english curriculum scope and sequence...

ENGLISH CURRICULUM SCOPE AND SEQUENCE

Foundation to Level 6

Reading and Viewing

Writing

Speaking and Listening

Contents

1. Introduction 1

2. Acknowledgements 6

3. Reading and Viewing Levels F-6 7

4. Writing Levels F-6 17

5. Speaking and Listening Levels F-6 26

Glossary See additional document

Created by Varda Svigos, Ann Korab, Julie Bennett, Sally Slattery and Leslie Tulloch for Western Metropolitan Region, FEB 2013 1

INTRODUCTION TO THE ENGLISH SCOPE AND SEQUENCE DOCUMENTS

INTRODUCTION TO THE ENGLISH SCOPE AND SEQUENCE DOCUMENTS

What is a Scope and Sequence?

Scope The breadth and depth of content to be covered in a curriculum at any one time (e.g. week, term, year, over a student’s school life.) All that you do in a

given period.

Sequence The order in which content is presented to learners over time. The order in which you do it.

Together a scope and sequence of learning bring order to the delivery of content, supporting the maximising of student learning and offering sustained

opportunities for learning. Without a considered scope and sequence there is the risk of ad hoc content delivery and the possibility that significant content will

not be included.

Why does a school need a Scope and Sequence?

• An agreed Scope and Sequence for each Learning Area provides a sound basis for a school being able to offer a guaranteed and viable curriculum by

addressing gaps in students’ learning and eliminating unnecessary repetition.

• A shared Scope and Sequence within a school enables teachers to have clarity about the knowledge, skills and dispositions that students will acquire in their

learning and what they need to learn next.

• A Scope and Sequence supports teachers’ effective unit and lesson planning and enables teachers to maintain a developmental focus on student learning as

the students progress through the school.

The English Scope and Sequence developed by WMR

This document has been developed to support schools with the transition to AusVELS English for 2013 and to Australian Curriculum in 2014. This Scope and

Sequence:

• Links to the professional learning undertaken in Western Metropolitan Region over the last 4 years (2009 – 2012);

• Aligns with the content of the online professional learning course - Reading: Teaching, Conferring and Planning for Years P-9 (See Ultranet ID# 110233139)

and other professional resources developed in WMR;


• Is based on sound, research-based instructional practices.

Teaching and learning about the content in the Scope and Sequence: Gradual Release of Responsibility Model

It is assumed that the teaching and learning about the content outlined in the Scope and Sequence is all based on the Gradual Release of Responsibility Model

(Pearson and Gallagher, 1983; Duke and Pearson, 2002, pp. 208-210) where the responsibility for the use of a literacy practice gradually transfers from the

teacher to the student.

This model of teaching and learning begins with an explicit description of the literacy practice and an explanation of when and how it is used plus a

demonstration of the literacy practice in action, which is followed by collaborative use of the literacy practice in action, then guided practice of the action for

those students needing more support, and independent use when students apply their learning in the context of new tasks. In schools, this process of scaffolding

is sometimes phrased as

I Do/You Watch

I Do/You Help/We Do Together

You Do/ I Help or support

You Do/I Watch with the expectation that students can perform reading and viewing, writing and listening and speaking learning tasks if good teacher

modelling, collaborative working together, support as needed and sufficient student practice are all evident.

http://activated.act.edu.au/ectl/design/scope_and_sequence.htm Reading and Viewing

The English AusVELS aims to ensure that students learn to listen, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken,

written and multimodal texts across a growing range of contexts for various purposes and they do this with understanding, fluency and sufficient accuracy to

ensure understanding.

The following practices assist teachers to achieve the aims of English AusVELS Reading and Viewing.

1. Instructional practices and approaches in reading and viewing should include:

Whole class

• Read Aloud


• Shared Reading or Viewing

• Response to and discussion about Reading or Viewing

• Language Experience Work

• Other language work, such as Readers Theatre to support fluency

Small group

• Read Aloud

• Shared Reading or Viewing

• Guided Reading


• Response to and discussion about Reading or Viewing (e.g. book or film clubs, literature circles)

• Other strategy group work such as DR-TA, Reciprocal Teaching, SQ3R, Question the Author, Transactional Strategy work, Readers Theatre

Individual

• Student Independently Reading (silent), print and digital texts

• Student Independently Reading Aloud to another student (e.g. buddy reading) or students (e.g. Readers Theatre) (N.B. NOT Round-Robin Reading) Adult

or Older Student Reading Aloud to an individual student, with discussion about the text

• Student listening to or reading along with a competent reader (e.g. online or with disc)

• Response to Reading or Viewing through discussion or writing


• Independent viewing and responding

The Language Experience Approach

Language experience activities occur when teachers and students engage in talk about a shared experience and the students’ language is recorded and

subsequently read. This discussion and recording of an experience may be developed with the whole class, a group or an individual. The text and accompanying

illustrations or photographs are usually produced as an enlarged text if the experience is with a group or the class so that the text is suitable for Shared Reading.

This enlarged text may be a large book or a podcast or as a digital text which can be shown on an electronic whiteboard. When the experience is with one

student the published text is mostly for that student to read but can also be added to the collection of Independent Reading resources. Although the recording of

the students’ experiences should firstly be written in their language style, if the text is then to be used for reading it is important that this text has conventional

spelling, grammar and punctuation.


For further information about Language Experience work refer to Wilson, Lorraine, Write me a Sign (reprinted by and available from Western Metropolitan

Region).

2. The comprehension strategies in reading and viewing

Comprehension strategies are used by competent readers and viewers before, during and after reading or viewing a text. Some writers about this topic refer to

strategies used by readers to ‘think about the text’ and other strategies used by readers to ‘think beyond the text’, but the strategies do not readily fall into just

one of those two categories so it is helpful to refer to the major collection of research about the teaching of comprehension.

The major reference for the information about comprehension in this document is What Research Has to Say About Reading Instruction, published by the

International Reading Association, (3rd edition 2002 and 4th edition 2011).

In the 2002 edition the following main comprehension strategies were identified:

• Predicting/Using Prior Knowledge

• Using Text Structures and Features

• Questioning

• Summarising

• Visualising and Creating Visual Representations

• Thinking Aloud

A recommended reference based on this research is Teaching Comprehension: An interactive professional development course (levels K-2, 3-6 and 6-9), which includes a range of other strategies such as inferring and monitoring understanding within Thinking Aloud and includes recommended routines such as Reciprocal Teaching.

In the 2011 edition of What Research Has to Say About Reading Instruction the following main comprehension strategies were identified:

• Setting purposes for reading

• Previewing and predicting

• Activating prior knowledge

• Monitoring, clarifying, and fixing


• Visualising and creating visual representations

• Drawing inferences

• Self-questioning and thinking aloud

• Summarising and retelling

The research also identified that one of the main elements of effective comprehension teaching is to teach text structure.

So the same comprehension strategies were identified but were listed in more detail and even listed as separate strategies rather than grouped under a major

strategy such as Think Aloud, being defined in more detail as ‘monitoring, clarifying and fixing’ and ‘drawing inferences’. Although ‘activating prior knowledge’ is

listed separately from ‘previewing and predicting’, a reader and viewer actually activates prior knowledge in order to predict so they both would be dealt with in

the strategy ‘predicting/using prior knowledge’ as it was listed in 2002.

The main thing is for teachers to understand that there are these specific comprehension strategies which are important to teach and assess at every year level.

The strategies do not change; the reader and viewer needs to be able to apply them to more complex texts as they develop into more sophisticated and

competent readers and viewers. Also teachers should know that the research again states that these strategies should be taught using the ‘gradual release of

responsibility’ model and that only a brief time should be spent focusing on just one strategy rather than ensuring that students use all of the strategies in an

integrated way.

Teachers can overcome disadvantages in reading comprehension that students bring to school if they have strong teachers of comprehension for two

consecutive years. If the same students have a strong teacher of comprehension for only one year, it has been found that only 25% make progress. So a whole

school approach is recommended.

3. Instructional routines in reading and viewing for scaffolding reading comprehension

In both editions of What Research Has to Say About Reading Instruction there were specific routines identified as being most helpful in teaching students

about using multiple comprehension strategies. These include Reciprocal Teaching and Questioning the Author; other routines that assist students with this

include SQ3R (Survey, Question, Read, Write, Review) and DR-TA (Directed Reading- Thinking Activity).

It has also been found that discussion about texts is essential to aid comprehension, which can be achieved by initiating Literature Circles or Book Clubs.

(Refer to Reading: Teaching, Conferring and Planning for Years P-9, Section 5: Main Comprehension Strategies and Reciprocal Teaching Articles and also Teaching

Comprehension CD-ROMs for information about the comprehension routines.)


4. Comprehension skills in reading and viewing that require students to ‘think about the text’

Fountas and Pinnell list as separate strategies ‘Analysing’ and ‘Critiquing’, but other authors would include these strategies as part of the work in questioning,

especially in relation to asking critical questions of the text. It is useful to realise that various authors will use different terminology to describe the main

comprehension strategies, but the main thing for students to know is that all of these strategies, no matter what labels are used, will help them to understand

what they are reading and that reading is a process of constructing meaning, not just ‘word calling’.

5. The dimensions of reading other than comprehension

Although comprehension is an extremely important dimension of reading the total reading and viewing curriculum should include:

• Comprehension

• The Reading Process

• Vocabulary

• Fluency

• Decoding

• Response to reading and viewing

Beginning readers also need to learn about the Concepts of Print.

Also it is essential that teachers ensure that students build disciplinary and world knowledge.

6. Classrooms should have the following literacy practices to support students’ learning

• Explicit teaching of all dimensions of reading, with explicit demonstration and explanation of all strategies, including the purpose of the strategies in

relation to reading more effectively

• A focus on building reading stamina across year levels

• Well organised classroom libraries with appropriate levelled reading and non-levelled reading material, covering a broad range of interests, genres, styles

and text types that will motivate students to read

• Students skilled in selecting appropriate and ‘Just Right’ book selections to meet their various purposes for reading

• An extensive independent reading time that includes systematic and regular one-to-one conferring with students


• Ongoing documentation of conference observations, teaching and individual reading goals

• Students being able to articulate their strengths as a reader, the goals they are working at to improve their reading and how they will achieve these goals

Student recording of reading logs and reflective journals

• Students discussing their reading and sharing their reflections and recommendations with each other

• Differentiated instruction based on the ongoing student assessment, particularly from the observations made during reading conferences

• Students continuing their reading after school and during vacations

Access to viewing and discussing a range of film texts is also vital.

Research also indicates that it is not advisable for reading instruction to occur at the expense of disciplinary learning. Knowledge that students gain in more

vigorous social studies and science instruction, including the learning in integrated units of study, fuels comprehension directly and powerfully.

Writing

Writing is a process through which a writer shapes language to communicate effectively. Writing often develops through a series of initial plans and multiple

drafts and through access to informed feedback and response. Teachers should explore the difference between teaching public writing, which focuses on

building both the quality of the writing and students’ knowledge of the writing process and teaching writing to learn, which will focus on using writing to delve

deeper into content knowledge and understanding.

The following practices assist teachers to achieve the aims of English AusVELS Writing.

1. Writing Instructional practices

Whole class

• Modelled Writing

• Shared Writing

• Interactive Writing

• Writing done as part of Language Experience Work

Small group

• Modelled Writing

• Shared Writing

• Interactive Writing


• Guided Writing based on observed needs of students

• Strategy group work based on observed needs of students


• Groups discussing each other’s writing and providing feedback for the writer

Individual

• Independent writing

• Partner writing


2. Writing lessons that incorporate the following ‘basic pre-requisites’ (from

Teaching Writing P-9, Dale Gordon for WMR)

Mini-lessons and demonstrations are necessary for students to learn about the many dimensions of writing. These include sessions about:

• Purposeful reasons to write

• Identifying audiences – ‘who am I going to write for and why?

• Linking purpose, audience, genre, structure

• Exploring mentor texts and discussion about a range of authors’ craft

• Exploring various ways to write in different genres

• A knowledge of writing conventions (spelling, grammar, punctuation)

• Learning how to revise, edit and publish

• Learning how to design and publish in various ways and using various media

3. The understanding that writing is a recursive process

Writing may include some or all of the following:

• Pre-writing, rehearsing and planning

• Drafting

• Revising

• Editing and proof reading


• Publishing

• Celebrating writing and published products

Speaking and Listening

The purpose of speaking and listening is to develop skills to be able to participate in and contribute to discussions, clarifying and interrogating ideas, developing

and supporting arguments, and sharing and evaluating information, experiences and opinions.

1. Practices and routines

The following practices can assist teachers with achieving the aims of English AusVELS Speaking and Listening.

Whole class

• Circle time

• Discussions about texts in Read Aloud or Shared Reading, with comments, questions and discussion by students and teachers

• Discussion at sharing time after independent reading and writing

• Talking about experiences as part of Language Experience work

• Discussion about learning through experiences and inquiries in all disciplines and topics of research and study

Small group

• Small group interactions such as paired or partner work

• Reciprocal teaching groups and groups involved in other comprehension routines, Book Clubs and/or Literature Circles Turn and talk routine

• Peer tutoring

• Think, Pair, Share

• Partner reading, with comments, questions and discussion by students

• Debates


Individual

• One-to-one conferences

• Story telling

• Book share


• Oral presentations

• Show and tell

• The preplanning and rehearsing stage of writing with oral discussion


3. Opportunities for students to experience a range of the following:

• Exploring how language is used for different formal and informal social interactions

• Interpreting the stated and implied meanings in spoken texts

• Using evidence to support or challenge different perspectives

• Listening to spoken texts constructed for different purposes

• Identifying and exploring the purposes and effects of different text structures and language features of spoken texts

• Using interaction skills when discussing and presenting ideas and information

• Selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning

• Planning, rehearsing and delivering presentations

• Selecting and sequencing appropriate content and multimodal elements to promote a point of view Celebrating writing and products


Acknowledgements

The consultants who created these documents studied the components of the AusVELs and Australian Curriculum and decided to organise the WMR English

Scope and Sequence as follows:

• Combine AusVELs and Australian Curriculum

• Separate the content descriptors and reorganise them into Language Modes eg. Section for Reading and Viewing, Writing and Speaking and Listening

• Incorporate Strands (Literature, Language and Literacy) and sub-strands within the three sections

• Add hyperlinks to the Australian Curriculum content descriptors and elaborations

The following changes and additions were then made:

• Some sub-strands and content descriptors were incorporated into more than one language mode eg. Responding to literature was in Listening and

Speaking and Reading

• References to key WMR documents and resources were added

• Links were made to WMR priorities – these links to past and present work were coded eg. TS – Text Structures and features

• Content was added to reflect the comprehensive work undertaken by WMR schools (highlighted in pink) eg the comprehension strategies are unpacked in

more detail in the Reading Mode and now include vocabulary and fluency and, the process of writing is unpacked in more detail and now includes

revising, publishing and celebrating.


Consultants Sally Slattery, Leslie Tulloch, Varda Svigos, Ann Korab and Tom Campbell, were assisted by a number of expert groups. Special thanks go to Diane

Snowball for writing the comprehensive introduction.

Other contributors included WMR personnel who initiated and coordinated this project, and teachers and consultants across the region, who contributed

suggestions and feedback to the development of these English Scope and Sequence documents. Particular thanks to:

David Lee - Truganina South Primary School.

Verity McAuliffe – St Albans East Primary School

Laura Hargraves – University Park Primary School Jeff

Wilson – Point Cook Prep Year 9 College ENGLISH

CURRICULUM SCOPE AND SEQUENCE – READING

AND VIEWING LEVELS F-6 (aligning AusVELS and the

Australian Curriculum)

ENGLISH CURRICULUM SCOPE AND SEQUENCE – READING AND VIEWING F-6

READING FOUNDATION LEVEL LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

Focus of thread

within the sub-strand F Year level description Level 1 Year level

description Level 2 Year level





description

SUB-STRAND -SOUND AND LETTER KNOWLEDGE

Alphabet knowledge The written code of English (the letters) and how these are combined in words Refer to Snowball D and Bolton F (1999) Spelling K-8

Recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440) D CAP P Chapter 4

Recognise sound letter — matches including common vowel and consonant digraphs and consonant blends (ACELA1458) Understand the variability of sound — letter matches (ACELA1459) D CAP P Chapter 7

This sequence ends at LEVEL 1

Phonological Awareness (sounds of language) Basic knowledge of sounds of language and how these are combined in spoken words Refer to Snowball D and Bolton F (1999) Spelling K-8

Chapter 5

Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439)

D CAP P Chapter 5

Manipulate sounds in spoken words including phoneme deletion and substitution Chapter 5&6 (ACELA1457) Know that regular onesyllable words are made up of letters and common letter clusters that correspond to the sounds heard (ACELA1778) Chapter 7 D CAP P

Recognise most soundletter matches including silent letters, vowel/consonant diagraphs and many less common sound-letter combinations (ACELA 1474) D CAP P Chapter 7 & 8


http://www.australiancurriculum.edu.au/English/Curriculum/F-10?layout=3


http://www.australiancurriculum.edu.au/English/Curriculum/F-10?layout=3#level=1
























http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELA1440




















Decoding Using knowledge about letters and

sounds and how sounds are

represented by various letters to

problem solve words

Know how to use onset and rime to spell and decode words (ACELA1438) D CAP P Chapter 5

Recognise and know how to use morphemes in word families to decode words e.g. play in played and playing (ACELA1455) Use visual memory to read high frequency words (ACELA1778) D CAP P Chapter 10 & 17

Recognise common prefixes and suffixes and how they change a word’s meaning (ACLEA1472) D CAP P Chapter 13

Automatically recognise high frequency sight words (ACELA1486) D F Chapter 17

Modified from the spelling strand to fit with decoding

SUB-STRAND - EXPRESSING AND DEVELOPING IDEAS

Visual language How images work in texts to

communicate meanings, especially

in conjunction with other elements

such as print and sound

Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786) RT V

Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453) RT V C

Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to, contradict or multiply the meaning of accompanying words (ACELA1469) RT V

Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483) RT V VW C

Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496) RT V VW

Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACELA1511) RT V VW C

Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and Persuasive texts (ACELA1524) RT V VW TS


Refer to WMR online resource - Reading: Teaching, conferring and

planning for Years P-9, Section 5 FOUNDATION LEVEL LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

Focus of thread







description

Vocabulary The meanings of words including everyday and specialist meanings (Tier 1-3 Words) and how words take their meanings from the context of the text *These content descriptors are in

writing mode in AusVELS Refer to

WMR online resource Reading:

Teaching, conferring and planning

for Years P-9, Unit 5

Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests, literature and inquiry topics being taught at school (ACELA1437)

Understand the use of vocabulary in everyday and school contexts Show appropriate use of formal and informal terms of address in different contexts

(ACELA1454)

Understand the use of vocabulary about familiar and new topics Experiment and begin to make choices of vocabulary to suit audience and purpose

(ACELA1470)

Use extended and technical vocabulary (Tiers 2-3) and ways of expressing opinion including adverbs and auxiliary verbs which help form future and past tenses- ‘will play’, ‘ were playing’ (ACELA1484)

Continue to incorporate new vocabulary from a range of sources (particularly Tier 3 words from inquiry topics) into students’ own texts (ACELA1498)

Understand the use of

vocabulary to express

greater precision of

meaning, and know that

words can have

different meanings in

different contexts

(ACELA1512)

Investigate how

vocabulary choices can

express shades of

meaning, feeling and

opinion (ACELA1525)

Word LEVEL grammar The different clauses of words

used in English (nouns, verbs etc.)

and the functions they perform in

sentences and when they are

combined in particular

recognisable groups such as

phrases and noun groups Refer to

WMR text: Language Conventions

P-10 planning and teaching,

Section C p.102

Recognise that texts are made up of words and groups of words that make meaning (ACELA1434) LC - G

Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452)

Understand that nouns represent people, places, things and ideas and can be common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468) LC – G CT

Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (ACELA1482) LC – G CT

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495) LC – G CT

Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508) LC – G CT

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523) LC – G CT



























































































LC – G CT

Sentence and clause LEVEL grammar What a clause is and how simple, compound and complex sentences are constructed through one clause (simple) or by combining clauses using different types of conjunctions (compound and complex) Refer to WMR text: Language

Conventions P-10 planning and

teaching, Section C p.102

Recognise that sentences are key units for expressing ideas (ACELA1435) LC-G

Identify the parts of a simple sentence that represent ‘what’s happening?’, ‘who or what is involved?’ and the surrounding circumstances (ACELA1451) LC-G CT

Understand that sentences can either be a single clause (simple) or a combination of clauses (compound). Conjunctions such as ‘and’ and ‘but’ link clauses in compound sentences (ACELA1467) LC-G CT

Understand that grammatically correct sentences always have at least a subject and a verb and that the subject explains who or what is doing the action (ACELA1481) LC-G CT

Understand that the meaning of sentences can be enriched through the use of different types of phrases: noun/group phrases and verb group phrases and prepositional phrases (ACELA1493) LC-G CT

Understand that compound sentences contain a clause carrying the main message and one or more clauses that elaborate on that message (ACELA1507) LC-G CT

Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas - Questions, statements, commands (ACELA1522) LC-G CT

SUB-STRAND - TEXT STRUCTURE AND ORGANISATION

Concepts of print and screen The different conventions that

apply to how text is presented on a

page or screen

Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print e.g. Directionality (ACELA1433) CAP TS VW

Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of contents, reading, titles, navigation buttons, bars and links (ACELA1450) CAP TS VW

Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams e.g. Timelines (ACELA1466) TS VW

Identify the features of online texts that enhance navigation (ACELA1790) TS VW

Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA 1793) TS VW

Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797) TS VW

This sequence ends at

LEVEL 5


READING

FOUNDATION LEVEL LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

Focus of thread







description


























































Purpose audience and structures of different types of texts How texts serve different purposes and how the structures of types of texts vary according to the text purpose Refer to: AUSSIE Interactive Teaching Comprehension CD-ROM Text Structures and Features Section

Understand that texts can take many forms, can be very short (for example an exit sign) or quite long Understand that texts have a structure and purpose that is predictable (ACELA 1430) TS AP AS I

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) TS AP AS I

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) TS TLS AP AS I

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478) TS TLS AP AS I

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490) TS TLS AP AS I

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) TS TLS AP AS I

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518) TS LE AP AS I



















Focus of thread within

the sub-strand F Year level description Level 1 Year level






description

SUB-STRAND - LITERATURE AND CONTEXT

How texts reflect the context of

culture and situation in which

they are created

Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575) C VW AP AS I

Discuss how authors create characters using language and images

(ACELA1581) RT V C VW AP AS I

Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587) RT V C VW AP AS I

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594) RT AP C VW AP AS I

Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602) RT C VW AP AS I

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) RT C VW AP AS I

Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613) RT C VW AP AS I

SUB-STRAND- EXAMINING LITERATURE

Features of literary texts The key features of literary texts

and how they work to construct a

literary work, such as plot, setting,

characterisation, mood and theme

Identify some features of texts including events and characters and retell events from a text (ACELT1578) Recognise some different text types and identify some characteristics or features e.g. beginnings and endings of traditional texts and rhyme in poetry (ACELT1785) TS LE

Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584) TS LE

Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELA1591) TS LE

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599) TS LE

Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605) TS LE RT

Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610) TS LE RT

Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616) TS LE RT C AS

Language devices in literary texts including figurative language The language devices that authors

use and how these create certain

meanings and effects in literary

texts, especially devices in poetry

Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579) RP TS F LE

Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585) RP TS F LE

Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592) TS F LE

Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600) RT F LE

Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and pun (ACELT1606) RT LE AP

Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611) RT LE AP V

Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617) RT LE AP V





























http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELT1575



















































READING









description

SUB-STRAND - RESPONDING TO LITERATURE

Expressing preferences and responding to texts Expressing a personal preference for different texts and types of texts, and identifying the features of texts that influence personal preference * Selecting Just Right Texts

Share feelings and thoughts about the events and characters in texts (ACELT1783) RT P C TA

Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583) RT AS TA

Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1589) RT TS AS TA

Develop criteria for establishing personal preferences for literature (ACELT1598) RT TS AS TA

Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604) TA TS AS LE

Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795) TA TS AS LE

Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615) TA TS AS LE

Personal responses to the ideas, characters and viewpoints in texts (Critiquing – Making Connections) An individual response to the ideas, characters and viewpoints in literary texts, including relating texts to their own experiences Also Referenced from Fountas and Pinnell The Continuum of Literacy Learning Grades K-8 (2010) *These content descriptors are in listening and speaking mode in AusVELS

Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577) Share opinions about characters, endings and illustrations RT C TA

Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences (ACELT1582) Agree or disagree with the ideas in a text and give reasons Hypothesise how characters could have behaved differently RT C TA I

Compare and state opinions about characters, events and settings in and between texts and provide evidence to support them Share opinions as to the interesting, humourous exciting aspects of texts and justify why (ACELT1589) RT C TA I

Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596) Evaluate and assess how graphics and illustrations add to the text Notice the authors’ qualifications to write an informational text and assess if a text is authentic RT C TA I

Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603) Express tastes and preferences in reading and support choices with specific descriptions of text features (e.g. Plot language, characters, genre) RT C TA I

Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)

Critique a text as an example of genre and assess if a text is authentic Discuss whether social issues and different cultural groups are accurately represented in fiction and non-fiction texts RT C TA I

Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614) Evaluate the text in terms of reader’s own experiences as adolescents Evaluate whether social issues and different cultural groups are accurately represented in a fiction or non-fiction text Express tastes and preferences in reading and support choices with descriptions of text features (plot, use of language, kinds of characters, genres etc) RT C TA I

































































description

SUB-STRAND - TEXTS IN CONTEXT

Texts and the contexts in which they are used How texts relate to their contexts

and reflect the society and culture

in which they were created

(including a range of fiction and

non-fiction texts)

Identify some familiar texts and the contexts in which they are used (ACELY1645) TS VW

Respond to texts drawn from a range of cultures and experiences (ACELA1655) RT C VW

Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665) RT TLS C VW

Identify the point of view in a text and suggest alternative points of view (ACELY1675) C LE VW

Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686) RT TS LE C VW

Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698) RT TS LE AP VW

Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708) RT C LE AP VW

SUB-STRAND - INTERPRETING, ANALYSING AND EVALUATING

Purpose and audience Recognising and analysing

differences between different types

of texts

Identify some differences between fiction and nonfiction texts (ACELY1648) TS LE

Describe some differences between imaginative, informative and persuasive texts (ACELY1658) TS LE

Identify the audience and purpose of fiction, nonfiction and persuasive texts (ACELY1668) TS AP LE

Identify the audience and purpose of a range of fiction, non-fiction and persuasive texts (ACELY1678) TS AP LE

Identify characteristic features used in a range of fiction, non-fiction and persuasive texts to meet the purpose of the text (ACELY1690) TS AP LE

Identify and explain characteristic text structures and language features used in a range of fiction, non-fiction and persuasive texts to meet the purpose of the text (ACELY1701) TS AP LE

Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711) TS AP LE

Reading processes Strategies for using and combining contextual, semantic, grammatical and phonic knowledge to decode texts including predicting, monitoring meaning, crosschecking, self-correcting, skimming and scanning

Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) Recognise that texts are made up of words and groups of words that make meaning (ACELA1434) RP F I CL

Read supportive texts developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) RP F I CL

Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and selfcorrecting (ACELY1669) RP F I CL

Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring meaning, predicting, confirming, rereading, reading on and self correcting (ACELY1679) RP F I CL

Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, cross checking and reviewing (ACELY1691) RP F I CL

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702) RP F I CL

Select, navigate and read texts for a range of purposes applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) RP F I CL TS





























http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1645

















































Analysing and evaluating texts Analysis and evaluation of how text

structures and language features

construct meaning and influence

readers/viewers

This sequence starts at LEVEL 6 in AusVELS and Australian Curriculum * For LEVELS F-5 Refer to COMPREHENSION – ANALYSING TEXT STRUCTURES AND FEATURES

Analyse strategies authors use to influence readers (ACELY1801) TA RT TS C I


READING Foundation LEVEL LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6








description

SUB-STRAND - INTERPRETING, ANALYSING, EVALUATING CONTINUED…

Comprehension strategies Strategies of constructing meaning from texts, including literal and inferential meaning Refer to detailed comprehension strategies below For all comprehension strategies refer to: AUSSIE Interactive Teaching Comprehension CD-ROMs and to WMR online resource Reading: Teaching, Conferring and Planning for Years P-9, Section 5

Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)

Use comprehension strategies to build literal

and inferred meaning about

key events, ideas and

information in texts that

they listen to, view and

read by drawing on growing

knowledge of context, text

structures and language

features (ACELY1660)

Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures

(ACELY1670)

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on growing knowledge of context, text structures and language features (ACELY1680)

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and

evaluating texts

(ACELY1692)

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)

Prediction/Prior Knowledge Referenced from: The Continuum

of Literacy Learning Grades K-8 ,

Irene Fountas and Gay Su Pinnell

(2010)

Uses knowledge of language structure and picture information to anticipate text Make predictions based on

personal experience and

information gained through

reading

Use text structure and

personal experience to

predict outcome of

narrative and use

knowledge of characters

Search for and use

information to confirm or

disconfirm predictions and

justify using evidence

Make a wide range of

predictions based on

personal experiences,

content knowledge and

knowledge of similar texts

Predict what characters will

do based on traits revealed

by author

Make a wide range of predictions based on personal experiences, content knowledge and knowledge of similar texts and provide evidence

Support predictions with

evidence from text or from

knowledge of genre

Change predictions as new

information is gathered

from a text

Make and continually revise a wider range of predictions (what characters will do, what will happen to solve the problem, information in a text) based on personal experiences, content knowledge, and knowledge

of similar texts

Use characteristics of genre

as a source of information

to make predictions before

and during reading

Questions and Questioning Referenced from: The Continuum



(2010)

Use question stems to ask questions about a text and attempt to find answers to questions Know that the purpose of asking questions is to try to find answers Verbalise questions and

possible answers

Initiate questions before, during and after reading share possible answers to questions – identifying evidence for answer e.g. Right there in text, infer using clues and knowledge (author and me)

Use questioning to monitor understanding – what is the text about? What is the problem? Why is the character doing this? Share possible answers to questions using evidence and links information across a text to answer (think and search)

Use question-answerrelationship (QAR) to monitor questions and answers to questions Identify questions at all

stages of reading, explain

thinking about answers to

questions using QAR

Ask a range of important and thick (open) questions about texts, justifiy answers using evidence Wonder about topics related to inquiry and current events

Share questions and answers about a range of texts including evidence and/or inferences Ask and share answers about deep, important questions about characters, plot, theme, author’s purpose etc.

Understand that hearing other’s questions inspires new questions Understand and refine answers to questions by listening to the responses of peers/teachers Justify questions in terms of

importance, relevance,
















































Reads with a question in

mind and use a variety of

strategies to try to answer it pertinent to the

genre/topic

Inferring Referenced from: The Continuum



(2010)

Infer and talk about character’s feelings, motives, attributes and actions Show evidence in the print or pictures to support inference Infer the meaning of unfamiliar words * AT ALL LEVELS

Infer cause and effect in influencing character’s feelings or underlying motives and actions Infer causes of problems or of outcomes in fiction and non-fiction texts Share text clues and prior

knowledge as evidence

to support and justify

inferences (Levels 1-6)

Infer character’s feelings, motivations and actions and provide text evidence to support statements Show understanding of characters and their traits Infer cause and effect in influencing character’s feelings or underlying motives Infer the big ideas and

theme of a text

Infer character’s feelings, actions and motivations through dialogue and what others say about them Infer character relationships and feelings about each other Infer the big ideas or

themes and discuss how

they are applicable to

current life situations

Infer character traits, motivations, actions and changes through description, what they say and think and how other characters react to them Infer character’s thinking

process and struggles at key

decision points in fiction or

biography

In texts with multiple complex characters, infer traits, motivations, actions and changes through examining how the author describes them, what they say, do, think and what others say about them Infer causes of problems or

of outcomes in fiction and

non-fiction

Infer traits, motivations,

actions and changes

through examining how the

author describes them,

what they do, say and think

and what other characters

say about them in text with

multiple complex

characters



Analysing - Text Structures and Features – including a range of fiction and nonfiction texts Referenced from: The Continuum of Literacy Learning Grades K-8 , Irene Fountas and Gay Su Pinnell (2010)

*Can include Author Study, Literary Elements and Author’s Purpose

Notice how the author has made a story funny or surprising and identify humour Understand that a story has characters, a beginning, a series of events and an ending Understand that the

purpose of a non-fiction

text is to inform or teach

Differentiate and discuss differences between informational and fiction texts Notice and discuss why author has used layout and text features Understand and talk about

when an author has used

top LEVEL structures –

description, compare and

contrast, sequence,

problem and solution

Notice and discuss aspects of genres (fiction/nonfiction – realistic, fantasy, informational etc.) Notice variety in layout, top level structures and text features Notice and interpret figurative language and discuss how it adds to the meaning

Notice aspects of a writer’s style after reading several texts by the author Notice specific writing techniques e.g. question answer format Notice elements of genre e.g. symbols, motifs, mood,

Notice aspects of genres – fiction, non-fiction and hybrid texts Recognise the use of figurative or descriptive language and discuss how it contributes to meaning of text Notice and discuss author’s use of symbolism, theme, perspective and other craft Evaluate the author’s use of

characterisation and plot

Begin to recognise and understand satire and its purpose and characteristics Notice how an author uses words in a connotative way (to imply something beyond the literal meaning) Examine character traits in a complex way, recognising that they are multidimensional and change over time

Analyse texts to determine author’s point of view or bias, and language that supports Engage in critical thinking across an author’s body of work Analyse how language, illustrations and layout work together to set mood and convey meaning


Summarising/Synthesising Referenced from: The Continuum



(2010)

Recall and retell the important information or events in a sequence of events or steps Acquire and share new information from text Talk about what the reader

already knows about the

topic or a character prior to

reading and how thinking

has changed after reading

and share evidence

Summarise a longer narrative text with multiple episodes – including problem and solution and identify message and moral Identify important ideas in a text and tell or write them in an organised way Use prior knowledge to express changes and identify new ideas after reading a text using evidence Identify new information from simple informational texts and incorporate into personal knowledge

Follow and remember a series of events over a longer text in order to understand the ending and explain how ideas are related Identify important ideas in a text and record and report them in an organised and sequenced format Demonstrate learning new content from reading Express changes in thinking after reading a text

Summarise a text at intervals during the reading of a longer text Identify and understand sets of related ideas organised into categories Identify important ideas in a text and report them in an organised way Demonstrate learning new content through talk and writing Demonstrate changing ideas as the events unfold and explain why Synthesise and revise information across longer texts

Organise important information (from 2 texts on same topic) in summary form and use them as background knowledge in reading and discussion Express changes in ideas using evidence Draw conclusions from

information Acquire new content and diverse perspectives through reading fiction and NF texts Incorporate new knowledge

to understand characters

and plot from texts

previously read

Exercise selectivity in summarising information eg. Most important information/ideas/facts focused by the reader’s purpose Construct summaries that are concise and reflect the important and overarching ideas and information in texts Mentally form categories of related information and revise them as new information is acquired across the text Integrate prior knowledge and new information to create new understandings and relate this to own life

Identify important ideas and information and organise them in summary form in order to share learning Construct summaries that are concise and reflect the important and overarching ideas and information in texts

Integrate prior knowledge and new information to create new understandings and relate this to own life

Fluency Referenced from: The Continuum of Literacy Learning Grades K-8 , Irene Fountas and Gay Su Pinnell (2010) Refer to WMR online resource - Reading: Teaching, conferring and planning for Years P-9, Section 8

Identify and read phrases as word groups using punctuation to help with pausing and intonation Slow down to problem

solve and resume good rate

of reading

Demonstrate phrased, fluent, oral reading reflecting dialogue with expression, appropriate stress on words and by using a range of punctuation and context of the text e.g. character feelings, relationships Reread to solve words or

think about ideas and

resume good rate of reading

Read dialogue with phrasing and expression that reflects understanding of characters and events Read silently and orally at an appropriate rate, not too fast and not too slow Demonstrate different ways

of reading fiction and

nonfiction texts

Demonstrate appropriate stress on words, pausing, phrasing and intonation, using size of font, bold and italics, and character feelings and actions as appropriate Adjust reading to process

texts with difficult and

complex layout

Demonstrate appropriate stress on words, pausing and phrasing, intonation, and use of punctuation while reading in a way that reflects understanding of the characters, plot and events Change style and pace of

reading to reflect purpose

and type of text

With rehearsal, read texts

orally with dramatic

expression that reflects

interpretation of the deeper

meaning of a text

After rehearsal perform

oral reading in an

expressive way that reflects

interpretation of the text



AUTHENTIC AND SYSTEMATIC ASSESSMENT WILL INCLUDE A RANGE OF THE FOLLOWING

Assessment is the ongoing gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve student learning – includes authentic, formative and summative assessment www.education.vic.gov.au/studen tlearning/assessment

Refer to WMR online resource -

Reading: Teaching, conferring and

planning for Years P-9, Section 7

Individual teacher-student conferring Anecdotal notes from small group instruction Student Reading Journal/Notebook Responses Discussion and evidence of achieving reading goals Running Records on self selected (just right) texts – Can be seen or unseen Running Records using benchmark assessment e.g. Benchmark Assessment Kit, Fountas and Pinnell Benchmark Reading Assessment Kit Reading Comprehension Checklists- AUSSIE Interactive: Teaching Comprehension CDROM Marie Clay – Concepts about Print English Online Assessment (Optional For LEVEL 1 and 2)

Individual teacher-student conferring Anecdotal notes from small group instruction, or Book Clubs/Literature Circles Student Reading Journal/Notebook Responses Discussion and evidence of achieving reading goals Running Records on self selected (just right) texts – For some students Running Records using benchmark assessment e.g. Benchmark Assessment Kit, Fountas and Pinnell Benchmark Reading Assessment Kit Reading Comprehension Checklists- AUSSIE Interactive: Teaching Comprehension CDROM Reading On Demand Adaptive

Other NAPLAN Data and analysis EAL (English as another Language) Continuum PAT – ACER Progressive Achievement Tests

NAPLAN Data and analysis TORCH PROBE EAL Reading Continuum PAT – ACER Progressive Achievement Tests

READING CURRICULUM CODES/KEY

CAP – Concepts About Print Comprehension strategies: D- Decoding P – Prediction/Prior Knowledge RP – Reading Process C - Connections F – Fluency Q – Questions and Questioning RT – Responding to text V – Visualising and Envisioning LE – Literary elements TS – Text Structures and features

http://www.education.vic.gov.au/studentlearning/teachingresources/esl/default.htm




AP – Author’s purpose S – Summarising/Synthesisising AS – Author study TA – Think Aloud LC G– Language Conventions Grammar I - Inferring TLS – Top LEVEL Structures VW – Viewing CT – Cohesive Ties CL - Clarifying




BY THE END OF FOUNDATION LEVEL:

Students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience. They read short predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters.

BY THE END OF LEVEL 1: Students understand the different purposes of texts. They make connections to personal experiences when explaining characters and main events in short texts. They identify the language features, images and vocabulary used to describe characters and events. Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and

recognise literal and implied

meaning in texts.

BY THE END OF LEVEL 2: Students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They monitor meaning and selfcorrect using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections

between texts by comparing

content.

BY THE END OF LEVEL 3: Students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas

and events in texts that relate to

their own lives and to other

texts.

BY THE END OF LEVEL 4: Students understand that texts have different structures depending on the purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts. They express preferences for

particular texts, and respond to

others’ viewpoints.

BY THE END OF LEVEL 5:

Students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events,

characters and settings in texts

are depicted and explain their

own responses to them.

BY THE END OF LEVEL 6: Students understand how the use of text structures can achieve particular effects. They analyse and explain how different authors represent ideas, characters and events, use language features, images and vocabulary. They compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence

from a text to explain their

response to it.


In addition to WMR texts and resources cited above, the following resources for teaching reading may also be useful: • Bringing Words to Life: Robust Vocabulary Instruction – Isobel Beck, Margaret McKeown, and Linda Kucan (2002) • Beyond Levelled Texts –Karen Syzmusiak & Frankie Sibberson (2001) • Creating a Robust Vocabulary - – Isobel Beck, Margaret McKeown, and Linda Kucan (2008) • Mosaic of Thought, Second Edition: The Power of Comprehension Strategy Instruction – Ellin Oliver Keene and Susan Zimmermann (2007) Making the most of Small Groups:

Differentiation for All – Debbie Miller (2007) • Reading with Meaning: Teaching Comprehension in the Primary Grades – Debbie Miller (2002) • Reciprocal Teaching at work: Strategies for improving Reading Comprehension – Lori.D Oczkus (2003) • Reading for Life: The Learner as a Reader – Learning Media Publishing (1996) • Reading Essentials: The specifics you need to teach reading – Regie Routman (2003) • Strategies That Work: Teaching Comprehension for Understanding and Engagement – Stephanie Harvey and Anne Goudvis (2007) • Teaching Individual Words: One size Does not Fit All – Michael F. Graves (2008) • Words, Words, Words: Teaching Vocabulary in Grades 4-12 – Janet Allen (1999) • The CAFE Book: Engaging All Students in Daily Literary Assessment and Instruction – Gail Boushey and Joan Mosey (2009) • What Research Has To Say About Reading Instruction (4th Edition) - S.J Samuels & A E Farstrup (Editors) (2011

ENGLISH CURRICULUM SCOPE AND SEQUENCE – WRITING F-6 (aligning AusVELS and the Australian Curriculum)

ENGLISH CURRICULUM SCOPE AND SEQUENCE - WRITING F-6

WRITING Foundation LEVEL LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

Focus of thread within the sub-

strand F Year level description Level 1 Year level






description

SUB-STRAND - EXPRESSING AND DEVELOPING IDEAS

Spelling Knowledge for spelling including knowledge about how the sounds of words are represented by various letters and knowledge of irregular spellings and spelling rules

Refer to Snowball D and Bolton F (1999) Spelling K-8

Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high frequency sight words and known words (ACELA1758) Know how to use onset and rime to spell words (ACELA1438) LC-S

Know that regular onesyllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high frequency words (ACELA1778) Recognise and know how to use morphemes in word families for example: ‘play’ in ‘played’ and ‘playing’ (ACELA1455) LC-S

Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words (ACELA1471) Recognise common prefixes and suffixes and how they change a word’s meaning (ACELA1472) LC-S

Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485) Recognise high frequency sight words (ACELA1486) LC-S

Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1779) Recognise homophones and know how to use context to identify correct spelling (ACELA 1780) LC-S

Understand how to use banks of known words, as well as word origins, prefixes and suffixes, to learn and spell new words (ACELA1513) LC-S

Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages (ACELA1526) LC-S






























































Vocabulary The meanings of words including everyday and specialist meanings (Tier 1-3 Words) and how words take their meanings from the context of the text WMR online resource Reading:

Teaching, conferring and planning

for Years P-9, Unit 5

Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests, literature and inquiry topics being taught at school (ACELA1437)

Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA 1454)

Understand the use of new vocabulary (Tiers 1-3) and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA 1470)

Use extended and technical vocabulary (Tiers 2-3) and ways of expressing opinion including adverbs and auxiliary verbs which help form future and past tenses- ‘will play’, ‘were playing’ (ACELA 1484)

Continue to incorporate new vocabulary from a range of sources (particularly Tier 2 and 3words from inquiry topics) into students’ own texts (ACELA 1498)

Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA 1512)

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA 1525)

Sentence and clause LEVEL grammar What a clause is and how simple, compound and complex sentences are constructed through one clause (simple) or by combining clauses using different types of conjunctions (compound and complex) *These content descriptors are in reading and viewing mode in AusVELS Refer to WMR text: Language Conventions P-10 planning and teaching Section C p.102

Recognise that sentences are key units for expressing ideas (ACELA1435) LC-G CT

Identify the parts of a simple sentence that represent ‘what’s happening?’ ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451) LC-G CT

Understand that sentences can either be a single clause (simple) or a combination of clauses (compound) Conjunctions such as ‘and’ and ‘but’ link clauses in compound sentences (ACELA 1467) LC-G CT

Understand that grammatically correct sentences always have at least a subject and a verb and that the subject explains who or what is doing the action (ACELA 1481) LC-G CT

Understand that the meaning of sentences can be enriched through the use of different types of phrases: adjectival phrases and adverbial phrases and nominal phrases (ACELA 1493) LC-G CT

Understand that complex sentences contain a clause carrying the main message and one or more clauses that elaborate on that message (ACELA 1507) LC-G CT

Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas Questions, statements, commands (ACELA 1522) LC-G CT











































description

SUB-STRAND - SOUND AND LETTER KNOWLEDGE

Phonological awareness and sounds (phonemes) Basic knowledge of sounds of language and how these are combined in spoken words *These content descriptors are also included in reading section Refer to: Snowball D and Bolton F (1999) Spelling K-8 Chapters

Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439) LC-S Chapter 5

Manipulate sounds in spoken words including phoneme deletion and Substitution (ACELA 1457) LC-S Chapter 5

Recognise most sound– letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACELA 1474) LC-S Chapter 7 & 8


Alphabet knowledge The written code of English (the letters) and how these are combined in words *These content descriptors are also included in reading section Refer to: Snowball D and Bolton F (1999) Spelling K-8 Chapters

Recognise the letters of the alphabet and know there are lower and upper case letters (ACLEA1440) LC-S Chapter 4

Recognise sound letter — matches including common vowel and consonant digraphs and consonant blends (ACELA 1458) Understand the variability of sound — letter matches (ACELA 1459) LC-S Chapter 7 & 8


SUB STRAND - TEXT STRUCTURE AND ORGANISATION

Punctuation How punctuation works to perform different functions in a text Refer to WMR text: Language Conventions P-10 planning and teaching Section B p.77

Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432) LC-P

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA 1449) LC-P

Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA 1465) LC-P

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA 1480) LC-P

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA 1492) LC-P

Understand how the grammatical category of possessives are signalled through apostrophes and use of apostrophes with common and proper nouns (ACELA 1506) LC-P

Understand the uses of commas to separate clauses (ACELA 1521) LC-P























































Text cohesion How texts work as cohesive wholes through language features which link the parts of the text together, such as paragraphs, connectives, nouns and associated pronouns Refer to WMR text: Language

Conventions P-10 planning and

teaching (2010) Section C p.102

Understand that some language in written texts is unlike everyday spoken language (ACELA1431) LC-G

Understand patterns of repetition and contrast in simple texts (ACELA 1448) LC-G

Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA 1464) LC-G

Understand that paragraphs are a key organisational feature of written texts (ACELA 1479) LC-G

Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA 1491) LC-G

Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA 1505) LC-G

Understand that cohesive links can be made in texts by omitting or replacing words (ACELA 1520) LC-G










description

SUB-STRAND- CREATING LITERATURE

Responding to and creating literary texts Creating their own literary texts based on the ideas, features and structures of texts experienced Refer to WMR document Teaching Writing Prep-Year 9 Ch8, Gordon, Dale (2010)

Retell familiar literary texts

through performance, use of illustrations and images (ACELT1580) RC MT

Respond to texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT 1586) RC MT

Recompose and develop a

text by taking key events and characters using different media (ACELT 1593) RC MT

Create imaginative texts based on characters, settings and events from students’ cultures using different media including the exploration of visual elements such as perspective, distance or angle (ACELT 1601) RC MT

Create literary texts by using different media, that explore students’ own experiences and imagining (ACELT 1607) RC MT

Create literary texts by using different media, using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT 1612) RC MT

Create literary texts by using different media, that adapt or combine aspects of texts students have experienced in innovative ways (ACELT 1618) RC MT

Experimentation and adaptation Creating a variety of texts, including multimodal texts, adapting ideas and devices from literary texts

This sequence starts at LEVEL 3 Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue

(ACELT 1791) RC MT

Create literary texts by developing storylines, characters and settings (ACELT 1794) RC MT

Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT 1798) RC TS AS MT

Experiment with text structures and language features and their effects in creating literary texts e.g., using imagery, sentence variation, metaphor and word choice (ACELT 1800) RC TS MT





































































SUB-STRAND – CREATING TEXTS

Creating Texts-Genre Creating different types of spoken, written and multimodal texts using knowledge of text structures and language features Refer to WMR document Teaching Writing Prep-Year 9 Ch7, Gordon, Dale (2010) Persuasive Writing Package, WMR (2010) Seven Steps to Writing, Jen McVeity (Narrative, persuasive, recount)

Create short texts to explore, record and report ideas and events using familiar words and phrases and beginning writing knowledge Suggested genre types; Recounts Transactional (lists, labels, letters) Informational (simple

reports) Procedural (How to make or do things) Poetry (Shared Poems) Persuasive (I like….…because) (ACELY1651) G LC MT

Create short fictional and factual texts that show emerging use of appropriate text structure, sentenceLEVEL grammar, word choice, spelling, punctuation and appropriate text features, for example, illustrations and diagrams Suggested genre types; Recount Transactional (personal letters) Informational (expert report) Procedural (How to make or do things) Narrative (innovation on a text, personal narrative) Poetry (Free verse) Persuasive (letters) Explanation (How something works) (ACELY 1661) G LC TS MT

Create short fictional and factual texts using growing knowledge of text structures and language features for familiar and some less familiar audiences Suggested genre types; Recount (autobiography) Transactional (brochures) Informational (expert report) Procedural (How to make or do e.g. games, instructions or recipes Narrative (personal) Poetry (Free verse) Persuasive (advertisements, slogans, headlines and simple essay) (ACELY 1671) G LC TS MT

Plan, draft, revise, edit and publish fictional and factual texts demonstrating increasing control over text structures and language features and selecting text features appropriate to the audience and purpose Suggested genre types; Recount (biography) Transactional (requests for information) Informational (note taking and research reports) Procedural e.g. instructions Narrative (personal, fables and folk tales) Poetry (Free verse, Australian poetry) Persuasive (simple essay) Explanation (How and why something works or happens) Hybrid/Multi Genre (self- selected topic and genres) (ACELY 1682) G TS MT

Plan, draft revise, edit and publish fictional and factual texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features Suggested genre types; Recount (biography) Transactional (interviews and questionnaires) Informational (note taking and research reports) Procedural (instructions) Narrative (fantasy and horror) Poetry (Free verse, songs) Persuasive (simple essay) Explanation (Design brief) Hybrid/Multi Genre (self- selected topic and genres) (ACELY 1694) G TS MT

Plan, draft, revise, edit and publish fictional and factual texts, choosing text structures, language features and digital resources appropriate to purpose and audience Suggested genre types; Recount (autobiographical narrative…zooming in on an event on a personal timeline) Transactional (a request for information) Informational (newspaper, science or weather reports) Procedural (science experiments) Narrative (historical fiction) Poetry (Free verse) Persuasive (arguments, debates) Explanation(how or why

something happens)

Hybrid/Multi Genre (self-

selected topic and genres)

(ACELY 1704) G TS MT

Plan, draft, revise, edit and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience Suggested genre types; Recount (biographical) Narrative (zooming in on an event in someone else’s timeline) Transactional (surveys) Informational (newspaper, science or weather reports) Procedural (experiments) Narrative (memoir) Poetry (Free verse) Persuasive (critical literacy e.g. propaganda) *Explanation and Hybrid as per previous LEVEL (ACELY 1714) G TS MT




















The Writing Process NB: This is a recursive process where the writer moves backwards and forwards through the stages as the writing is developed and shaped. Writers Notebook Refer to WMR document Teaching Writing Prep-Year 9 Ch1 and 2, Gordon, Dale (2010) Refer to: Pinnell and Fountas (2010) The Continuum of Literacy Learning. Chapters on Writing

Students at this stage are taught to Think, Talk, Sketch and Write about ideas from their personal experiences, ideas from The Language Experience Approach and ideas from Mentor texts To support students in the selecting ideas for writing, the teacher can introduce a Whole Class Writer’s Notebook and model how the Think, Talk, Sketch, Write process helps them to grow their ideas Students develop a clear sense of the notebook entries as a resource for published writing WP WC MT

Students continue to use Think, Talk, Sketch, Write as a process for recording ideas about their personal experience, The Language Experience Approach and from Mentor texts (writers craft) Teachers can use a Whole Class Writer’s Notebook and/or introduce Individual Writer’s Notebooks as a resource for gathering ideas for future published writing Students need many opportunities to collect ideas and to reread their entries WP WC MT

Writers Notebook Teachers have a Personal Writer’s Notebook (larger than usual for students to see, A3) and regularly model how to add ideas Teachers can use a Whole Class Writer’s Notebook to gather a variety of entries and to model and experiment with ideas from mentor texts (for example, genre structure) By the end of LEVEL 2 students should have an Individual Writer’s Notebook to collect ideas and to experiment with writer’s craft. WP WC MT

Writers Notebook Teachers have a Personal Writer’s Notebook (larger than usual for students to see, A3) and regularly model how to add ideas Students have an Individual Writer’s Notebook where they broaden their strategies for getting ideas and the variety of entries Students are given many opportunities to collect ideas and to reread entries to extend their thinking. WP WC MT

Writers Notebook Teachers have a Personal Writer’s Notebook and regularly model how to add ideas Students have an Individual Writer’s Notebook to collect ideas and artefacts and to experiment with writer’s craft strategies. They will use their notebook as a source for independent writing Students need to broaden their ideas and are given many opportunities to revisit and reread entries. WP WC MT

Writers Notebook Teachers have a Personal Writer’s Notebook and regularly model how to add ideas Students have an Individual Writer’s Notebook that reflects their personal style of notebook They experiment with a wide variety of writing craft strategies Students’ independent writing will be sourced from ideas in their notebooks At this stage students will be independently gathering and writing ideas, rereading their entries and thinking about possible published pieces. WP WC MT

Writers Notebook Teachers have a Personal Writer’s Notebook and regularly model how to add ideas Students have an Individual Writer’s Notebook that reflects their personal style of notebook They experiment with a wide variety of writing craft strategies Students’ independent writing will be sourced from ideas in their notebooks At this stage students will be independently gathering and writing ideas, rereading their entries and thinking about possible published pieces WP WC MT




The Writing Process Pre-writing, Rehearsing and Planning Refer to Wright, Alan J (2011) Igniting Writing p70-74

Students select an idea or topic from personal experience, The Language Experience Approach or genre studies and rehearse their ideas through talk Talk is used to rehearse, plan and expand ideas (that may be written later) These bigger ideas are connected to their writing but are not necessarily represented with words WP MT

Establish a Draft Folder or Writing Book for planning. Set up cross ability writing partners Teachers model how to select a topic from a notebook by using Think Aloud. They use the Think, Talk, Sketch, Write process to shape the writing Teacher talk can include reference to mentor texts and the purpose and audience for the writing WP MT

Use a Draft Folder or Writing Book for planning. Set up cross ability writing partners Teachers model how to select a writing task from the Notebook using Think Aloud to consider purpose and audience. They model Think Talk Plan as a prewriting strategy Students select and develop a central idea from their notebooks. They use talk to plan, rehearse and expand ideas. They plan in their draft folders/writing books WP MT

Use a Draft Folder or Writing Book for planning. Set up cross ability writing partners Teachers model a writing task using mentor texts to discuss purpose and audience Students find and discuss ideas and topics from their Notebooks and Genre studies to plan in their draft folders/writing books They use talk to plan, rehearse and expand ideas

WP MT

Use a Draft Folder or Writing Book for planning. Set up cross ability writing partners Teachers model a writing task using mentor texts to discuss purpose and audience Students find and discuss ideas and topics from their Notebooks and Genre studies to plan in their draft folders/writing books Students use talk to shape the writing and to generate and rehearse language WP MT

Use a Draft Folder or Writing Book for planning. Set up cross ability writing partners Teachers continue to provide models and conferences as a support in the rehearsing and planning process They use mentor texts to discuss purpose and audience Students select ideas and topics that they wish to develop from their Notebooks Students use talk to shape the writing and to generate and rehearse language WP MT

Use a Draft Folder or Writing Book for planning. Establish writing partners (student or teacher choice) Teachers continue to provide models and conferences as a support in the rehearsing and planning process Students select ideas and topics that they wish to develop from their Notebooks. They consider purpose and audience They are given time to think and refine their writing intentions before drafting (Vision before Revision) WP MT

The Writing Process Drafting (Independent Writing) Writing involves the 5 Key Writing Instructional Practices and The Language Experience Approach Refer to WMR document Teaching Writing Prep-Year 9 Ch1 and 2, Gordon, Dale (2010)

Teachers model how to use the Think, Talk, Sketch, Write strategy to compose a message or a story on a simple topic Students use sketching and words to compose a message or a story on a simple topic (e.g. personal narratives, Language Experience)

WP WC MT

Teachers model how to take the sketch or plan and write a draft that relates to the sketch They use mentor texts to model aspects of writer’s craft such as organization of structure and content. Students draft into Draft Folders or Writing Books with the end format in mind (audience and purpose) They reread writing as they draft They understand that changes can be made in response to teacher or partner feedback They organise related ideas and maintain a focus. The writing is related to the sketch or plan WP WC MT

Teachers model and use mentor texts to share the drafting of a piece of writing. They model aspects of writing craft (e.g. organization of structure and content, voice and word choice) Students draft into Draft Folders or in Writing Books, They maintain a focus, organize related ideas and write in order of events. They understand that a writer rereads and can choose to revise while drafting (recursive process) WP WC MT

Teachers model and use mentor texts to share the drafting of a piece of writing This includes aspects such as writing craft, organization of structure and content. Students draft a text into Draft Folders or Writing Books. They can rewrite sections of the draft to clarify meaning in response to partner or teacher feedback (audience and purpose) They understand that a writer rereads drafts and can choose to revise while drafting (recursive process) WP WC MT

Teachers model and use mentor texts to share the drafting of a piece of writing This includes aspects such as writing craft, organization of structure and content. Students produce multiple drafts on selected parts of their writing in their Draft Folders (e.g. multiple leads and endings to select the most effective) They understand that a writer rereads and can choose to revise while drafting (recursive process) WP WC MT

Teachers model how to use mentor texts to teach aspects of writing craft, organization and structure Students understand that a writer rereads and can choose to and revise while drafting (recursive process) They reread drafts to check for clarity and purpose ensuring that the central focus or idea is maintained across paragraphs Students produce multiple drafts in Draft Folders on selected parts of writing (e.g. strong leads, final statements, closures with effective summaries) WP WC MT

Teachers model how to use mentor texts to teach aspects of writing craft, organization and structure

Students produce multiple drafts on selected parts of their writing in their Draft Folders (e.g. opening paragraphs or endings in order to select the most effective) They understand that a writer rereads and can choose to revise while drafting (recursive process) They name and try out crafting techniques They emulate the writing of authors by thinking of and examining mentor texts WP WC MT


The Writing Process Revising, Revisioning and Rethinking writing Refer to: Pinnell and Fountas (2010) The Continuum of Literacy Learning. Chapters on Writing Wright, Alan J (2011) Igniting Writing p70-74 Online Resource: Reading: Teaching, Conferring and Planning For Years P-9 (2012) Unit 5: Classroom Libraries

Refer to Igniting Writing. p73, for ARMS strategy

Teachers model through Shared or Interactive Writing aspects of Writers Craft e.g. matching words with the picture They consider the flow of ideas and conventions of writing They use mentor texts to connect students with writers craft Students reread their writing to make sure the meaning is clear They add detail or labels to their sketches and add or delete words in their writing They use sticky notes or add extra pieces of paper to the piece

WP WC MT

Teachers use mentor texts to connect students with specific aspects of an author’s craft e.g. Show Not Tell They consider the flow of ideas, the sentence structure and fluency, word choice and the organization of the writing Students reread drafts to make meaning They use the ARMS strategy (Add, Remove, Move, Change)

WP WC MT

Teachers use mentor texts to connect students with specific aspects of an author’s craft They consider clear ideas, sequencing of information, word choice. Students reread drafts to make meaning They change their writing in response to feedback from partner or teacher They use the ARMS strategy (Add, Remove, Move, Change)

WP WC MT

Teachers use mentor texts to connect students with specific aspects of an author’s craft e.g. word choice, voice and paragraph form Students identify vague parts in their writing and sequence and change information to clarify meaning Students reread drafts to make meaning and make changes in response to partner and teacher feedback They use the ARMS strategy (Add, Remove, Move, Change)

WP WC MT

Teachers use mentor texts to connect students with specific aspects of an author’s craft e.g. working on smooth transitions between parts of writing Teachers model the use of varied word choice, voice, as in point of view and organization of ideas and structure of the writing They model how to reshape writing to make the text into a different genre e.g. personal narrative to poem Students reread drafts to make meaning and make changes in response to partner and teacher feedback They use the ARMS strategy (Add, Remove, Move, Change) WP WC MT

Teachers use mentor texts to connect students with specific aspects of an author’s craft e.g. use language devices e.g. imagery, similes, metaphors, adjectival phrases and clauses Teachers model how to develop ideas through plot or setting They show students how to develop voice in their writing by adjusting tone and style Students reread drafts to make meaning and make changes in response to partner and teacher feedback They use the ARMS strategy (Add, Remove, Move, Change) WP WC MT

Teachers use mentor texts to connect students with specific aspects of an author’s craft e.g. character development, establishing a greater sense of setting, matching vocabulary to the genre Teachers model how to develop ideas through narrative devices and show how to support judgements with evidence Students understand and internalize the purpose of crafting techniques and try these in the revisions Students use the ARMS strategy (Add, Remove, Move, Change) They reread drafts to make meaning and make changes in response to partner and teacher feedback WP WC MT

The Writing Process Editing and Proof Reading Editing texts to improve structure, grammar, punctuation and spelling Refer to Gordon, Dale (2010) Teaching Writing Prep-Year 9 Ch 1 Refer to WMR text: Language Conventions P-10 planning and teaching p 94 Refer to Snowball D and Bolton F (1999) Spelling K-8

Chapter 16

Teachers model how to edit writing with: Correct spelling of high frequency words from the Word Wall An attempt at the phonetic spelling of unfamiliar words Left to Right directionality Spaces between words Capital letters at the beginning of the sentence Full stops (ACELY 1652) WP

Teachers use modelling to demonstrate how to edit writing Students reread own texts and discuss possible changes to improve structure, grammar, punctuation and spelling e.g. They correctly spell high frequency words from the Word Wall. They experiment with the use of question marks and exclamation marks They use capitals at the beginning of the sentence

(ACELY 1662) WP

Teachers use modelling to demonstrate how to edit writing Students reread own texts and discuss possible changes to improve structure, grammar, punctuation and spelling They experiment with the use of full stops, exclamation marks, capital letters for people, places and proper nouns

(ACELY 1672)

Teachers use modelling to demonstrate how to edit writing Students reread and edit texts for structure, grammar, punctuation and spelling They experiment with commas in a series, in compound sentences and in dialogue (direct speech); quotation marks in direct speech; apostrophes for contractions (ACELY 1683)

Teachers use modelling to demonstrate how to edit writing Students reread and edit for structure, grammar, punctuation and spelling They practise using punctuation marks, indenting, conjunctions, capitalization for headings

(ACELY 1695) WP

Teachers use modelling to demonstrate how to edit writing Students reread and edit their own and others’ writing using agreed criteria to improve structure, grammar, punctuation and spelling on a range of more sophisticated texts.

(ACELY 1705) WP

Teachers use modelling to demonstrate how to edit writing Students reread and edit their own and others’ work using agreed criteria and explaining editing choices on a range of more sophisticated texts

(ACELY 1715)
















WP

WP

WP










description The Writing Process Publishing and Celebrating Publishing is a process of preparing a text for final presentation or for sharing with the intended audience Refer to: Pinnell and Fountas (2010) The Continuum of Literacy Learning - Chapters on Writing

Students “fancy up” selected pieces of writing and talk about these completed pieces to the class

RC

Teachers model options for publishing and provide resources and advice for publishing Students select pieces of writing for publishing. They embellish their sketches and add a cover Students share the writing by reading it to the class RC

Teachers model options and provide resources and advice for publishing A focus may include: attention to layout, illustrations and other graphics, dedications, table of contents and/or About the Author piece RC

Teachers model options and provide resources and advice for publishing A focus may include: the importance of citing sources of information RC

Teachers model options and provide resources and advice for publishing A focus may include: the use of a variety of text characteristics such as titles, headings, sub headings, insets, glossary, a contents page RC

Teachers provide options, resources and advice for publishing A focus may include: the use of a variety of text characteristics such as titles, headings, sub headings, insets, glossary, a contents page, adding a bibliography of sources where needed. RC

Teachers provide options, resources and advice for publishing A focus may include: adding a short summary or blurb where needed

RC





























Handwriting Developing a fluent, legible handwriting style, beginning with unjoined letters and moving to joined handwriting Refer to Department of Education (2002) The Teaching of Handwriting

Students produce lowercase and upper case letters using learned letter formations Teachers discuss terminology related to letters, e.g., starting point, lines, slanting Teachers model correct grip, paper placement and posture. Teachers model correct letter formation. spacing, shape, size, slope Teachers develop fine motor skills (ACELY1653)

Students write using unjoined lower case and upper case letters Students consolidate consistent letter formation, grip, posture and paper placement They reduce the size of their writing, increase speed and fluency and begin to develop a personal writing style (ACELY 1663)

Students write legibly and with growing fluency using unjoined upper case and lower case letters They reduce the size of their writing, increase speed and fluency and begin to develop a personal writing style They understand the purposes of legible handwriting (ACELY 1673)

Students write using joined letters that are clearly formed and consistent in size Teachers Introduce by modelling the Victorian Modern Cursive (joined)

(ACELY 1684)

Students write using clearly-formed joined letters, and develop increased fluency and automaticity They continue to develop a personal writing style Note: The context for developing handwriting at this stage is when students are publishing writing pieces, during small group instruction, students of like needs and within one on one conferences (ACELY 1696)

Students develop a handwriting style that is legible, fluent and automatic Note: Once students have a well developed standard form, they may be encouraged to personalize Victorian Modern Script and adapt it to suit their writing purposes, e.g. embellishments, alternative styles for different purpose (ACELY 1706)

Students develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose Note: Once students have a well developed standard form, they may be encouraged to personalize Victorian Modern Script and adapt it to suit their writing purposes, e.g. embellishments, alternative styles for different purposes (ACELY 1716)

Use of software Using a range of software

applications to construct and edit

print and multimodal (non- print)

texts

Construct texts using software including word processing programs Knows some favourite websites and uses them to get information (ACELY1654) RC

Construct texts that incorporate supporting images using software including word processing programs Use for general communication, gathering information/ research and publishing (ACELY 1664) RC

Construct texts featuring print, visual and audio elements using software, including word processing programs Use for general communication, gathering information/ research and publishing (ACELY 1674) RC

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements Use for general communication, gathering information/ research and publishing (ACELY 1685) RC

Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements Use for general communication, gathering information/ research and publishing (ACELY 1697) RC

Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements Use for general communication, gathering information/ research and publishing (ACELY 1707) RC

Use a range of software, including word processing programs, learning new functions as required to create texts. Use for general communication, gathering information/ research and publishing (ACELY 1717) RC




































Formative Rubrics assess students’ understandings of a genre while they are in the process of writing the genre independently. Students and teachers use the rubric to help improve and provide feedback about writing. Summative Rubrics show what writing is expected as a final product. These can be linked to the Achievement standards.

Gordon, Dale Teaching Writing Prep-Year 9 Ch6. P. 106-119 Ch3. P. 37-52. Ch1. P. 19-20

Record Keeping Book OR folder for tracking anecdotal records and conferences Class writing goals (displayed on Anchor Charts) e.g. What Do Good Writers Do? Use spaces between words. Put their ideas in order Teacher –student conferences to set individual goals which are linked to class writing goals Self–assessment using I can cards e.g. I can use spaces between words (optional) Group conferencing with a Guided writing group Roving conferences Team and collegiate work (PLT’s) to moderate and analyse student writing samples Foundation and LEVEL 1: Self–assessment using I can cards e.g. I can add more details to my sketch, I can add more words to my writing LEVEL 2: Student self-assessment using criteria checklists that define ideas, organization, voice, word choice, sentence fluency and conventions. LEVEL 1-2: Writing partners using the criteria from the Anchor Charts to revise and edit

Record Keeping Book OR folder for tracking anecdotal records and conferences Teacher –student conferences that link to setting individual student goals Student self- assessment using criteria checklists that define ideas, organization, voice, word choice, sentence fluency and conventions Group conferencing with a Guided writing group Writing Partners conferring with criteria checklists. Teacher to review effectiveness of partnerships (ongoing) Roving conferences Team and collegiate work (PLT’s) to moderate and analyse student writing samples

Other English On Line -Level 1-2 (optional) EAL Writing Continuum

NAPLAN EAL Writing Continuum

WRITING CURRICULUM CODES/KEY

LC-G-Grammar WC- Writer’s Craft LC-S- Spelling G – Genre study LC-P- Punctuation RC- Respond Create WP – Writing Process (Planning, Drafting, Revising, Editing, Proofreading and MT - Mentor Texts Publishing) TS – Text structures and features



Foundation LEVEL LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

BY THE END OF FOUNDATION: Students when writing will be able to use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper and lowercase letters.

Foundation Work Samples:

English Portfolio

BY THE END OF GRADE 1: Students when writing will provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stops. They correctly form all upper and lowercase letters.

LEVEL 1 Work samples: English

Portfolio

BY THE END OF GRADE 2: Students when writing will be able to create texts that show how images support the meaning of the text. They will accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately. They will legibly write unjoined upper and lowercase letters.


Portfolio

BY THE END OF GRADE 3: Students will include writing and images to express and develop in some detail, experiences, events, information, ideas and characters. They will demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning. They legibly write using

consistently sized joined letters.


Portfolio

BY THE END OF GRADE 4: Students when writing will use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.


Portfolio

BY THE END OF GRADE 5: Students will be able to use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create a variety of sequenced texts for different purposes and audiences. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.


Portfolio

BY THE END OF GRADE 6: Students will understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts elaborating upon key ideas for a range of purposes and audiences. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices.

LEVEL 6 Work samples: English Portfolio

http://www.acara.edu.au/curriculum/worksamples/AC_Worksample_English_F.pdf




http://www.acara.edu.au/curriculum/worksamples/AC_Worksample_English_1.pdf





































In addition to WMR texts and resources cited above, the following resources for teaching writing may also be useful: • 6 + 1 Traits of Writing: Traits 1-5 – Ruth Culham (2005) • A New Grammar Companion for Teachers – Beverly Derewianka (2011) • A Writer’s Notebook – Ralph Fletcher (1996) • About the Authors: Writing Workshop with our Youngest Students – Katie Ray Wood (2004) • Boy Writers: Reclaiming Their Voices – Ralph Fletcher (2006) • Craft Lessons: Teaching Writing K-8 - Ralph Fletcher & JoAnn Portalupi, (2007) • Genre Study: Teaching with Fiction and Non-fiction Books – Irene Fountas and Gay Su Pinnell (2012) • Mentor Texts AND Non-fiction Mentor texts – Lynne Dorfman and Rose Capelli (2007) and (2009) • Non-fiction Craft Lessons: Teaching Information Writing K-8 - Ralph Fletcher& JoAnn Portalupi (2001) • Notebook Know-How: Strategies for the Writer's Notebook – Aimee Buckner (2005) • Teaching the Qualities of Writing – Ralph Fletcher and JoAnn Portalupi (2004) • The Revision Toolbox: Teaching Techniques That Work – Georgia Heard (2002) • The No-Nonsense Guide to Teaching Writing – J.Davis and S. Hill (2003) • Writing Essentials – Regie Routman (2005) • Write Ways: Modelling Writing Forms (Third Edition) – Lesley Wing Jan 2011

ENGLISH CURRICULUM SCOPE AND SEQUENCE – SPEAKING AND LISTENING LEVELS F-6 (aligning AusVELS and the Australian Curriculum)

ENGLISH CURRICULUM SCOPE AND SEQUENCE - SPEAKING AND LISTENING F-6

SPEAKING & LISTENING FOUNDATION LEVEL LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

Focus of the thread within the

sub-strand F Year level description Level 1 Year level





description Level 6 year level

description SUB STRAND – LANGUAGE VARIATION AND CHANGE

Language variation and Understand that English is Understand that people use Understand that spoken, Understand that languages Understand that standard Understand

change one of many that the Understand that different languages different systems of visual and written forms of have different written and Australian English is one of pronunciation,

spelling and social and geographical How English varies according to spoken in Australia and that communication to cater to language are different visual communication many social dialects

used in meanings of words have dialects or accents are used context and purpose including different languages may be different needs and modes of communication systems,

different oral Australia, and that while it histories and change over in Australia in addition to cultural and historical contexts spoken by family, purposes and that many with different features and traditions and different originated in England it has time Standard Australian

English classmates and community people may use sign their use varies according ways of constructing been influenced by many (ACELA 1426) systems to communicate to the audience, purpose, meaning other languages (ACELA 1500) (ACELA 1515)

with others context and cultural background (ACELA 1475) (ACELA 1487)

(ACELA 1443) (ACELA 1460)












































SUB- STRAND - LANGUAGE FOR INTERACTION

Language for social interactions How language used for different

formal and informal social

interactions is influenced by the

purpose and audience

Explore how language is

used differently at home

and at school depending

on the relationships

between people (ACELA

1428)

Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444) Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)

Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (ACELA1461)

Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA 1476)

Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA 1488)

Understand that patterns of language interaction vary across social contexts and type of texts and that they help to signal social roles and relationships (ACELA 1501)

Understand that strategies for interaction become more complex and demanding as Levels of formality and social distance increase (ACELA 1516)

Evaluative language How language is used to express

opinions, and make evaluative

judgments about people, places,

things and texts

Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA 1429)

Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA 1787)

Identify language that can be used for appreciating texts and the qualities of people and things e.g. character traits, changes in character and the use of terms such as… I’m thinking…. This made me think….. (ACELA 1462)

Examine how evaluative language can be varied to be more or less forceful e.g. provide reasons and argue for a point using evidence (ACELA 1477)

Understand differences between the language of opinion and feeling… I’m thinking that….and the language of factual reporting or recording.eg. The text is mainly about… (ACELA 1489)

Understand how to move beyond making bare assertions and take account of differing perspectives and points of view e.g. take perspectives that may be unfamiliar to interpreting characters motives, causes of action or themes (ACELA 1502)

Understand the uses of objective and subjective language and bias Eg. (ACELA 1517)










description

SUB-STRAND – RESPONDING TO LITERATURE

Personal responses to the ideas, characters and viewpoints in texts An individual response to the ideas, characters and viewpoints in literary texts, including relating texts to their own experiences *These content descriptors are also in Reading and Viewing section

Respond to texts, identifying favourite stories, authors and Illustrators e.g. talks about character feelings, motives and attributes, and interpretation of pictures Use Think Aloud to clarify thought. (ACELT 1577)

Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences e.g. text to self connections showing empathy for characters and their feelings and motivations. Using key language stems such as ‘This reminds me of….I remember when’ Use Think Aloud to clarify

thought (ACELT 1582)

Compare opinions about characters, events and settings in and between texts e.g. text to text connections…’This reminds me of…..’ Use Think Aloud to clarify thought (ACELT 1589)

Draw connections between personal experiences and the worlds of texts, and share responses with others e.g. Text to World connections…’this reminds me of…’ Use Think Aloud to clarify thought (ACELT 1596)

Discuss literary experiences with others, sharing responses and expressing a point of view…e.g. I think…because, I believe…. because….

Use Think Aloud to clarify thought (ACELT 1603)

Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others…e.g. use Think Aloud to make visible the strategies involved in presenting a point of view…I’m visualizing.. I’m inferring that…This reminds me.. (ACELT 1609)

Analyse and evaluate similarities and differences in texts on similar topics, themes or plots e.g. being able to discuss the big ideas or themes of texts and how they are applicable to their lives today Use Think Aloud to clarify thought


















































































(ACELT 1614)













description SUB-STRAND – INTERACTING WITH OTHERS

Classroom contexts that involve listening and speaking interactions: Can Include- Turn and Talk routines, small group and whole class discussions, Reading and Writing Conferences, Show and Tell, Reciprocal Teaching, Literature Circles, Book Clubs, Language Experience Approach (particularly for EAL)

Listening and speaking interactions The purposes and contexts through which students engage in listening and speaking interactions Refer to Fountas and Pinnell The Continuum of Literacy Learning Grades K-8 (2010) Years Pre K-8 Oral communication

Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY 1646)

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY 1656)

Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions e.g. I agree with …but I would like to extend on that point… (ACELY 1666)

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY 1676)

Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and Information (ACELY 1687)

Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view…e.g. uses language such as...Can someone help me clarify…,I’m not sure about….but I think….’ (ACELY 1699)

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY 1709)

Listening and speaking interactions The skills students use when engaging in listening and speaking interactions

Refer to WMR online resource - Reading: Teaching, conferring and planning for Years P-9, Unit 14 Reciprocal Teaching, Refer to AUSSIE Interactive Teaching Comprehension CDROM -

See Reciprocal Teaching, Literature Circles and Book Clubs

Use interaction skills including listening while others speak, using appropriate voice Levels, articulation and body language, gestures and eye contact (ACELY 1784)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY 1788)

Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY 1789)

Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY 1792)

Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY 1688)

Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY 1796)

Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY 1816)






























































Oral presentations The formal oral presentations that students engage in including presenting recounts and information, and presenting and arguing a point of view Refer to Fountas and Pinnell The Continuum of Literacy Learning Grades K-8 (2010) Years Pre K-8 Oral communication

Deliver short oral presentations to peers Consider, voice, conventions, organization of the topic, word choice, ideas and content (ACELY 1647)

Make short presentations using some introduced text structures and language, for example opening statements Consider voice, conventions, organization of the topic, word choice, ideas and content (ACELY 1657)

Rehearse and deliver short presentations on familiar and new topics

Consider voice, conventions, organization of the topic, word choice, ideas and content (ACELY 1667)

Plan and deliver short presentations, providing some key details in logical sequence Consider voice, conventions, organization of the topic, word choice, ideas and content (ACELY 1677)

Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences Consider voice, conventions, organization of the topic, word choice, ideas and content (ACELY 1689)

Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements Consider voice, conventions, organization of the topic, word choice, ideas and content (ACELY 1700)

Plan, rehearse and deliver presentations selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis Consider voice, conventions, organization of the topic, word choice, ideas and content (ACELY 1710)






















Formative rubrics and checklists are used by the teacher to assess student’s skills in speaking and listening. Summative rubrics and checklists show the expectations of speaking and listening in a variety of contexts. These can be linked to the Achievement Standards.

Individual student assessment through authentic oral language experiences e.g. Oral interactions during the Language Experience Approach, Show and Tell, Imaginative play etc. Anecdotal notes from individual and small group observation Checklists from the Fountas and Pinnell 2010 The Continuum of Literacy Learning Grades K-8 Years Pre kK- 8 Oral Communication Class speaking and listening goals displayed on anchor charts e.g. What Do Good Speakers Do? Speak in full sentences etc. What Do Good Listeners Do? Eyes on the speaker etc. Checklist Assessing Student’s Language - Alan Wright EAL Continuum Speaking and Listening

Individual student assessment through authentic oral language experiences e.g. Oral interactions during Book Clubs, Reciprocal Teaching, debates etc. Anecdotal notes from individual and small group observation Checklists from the Fountas and Pinnell 2010 The Continuum of Literacy Learning Grades K-8 Years Pre K-8 Oral Communication Teacher – Student conversations that assess individual speaking and listening goals. Checklist Assessing Student’s Language - Alan Wright EAL Continuum Speaking and Listening

Other

English Online Assessment Level 1 and 2 (optional) Record of Oral Language (optional)


BY THE END OF FOUNDATION: Students listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter

patterns and sounds in words. They understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events. In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme,

letter patterns and sounds in

words.

BY THE END OF LEVEL 1: Students listen to others when taking part in conversations using appropriate language features. They listen for and reproduce letter patterns and letter clusters. Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations

of a few connected sentences on

familiar and learned topics.

BY THE END OF LEVEL 2: Students listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the texts. They create texts, drawing on their own experiences, their imagination and information they have learned. They use a variety of strategies to engage in group and class discussions and make presentations.

BY THE END OF LEVEL 3: Students listen to the views of others and respond appropriately. They understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. They create a range of texts for familiar and unfamiliar audiences. They contribute actively to class

and group discussions, asking

questions, providing useful

feedback and making

presentations.

BY THE END OF LEVEL 4: Students listen for key points in discussions. They use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. They create structured text to explain ideas for different audiences. They make presentations and

contribute actively to class and

group discussions, varying

language according to context.

BY THE END OF LEVEL 5: Students listen and ask questions

to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text selecting information, ideas and images from a range of resources. They create a variety of sequenced texts for different purposes and audiences. They make presentations and


group discussions, taking into

account other perspectives.

BY THE END OF LEVEL 6: Students listen to discussions, clarifying content and challenging others’ ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices for language features and images are used. They create detailed texts, elaborating on key ideas for a range of purposes and audiences. They make presentations and


group discussions, using a

variety of strategies for effect.

In addition to WMR texts and resources cited above, the following resources for teaching listening and speaking may also be useful: • Are you Listening? Fostering conversations that help young children learn – Lisa Burman (2008) • First Steps 2nd Edition Speaking and Listening Map of Development and Resource Books (2005) • Speaking and Listening for Preschool through 3rd Grade – Lauren B.Resnick (2008) • Talk about Us: Rethinking Classroom Talk to Enhance Comprehension – Ellin Oliver Keen (2012)

AusVELS Standards and progression point examples

http://www.vcaa.vic.edu.au/Documents/auscurric/progressionpoints/AusVELS-EnglishProgressionPoints.pdf

http://www.vcaa.vic.edu.au/Documents/auscurric/progressionpoints/AusVELS-EnglishProgressionPoints.pdf