Can be applied to any L1 text.

# data[].attributes.body
Similar to having a matrix with cool activities. Could be adapted for any level.

# data[].attributes.body
Adapted from the Novel Study Choice Board. Still a WIP

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.attachment_link.title
Curriculum Refresh Quiz - Details - Kahoot!

# data[].attributes.attachment_link.description
Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

# data[].attributes.attachment_link.title
L1 English Year Planner 2024 - Kim & Lewis

# data[].attributes.body
Good examples to look at - might be too wordy and overwhelming for students but we can shape it how ever.

# data[].attributes.attachment_link.title
1.1 Context Shapes Language - PREP and EXAMPLE.pptx

# data[].attributes.headline
Indigenous Storytelling (Yr 10/11) Julian Abel

# data[].attributes.subject
Indigenous Storytelling (Yr 10/11) Julian Abel

# data[].attributes.body
Learning Design Planner

# data[].attributes.body
Work in progress! Final on it's way. Original artwork by me ;)

# data[].attributes.attachment_link.title
New Zealand Language and literature (in progress)

# data[].attributes.headline
UKD Draft cover sheet: 1.2 Written texts

# data[].attributes.subject
UKD Draft cover sheet: 1.2 Written texts

# data[].attributes.body
Draft version.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
NZ author and setting. Future Aotearoa - family trying to save their coconut farm from a tropical storm brought about due to climate change.

Suggested by Greg Smirk from Mechatronics.

# data[].attributes.body
Write at least 100 Words in 7 minutes about your perspective of phones being banned in school after the start of Term 2 this year. This means no phones at all during the school day including break times. What do you think about this? What are the pros and cons of you having phones at school? Do you think this policy is realistic? How do you think the school should implement this policy? Write anything that you want about this issue.
Swap what you have written with another student and comment on each other's writing.
The teacher will read your writing and comment as well.
Post on your website under the My Writing Tab

# data[].attributes.body
This slides includes tasks that work towards the 1.2 standard.

# data[].attributes.headline
Task: Create a Visual and Verbal reading of a poem

# data[].attributes.subject
Task: Create a Visual and Verbal reading of a poem

# data[].attributes.body
Link to the spelling list for you is in the Kahoot instructions.

# data[].attributes.attachment_link.description
Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

# data[].attributes.headline
Shared folder- Literacy Co-Req Assessments

# data[].attributes.subject
Shared folder- Literacy Co-Req Assessments

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.headline
1.1 Understanding Context & Verbal Language

# data[].attributes.subject
1.1 Understanding Context & Verbal Language

# data[].attributes.attachment_link.description
Login to access and create your next design.

# data[].attributes.attachment_link.title
Ep 8 - Sir Robert Bom Gillies from the 28th Māori Battalion

# data[].attributes.body
Add on to Linda's 1.1 slides

# data[].attributes.body
A reverse-engineered rubric based on NZQA's Exemplar

# data[].attributes.attachment_link.title
English 1.1 Demonstrate understanding of how context shapes verbal language use