the australian english curriculum & literacy as a general capability developed by bronwyn parkin...
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The Australian English Curriculum &
Literacy as a General Capability
Developed by Bronwyn Parkin
Project Officer, Numeracy and Literacy, Teaching and Learning Services
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Module 1Module 1• Introduction to the model of language and literacy in
the Australian Curriculumo Language and literacy in the English Curriculum
o Literacy as a general capability in the learning areas
Literacy SecretariatLiteracy is everyone’s business
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The Australian The Australian English CurriculumEnglish Curriculum
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Role of English curriculum Role of English curriculum
in teaching language and literacyin teaching language and literacy
• In the Early Years, English provides the foundational skills knowledge and understandings for further learning
• (Shaping paper May 2009 p11)
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Three strandsThree strandsLanguage
knowing about the English language
Literatureunderstanding, appreciating, responding to, analysing
and creating literature
Literacy expanding the repertoire of English usage.
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Language sub-strandsLanguage sub-strands• Language variation and change (Social context)
• Language for interaction (Tenor)
• Text structure and organisation (Mode)
• Expressing and developing ideas (Field)
• Sound and letter knowledge (Phonics and spelling)
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Situated to decontextualised/Mode
Culture
Situation
Topic/ Field
Relationships/Tenor
Social model of language
whole text level
sentence level
letter & sound level
Expressing ideas
Language for interaction
Text structure and organisation
Language variation and change
Sound & letter knowledge
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Literature sub-strandsLiterature sub-strands• Literature and context
• Responding to literature
• Examining literature
• Creating literature
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Literacy sub-strandsLiteracy sub-strands• Texts in context
• Interacting with others
• Interpreting, analysing and evaluating
• Creating texts
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Integrated and balanced curriculumIntegrated and balanced curriculum
• Language and literacy taught through literature:
Texts provide the medium for communication
(p4).
• Content descriptions incorporate all modes in an
‘integrated and interdependent way’.
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LIT
ER
AT
UR
EL
ITE
RA
CY
Phonemic awareness
Grapho-phonicsL
AN
GU
AG
E
Handwriting / spelling / punctuation / grammatical accuracy
Language for comprehending, creating, discussing and responding to literary/creative works.
plays drama
Enjoying, appreciating, interpreting and creating literary works in a variety of modes and media:
picture bookspoetry
graphic novelschapter books
filmsmultimodal texts
biographiesspeechesrhymes
novelsshort stories
Personal responses Reviews Character analyses Thematic interpretations
Responding to a range of creative works:
How language works in its various modes and settings for different purposes and audiences, from the level of the text through to the word.
Comprehending, composing, using and critically engaging with texts:- for a variety of purposes (eg describing, explaining, arguing, recounting)- interacting with a range of audiences (from familiar through more formal)- in different modes and media (oral, written, digital and multimedia) - from a variety of sources (eg popular media, textbooks, workplaces, community)- to build knowledge across all areas of the curriculum - using appropriate strategies and processes
Bev Derewianka: Literacy in Science. Presentation at Literacy Leaders’ Network, June 20th 2010.
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What is the relationship What is the relationship between the three between the three
strands?strands?
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Literacy SecretariatLiteracy is everyone’s business
From literature to furniture:
a different sort of cultural artefact
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So what?So what?
What can we tell about a person who has a coffee table like this?
What are the important parts of the coffee table?
Social purpose and historical context of coffee tables
Language variation and change (Social context)
Language for interaction (Tenor)
Text structure and organisation (Mode)
Expressing and developing ideas (Field)
How are the legs, joints, drawers, constructed?
Sound and letter knowledgeHow and why are dove-tail
joints used?
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From literature to furniture:
a different sort of cultural artefact
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From literature to furniture:
a different sort of cultural artefact
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Being literate is being able to make choices:
Which tool?
Why?
Under what circumstances?
What is the intended effect?
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LiteracyLiteracyas a general capabilityas a general capability
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Organising elements of Organising elements of literacyliteracy
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The Literacy capability - The Literacy capability -
two overarching processes:two overarching processes:• Comprehending texts through listening, reading
and viewing
• Composing texts through speaking, writing and creating
And for both processes: o Text knowledge o Grammar knowledge o Word knowledge o Visual knowledge
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Literacy is everyone’s business…Literacy is everyone’s business…• all teachers are responsible for teaching the subject-
specific literacy of their learning area
• all teachers need a clear understanding of the literacy demands and opportunities of their learning area
• literacy appropriate to each learning area can be embedded in the teaching of the content and processes of that learning area.
Literacy General Capability: ACARA Jan ‘12
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Theoretical BackgroundTheoretical Background Based on a social view of language: considers
how language works to construct meaning in different social and cultural contexts
Vygotsky (1976)
Brice Heath (1983)
Halliday and Hasan (1985)
Freebody and Luke (1990)
Gee (1991, 2008)
Christie and Derewianka (2008)
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Literacy capability and Literacy capability and EnglishEnglish
Relationship with the English curriculum
• The general capability of Literacy is drawn from the content descriptions in the Language and Literacy strands of the English curriculum. The literacy knowledge and skills are developed and applied through all three strands: Language, Literature and Literacy.
English/General capabilities /Literacy
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Organising elements of Organising elements of literacyliteracy
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TText knowledge:ext knowledge: in historyin history
By the end of Year 2 students
By the end of Year 4 students
By the end of Year 6 students
By the end of Year 8 students
By the end of Year 10 students
Including:
- historical reports of an event- factual narratives
built around historical events- factual descriptions of historical people and places - expositions that give an opinion about a historical topic
Including:
- historical retellings of an event - historical narratives told from a particular perspective - descriptions of a historical figure or place - expositions to argue for a particular point of view in relation to a historical event
Including: -factual historical recounts of a series of events with some evaluative or summative commentary – -historical narratives that retell past events from a particular personal or cultural perspective - detailed descriptions of particular places from the past demonstrating use of source material - discussion texts with supporting evidence to present both sides of a contentious issue
Including: - factual historicalrecounts of a series ofevents with someevaluative or summative commentary- historical narratives that retell past events from a particular personal or cultural perspective- detailed descriptions of particular places from the past demonstrating use of source material - persuasive texts to argue for a particular course of action- discussion texts with supporting evidence to contentious issue present both sides of a contentious issue
Including: - factual historical recounts of a series of events within chronological framework with some evaluative or summative commentary-explanations that consider past events from a particular personal or cultural perspective detailed- descriptions of particular places from the past demonstrating use of primary and secondary source material, using appropriate referencing - discussion texts with supporting evidence to present both sides of a contentious issue
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Grammar knowledge
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Looking at a text using the Looking at a text using the
literacy capabilityliteracy capabilityShould sweets be eaten between meals?Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.
First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?
Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.
Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.
There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.
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Text knowledgeText knowledge• structure and purpose (what each stage or paragraph is for)
• text cohesion (what makes a text stick together)
o text level organisation
• Opening paragraph foregrounding subsequent paragraphs
• Topic sentences foregrounding the main ideas
• conjunctions that link the text
o text connectives: linking sentences and sections of text
o reference: through pronouns: he , she, they, it, their, this, the
o repetition, synonyms, antonyms, word patterns (group/subgroup, part/whole), word chains (tracing the main participants in a text),ellipsis (leaving words out)
Literacy SecretariatLiteracy is everyone’s business
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Text knowledgeText knowledgeText Structure
Should sweets be eaten between meals?
Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.
First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?
Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.
Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.
There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.
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Text knowledgeText knowledgeText Structure
Should sweets be eaten between meals?
Position statement
Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.
First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?
Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.
Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.
There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.
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Text knowledgeText knowledgeText Structure
Should sweets be eaten between meals?
Position statement
Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.
First argument First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?
Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.
Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.
There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.
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Text knowledgeText knowledgeText Structure
Should sweets be eaten between meals?
Position statement
Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.
First argument First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?
Second argument
Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.
Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.
There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.
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Text knowledgeText knowledgeText Structure
Should sweets be eaten between meals?
Position statement
Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.
First argument First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?
Second argument
Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.
Third argument Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.
There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.
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Text knowledgeText knowledgeText Structure
Should sweets be eaten between meals?
Position statement
Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.
First argument First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?
Second argument
Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.
Third argument Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.
Summary statement
There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.
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Text knowledge: Text cohesionText knowledge: Text cohesion
Creating cohesion within a text• text level organisation: paragraph and sentence
openers, foregrounding the main ideas• text connectives: linking sentences and sections of
text• reference: through pronouns: he , she, they, it, their,
this, the• repetition, synonyms, antonyms, word patterns, word
chains (tracing the main participants in a text), ellipsis (leaving words out)
38
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Text knowledgeText knowledge
Text cohesion Should sweets be eaten between meals?
Text level organisation:•Opening paragraph foregrounding subsequent paragraphs•Topic sentences
Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.
First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?
Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.
Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.
There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.
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Text knowledgeText knowledgeText cohesion Should sweets be eaten between meals?
Text level organisation:•Opening paragraph foregrounding subsequent paragraphs•Topic sentences
Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.
First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?
Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.
Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.
There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.
1.
2. 3.
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Text cohesionText cohesionText knowledge Should sweets be eaten between meals?
Text connectives:•Sequencing the argument•Connecting ideas
Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.
First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?
Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.
Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.
There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.
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Text cohesionText cohesionText knowledge Should sweets be eaten between meals?
Text connectives:•Sequencing the argument•Connecting ideas
Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.
First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?
Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.
Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.
There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.
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Text knowledgeText knowledgeText cohesion Should sweets be eaten between meals?
Reference:•Through pronouns
Word repetitions and associations•Repetition, synonyms
Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.
First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?
Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.
Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.
There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.
![Page 44: The Australian English Curriculum & Literacy as a General Capability Developed by Bronwyn Parkin Project Officer, Numeracy and Literacy, Teaching and Learning](https://reader036.vdocument.in/reader036/viewer/2022062714/56649d1a5503460f949efa93/html5/thumbnails/44.jpg)
Text knowledgeText knowledgeText cohesion Should sweets be eaten between meals?
Reference:•Through pronouns
Word repetitions and associations•Repetition, synonyms
Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.
First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?
Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.
Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.
There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.
![Page 45: The Australian English Curriculum & Literacy as a General Capability Developed by Bronwyn Parkin Project Officer, Numeracy and Literacy, Teaching and Learning](https://reader036.vdocument.in/reader036/viewer/2022062714/56649d1a5503460f949efa93/html5/thumbnails/45.jpg)
Grammar knowledge : Simple, Grammar knowledge : Simple,
compound, complex sentencescompound, complex sentences • Simple sentence: single, independent clause
(one verb)
• Compound sentence: 2 independent clauses linked by a conjunction - and, so, but, or etc
• Complex sentence: Independent and dependent clause bound by a conjunction (which is ‘bound to the dependent clause) - after, by, because, unless, although etc
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Grammar knowledge: Simple, Grammar knowledge: Simple,
compound, complex sentencescompound, complex sentencesShould sweets be eaten between meals? Verbs
Coordinating (linking) conjunctions:and, so, but
Subordinating (binding) conjunctions:
because, when, if
Sweets should not be eaten between meals because they affectyour health,( ) spoil your appetite and ( ) make you tired.
First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?
Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.
Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.
There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, ( ) they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.
![Page 47: The Australian English Curriculum & Literacy as a General Capability Developed by Bronwyn Parkin Project Officer, Numeracy and Literacy, Teaching and Learning](https://reader036.vdocument.in/reader036/viewer/2022062714/56649d1a5503460f949efa93/html5/thumbnails/47.jpg)
Grammar knowledge: Simple, Grammar knowledge: Simple,
compound, complex sentencescompound, complex sentencesShould sweets be eaten between meals? Verbs
Coordinating (linking) conjunctions:and, so, but
Subordinating (binding) conjunctions:
because, when, if
Sweets should not be eaten between meals because they affectyour health,( ) spoil your appetite and ( ) make you tired.
First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?
Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.
Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.
There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, ( ) they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.
![Page 48: The Australian English Curriculum & Literacy as a General Capability Developed by Bronwyn Parkin Project Officer, Numeracy and Literacy, Teaching and Learning](https://reader036.vdocument.in/reader036/viewer/2022062714/56649d1a5503460f949efa93/html5/thumbnails/48.jpg)
Grammar knowledge: Simple, Grammar knowledge: Simple,
compound, complex sentencescompound, complex sentencesShould sweets be eaten between meals? Verbs
Coordinating (linking) conjunctions:and, so, but
Subordinating (binding) conjunctions:
because, when, if
Sweets should not be eaten between meals because they affectyour health,( ) spoil your appetite and ( ) make you tired.
First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?
Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.
Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.
There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, ( ) they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.
![Page 49: The Australian English Curriculum & Literacy as a General Capability Developed by Bronwyn Parkin Project Officer, Numeracy and Literacy, Teaching and Learning](https://reader036.vdocument.in/reader036/viewer/2022062714/56649d1a5503460f949efa93/html5/thumbnails/49.jpg)
Grammar knowledge: Grammar knowledge: words and word groupswords and word groups
• noun groups
• adverbs, adverbials telling about time, place, manner, cause etc
• Verbs & verb types:
• nominalisation: forming nouns, usually from adjectives or verbs(eg react to reaction, produce to production)
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Grammar knowledge: Verb Grammar knowledge: Verb
groups, and noun groupsgroups, and noun groupsShould sweets be eaten between meals? Noun groups
Sweets should not be eaten between meals because they affectyour health,( ) spoil your appetite and ( ) make you tired.
First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?
Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.
Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.
There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, ( ) they spoilyour appetite for nourishing meals, and they do not give you lasting energy. If children are hungry between meals they would be better off with fruit.
![Page 51: The Australian English Curriculum & Literacy as a General Capability Developed by Bronwyn Parkin Project Officer, Numeracy and Literacy, Teaching and Learning](https://reader036.vdocument.in/reader036/viewer/2022062714/56649d1a5503460f949efa93/html5/thumbnails/51.jpg)
Grammar: Expressing Grammar: Expressing opinion & point of viewopinion & point of view
• modality : must, will, may, definitely , probably, possibly
• evaluative language (positive and negative): expressing feelings (I was shattered), evaluating worth (the wonderful restaurant) , making judgements (his compassionate nature, the feeble excuse)
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Expressing opinion & Expressing opinion & point of viewpoint of view
Should sweets be eaten between meals? ModalityEg must, will, may, definitely , probably, possibly
Evaluative languageEg positive and negative, expressing feelings, evaluating worth , making judgements, the feeble excuse
Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.
First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?
Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.
Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.
There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.
![Page 53: The Australian English Curriculum & Literacy as a General Capability Developed by Bronwyn Parkin Project Officer, Numeracy and Literacy, Teaching and Learning](https://reader036.vdocument.in/reader036/viewer/2022062714/56649d1a5503460f949efa93/html5/thumbnails/53.jpg)
Expressing opinion & Expressing opinion & point of viewpoint of view
Should sweets be eaten between meals? ModalityEg must, will, may, definitely , probably, possibly
Evaluative languageEg positive and negative, expressing feelings, evaluating worth , making judgements, the feeble excuse
Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.
First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?
Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.
Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.
There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.
![Page 54: The Australian English Curriculum & Literacy as a General Capability Developed by Bronwyn Parkin Project Officer, Numeracy and Literacy, Teaching and Learning](https://reader036.vdocument.in/reader036/viewer/2022062714/56649d1a5503460f949efa93/html5/thumbnails/54.jpg)
Expressing opinion & Expressing opinion & point of viewpoint of view
Should sweets be eaten between meals? ModalityEg must, will, may, definitely , probably, possibly
Evaluative languageEg positive and negative, expressing feelings, evaluating worth , making judgements,
Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.
First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?
Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.
Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.
There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lasting energy. If children are hungry between meals they would be better off with fruit.
![Page 55: The Australian English Curriculum & Literacy as a General Capability Developed by Bronwyn Parkin Project Officer, Numeracy and Literacy, Teaching and Learning](https://reader036.vdocument.in/reader036/viewer/2022062714/56649d1a5503460f949efa93/html5/thumbnails/55.jpg)
Word knowledgeWord knowledge
spoken everyday informal language
written technical formal language
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Visual knowledgeVisual knowledge• What is appropriate for your text type?
• What do students need to know to produce the right image or diagram?
• What is the relationship between the image and the written text? Extension?
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Leading to Module 2Leading to Module 2• Understanding more about the four aspects of
knowledge in the learning areas.